Strategies for students with highly complex and challenging behaviours require individual assessment, implementation, monitoring and review. Schools need to build capacity of school teams and teaching staff to be able to undertake functional behaviour assessments (FBA), develop an individual student support plans and risk management plans for individual students, in collaboration with parents and other department staff.

Remember to use this resource during school planning and when aligning with the Student Behaviour Policy and Procedures, and developing your School Behaviour Support and Management Plan (by end of Term 2 2023) and a student’s individual support plan. Schools do not need to implement every strategy within the care continuum to move along it. Not all these strategies may be available locally.

Individual intervention strategies for students with complex and challenging behaviour may include but are not limited to the following:

  • Communication with parent, and where relevant, the use of communication books.
  • Check-in/check-out.
  • Sensory assessment and supports.
  • Programs to explicitly teach social competence and interpersonal skills, and social-emotional skill development.
  • Negotiated playground programs.
  • Attendance programs.

The Delivery Support team will work in conjunction with the Learning and Support Team to:

  • develop appropriate behaviour expectations and strategies with other staff members
  • monitor the impact of support for individual students through continuous data collection
  • provide consistent strategies and adjustments outlined within an individual student support plan.

Students with disabilities or significant support needs may access help from itinerant support teachers (hearing and vision, conductive hearing loss, early intervention and support teacher transition) who visit schools and work directly with the student to plan and develop personalised learning and support.

Itinerant support teachers will:

  • work in partnership with the student, parents or carers, classroom teachers, the school’s learning and support team, and other support agencies or services
  • support the development of individualised, coordinated and systematic transition to school or to early intervention links with other agencies and the community
  • support the development of personalised learning and support for children in early childhood school settings and/or the first year of school.
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