Behaviour Support Plan example:

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The following example illustrates what should be in a Behaviour Support Plan (BSP). Any template or layout can be used as long as the following key sections and corresponding details are included.

Rationale:

• Child has difficulty following the structure, expectations and routine of the classroom.

• Child has difficulty following teacher and/or adult instruction within the school.

• Child struggles with accepting consequences for behaviours.

• Child has difficulty with transitions between environments.

• Requests to perform non preferred tasks are difficult for Child and often result in complete refusal.

• Child often finds it challenging to be forthcoming about his activities or behaviours.

• Child responds to classroom requests with disruptive behaviours including, calling out, leaving the classroom, yelling, throwing or destroying objects and hiding.

Key understandings:

• Child loves to be a leader and teach others especially in the zones.

• Child enjoys technology.

• Child has a great sense of humour and enjoys telling stories.

• Child demonstrates strong abilities in math and language.

• Child enjoys the opportunity to talk about his feelings and understand them.

• Child has been diagnosed with ADHD and continues to take medication.

Antecedent events:

• Asking child to perform a non-preferred task.

• When there is difficulty with peers.

• When he feels he is not being listened to.

• When the classroom or space is too loud.

• Transitional times.

• When there is a change in routine or staff.

Warning signs:

• Leaving the classroom.

• Screaming or yelling.

• Standing with arms crossed and scowling face.

• Refusing to move or follow instructions.

• Pulling his hood up.

• Wandering the classroom.

• Hiding in the calm space or a corner.

• Throwing objects.

• Destroying objects.

• Avoidance.

• Refusal.

Immediate measures:

• Remind him to use his strategies – breathing, count to ten, take a break.

• Remind him that to earn his “choice” break time he must be following his behavioural chart.

• Remind him that to remain in the classroom he must be following instructions.

• Ask him if he needs a break in the calming space – set the timer.

• If that is not enough – remind him that he must then move to the calming space in the office.

• Remind him that mom will have to be called if he cannot find his calm place and return to the classroom and or/ work in the office.

Positive supports:

• Child is working on earning choice time with a friend by completing 2 or 3 skills on his behavioural chart – this is to increase over time.

• Child is receiving support in the classroom from the Educational Assistant.

• Child is working with the Behaviour Support Worker every day at 2:45 for zones of regulation, social skills and a break.

• Child has access to a calming space in the classroom and the office.

• Child is part of classroom teaching on the zones of regulation.

• Child is taking ADHD medication.

• Child is able to take movement breaks as requested and in a group with the Educational Assistant.

• Child is provided with fidget supports.

Staff is encouraged to:

• Remind him to use his strategies.

• Ask him to take a break in a calm space.

• To seek help (call the Behaviour Support Worker or office) if this does not work.

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Reactive Plan:

• If he cannot maintain himself in the classroom environment he will work in the office area until he is ready to return to class.

• If he is violent and/or out of control and unable to calm, mom will be called and he will be sent home with missed classwork to be completed during this time.