About SNAP-Behaviour:

1. What is SNAP-B, and why do I need it?
2. What's new in SNAP-B Version 2?
3. How does SNAP-B work?

4. The difficulties profiled by SNAP-B
5. The SNAP-B information/helpsheets
6. The development of SNAP-B

1. What is SNAP-B, and why do I need it?

Intuitive and user-friendly, SNAP-B brings to social, emotional and behavioural difficulties the insights and practical strategies which the original SNAP brought to specific learning difficulties. By identifying the core problem area(s) for each child, SNAP-B enables school staff to be more focused and effective in supporting pupils with behavioural difficulties at home and at school.

SNAP–B is comprehensive, structured and systematic: it maps each pupil’s own mix of problems onto an overall matrix of social, emotional and behavioural difficulties.
SNAP–B gives a computer-aided profile across twelve key aspects of behaviour, plus self-esteem.
SNAP–B helps you to identify the core features of a pupil's problems.
SNAP–B offers practical advice and support strategies.
SNAP–B will help you to strengthen home and teacher support via personalised information/helpsheets.
SNAP–B will also help you monitor progress and evaluate the effectiveness of any intervention.

Designed for ages 5–16, it enables the SENCO or learning support team to carry out structured observational assessments which pull together information from home and school. From this, clusters and patterns of behaviours help to pinpoint core problem areas. Personalised information sheets then give practical advice and targeted support strategies to classroom teachers and to parents.

Like SNAP-SpLD, SNAP-B can be used to evaluate the effectiveness of any intervention and review progress. It is ideal for peripatetic as well as in-school use.

SNAP-B will also be of value to educational psychologists and healthcare professionals involved in assessing or responding to social, emotional and behavioural difficulties.

2. What's new in SNAP-B Version 2?

SNAP–B Version 2 offers practical advice and suggestions that are more precisely focused to target the age and stage of each pupil who is needing help – thus Version 2 includes additional advice and more strategies (particularly for older pupils), and including strategies which reinforce restorative approaches. The personalised helpsheets generated by the computer can also now be made more age-appropriate to the individual pupil. Where appropriate, they are also linked to specific SEAL (Social and Emotional Aspects of Learning) outcomes, and provide a photocopiable Am I making progress? checklist against these outcomes

A major new feature in Version 2 is the facility to select and compare any two SNAP–B profiles, in order to review each pupil’s progress and evaluate the effectiveness of any intervention programme. The heightened awareness provided by the ‘compare’ facility also allows a more sensitive understanding of how a pupil may have changed between successive assessments. To compare Profiles, simply select the two assessments you wish to compare, and the more recent assessment is shown superimposed on the earlier assessment. Using the Matrix, it is also possible to see at a glance how responses to individual questions have changed over time, enabling you to pinpoint quite specific areas in which a pupil has displayed improvement or deterioration.

The Version 2 profile includes a ‘confidence indicator’ designed to alert you to possibly misleading profiles based on incomplete questionnaire responses. Version 2 also offers the facility for older pupils to answer the What I Feel self-esteem questions directly on-screen, if preferred.

The questionnaires themselves are substantially unchanged, and can be used with either Version 1 or Version 2 – the minor rewordings help to minimise differences in phraseology appropriate to primary/secondary pupils and contexts.

If you have previously used SNAP–B Version 1 to record assessments on the same computer, Version 2 will not alter your existing pupil or assessment data files in any way. On first loading, it will detect these data files and they will remain accessible through the Existing Pupils list. Your existing password will also be carried over unchanged.

3. How does SNAP-B work?

SNAP-B is not a ‘test’. Rather, it is a means of drawing together – from family, teachers, SENCO, classroom assistant, etc – and organising all that is known about the social, emotional and behavioural factors that may be affecting a child or young person.

SNAP–B involves three clear steps, using the CD-ROM in conjunction with the Pupil Assessment Pack, available separately:

STEP 1 (Pupil Assessment Pack): structured questionnaire checklists for completion by class teacher(s), parents and pupil give an initial 'outline map' of the child's difficulties.

STEP 2 (CD-ROM) – the core part of the package: collate the questionnaire responses onto the CD-ROM, to create a graphic profile of the pupil's social, emotional and behavioural difficulties.

STEP 3 (CD-ROM): click on the computer-generated profile to generate fully personalised support strategies and practical follow-up, for class teachers and parents.

At the heart of SNAP-B is a bank of carefully-targeted questions that profile twelve problem areas under three broad headings:

Relationship with self

• Anxiety
• Explosive anger
• Implosive anger
• Depression

Relationships with peers

• Friendship deficit
• Instrumental aggression
• Attention-seeking from peers
• Hurtful towards peers

Relationships with adults

• Attention-seeking from adults
• Defiance towards adults
• Over-dependence upon adults
• Hurtful towards adults

There is also an optional assessment to profile educational and social self-esteem.

The questions are presented in the Pupil Assessment Pack in questionnaire booklets – for completion by pupil, parent and teacher(s) – for collation, analysis and profiling using the CD-ROM. The User's Handbook provides full information for administering the package and interpreting the computer-generated profile.

The focus is upon identifying specific skills a learner needs to be successful, rather than speculating about possible causes of any behaviour. More important, SNAP–B will suggest what you can do about any difficulties, by giving you focused and specific advice about how to help that particular pupil, depending upon the pupil’s profile.

SNAP-B: what?, when? and why? Download pdf file (86kb)

Administering SNAP-B. Download pdf file (99kb)

Interpreting and using the SNAP-B profile. Download pdf file (552kb)

4. The difficulties profiled by SNAP-B

SNAP–B profiles three key domains:

Relationship with self
This domain focuses on young people who are typically described as being unhappy and lacking in confidence. The difficulties they experience seem to be aimed more at themselves than others. The term internalising disorders is often used to describe their difficulties. It incorporates Anxiety, Explosive anger, Implosive anger, and Depression.

Relationships with peers
This domain considers those behaviours that seem to be directly aimed at peers. The roles that some learners take up in the group often reflect difficulties in successfully being a group member: common examples are the class clown and the bully. This domain includes: Friendship deficit, Instrumental aggression, Attention-seeking from peers, and Hurtful towards peers.

Relationships with adults
This domain details those behaviours that commonly occur towards adults. These learners may function well with peers, but fail to develop positive relationships with adults, their behaviours often provoking a range of negative emotional responses in adults. This domain includes: Attention-seeking from adults, Defiance towards adults, Over-dependence upon adults, and Hurtful towards adults.

5. The SNAP-B information/helpsheets

Click to view some examples of the personalised information/helpsheets generated for Hurtful towards peers, Defiance towards adults, Home: relationships with adults, and Educational self-esteem. These are Word documents which you can edit and merge as you wish.

6. The development of SNAP-B

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