ABSTRACT
Severe problem behaviours and problem behaviours which are frequent, last for some time and do not improve with the support provided require further detailed and systematic assessment (Campell 2002; Ballard 1991; Hills 1987). Assessment is usually undertaken by professionals with particular knowledge, skills, competencies and expertise such as Special Educational Needs Coordinators (SENCOs) or Individual Educational Plan (IEP) teams. In cases where the child’s behaviour is severe enough and/or situational and contextual factors are too complex to be dealt with through the resources available to the early years setting, professionals with specialist knowledge and psychological services may be involved. A few cases may be referred for statutory assessment. However, in all cases the early years practitioner/teacher should remain an active participant in the process (DfES 2001a; Watson and Steege 2003; Quinn et al. 1998).
