Planning behaviour support for individual students
Effective behaviour support requires a planning process that focuses on providing interventions that meet the function of behaviour. Planning for behaviour support assists teachers to provide additional guidance to students with identified need.
Information about this resource
This resource supports teacher and school needs by providing:
high quality resources to understand the behaviour support planning process
strategies that better support students at the point of need.
teacher professional development in planning behaviour support.
This resource addresses a need identified through the Student Behaviour Strategy to provide schools and teachers with supports and resources to:
understand and use the behaviour support planning cycle
identify and select appropriate plans to suit student needs
identify and embed the elements of effective behaviour programs.
School leaders and teachers across all school settings, particularly the learning and support team and learning and support teachers.
This resource can be used without assistance, as a stand-alone resource and/or linked to professional learning.
Individual students P-12 requiring additional behaviour support.
When to use
Planning behaviour support for individual students can be used by school learning and support teams and individual teachers to provide guidance and function-based interventions at point of need.
Identifying the behaviour of concern and function of behaviour through assessment would be required as part of the planning process. Teachers would then be able to select the most effective behaviour program and or plan for the student.
Can be used at any time when individual students require additional assistance.
System priorities and/or needs
This resource aligns with:
the Premier’s Priorities to improve outcomes in literacy and numeracy and HSC attainment.
the New South Wales Department of Education’s strategic outcomes of improving academic achievement and wellbeing.
Need identified by Delivery Support, particularly Behaviour Specialists, to build teacher capacity in understanding the function of student behaviour
School Excellence Framework
Learning domain – Wellbeing (caring for students, a planned approach to wellbeing, individual learning needs, behaviour)
Teaching domain – Effective classroom practice (classroom management).
NESA syllabus documents – personal and social capabilities in all K-10 syllabi, and PDHPE K-10 syllabus Health Wellbeing and Relationships content strand outcomes
Standard 1, particularly Standard 1.2, 1.4, 1.6
Standard 4, particularly 4.1, 4.3, 4.4
Wellbeing Framework – Learning and Support, Teaching and Learning, and Behaviour, discipline and character education
School Success Model – 3 – Types of support for schools.
Behaviour support toolkit resources, particularly Understanding Behaviour; and professional learning, particularly Introduction to Functional Behaviour Assessment and PBL Tier 3 Individual Systems of Support
Understanding behaviour support planning eLearning
Student Behaviour Policy
Student Behaviour Procedures Kindergarten to Year 12
Health and Safety Directorate risk management - student behaviour resources (internal only)
Supported online learning courses particularly:
understanding and supporting behaviour
supporting student wellbeing and mental health.
Consulted with: Delivery Support team, Aboriginal Partnerships and Outcomes, Inclusion and Wellbeing as part of the development of the behaviour support toolkit.
Reviewed by: Behaviour Services
Last updated: June 2022
Review date: December 2022
Australian Institute for Teaching and School Leadership (AITSL) (2014). Australian professional standards for teachers. http://www.aitsl.edu.au/australian-professional-standards-for-teachers.
Centre for Education and Statistics and Evaluation (2020). Classroom management - Creating and maintaining positive learning environments, NSW Department of Education. https://www.cese.nsw.gov.au/publications-filter/classroom-management.
Department of Education, S. and E.-D. Library. (2020, February 18). The Alice Springs (Mparntwe) Education Declaration | Department of Education, Skills and Employment - Document library, Australian Government. https://docs.education.gov.au/documents/alice-springs-mparntwe-education-declaration.
Department of Education and Training (2005). Disability Standards for Education 2005. https://www.dese.gov.au/disability-standards-education-2005
Missouri Department of Elementary and Secondary Education. (2018). Missouri Schoolwide Positive Behavior Support (2019-2020) Tier 3 Team Workbook. https://pbismissouri.org/tier-3-workbook-resources/
Oakes, W. P., Lane, K. L., & Hirsch, S. E. (2018). Functional assessment-based interventions: Focusing on the environment and considering function. Preventing School Failure: Alternative Education for Children and Youth, 62(1), 25-36.
Pearce, N., Cross, D., Epstein, M., Johnston, R., & Legge, E. (2019) Strengthening school and system capacity to implement effective interventions to support student behaviour and wellbeing in NSW public schools: An evidence review. Telethon Kids Institute: Perth, Western Australia.
Reinke, W., Stormont, M., Herman, K. (2014). Use of Coaching and Behavior Support Planning for Students with Disruptive Behavior within a Universal Classroom Management Program. Journal of Emotional and Behavioural Disorders, 22 (2).
Scott, T. M., Park, K. L., Swain-Bradway, J., & Landers, E. (2007). Positive behaviour support in the classroom: facilitating behaviorally inclusive learning environments. International Journal of Behavioral Consultation and Therapy, 3(2), 223-235.
State of New South Wales (Department of Education) 2019. School Excellence Framework – Version 2, https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/school-excellence-and-accountability/media/documents/SEF_Document_Version_2_2017_AA.pdf
Yunji, J., & Copeland, S. (2019). Comparing Functional Behaviour Assessment-Based interventions and non-functional behaviour interventions: A systematic Journal of Behavioural Education, 29(1), 1-41.