| Description |
1 online resource (281 pages) : illustrations |
| Series |
A Speechmark book |
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Speechmark book
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| Contents |
Chapter 1: Preparing for the Journey: Section 1; 1. Introduction and overview; Section 2; 1. The PIPER model and the assess, plan, do, review process; Section 3; 1. The impact of the teacher; Section 4; 1. The conversation; Section 5; 1. The emotional well-being journey -- from practice to three-step intervention; Section 6; 1. An overview of the three-step PIPER model -- an intervention; Step 1 -- Risk and resilience profiling; Step 2 -- Creating a reducing anxiety management plan |
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Step 3 -- Creating a personalised three-wave provision mapNOTE; Chapter 2: What is behaviour? -- behaviour as communication; INTRODUCTION; Section 1; 1. Research and behaviour; What does the research tell us?; 2. Cultural differences and behaviour; Cultural differences -- interpreted or misinterpreted?; 3. Biological differences and behaviour, including ASD, ADD and ADHD; Biological conditions that impact on children's behaviour in your classroom; Autism -- how is this evidenced in children's behaviour in your class?; Autism and the new SEND code of practice -- implications for classroom practice |
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ADHD -- making sense of it in your classroomIs it normal child behaviour or is it ADHD that you are observing in your classroom?; What does ADHD and ADD look like?; The three primary characteristics of ADD/ADHD to look out for!; Which child do you think could have ADD/ADHD if they were in your class?; What can you do to support children with ADD/ADHD?; Section 2; 1. Anxiety and behaviour; 2. Observing and responding to anxiety-driven behaviour; How our own personal experiences can improve our observations of 'anxious' children |
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3. How emotions impact on our anxiety levels (fight, flight and freeze)4. The stress curve; Section 3; 1. Anxiety and communication; How anxiety affects our ability to communicate our feelings; What is verbal communication?; What does it involve?; Anxiety and its impact on speech; 2. The quiet child ... in fact too quiet; The quiet ones -- why are they quiet?; 3. Selective mutism; Selective mutism (SM) -- children who speak when they feel able to: do you recognise them?; What is selective mutism? |
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What do clinicians and professionals say about selective mutism and how do children with this condition behave?Selective mutism and its effects on processing information; De-mystifying misconceptions of selective mutism; How selective mutism is diagnosed; What can teachers do to support children with selective mutism in communicating their needs?; Interventions and strategies available to support children with selective mutism; Play therapy; Behavioural therapy; Stimulus fading; Positive reinforcement; De-sensitisation; Shaping; Graded exposure; CBT; 4. Josh -- a case in point; Section 4 |
| Summary |
"This book is intended to be both a practical evidence-based tool and an awareness-raising resource for teachers, teaching assistants, mentors and all adults who work with children and young people who present as 'extremely challenging' in the school context. In every school there are a small number of pupils, less than five percent, who take up more than fifty percent of the staff's time. This book provides school staff with an approach to personalised interventions that enable those children or young people to build life-long resilience skills"--Page 4 of cover |
| Bibliography |
Includes bibliographical references (pages 246-260) and index |
| Notes |
Print version record |
| Subject |
Problem children -- Education -- Handbooks, manuals, etc
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Child psychiatry.
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Child psychopathology.
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Child mental health.
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Child Psychiatry
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MEDICAL -- Gynecology & Obstetrics.
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Child mental health
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Child psychiatry
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Child psychopathology
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Problem children -- Education
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| Genre/Form |
Electronic books
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Handbooks and manuals
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| Form |
Electronic book
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| ISBN |
9781351705547 |
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1351705547 |
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1351705555 |
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9781351705554 |
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9781315175034 |
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1315175037 |
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