Behaviour Intervention Plan D L Year 1 - Term 2, 2015

D L Action Plan - 2015

Goal: For D to learn to respect school, people and property.
TARGET
STRATEGY
What behaviour is
What strategy will be used?
being addressed?

Interpersonal
Relationships
Makes unnecessary
physical contact with
others

Interpersonal
Relationships
Refuses to share
possessions or
materials

Interpersonal
Relationships
Interrupts the teacher
or other students

STAFF
Who is
involved?

REVIEW
COMMENTS
DATE
What is working/not
working? What
changes adaptions
are required?

Teach/Model to D appropriate ways to interact with others (eg

verbal and physical introductions, interactions, etc)
Use natural consequences when D touches others as they walk by
(eg move the student to another location in the room, have others
walk away from the student, etc)
Reinforce D for respecting the norms of physical proximity based
on the length of time he can be successful. As D demonstrates
success, gradually increase the length of time required for
reinforcement.

Class
teacher
Teacher
Assistants
Specialist
teacher

Term 3,
Week 4

Have D work directly with a peer to model sharing.

Put D in charge of communal school items (ie pencils etc)
Reinforce D for displaying sharing behaviours (a) give D a tangible
reward (eg classroom priviledge, line leader, passing out materials,
five minute free choice time) (b) intangible reward (eg praise,
handshake, smile etc)
Teach appropriate social rituals (eg raise your hand to speak; wait
until someone stops speaking to begin talking etc)
Reinforce those students in the classroom who wait their turn to
speak (verbal recognition, peg moved up chart)
Structure the environment to limit opportunities for interrupting
the teacher (eg keep the student engaged in activities, have the
student seated near the teacher.
Speak in an objective manner at all times.
Reinforce D for raising his hand when wanting to speak.

Class
teacher
Teacher
Assistants
Specialist
teacher
Class
teacher
Teacher
Assistants
Specialist
teacher

Term 3,
Week 4

Term 3,
Week 4

Behaviour Intervention Plan D L Year 1 - Term 2, 2015

Inappropriate
behaviour Under
Normal Circumstances
Acts impulsively
without apparent selfcontrol

Rules and Expectations

Uses obscene or
profane language

Rules and Expectations

Steals from other
students, teachers, the
school, building, etc

Rules and Expectations

Talks to others during
quiet activity periods

Rules and Expectations

Maintain a consistent routine of daily activities

Make sure D knows which areas in the classroom are off-limits to
him (eg computer, powerpoints) part of routine social
coaching.
Provide D with a visual routine to be followed when making
decisions
Have own work space
Make certain D has an adequate amount/number of activities
scheduled to prevent the likelihood of impulsivity engaging in
unplanned activities

Class
teacher
Teacher
Assistants
Specialist
teacher

Term 3,
Week 4

Establish rules about swearing, explain to D exactly what he is

doing that is inappropriate.
Use natural consequences to occur as a result to the swearing (not
being able to participate, being removed from interacting with
others etc)

Class
teacher
Teacher
Assistants
Specialist
teacher
Class
teacher
Teacher
Assistants
Specialist
teacher

Term 3,
Week 4

Class
teacher
Teacher
Assistants
Specialist
teacher
Class
teacher

Term 3,
Week 4

Teach D to ask for things in a positive manner. Teach key words

and phrases (eg May I borrow your pencil? etc)
Make certain that D does not get away with taking things from
others by having him immediately return what he has taken
Provide D with a clear understood list of consequences for
inappropriate behaviour.
Communicate with Mum to share information and classroom
strategies/consequences
Encourage D to model the behaviour of peers who are successful
at not talking to others during quiet activity periods
Minimise unstructured time ie ability to remain still during
relaxation/meditation provide a hand held stimulus

Establish classroom rules:

Morning routine
Work on-task

Term 3,
Week 4

Term 3,
Week 4

Behaviour Intervention Plan D L Year 1 - Term 2, 2015

Does not come to or is

not ready for an activity
at the specified time
Memory, Abstractions,
Generalisations, and
Organisation
Does not stay in
assigned areas for
specified time

Work quietly
Remain in your seat
Finish task
Meet task expectation
Review rules often. Reinforce D for following the
rules.
User a timer to specify time needed to complete activity
Provide D with a schedule of activities and a choice of reward
activity for completion of task in specified time.
Allow additional time when working independently.

Teacher
Assistants
Specialist
teacher

Avoid placing D in situations that require listening for extended

periods of time.
Deliver information in a variety of ways eg pictures, diagrams,
gestures etc, to facilitate Ds ability to attend.
Provide D with a sensory stimulus during mat times.

Class
teacher
Teacher
Assistants
Specialist
teacher
Class
teacher
Teacher
Assistants
Specialist
teacher
Class
teacher
Teacher
Assistants
Specialist
teacher

Academic Performance
Fails to perform tasks
independently
Academic
Listening
Is unsuccessful in
activities that require
listening

Reading
has difficulty recalling
the sequence of events
in stories read

Writing
performs assignments
so carelessly as to be
illegible

Give D one task to perform at a time. Introduce the next task only
when the student has successful completed the previous task.
Reduce the amount of information on a page (distracting) isolate
information that is presented.
Provide practise in sequencing using a computer/ipad program
that will give D immediate feedback ie studyladder
Model appropriate handwriting at all times.
Acknowledge quality work (display work, extrinsic reward ie
sticker)
Establish levels of expectations for quality handwriting
performance. Have D Correct or repeat writing task until the
expectation is met.

Term 2,
Week 8

Term 2,
Week 8

Term 2,
Week 8

Behaviour Intervention Plan D L Year 1 - Term 2, 2015

Writing
Fails to correctly
organise writing
activities

Mathematical
Calculations
Fails to correctly solve
math problems
requiring addition

Have D cut sentences apart and paste them in the proper order.
Check Ds work frequently to make certain that he is organising
the writing activity appropriately
Give D several short sentences and have him combine them to
make a longer complete sentence (eg The dog is big. The dog is
brown. The dog is mine. becomes The big, brown dog is mine.)
Provide D with a number line and counters at his desk to help
solve addition problems.
Have D group objects into sets and then add the sets together to
obtain a sum
Have D use a calculator to self-check/correct equations.

Class
teacher
Teacher
Assistants
Specialist
teacher
Class
teacher
Teacher
Assistants
Specialist
teacher

Fails to correctly solve

math problems
requiring subtraction

Behaviour Intervention Warning Cues

Non-compliance
Strategies

Step 1 General Reminder of the Class Rule

When D first displays poor behavioural choices it is imperative that he is
reminded of the rule that is in place no formal warning is given at this
point as it is simply a reminder about the process that exists within the
classroom.
Step 2 First Verbal Warning
If D continues to make poor behaviour choices the teacher will issue a
general verbal warning with no consequence at this stage. The warning
is recorded on the whiteboard.

A general warning is recorded for any of the following

D returns to and stays on task after being reminded
once and only once to do so.
D has to be reminded once only to speak politely to adults and
peers and use appropriate body language.

Class
teacher
Teacher
Assistants
Specialist
teacher

Term 2,
Week 8

Behaviour Intervention Plan D L Year 1 - Term 2, 2015

D is reminded once only to not call out but to raise his hand to
speak.
D asked to move away from any student who is distracting him in
order to complete the task on hand.
Step 3 Second Verbal Warning
If D continues to make poor behaviour choices a second verbal warning is
given and his peg is moved down the behaviour chart to yellow. Record.
Examples may include:
D does not return to and stay on task despite being asked more
than once.
D is rude more than once either through body language or verbal
responses.
D does not follow instructions after being reminded more than
once to do so.
D persists in calling out answers.
D has to be reminded more than once to stop fiddling with
inappropriate equipment for the task at hand.
Step 4 5 Minute Time Out
D continues to demonstrate poor behaviour choices he is to be
given 5 minutes time out and his peg is moved down to the red
reflection board of the classroom behaviour management chart.
During time out D will sit within in the perimeter of a hoop keeping
his arms and legs inside the hoop at all times. Time out will occur
in the classroom in an area determined by the teacher. The
teacher is to record the time when he is to return to normal
activities and is to explicitly inform D of what expectations are
while he is in time out. Examples:
When your time is up, the timer will go off and you are welcome
to return to class if you are ready and continue with what you are
supposed to be doing.
When you go back into to class you are to go quietly without
disturbing others.

Behaviour Intervention Plan D L Year 1 - Term 2, 2015

Step 5 Red Card Withdrawal to Administration

If D returns to class following a time out and does not modify his
behaviour and continuous to make poor choices he is to be sent to the
administration building and report to the Principal (or delegate). If he
refuses to go a RED ALERT CARD is to be sent and the Principal will be
called to remove him from the room as appropriate.
Step 5 SAFETY CLAUSE D is to be sent directly to the Principal for any
form of physical and/or verbal abuse toward the class teacher or other
students or any issues that may compromise the safety of other students,
teachers or him. If he refuses to go the Principal should be called with a
red alert card. This is consistent with the Red Card Withdrawal Card
System.

Signatories

Date of implementation:

Date of Review:

I/We have read, understood and endorsed the use of this plan:
Parent(s)/Guardian: ____________________________________________________________
Principal: _____________________________________________________________________
Class Teacher: _________________________________________________________________