F4i: Framework For Intervention


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About Framework for Intervention

Framework - tried and tested

Framework for Intervention is a tried and tested preventive approach to dealing with School discipline and behaviour. It provides a clear plan for responding to behaviour difficulties at all levels from the most minor to the most serious.

But what makes it special is the unique concentration on prevention at the earliest opportunity- avoiding behaviour escalating into impossible and time consuming problems. The key to this is the way it helps staff and students in developing the best possible 'behavioural environment'.

It is a complete system for all those in schools charged with dealing with behaviour- heads and senior management teams, pastoral staff and behaviour coordinators. The immense benefit for the behaviour specialists is that the environmental approach means that all staff can contribute to solutions- maintaining responsibility and building up their skills.

The evidence from studies is that Framework works. Further information on evaluations can be found here.

The key points of the Framework

The whole approach is one that concentrates on the environment, uses a problem solving approach (including methods similar to Solution Focussed methods/Brief Therapy), and works in accordance with the theories of Quality Management.
Framework has a graduated approach to concerns about behaviour- starting with an environmental approach, only moving to individual behaviour plans if the problems persist.
The intervention is triggered by anyone (usually the class or subject teacher) making an 'expression of concern'. The emphasis is on early response; there is no minimum level of difficulty for triggering the process
The person raising the concern takes the lead in producing a plan with assistance from the school's Behaviour Coordinator.
The plan is based on an 'audit' made by the concerned teacher (or other member of staff) of the environment in which the behaviour is happening. This is done through the use of the 'Behavioural Environment Checklist'.
Framework suggests that the school and outside agencies give full support to level 1 interventions as a contribution to earliest prevention of problems.
An analysis of the concerned teacher's 'behavioural audit' leads to the completion of a 'behavioural environment plan'.
The plan is carried out by the concerned teacher with assistance from the behaviour coordinator.
The approach covers behaviour exhibited outside the classroom and, at early levels, the behaviour of groups
There is no need at an early stage to define whether or not the behaviour difficulty represents a special educational need: the same approach can be adopted in all cases with no 'loss of time', whatever the final outcome
At level 2 and 3 individual behaviour plans are utilised though work on the behavioural environment may continue.
The process is designed to work in conjunction with the SEN Code of Practice : whilst a child may be on any level of action of the British government's Code of Practice for Special Educational Needs and at any level of the Framework, the timescales for action can always be unified, the plans can be incorporated into joint plans and there can be a single review process.

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Principles and Practice

At the heart of Framework approach are a set of principles which determine the character of all the work. Click here to see the Principles for Action
The 'Three level approach to intervention for individual behavioural difficulties' from the Guide book 'Behaviour in Schools: Framework for Intervention' gives detailed recommendations for a model for intervention that could be adopted in schools. It describes some core principles for working with individuals and continues with an summary of the approach.

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Framework in Action

Schools in all areas of the Birmingham and around the UK have used the Framework for Intervention over the last seven years.

Adopting the Framework ultimately involves no more work than at present where schools attempt to deal with behaviour problems solely using the Code of Practice for Special Educational Needs. In the longer- term, the Framework offers major savings through being designed for behaviour rather than adapted from Special Needs practice.

Experience shows that the unique process at level 1 is very successful in improving behaviour of all pupils and can have dramatic effects on the behaviour of individuals, and through the use of the concerned teacher leading on the planning and intervention has led to an increase in staff confidence to meet future challenges.

Framework has been responsible for major improvements in schools' approaches to behaviour and the environments they create to ensure order, discipline and good relationships. But it should be noted that such improvements have not been designed by outside 'experts', they have been planned and carried out by the schools themselves.

Framework related references are available on the Comment/ideas page. For a more detailed account see the Introduction to Framework for Intervention paper.

Download Introduction to Framework paper (PDF format)

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Quick guide diagram

Framework - tried and tested

The key points of the Framework

Principles and Practice

Framework in Action

Framework for Intervention is a non-profit making agency of Birmingham City Council's Children, Young Person and Families Department (Children's Services). It is administered within the Educational Psychology Service.