Low level difficulties (displayed less frequently Medium level difficulties (displayed at High level difficulties (displayed throughout than daily but more frequently than weekly) least daily) the day) Behaviours disrupt the learning of others (these Behaviours disrupt the learning of others Behaviours have a major impact on others’ behaviours include emotional or verbal outbursts, learning in all environments physical reactions, repetitive actions) Behaviours disrupt their own learning on a Behaviours have a significant impact on his/her well-being and learning daily basis opportunities Difficulties identifying and regulating emotions Difficulties identifying and regulating Persistent difficulties identifying and regulating emotions impact on his/her and impact on his/her and others’ learning emotions impact on his/her and others’ others’ learning and well-being learning Difficulties following setting routines and Difficulties following setting routines and Persistently challenging behaviours (e.g. expectations impact on his/her and uncooperative, destructive and disruptive) expectations impact on his/her and others’ others’ learning learning Low level difficulties Medium level difficulties High level difficulties Sometimes hurts other children inadvertently/ Often boisterous and/or extremely Will hit out at other children and become very distressed whether they come near disrupts learning due to boisterous behaviours excitable and this impacts on his/her and his/her play or not on a daily basis etc other children’s learning Child can communicate functionally with others and be understood Does the child have difficulties in this area? If no, please go to Outcome 3. YES/NO Low level difficulties Medium level difficulties High level difficulties Uses language for a range of functions but is not Uses language for a limited range of Unable to communicate consistently for a able to maintain a conversation or be understood functions and has difficulty using language range of communicative functions, eg clearly by others to communicate effectively their message requesting, commenting, questioning, refusing and greeting
Low level difficulties (displayed less frequently than daily but more frequently than weekly) Medium level difficulties (displayed at least daily) High level difficulties (displayed throughout the day) Behaviours disrupt the learning of others (these behaviours include emotional or verbal outbursts, physical reactions, repetitive actions) Behaviours disrupt the learning of others Behaviours have a major impact on others’ learning in all environments Behaviours disrupt their own learning on a daily basis Behaviours have a significant impact on his/her well-being and learning opportunities Difficulties identifying and regulating emotions impact on his/her and others’ learning Difficulties identifying and regulating emotions impact on his/her and others’ learning Persistent difficulties identifying and regulating emotions impact on his/her and others’ learning and well-being Difficulties following setting routines and expectations impact on his/her and others’ learning Difficulties following setting routines and expectations impact on his/her and others’ learning Persistently challenging behaviours (e.g. uncooperative, destructive and disruptive) Low level difficulties Medium level difficulties High level difficulties Sometimes hurts other children inadvertently/ disrupts learning due to boisterous behaviours etc Often boisterous and/or extremely excitable and this impacts on his/her and other children’s learning Will hit out at other children and become very distressed whether they come near his/her play or not on a daily basis Child can communicate functionally with others and be understood Does the child have difficulties in this area? If no, please go to Outcome 3. YES/NO Low level difficulties Medium level difficulties High level difficulties Uses language for a range of functions but is not able to maintain a conversation or be understood clearly by others Uses language for a limited range of functions and has difficulty using language to communicate effectively their message Unable to communicate consistently for a range of communicative functions, eg requesting, commenting, questioning, refusing and greeting
sen_ras_0-5_version_3_0_final_2017.docx