Engagement Profile and Scale
Presented by:
Neil Jourdan
Registered Music Therapist
Dean of Engagement
Parkside School
neil@parkside.net.nz
“...we are seeing a regular increase in pupils
with profound difficulties, some with
complex needs, many with ASD, some
with genetic conditions and some as a
result of acute infections and diseases”
(Cartwright, 2010, sighted in Carpenter et al, 2010)
The Engagement Profile and Scale:
Allows teachers to focus on the child’s
engagement as a learner,
 Create personalised learning pathways,
 Prompts student-centred reflection
 Increases learners engagement leading to
deep learning

(Carpenter et al, 2010)
What is Engagement?
Engagement is… “the single best predictor of
successful learning for children with
learning disabilities”
(Iovannone et al., 2003)
Without engagement, there is no:
 deep learning
 effective teaching
 meaningful outcome
 real attainment
 quality progress
(Hargreaves, 2006; Carpenter, 2010)
Engagement is multi-dimensional and
encompasses seven indicators:
Awareness
Initiation
Curiosity
Engagement
Investigation
Persistence
Anticipation
Discovery
“Sustainable learning can only occur when
there is meaningful engagement. The
process of engagement is a journey which
connects a child and their environment
(including people, ideas, materials and
concepts) to enable learning and
achievement”
(cited from the SSAT website: http://complexld.ssatrust.org.uk )
Step 1:
Identify a student who would benefit
from being involved with the EPS and
invite relevant staff members to
participate.
Students
Strengths
Focus of the
EPS
Students
‘Barriers to
Learning’
Outline of
tasks
Charlee’s Engagement Profile and
Scale Journey
Step 2:
Identify those activities that Charlee is
most engaged in and complete an
Engagement Profile.
Charlee engaged in an individual
Music Therapy session:
Charlee’s Engagement Profile
Step 3:
Identify the focus/new learning and gather
the base line data.
Charlee in the Little Room
An example of the session notes
Step 4:
Set up the weekly sessions, video each
session and complete the chart and scale.
Decide on next actions for the following
session.
Little Room
1:1 Music Therapy
1:1 Music Therapy in the Little Room
1:1 Music Therapy in the Little Room in the class
Lessen the amount of music used
Independent use of the Little Room without any music
Charlee engaged in an individual
Music Therapy in the Little Room:
Charlee’s Engagement Chart
Charlee independent in the
Little Room
For more information about the CLDD
research project and Engagement Profile
and Scale contact:
Jane Thistlethwaite
www.positivepath.co.nz
jane@positivepath.co.nz