Implement consistently James' Behaviour Modification Sheet. He will gain rewards for points he achieves.

Teachers will need to ask for his sheet at the beginning of each lesson as James will probably `conveniently forget it. (f the sheet is missing, make sure another one is implemented straight away. Teachers should be supplied with spare copies. (f James believes it is not important to his teachers he will lose interest in it and give up.

Use the targets to notice and reinforce his behaviour, e.g.
"Well done James, you've started your work!" or, "James, you know one of your targets is to allow other pupils to get on with their work."
Home/School Link

Encourage parents to monitor each day by writing a comment. James will see this as an important (ink between home and school(. (t also shows that home is interested in him as a person.
Academic

As James' concentration span is very short he will need several activities to do, especially in double lessons. Be aware of the `pace' of the lesson with him. His work will need to be broken down into very short, achievable tasks. Set him a certain amount to do and then say you will be back to see how he is getting an in two, five, minutes etc.

James needs to think that his work is the same as others. Careful differentiation is required, e.g.

• Cloze procedure
• Fewer questions to answer.
• A scribe so that he can copy out some of his answers.
• A key book of basic words for James that he can use in each lesson plus extra specific words that he is going to need. This may help him access vocabulary in various subject areas.
• Reading aloud
  - don't make James read aloud unless he has practised beforehand and he feels confident to do this.
  - if a group needs to do a presentation perhaps he can be encouraged to do the introduction and explanatory parts etc.

James will thrive on praise if it is meaningful and appropriate. Praise that is given to him privately may enhance his self-esteem.
Organisation

Class teachers may decide to keep his books in their care. James is adept at losing books! This is probably because he knows and realises that his work is not at the same level as his peers. Therefore, if he loses his books, no-one knows how poor his skills are and how little he has achieved. Thus, they cannot criticise his achievements. (Even though they are not going to do this James won't know this!)

He could do homework on loose paper and it could then be attached to his work books.
Behaviour Partner Consider a behaviour partner for James to watch and model, e.g.

• "What is Joe doing at this point?"
• James is encouraged to have a look at his behaviour partner's behaviour.
• In turn the behaviour partner encourages James to do as asked and conform, as everyone else is doing.
• Maybe - The behaviour partner gains a reward for his participation!?

• Checking he's settled to task
• Checking he understands what he has to do
• Allowing him space and time to 'have a go'
• Looking out for signs of escalation of unwanted behaviour, e.g.
  - out of seat
  - turning round
  - fiddling with objects
  - swinging on his seat
  James can then be diffused and distracted by getting to know what makes him 'tick' and what his interests are. He can then be helped to settle again.