Stepping Stones Special School for Children with Autism and Complex Needs’s ethos supports a functional approach to the management of challenging behaviour. A behaviour management system is used to assess the steps appropriate to manage a students’ challenging behaviour. This involves a variety of systematic information-gathering activities.
The aim is to decrease challenging behaviour by adapting the environment, teaching the student skills to strengthen deficit areas and reinforcing appropriate replacement behaviours that serve the same function.
The health and safety of all students and staff is our priority. For this reason, in addition to the positive strategies the school has adopted the Professional Crisis Management (PCM) System which has been approved by the British Institute of Learning Disabilities. PCM techniques may be prescribed as part of a comprehensive behaviour support plan for a student with a history of intense levels of challenging behaviour. The on-site behaviour analyst oversees all strategies included in the Behaviour Support Plan.
Behaviour Support Plan (BSP)
Functional assessment data is used to develop an effective and appropriate behaviour change programme outlined in the BSP. The BSP includes; identification of the target behaviour(s) for reduction, the hypothesised function(s) of behaviour, procedures to reduce the motivation to exhibit the behaviour, identification of replacement behaviours to teach, procedures for the management of problem behaviour, schedules of reinforcement and data collection procedures.
Every member of the school community has a role to play in the development and implementation of the BSP. School staff work closely with parents and external professionals and in exceptional circumstances and where deemed appropriate and suitable, the School will engage with parents in the management of behaviours in the home. Speech and Language and Occupational Therapy (where appropriate) staff will also be involved to ensure the delivery of an eclectic approach. The implementation of all plans is in compliance with the ethical guidelines for best practice (specified by the Behaviour Analyst Certification Board). On-going data collection and analysis are employed to track the successful progress of the strategies within the plan. Regular reviews are conducted with the behaviour analyst, specialist staff and parents.