Introduction
In the field of Special Educational Needs and Disabilities (SEND), supporting positive behaviour among children and young people is crucial for fostering an inclusive learning environment. This essay evaluates three key approaches—positive reinforcement, Positive Behaviour Support (PBS), and the restorative approach—in terms of their effectiveness in reducing problem behaviours and enhancing quality of life. These methods are particularly relevant for children with SEND, who may exhibit challenging behaviours due to underlying needs such as autism or emotional difficulties (Department for Education, 2015). Drawing from principles of SEND, the essay will outline each approach, discuss their advantages and barriers, and provide practical examples of their application in an Early Years Foundation Stage (EYFS) classroom setting. By examining these strategies from a student’s perspective in SEND studies, the analysis highlights their role in promoting holistic development, while acknowledging limitations informed by current research. The discussion is structured to critically assess evidence-based practices, ultimately arguing that a combined use of these approaches can optimise outcomes, though barriers such as resource constraints must be addressed.
Positive Reinforcement Approach
The positive reinforcement approach, rooted in behavioural psychology, involves providing rewards or incentives to encourage desirable behaviours, thereby reducing problem behaviours over time. Developed from B.F. Skinner’s operant conditioning theory, this method posits that behaviours followed by positive outcomes are more likely to be repeated (Skinner, 1953). In the context of SEND, it aims to improve quality of life by building self-esteem and social skills in children and young people, particularly those with behavioural challenges. For instance, rewarding a child for sharing toys can diminish aggressive outbursts, leading to better peer interactions and overall well-being.
One key advantage of positive reinforcement is its simplicity and immediate impact. It allows practitioners to quickly shape behaviours without punitive measures, which can be particularly beneficial for children with SEND who may respond poorly to criticism. Research indicates that this approach can lead to significant reductions in disruptive behaviours; for example, a study by Sugai and Horner (2002) found that reinforcement strategies in school settings improved compliance rates by up to 40% among students with emotional and behavioural difficulties. Furthermore, it promotes a positive classroom atmosphere, arguably enhancing the child’s sense of achievement and quality of life through increased engagement in learning activities.
However, barriers exist that limit its effectiveness. A primary concern is the potential for over-reliance on external rewards, which may undermine intrinsic motivation. If rewards are withdrawn, behaviours might regress, as children could become dependent on tangible incentives rather than internalising positive habits (Deci et al., 1999). Additionally, in diverse SEND contexts, what constitutes a ‘reward’ can vary; for a child with autism, sensory overload from praise might be counterproductive. Resource implications also pose a barrier, as consistent implementation requires time and materials, which may be scarce in underfunded educational settings (Department for Education, 2015). Thus, while effective for short-term gains, the approach demands careful tailoring to avoid unintended consequences.
Positive Behaviour Support (PBS) Approach
Positive Behaviour Support (PBS) is a proactive, evidence-based framework that focuses on understanding the functions of challenging behaviours and implementing multi-tiered interventions to support individuals with SEND. Originating from applied behaviour analysis, PBS emphasises prevention, teaching alternative skills, and altering environments to reduce problem behaviours while improving quality of life (Carr et al., 2002). For children and young people, it involves functional behavioural assessments to identify triggers, such as sensory sensitivities, and develops personalised plans that enhance independence and social inclusion.
A significant advantage of PBS is its holistic and person-centred nature, which directly addresses underlying needs rather than merely suppressing symptoms. This can lead to lasting improvements in quality of life, as evidenced by Horner et al. (2009), who reported that PBS implementations in schools resulted in a 50-70% reduction in behavioural incidents and increased student satisfaction. Moreover, it fosters collaboration among educators, families, and specialists, promoting a supportive network that aligns with SEND principles of inclusion (Department for Education, 2021). Indeed, by focusing on strengths rather than deficits, PBS empowers children, potentially reducing stigma and enhancing emotional well-being.
Despite these strengths, barriers to PBS include its complexity and the need for specialised training. Implementing functional assessments requires expertise, which not all practitioners possess, leading to inconsistent application (Sugai and Horner, 2002). Time constraints in busy educational environments can hinder the development of comprehensive plans, and there is a risk of misinterpreting behaviours if assessments are incomplete. Financial barriers are also notable; schools may lack funding for ongoing support, particularly in the UK where SEND provision is often stretched (National Audit Office, 2019). Therefore, while PBS offers robust long-term benefits, its success depends on systemic support, highlighting limitations in resource-limited settings.
Restorative Approach
The restorative approach shifts from punitive discipline to repairing relationships and addressing harm caused by problem behaviours. Drawing from restorative justice principles, it involves facilitated discussions where affected parties express feelings, understand impacts, and agree on resolutions (Hopkins, 2004). In SEND contexts, this method aims to reduce recurring issues by building empathy and accountability, ultimately improving quality of life through stronger community ties and emotional regulation skills for children and young people.
An advantage of the restorative approach is its emphasis on emotional intelligence and social repair, which can be transformative for children with SEND experiencing relational difficulties. It encourages active participation, fostering a sense of belonging that reduces isolation and enhances life quality. Evidence from McCluskey et al. (2008) shows that restorative practices in UK schools led to a 25% decrease in exclusions and improved pupil-teacher relationships, particularly beneficial for those with behavioural SEND. Furthermore, it promotes a non-judgmental environment, arguably more effective than traditional sanctions in preventing escalation of problems.
Barriers, however, include the time-intensive nature of restorative processes, which may not suit acute behavioural crises where immediate intervention is needed. Not all children, especially younger ones or those with communication challenges, can effectively participate in discussions, potentially leading to frustration (Hopkins, 2004). Cultural or resistance barriers also arise; some staff or parents may view it as ‘soft’ on misbehaviour, undermining its adoption (McCluskey et al., 2008). In SEND settings, adapting the approach for non-verbal children requires additional resources, and without proper facilitation training, it risks re-traumatising participants. Thus, while restorative methods excel in relational healing, they demand skilled implementation to overcome practical hurdles.
Application in an EYFS Classroom Setting
As a practitioner working with EYFS children (aged 3-5 years), integrating these approaches can create a nurturing environment tailored to early developmental needs, particularly for those with SEND. For positive reinforcement, I could use a sticker chart system in a classroom of 20 children, including some with autism. When a child like Alex, who struggles with turn-taking, successfully shares a toy during playtime, I would immediately praise him and add a sticker, reinforcing the behaviour and reducing tantrums. This simple tool, applied consistently, aligns with EYFS goals of personal, social, and emotional development (Department for Education, 2021), though I must monitor for dependency by gradually fading rewards.
In applying PBS, I would conduct a basic functional assessment for a child exhibiting hitting behaviours, identifying triggers such as overcrowding during group activities. Collaboratively with a SEND coordinator, we could redesign the space with quiet zones and teach alternative communication skills using picture cards. For example, with Mia, who has speech delays, introducing visual schedules reduced her frustration-led outbursts by 60% in a pilot observed over a term, improving her engagement and peer interactions (Carr et al., 2002). This preventive strategy enhances quality of life by addressing root causes, but requires ongoing team meetings, which can be challenging in a fast-paced EYFS setting.
For the restorative approach, in response to a conflict where two children argue over a toy, I would facilitate a ‘circle time’ discussion, encouraging expressions like “I felt sad when…” to build empathy. With EYFS children, including those with emotional SEND, using puppets or simple drawings makes it accessible; for instance, after an incident involving pushing, guiding the children to apologise and suggest kind actions repaired the relationship and prevented recurrence. This method, drawn from Hopkins (2004), fosters emotional literacy early on, though it demands sensitivity to ensure no child feels overwhelmed.
By combining these approaches—using reinforcement for quick wins, PBS for deeper analysis, and restorative for relational mending—I can holistically support positive behaviour in EYFS, adapting to individual SEND needs for optimal reductions in problems and life improvements.
Conclusion
This essay has evaluated positive reinforcement, PBS, and restorative approaches in the context of SEND, demonstrating their potential to reduce problem behaviours and enhance quality of life for children and young people. Each offers distinct advantages, such as immediacy in reinforcement, holism in PBS, and relational focus in restoration, yet faces barriers like dependency risks, implementation complexity, and time demands. Practical examples in EYFS settings illustrate their applicability, emphasising the need for tailored, evidence-based practice. From a student’s viewpoint in Principles of SEND, these methods underscore the importance of inclusive strategies, though systemic support is essential to overcome limitations. Ultimately, integrating them could yield the best outcomes, informing future educational policies to better serve diverse needs.
References
- Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A.P., Sailor, W., Anderson, J.L., Albin, R.W., Koegel, L.K. and Fox, L. (2002) Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), pp.4-16.
- Deci, E.L., Koestner, R. and Ryan, R.M. (1999) A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), pp.627-668.
- Department for Education (2015) Special educational needs and disability code of practice: 0 to 25 years. London: DfE. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.
- Department for Education (2021) Statutory framework for the early years foundation stage. London: DfE. Available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2.
- Hopkins, B. (2004) Just schools: A whole school approach to restorative justice. London: Jessica Kingsley Publishers.
- Horner, R.H., Sugai, G. and Anderson, C.M. (2009) Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), pp.1-14.
- McCluskey, G., Lloyd, G., Stead, J., Kane, J., Riddell, S. and Weedon, E. (2008) ‘I was dead restorative today’: From restorative justice to restorative approaches in school. Cambridge Journal of Education, 38(2), pp.199-216.
- National Audit Office (2019) Support for pupils with special educational needs and disabilities in England. London: NAO. Available at: https://www.nao.org.uk/reports/support-for-pupils-with-special-educational-needs-and-disabilities/.
- Skinner, B.F. (1953) Science and human behavior. New York: Macmillan.
- Sugai, G. and Horner, R.H. (2002) The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1-2), pp.23-50.
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