School staff should facilitate positive behavioural supports (for example, making targeted and reasonable adjustments in the classroom) to support effective teaching and learning practices.

Targeted interventions are designed for students, or groups of students identified as requiring more intensive support.

Continue the use of prevention strategies, and provide additional support. Targeted intervention strategies for some students may include, but not limited to, the following.

  • Communication with parent/carer and, where relevant, communication books.

  • Modified individual expectations and goals.

  • Transition strategies – class to playground, lesson to lesson, grade to grade, school to school.

  • Calmer Classrooms resources.

  • Delivery Support ‘Team Around a School’ – Learning and Wellbeing Officer, Assistant Principal Learning and Support, Senior Psychologist Education, Behaviour Specialist, Out of Home Care Teacher, Itinerant Support Teacher Early Intervention, Support Teacher Transition, Aboriginal Community Liaison Officer, Home School Liaison Officer, Aboriginal School Liaison Officer, Assistant Principal Sensory (Hearing and Vision), Learning and Wellbeing Advisor, Learning and Wellbeing Coordinator NDIS Transition Coordinator, Networked Specialist Facilitator.
  • Itinerant Support Teachers, Early Intervention where transition to school concerns are identified by the preschool or family.
  • Use the School Supports Contacts app in the department portal to find your local team around the school staff.
  • Positive Behaviour for Learning Tier 2 – Targeted systems of support eLearning. This eLearning focusses on flexible, continuously available early interventions for students who need additional support to reduce inappropriate behaviour before it becomes chronic.

  • Introduction to Functional Behaviour Assessment eLearning. This eLearning provides the foundations understanding behaviour and that all behaviour is functionally related to the environment. By understanding why and when behaviours occur educators can develop, implement and evaluate interventions that better meets the needs of the student.

  • Professional learning on working with families and children in complex situations and engaging with the community, specifically for children in the community who have not accessed Early Childhood Education services.

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