Page 19 - Shifting the Outdated Behaviourist Paradigm. From Punishment & Control to Coaching & Self-responsibility

FOLLOW-UP STAGE SUMMARY

NAME DURATION WHEN WHO WHERE WHAT / CONTEXT TO USE
Level 1 support: 1-2 minutes At the time of the Adult with child at the Wherever the child Focused on a specific problem happening right now.
Coaching incident time is at the time Keeps high expectations even for low level issues.
Prompt a. For small, Level 1 struggles that don’t happen regularly.
Peers can also be
b. Only if the child is regulated and able to think rationally about a way to
taught to give coaching
prompts manage better
c. If the adult can manage in that moment and feels this is only minor.
Level 2 support: 5-10 Outside of the actual Adult who was present A quiet space Focused on a specific minor problem that has happened that day.
Coaching minutes incident – later that day at the time where everyone
Conversation if possible and can focus Keeps high expectations and makes sure low -level issues do not persist.
everyone calm
Peers can be taught to a. For small struggles (e.g. in school, calling out, or at home, an untidy
use Coaching bedroom, bedtime being an issue or not returning home at the agreed time.
Conversations to solve
issues (see Working For a more significant (Level 2) one-off incident e.g. hurting someone, move
Out Windows (WOW) straight to Level 3 Support.
technique)
Level 3 support: 20 - 30 If school: outside of Class teacher At school: location Focused on a specific problem that has happened in the last couple of days
Coaching Time minutes school day. Scheduled Leader to support identified for Keeps high expectations and ensures skill difficulties are addressed early.
with parent/carer and
After school leader. Parent to attend at end Coaching Time – a. For a persistent low-level problem e.g. calling out / getting distracted
If home: agreed time friendly / soft where several Coaching Conversations have not led to expected progress.
with child (not missing furniture. At home: b. For a more significant incident e.g. hitting someone / stealing.
any special DOSE a quiet space – may
activities), need to go out.
Level 4 support: 45-minute Scheduled session Member of staff with School: SENDCO Intervention focused on wider unmet needs and lagging skills for children
Coaching Plan session to followed by at least specialist training office / pastoral with persistent or high-level difficulties.
prior to plan twice weekly sessions Parent to attend room Ensures insistence, persistence, consistence with a spirit of support.
Coaching priorities (ideally 3 x weekly) planning meeting at Home: regular a. Following two or more Coaching Times for a Level 3 or 4 incident.
Programme start and final meeting place each week –
followed by at end of programme. wherever you can b. Also for children presenting with persistent Level 1 / 2 unhelpful
(Level 5 support a 2 then 4 find a quiet space. responses or those who have significant unmet needs (and may present
is a bespoke then 6-week with threat-based or neurodifferent responses such as anxiety, attendance
provision) programme issues etc. which are less intrusive yet a significant barrier to achievement).