How do I plan for behaviour support?
Behaviour support planning can assist schools to provide additional support and guidance to identified students. It can help ensure that students and staff feel safe, valued and connected to their school community.
Planning for Behaviour Support
Behaviour support planning is a continuous cycle of planning and improvement. The process of continuous reflection and improvement is focused on understanding underlying triggers and causes from the perspective of the individual student. Behaviour support planning can assist schools to provide additional support and guidance to identified students
Behaviour support planning cycle
- Identify – what is the issue? Why? Define the behaviour of concern
- Assess – gather your evidence, look at what your evidence might mean – a function of the behaviour.
- Plan – develop strategies to get the change you want – positive behaviour support
- Implement – all support. Consistently follow the plan
- Monitor – put in place a monitoring and review process of the implementation of the plan
- Evaluate – analyse the information that you have gathered through monitoring and review. Has anything changed for the student? Do you need to change the plan?
Completing an accurate picture of the individual needs of the student may require specialist support to assist school staff and inform the development of Individual Student Support Plans.
Assessments may include a functional behavioural assessment, as well as environmental, medical, mental health, learning difficulties, speech and language, and occupational therapy assessments. Where appropriate, a referral may be made to the School Counselling Service or your school’s local Delivery Support Team in order for an assessment for the student to occur.
These assessments must be conducted by qualified staff and parental consultation is critical. Active involvement of the student and their parent or carer is important to the development of successful plans.
Resources to support behaviour planning
Target goals and strategies
The student may be displaying inappropriate/disruptive behaviours which need to be redirected into more positive or desired behaviours. The student (and parent) should be consulted within the design of target goals and strategies to achieve them (DOCX 70KB).
Individual behaviour plans
Individual behaviour plans (DOCX 70KB) provide a summary which outlines individualised information about the student and their needs including presenting behaviours, strengths, support strategies, useful language, reinforcement strategies and context.
The behaviour contract (DOCX 84KB) is a simple positive-reinforcement intervention that is widely used by teachers to help change student behaviour. The behaviour contract sets out the expectations of student and teacher (and sometimes parents) in carrying out the intervention plan.
De-escalation plan and strategy
There are times that best efforts may not be effective in preventing behaviour escalating. Recognising this and responding early using a de-escalation plan (DOCX 73KB) is essential in reducing the impact of the behaviour and keeping staff and students safe. If a student’s behaviour is escalating but is not placing them or others at imminent risk of physical harm, school staff should employ targeted de-escalation strategies (DOCX 80KB) to prevent behaviours from further escalation and to address the cause of the escalation.
Behaviour support plan
Use the behaviour support plan quick guide (DOCX 78KB) to record student behaviour support information briefly. It includes factors affecting educational progress, risk management strategies and a quick snapshot of the behaviour continuum escalation cycle
Behaviour response plan
A behaviour response plan (DOCX 184KB) is to be used when a student’s behaviour escalates to crisis point and interferes with the safety of staff, the student themselves and those around them. The response plan will guide the actions of others to respond consistently, to reduce the distress of the individual and to keep everybody safe.