The Alert Program for self-management of behaviour in second level schools: results of phase 1 of a pilot study

Abstract

This article reports on Phase 1 of a pilot programme on self-management of behaviour with challenging class groups of students as part of the evidence-informed practice of the National Behaviour Support Service. The Alert Program is a structured active learning programme using an engine analogy. The person’s engine runs on high, low or just right for the task in hand. The focus of this first phase of the pilot was on the appropriateness of module content, teaching approaches, resource materials and classroom management strategies. Eighty-five first year students (aged 12–13 years) and four teachers in four second level partner schools in areas of social disadvantage were involved. Trial 1 offered five class sessions and Trial 2 offered eight. Phase 1 was occupational therapist led with class teacher support. Perceptions from teachers and students were gathered by questionnaires. Teachers reported that the content and class management strategies were appropriate. Students gained an understanding of their behaviour and identified self-management strategies for use in the class. They recommended that all teachers working with the class group should be familiar with the language and techniques of the programme to reinforce learning. Feedback from 85% (72) of students confirmed that the learning tasks were considered by the majority to be enjoyable and relevant. The group of students perceived to be the most challenging gave the most positive scores, and 100% of these indicated their intention to use their new self-management strategies in class. The positive results led to Phase 2 of the pilot in which teachers took the lead role with occupational therapist support in a national pilot in 16 schools in areas of social disadvantage.

Keywords:

• self-management of behaviour
• structured learning programme
• sensory processing

Acknowledgements

The teachers, school management, students and parents are acknowledged for their contribution to this project. The national and regional NBSS team members were central in this collaborative endeavour and this project would not have been possible without their support.