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We illustrate the effect this programme can have on behaviour by the comments and results sent to us showing  the impact of Turnabout for a Year 8 student in the challenging environment of  a Pupil Referral Unit. This is a school for students from Year 7 to Year 11 with a total  capacity  of  24. Student C  only completed around half of the recommended number of Turnabout sessions within the 12 week period -  the  equivalent  of  six  weeks  of  Turnabout.  Nevertheless,  it  can  be  seen   that a range of very significant and encouraging changes have taken place in this relatively short period of time. The graph below displays relevant excerpts from the (60 point) Student Assessment Sheets supplied for schools to use to measure the impact of the programme. Students  are  usually  assessed  both  before  and  after  the  12  week  programme.  In  this school,  the assessments were made by all of the teachers of the students and the mean average ‘score’ was used for the assessments. The ratings are of 1 to 5 with a rating of  1 being ‘true’ and 5 being ‘totally false’ and scores of 2 to 4 being graded points in-between.

 Staff say she has made incredible progress. Her poor behaviour was linked to a previous lack of education that met her learning needs. She had battled to access the curriculum and became frustrated. Schooling was a negative experience. She saw school as ‘the  enemy’.  To  combat  her  lack  of  self-esteem  and  confidence  the  meta-cognition  was  a helpful  tool.  She  found  doing  the  Turnabout  games  a  big  struggle,  creating  a  feeling  of nervousness (possibly due to the changes taking place within her brain and the challenge of working independently.) She now thinks about her learning. She is more thoughtful and she tries to remember back. She is now aware of how she learns. The graphs show clearly the progress that this student has made.




Impetuous behaviour


Short attention span


Uses gestures instead of words


Narrow range of interests


Disruptive in class


Uses avoidance strategies


Unable to maintain attention


Cannot pick out key points


Misbehaves to attract attention


Misbehaves as avoidance strategy

Improving the behaviour of a challenging student