Behaviour Support Plan for Students

This document outlines a Behaviour Support Plan (BSP) for students, focusing on positive reinforcement and addressing various behavioral issues such as inattentiveness, aggression, destructive behavior, and tantrums. It includes details about responsible parties, recording procedures, crisis plans, preferred contact persons at school, and a review process with sign-off from key stakeholders like the principal, parent/guardian, and child.

Behaviour Support Plan
Name of child: Age:
Date:
Background Assessment (if relevant):
Relevant files reviewed and applicable information shared with appropriate school staff.
Please include a file summary below in point form (e.g., medical diagnoses, earlier
assessments, discipline records, attendance, academic records, various pathway supports
as per ISSP, supports/influences outside of school, etc…).
Evidence of Behaviours - Direct Observations Dates
Anecdotal records: Observation 20/8/2017
Running Records: Academic records and Attendance Ongoing
Event Sample (ABC Observation)
Event Frequency Count – How often do the behaviours
occur? Often in a day

Duration – What is typical duration of behaviour?
For few minutes
Interval- what are the identified intervals between
incidences of the behaviour?
It happens often when the child is tired or is not understood.
Functional Assessment Interviews (Keep in
envelope in child’s confidential file)
Dates
01 Functional Assessment Interview (parent)
02 Functional Assessment Interview (educator)
03 Child Directed Functional Assessment Interview
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Child name:
Date:
Causal Indicators of Behaviours
Target behaviours
(rank in priority)
Developmental Challenges Mental Health Issues Environmental Factors Contributing to
Behaviour
Pre-existing Potential Pre-existing Potential Internal External
No.1
Unhealthy
pregnancy
Linguistic issue Unhealthy
pregnancy
Eating disorders Illness Feeling crowded
No. 2
Parental divorce Communication
issue
Parental mental
health disorder
Mood disorders Fatigue Too much or too
little activity
No.3
Improper nutrition Physical
development and
growth
Traumatic brain
injury
Anxiety Disorders Poor nutrition Neglect
No.4
Improper parenting Cognitive issue Neglected and
poverty
Attention deficit Hunger Over stimulating
environment
No.5
Financial issues
Improper social
and emotional
development
Traumatic brain
injury
Hyperactivity
disorder
Physical
disabilities
Arguments
between parents
or with caregivers
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Child name:
Date:
Behaviours in need of support
Target
behaviours (rank
in priority)
Antecedents Consequence Preventative
strategies /
techniques (to
implement in response to
or in anticipation of known
triggers)
Replacement
Behaviour
Anticipated
Consequence
Known warning signs of
impending behaviour
Known triggers of
impending behaviour
No.1 Extreme or peculiar
behaviour
Emotional health
issue
Positive
behavioural plan
Positive
reinforcement
Gradually
minimising the
frequency of
such behaviour
No.2
Negative chances
in behaviour
Mental health
problems
Getting support
and assistance
from mental
health
professionals
Rewards Improvement
No.3
Lack of attention Mental health
problems
Counselling and
positive
reinforcement
Positive
reinforcement
Improved
attention
No.4
Hyperactivity Mental health
problems
Interactive session
and positive
reinforcement
Paying more
attention
Understanding
and cooperative
NoNo.5
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Frequent temper
tantrums
Behavioural issue Counselling and
professional
support
Ignoring a
behaviour
Getting out of
the issue
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Child name:
Date:
Competing Behaviour Process - each staff member involved must have a copy of this page (Please attach additional pages for each current Behaviour).
Current Behaviour
Replacement Behaviour
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Antecedent (trigger)
Lack of nutrition, financial
problem and improper
parenting
Behaviour (be specific)
Showing tantrums
Consequence
(what happens immediately
after)
Restlessness
Function of the
behaviour:
To obtain
Improved patience
and attention
………………………
To avoid
aggression,
destructive
behavior, self-injury,
or tantrums
……………….
Replacement Behaviour (be
specific)
Positive reinforcement
Consequence
(what happens immediately
after)
Tantrums are minimised

Child name:
Date:
Competing Behaviour Process - each staff member involved must have a copy of this page (Please attach additional pages for each current Behaviour).
Current Behaviour
Replacement Behaviour
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Antecedent (trigger) Behaviour (be specific) Consequence
(what happens immediately
after) Function of the
behaviour:
To obtain
………………………
To avoid
…………………….
Replacement Behaviour (be
specific)
Consequence
(what happens immediately
after)

Strategies for Behavioural Support
Once the above listed current and replacement behaviours are finalized, please complete the following table. Ensure the three C’s (helping
children feel connected, capable and contributing) are addressed.
Strategies /Interventions (prior to, during, and following the behaviour)
TO BE USED BY ALL CENTRE PERSONNEL WHO INTERACT WITH THE CHILD
Evaluation Methods/ Tools (e.g.,
anecdotal reports, educator
observations, event recording,)
Activity/Experience Strategies:
(e.g., accommodations/ instructional, environmental, assessment, learning resources, 3 B’s)
Environmental support so that child feels connected, capable and contributing
Educators observation
Belonging
Being
Becoming
Behaviour Strategies:
(e.g., enabling course(s), Learning Outcomes, Direct teaching through alternate program, and 3B’s)
Teaching child through different learning program
Anecdotal reports
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Belonging
Being
Becoming
Motivation Strategies/Reinforcers:
(e.g., contact teacher, token system, gotcha cards, breaks, teacher praise, 3 B’s)
Positive reinforcers such as praises and rewards
Event recording
Belonging
Being
Becoming
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Response Protocol Section for running, injurious, escalating behaviours or behaviours of concern
(if applicable)
Behaviour Settings where a response is
required
(e.g., centre, bus, ...)
Response
(the # of steps will reflect the intensity of the
behaviour/ response)
Who Responds
Tantrums
Centre Step One:Sitting without movements
Step Two:Showing tantrums
Step Three:Increased hyperactivity
.
.
Educators
Inattentive
Centre Step One:Not attentive
Step Two:Not listening
Step Three:
.
.
Educators
Hyperactivity
Centre Step One:Throwing things
Step Two:Restlessness
Step Three:Not listenting
.
.
Educators
Step One:
Step Two:
Step Three:
.
.
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Proactive strategies and techniques
Activity Area (e.g. a particular activity/experience)
Target behaviours Strategies Who is responsible for
implementation?
Beginning date Concluding date
Eating disorder Encouraging and supportive
environment
Educators 21/8/2017 21/2/2018
Before Centre Program
Target behaviours Strategies Who is responsible for
implementation?
Beginning date Concluding date
Inattentiveness
Supportive behaviour Educator 1/9/2017 1/12/2017
At meetings
Target behaviours Strategies Who is responsible for
implementation?
Beginning date Concluding date
Showing tantrums
Positive reinforcement Educator 15/9/2017 15/12/2017
In corridors and shared areas
Target behaviours Strategies Who is responsible for
implementation?
Beginning date Concluding date
Hyperactivity
Antecedent focused behaviour
support strategies
Educator 1/10/2017 1/1/2018
Recess and lunch
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Target behaviours Strategies Who is responsible for
implementation?
Beginning date Concluding date
After Centre Program
Target behaviours Strategies Who is responsible for
implementation?
Beginning date Concluding date
Restlessness
Consequence-oriented
behaviour management
strategies
Educator 15/10/2017 15/1/2018
Excursions/Incursions
Target behaviours Strategies Who is responsible for
implementation?
Beginning date Concluding date
Aggressiveness
Respect and listen to him Educator 15/10/2017 15/1/2018
At home
Target behaviours Strategies Who is responsible for
implementation?
Beginning date Concluding date
Destructive behaviour
Validate his concerns and
emotions
Educator 25/10/2017 25/1/2018
At 2nd home
Target behaviours Strategies Who is responsible for
implementation?
Beginning date Concluding date
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Online, social media, gaming and films
Target behaviours Strategies Who is responsible for
implementation?
Beginning date Concluding date
Other:
Target behaviours Strategies Who is responsible for
implementation?
Beginning date Concluding date
Other
Target behaviours Strategies Who is responsible for
implementation?
Beginning date Concluding date
Child name:
Date:
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Evaluation of Strategy Effectiveness (supported by Event Samples, Running Records
or Time Samples)
Target behaviours
(rank in priority)
As per page 2.
Antecedents Consequence
As per page 2.
Preventative strategies /
techniques (to
implement in response
to or in anticipation of
known triggers)
As per page 2.
Replacement
Behaviour
As per page 2.
Consequence
New outcome
identifiedKnown warning signs of
impending behaviour
As per page 2.
Known triggers of
impending behaviour
As per page 2.
No.1
No. 2
No.3
No.4
No.5
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Good Behaviour Recognition
a) Who is responsible for providing good behaviour recognition?
School staff and relevant parties
b) When and how often is behaviour recorded?
Behaviour can be recorded at regular interval so that the effectiveness of the adopted strategy can be
evaluated
c) Who is responsible for giving consequences?
Educator and other health care professionals such as mental health supervisor and psychologists, etc
d) When and how often are statements or approaches recorded?
Statements are recorded once in fifteen days.
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Crisis plan - No.1 Crisis plan - No.2
Behaviours Behaviours
Inattentiveness Aggressive
Actions Actions
Rewards and supportive Respect and listen to him
Who is responsible? Who is responsible?
Educators School staffs
Crisis plan - No.3 Crisis plan - No.4
Behaviours Behaviours
Destructive behaviour Tantrums
Actions Actions
Validate his/her emotions and support needs Positive reinforcement
Who is responsible? Who is responsible?
School staffs and parents Parents and school staffs
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Child’s preferred contact people at the school
Person 1 - name and position Person 3 - name and position
Person 2 - name and position Person 4 - name and position
Review c. How is it monitored?
b. Who is involved?
Sign-off on the BSP
Principal name Principal signature
Date
Parent/guardian name Parent/guardian signature
Date
Child name Child signature
Date
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