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Individual Behaviour Support Plans Guide

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25 views7 pages

Individual Behaviour Support Plans Guide

Uploaded by

mehr.usman
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Using Individual

Teacher Tip Sheet


Behaviour Support
Plans

• An individual behaviour support plan, which • These step-by-step plans should include:
documents supports and strategies based - key understandings about this student’s
on students’ unique and individual behaviour
characteristics, will benefit students with
behaviour challenges. - conditions or antecedent events that
are most likely to trigger the problem
behaviour
• The development of a support plan
should be a collaborative effort between - warning signs that the student is
parents and school staff and should be done experiencing difficulty
at the beginning of the school year or as soon - plans for diffusing the behaviour
as possible after a student has been identified - positive supports to help the student
as needing a support plan. It is important increase his or her abilities
that parents are aware of this plan and are
supportive of the proactive strategies, - what peers need to understand learn to
preplanned consequences and crisis do in order to support this student
management plan. - other strategies school staff can use to
support and encourage this student.
• The goal of this plan is that all staff working
with the student are aware of and committed
to using positive behaviour support strategies
to create and maintain a safe learning
environment for the student, other
students and school staff.

• All school staff need to review this plan


before working with the student. The plan
should be kept in the office, with duplicate
copies with each teacher working with that
student.

Teacher Tip Sheet | Individual Behaviour Support Plans


Education
Page 1/7
Sample Individual Behaviour Support Plan

Teacher Tip Sheet


Sonny (13 years old, Grade 7) 4. Immediate plans to defuse the situation
- Give Sonny a problem-solving card with
calm-down choices (e.g., breathe deeply,
Objective of plan go get a drink, don’t react).
Staff working with Sonny will commit to using - If necessary, ask other students to quietly
behaviour support strategies to maintain a safe leave the area.
environment for Sonny, other students and staff. - Once Sonny has calmed down, he will
outline a plan for upcoming activities, with
Key understandings about Sonny assistance from a staff member.
(Functions of problem behaviour)
5. Positive behaviour supports throughout
- Sonny wants to have friends and be respected the school year
for his vast knowledge of video games and - Before asking Sonny to carry out a new
computers. activity independently, give him the
- Academic pressures increase Sonny’s opportunity to successfully practise it in
anxiety—he sometimes gets physically a group setting or with a peer.
aggressive to avoid certain academic tasks,
especially in math.
- To ensure success, give Sonny structured
assignments (e.g., with completed sample,
- Sonny often feels that peers are teasing or cue cards, reduced number of questions
rejecting him—he sometimes gets physically
required), particularly in math.
aggressive to avoid what he perceives as
peer rejection. - Work with Sonny each week to set personal
goals and to set up a self-monitoring system
re: completing assignments, getting
along with peers. Review progress at the
Plan end of each week.
1. Staff working with Sonny will review this plan - Select, teach and practise problem-solving
and sign to indicate their agreement to support strategies. Record them on a cue card for
this plan. easy reference.
2. Be aware of antecedent events. Problem - Select, teach and practise calm-down
behaviour is most likely to occur when: strategies. Record them on a cue card for
- Sonny is presented with a new assignment, easy reference.
especially in math - Help Sonny to write a social story dealing
- Sonny thinks other students are making with teasing (or perceived teasing).
fun of him or rejecting him - Provide verbal praise privately when Sonny
- Sonny misunderstands or overreacts to uses calm-down strategies.
other students’ casual comments. - Look for opportunities for Sonny to share the
computer games and programs he creates
3. Be aware of warning signs that problem
with other students.
behaviour may escalate.
- Sonny starts talking to himself. - Send home weekly good news e-mails
describing Sonny’s recent successes.
- Sonny approaches the student he believes
is making fun of him or rejecting him. 6. Help peers learn to:
- Sonny reaches for a desk or another piece - understand that Sonny may not always
of furniture. understand their intentions
- reduce joking and teasing that can be
misinterpreted
- include Sonny in their activities.

Teacher Tip Sheet | Individual Behaviour Support Plans


Education
Page 2/7
Teacher Tip Sheet
7. Staff will provide additional support by:
- looking for natural opportunities to model
calm-down strategies and problem solving
for all students across the subject areas and
throughout the school day
- encouraging Sonny to join school computer
club and providing informal coaching to
help him create and maintain positive
relationships with peers in this social setting.

Crisis Management Plan


If aggressive or unsafe behaviour occurs in
spite of proactive strategies, the school plan
is to:
- Ask Sonny to leave the classroom and go
to Ms. R’s office. An adult walks with him.
- If he refuses to leave, hold up the red card
and quietly ask the other students to pick up
their materials and go to another area
(e.g., the library).
- Have Sonny stay in Ms. R’s office until he
calms down.
- Once he is calm, ask Sonny to express
his feelings about the incident through
drawing. With assistance, Sonny identifies
an alternate way of dealing with similar
incidents in the future (by choosing one of
his problem-solving
strategies).
- Notify Sonny’s parents of unsafe incidents.
(Mom’s cell number is 222–2222.)

I have read this plan and commit to using these


supports when working with Sonny.

Team members’ signatures:


Date: Review date:

Teacher Tip Sheet | Individual Behaviour Support Plans


Education
Page 3/7
Individual Behaviour Support Plan

Teacher Tip Sheet


Re: 4. Immediate plans to defuse the situation
Objective of plan
Staff working with will commit to .....................................................................
using behaviour support strategies
to maintain a safe environment for , .....................................................................
other students and staff.
.....................................................................

Key understandings about .................................. .....................................................................

(Functions of problem behaviour) .....................................................................

.....................................................................
5. Positive behaviour supports throughout
..................................................................... the school year

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Plan .....................................................................
1. Staff working with will read .....................................................................
and sign this plan.
.....................................................................
2. Be aware of antecedent events. Problem
behaviour is most likely to occur when: .....................................................................

.....................................................................
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.....................................................................
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.....................................................................
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.....................................................................

..................................................................... 6. Help peers learn to:

3. Be aware of warning signs that problem behav-


.....................................................................
iour may escalate.
.....................................................................

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Teacher Tip Sheet | Individual Behaviour Support Plan


Education
Page 4/7
Teacher Tip Sheet
7. Staff will provide additional support by: Crisis Management Plan
If aggressive or unsafe behaviour occurs in
spite of proactive strategies, the school plan
..................................................................... is to:

.....................................................................
.................................................................
.....................................................................
.................................................................
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.................................................................
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.................................................................
.....................................................................
.................................................................
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.................................................................

I have read this plan and commit to using these


supports when working with .

Team members’ signatures:


Date: Review date:

Teacher Tip Sheet | Individual Behaviour Support Plan


Education
Page 5/7
Individual Behaviour Support Plan

Teacher Tip Sheet


Identify key understandings Determine priorities
• Begin the planning process by identifying at • Begin by choosing one behaviour of
least three challenging behaviours that are concern to target in the behaviour support
barriers to this student’s school success. plan. When possible, parents should
• Use data from systematic classroom participate in the identification of priority
observations to describe typical problem behaviours.
behaviours, and why these behaviours might • This choice often depends on factors such
be happening. as the impact of that behaviour on the
• Identify at least one positive strength-based student’s:
behaviour. - well-being and the well-being of others
(behaviours that place the student at risk
or other staff or students at risk, must be
Target specific problem behaviours addressed first)
Consider the types of problem behaviours that - participation and learning
might be barriers for this student. - relationships with other students
and teachers
• Internalizing behaviours:
- anxiety (e.g., worries incessantly, is nervous, - likelihood of success over the short
is fearful, avoids tasks or situations) term (e.g., within three months)
- depression (e.g., cries easily, is pessimistic,
is easily upset)
Warning signs, antecedents and plans for defusing
- withdrawal (e.g., refuses to talk or join in
group activities, avoids others) • Use data gathered about this student’s
- inattention (e.g., has a short attention span, behaviour to identify warning signs,
is easily distracted, does not complete antecedents or contexts in which the problem
tasks) behaviour is most likely to occur. This data
will help staff be aware of what to look for in
- somatization (illness related to psychological the classroom in order to defuse potentially
distress; e.g., has headaches and/or problematic situations.
stomach aches, complains of general pain
or fatigue) • Having a plan in place to defuse situations will
give staff confidence to act proactively and will
• Externalizing behaviours: help students better understand their role in
- anger control(e.g., has temper outbursts or managing their own behaviour.
“explosions”, is unable to regulate emotions)
- aggression (e.g., teases others, threatens
others, swears at or is rude to others, breaks Positive supports
others’ things, physically hurts others) • Identifying positive supports for a student is the
- hyperactivity/impulsivity (e.g., is excitable, most important part of an individual behaviour
is restless or overactive, talks excessively, support plan.
interrupts others, cannot wait to take turn) • Identifying proactive strategies to help
- oppositional behaviour (e.g., argues, the student develop and maintain positive
disrupts that play of others, annoys others behaviours to replace problem behaviours is
on purpose, refuses to follow directions or key.
respond to requests, breaks rules, including • Identify specific skills and concepts that need
lying “and stealing) to be taught, practised and reinforced, and the
specific type of reinforcers that are effective for
this student.
• These supports should be in place across
school environments across the school
day and throughout the school
year.

Teacher Tip Sheet | Individual Behaviour Support Plan


Education
Page 6/7
Teacher Tip Sheet
student, including parents.
Role of peers • Although the main focus of the plan is
• The choice of a target problem behaviour in identifying steps for decreasing the
the plan is also determined by the impact the likelihood that the problem behaviour will
behaviour is having on other students. occur, but there needs to be a plan in place
Consider whether the behaviour is affecting in the event that the interventions are not
other students’: effective.
- ability to learn • If behaviour escalates and requires this
- participation in the class alternate plan, the team needs to revisit the
behaviour support plan as soon as possible
- stress level in class (e.g., feeling of safety)
to rethink and adjust the level and type of
- tendency to imitate the negative behaviour. individualized intervention.
• Classroom behaviour expectations that support
inclusive and supportive behaviour (such as Physical intervention
including others or not engaging in teasing
or bullying) can create a supportive structure • Physical intervention is not a strategy for
in which peers model positive behaviour and managing behaviour and should only be
effective social skills. used in emergencies.

• Peers are more likely to support positive • Teachers and administrators need to
behaviour when they understand what they understand their jurisdictional policies on
can do to help. physical interventions, what training is
available and what documentation,
including communication with parents, is
Additional support required.
• Identify other opportunities staff can use to • The goal should always be to increase
model, teach and support positive behaviour proactive behaviour interventions
throughout the school day. Use proactive so physical intervention is never necessary.
strategies that will benefit all students.

Crisis management plan


• Some students with behaviour difficulties
may occasionally become very agitated.
When this occurs, the behaviour support plan
for that individual student becomes a crisis
management tool.
• All staff working with the student, and perhaps
other students in the class, need to be aware
of and understand this crisis management
plan. Ideally this plan has been developed
collaboratively by staff working with the

Teacher Tip Sheet | Individual Behaviour Support Plan


Education
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Common questions

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When developing an individual behaviour support plan for a student like Sonny, it is crucial to: 1) Involve both parents and school staff collaboratively, ensuring they are aware and supportive of the strategies . 2) Identify the student's key problem behaviours and positive strengths, focusing on both externalizing (e.g., aggression, anxiety) and internalizing (e.g., withdrawal, inattention) behaviours . 3) Detail antecedent events and warning signs associated with problem behaviours to pre-empt and respond effectively . 4) Provide positive behaviour supports like structured assignments and practice calm-down strategies, and self-monitoring systems to encourage skill development gradually . 5) Help peers understand the student’s challenges, reducing teasing, and promoting inclusion in activities .

Behavior support plans can promote collaboration between parents and educators by involving parents in the development and monitoring of the plan, ensuring their input and support for strategies used both at school and home . This collaboration is reinforced through regular communication, such as notifying parents of incidents or sending updates on the student’s progress, like weekly good news emails . By involving parents in choosing priority behaviors and utilizing consistent strategies, both educators and parents can provide a unified support system for the student, enhancing the plan’s effectiveness .

Teachers can use various proactive strategies to create an inclusive and positive classroom environment, benefiting all students. For example, they can model calm-down strategies and problem-solving skills across contexts, encouraging all students to learn and adopt these skills . Additionally, by structuring classroom activities to include understanding of peers’ different needs and promoting inclusion and reducing teasing, teachers establish a supportive classroom culture that mitigates stress and minimizes problem behaviours among all students . Engaging students in collaborative goal-setting and self-monitoring activities also fosters positive interactions and personal growth across the classroom .

A crisis management plan for a student whose behaviour may escalate should include the following strategies: 1) A specific protocol for relocating the student to a safe space, such as Ms. R’s office, with adult supervision . 2) Procedures for calmly asking other students to move to a different area if necessary . 3) Involvement of parents to keep them informed about incidents and to collaborate on further steps . It's important that all staff are aware of and trained in this plan to ensure consistent and effective implementation . The plan should focus primarily on preventive steps, with crisis responses as a fallback, and should be revisited to adjust interventions if escalation occurs frequently .

Involving peers in behaviour support plans can offer several benefits, such as fostering a supportive and inclusive classroom atmosphere and reducing negative behaviours like bullying or exclusion, which may otherwise exacerbate the affected student's problems . By understanding the needs and triggers of the student with difficulties, peers can modify their interactions and contribute to a positive school environment . However, challenges might include ensuring peers do not inadvertently reinforce the problematic behaviour through misunderstanding and maintaining the focus on supportive interactions rather than stigmatizing the affected student . Thus, guiding peers through structured activities and instructions is essential to maximize benefits and minimize challenges .

Goal-setting and self-monitoring practices can lead to positive behavioural changes by empowering students to take ownership of their actions and progress. Engaging students in setting personal goals provides clear objectives and motivation to achieve them, while regular monitoring helps them stay focused and aware of their behaviours . These practices encourage students like Sonny to reflect on their daily actions, recognize improvements, and adjust strategies as needed, which can lead to significant behavioural improvements over time. They also foster a sense of accountability and accomplishment, which can enhance self-esteem and reduce reliance on teacher-led interventions .

Positive behaviour supports play a crucial role in the management of problem behaviours by providing structured interventions that replace undesirable behaviours with positive ones. By identifying and teaching specific skills and reinforcing these behaviours through methods like cue cards and verbal praise, students are encouraged to engage in more productive behaviours . This proactive strategy not only addresses immediate behavioural issues but also helps build long-term behavioural changes by enabling students to practice and reinforce positive behaviours across various settings and interactions, including social scenarios with their peers .

Structured assignments and practice are pivotal in supporting students like Sonny by providing clarity and reducing anxiety related to academic tasks. By using clear expectations, reduced workload, and step-by-step instructions or examples, students are more likely to experience success, which enhances their confidence and reduces behavioural incidents . Practicing new activities within a group setting before asking students to perform independently also helps in building competence without the pressure, supporting gradual skill development and stabilization of behaviours . These strategies make academic engagement more manageable and less stressful for students with behavioural challenges .

Identifying antecedent events is crucial in managing behavioural problems because it enables educators to anticipate and prevent the occurrence of problem behaviours by modifying the triggering conditions . For instance, understanding the specific circumstances that lead to escalation helps tailor the support strategy, such as transitioning Sonny away from tasks he finds particularly challenging like new math assignments or avoiding perceived teasing from peers . This pre-emptive approach reduces reliance on reactive strategies and promotes a more positive and controlled learning environment .

Using physical intervention in behaviour management is generally discouraged due to ethical concerns and the potential for negative impacts on the student. It should only be used as a last resort in emergencies when there is an immediate threat of harm, and always in line with jurisdictional policies . The implications of using such interventions include the risk of harming the student or damaging the student-teacher relationship, and may lead to legal repercussions or parental concerns if not handled according to policy. Hence, it underscores the importance of emphasizing proactive strategies that prevent the need for physical intervention, aligning with a more ethical and supportive approach to behaviour management .

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