Behaviour Support Plan

Name of child: / Age:
Date:

Background Assessment (if relevant):

Relevant files reviewed and applicable information shared with appropriate school staff.
Please include a file summary below in point form (e.g., medical diagnoses, earlier assessments, discipline records, attendance, academic records, various pathway supports as per ISSP, supports/influences outside of school, etc…).
Evidence of Behaviours - Direct Observations / Dates
Anecdotal records
Running Records
Event Sample (ABC Observation)
Event Frequency Count – How often do the behaviours occur?
Duration – What is typical duration of behaviour?
Interval- what are the identified intervals between incidences of the behaviour?
Functional Assessment Interviews (Keep in envelope in child’s confidential file) / Dates
01 Functional Assessment Interview (parent)
02 Functional Assessment Interview (educator)
03 Child Directed Functional Assessment Interview

Sparkling StarsBehaviour Support Plan V1.0 © Inspire Education

Produced 29 April 2013Page 1 of 16

Child name:
Date:

Causal Indicators of Behaviours

Target behaviours (rank in priority) / Developmental Challenges / Mental Health Issues
(Emotional/Psychological) / Environmental Factors Contributing to Behaviour
Pre-existing
Condition / Potential
(Probable Cause) / Pre-existing
Condition / Potential
(Probable Cause) / Internal Factors
(e.g. Within Centre) / External Factors
(e.g Home, Community)
No.1
No. 2
No.3
No.4
No.5
Child name:
Date:

Behaviours in need of support

Target behaviours (rank in priority) / Antecedents / Consequence / Preventative strategies / techniques
(to implement in response to or in anticipation of known triggers) / Replacement Behaviour / Anticipated Consequence
(Goal or End Result)
Known warning signs of impending behaviour / Known triggers of impending behaviour
No.1
No.2
No.3
No.4
NoNo.5
Child name:
Date:
Competing Behaviour Process - each staff member involved must have a copy of this page (Please attach additional pages for each current Behaviour).
Current Behaviour

Replacement Behaviour

Child name:
Date:
Competing Behaviour Process - each staff member involved must have a copy of this page (Please attach additional pages for each current Behaviour).
Current Behaviour

Replacement Behaviour

Strategies for Behavioural Support

Once the above listed current and replacement behaviours are finalized, please complete the following table. Ensure the three C’s (helping children feel connected, capable and contributing) are addressed.
Strategies /Interventions (prior to, during, and following the behaviour)
TO BE USED BY ALL CENTRE PERSONNEL WHO INTERACT WITH THE CHILD / Evaluation Methods/ Tools (e.g., anecdotal reports, educator observations, event recording,)
Activity/Experience Strategies:
(e.g., accommodations/ instructional, environmental, assessment, learning resources, 3 B’s)
Belonging
Being
Becoming
Behaviour Strategies:
(e.g., enabling course(s), Learning Outcomes, Direct teaching through alternate program, and 3B’s)
Belonging
Being
Becoming
Motivation Strategies/Reinforcers:
(e.g., contact teacher, token system, gotcha cards, breaks, teacher praise, 3 B’s)
Belonging
Being
Becoming

Response Protocol Section for running, injurious, escalating behaviours or behaviours of concern (if applicable)

Behaviour / Settings where a response is required
(e.g., centre, bus,...) / Response
(the # of steps will reflect the intensity of the behaviour/ response) / Who Responds
Step One:
Step Two:
Step Three:
.
.
Step One:
Step Two:
Step Three:
.
.
Step One:
Step Two:
Step Three:
.
.
Step One:
Step Two:
Step Three:
.
.

Proactive strategies and techniques

Activity Area (e.g. a particular activity/experience)
Target behaviours / Strategies / Who is responsible for implementation? / Beginning date / Concluding date
Before Centre Program
Target behaviours / Strategies / Who is responsible for implementation? / Beginning date / Concluding date
At meetings
Target behaviours / Strategies / Who is responsible for implementation? / Beginning date / Concluding date
In corridors and shared areas
Target behaviours / Strategies / Who is responsible for implementation? / Beginning date / Concluding date
Recess and lunch
Target behaviours / Strategies / Who is responsible for implementation? / Beginning date / Concluding date
After Centre Program
Target behaviours / Strategies / Who is responsible for implementation? / Beginning date / Concluding date
Excursions/Incursions
Target behaviours / Strategies / Who is responsible for implementation? / Beginning date / Concluding date
At home
Target behaviours / Strategies / Who is responsible for implementation? / Beginning date / Concluding date
At 2nd home
Target behaviours / Strategies / Who is responsible for implementation? / Beginning date / Concluding date
Online, social media, gaming and films
Target behaviours / Strategies / Who is responsible for implementation? / Beginning date / Concluding date
Other:
Target behaviours / Strategies / Who is responsible for implementation? / Beginning date / Concluding date
Other
Target behaviours / Strategies / Who is responsible for implementation? / Beginning date / Concluding date
Child name:
Date:

Evaluation of Strategy Effectiveness (supported by Event Samples, Running Records or Time Samples)

Target behaviours (rank in priority)
As per page 2. / Antecedents / Consequence
As per page 2. / Preventative strategies / techniques (to implement in response to or in anticipation of known triggers)
As per page 2. / Replacement Behaviour
As per page 2. / Consequence
New outcome identified
Known warning signs of impending behaviour
As per page 2. / Known triggers of impending behaviour
As per page 2.
No.1
No. 2
No.3
No.4
No.5

Sparkling StarsBehaviour Support Plan V1.0 © Inspire Education

Produced 29 April 2013Page 1 of 16

Good Behaviour Recognition

a) Who is responsible for providing good behaviour recognition?
b) When and how often is behaviour recorded?
c) Who is responsible for giving consequences?
d) When and how often are statements or approaches recorded?

Crisis plan - No.1

Crisis plan - No.2

Behaviours / Behaviours
Actions / Actions
Who is responsible? / Who is responsible?

Crisis plan - No.3

Crisis plan - No.4

Behaviours / Behaviours
Actions / Actions
Who is responsible? / Who is responsible?

Child’s preferred contact people at the school

Person 1 - name and position / Person 3 - name and position
Person 2 - name and position / Person 4 - name and position
Review / c. How is it monitored?
b. Who is involved?
Sign-off on the BSP
Principal name / Principal signature Date
Parent/guardian name / Parent/guardian signature Date
Child name / Child signature Date

Produced 29 April 2013Page 1 of 16