Comprehensive Behaviour Support Plan: Child's Name and Details

This document presents a comprehensive behaviour support plan designed to address various behavioural challenges in a child. It includes a background assessment with a summary of relevant files, observations of behaviours through anecdotal records and event samples, and functional assessment interviews with parents, educators, and the child. The plan identifies causal indicators, target behaviours, and preventative strategies. It outlines competing behaviour processes, providing detailed strategies for behavioural support, including environmental, behaviour, and motivation strategies. A response protocol section addresses escalating behaviours, and proactive strategies are detailed across various activity areas. The plan also includes evaluation methods, good behaviour recognition protocols, and crisis plans. The document emphasizes the importance of collaboration among school staff, parents, and healthcare professionals, with sign-off sections for key stakeholders.

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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