SESS BEHAVIOUR RESOURCE BANK

Advice Sheet 22

INDIVIDUAL BEHAVIOUR SUPPORT PLAN

A small minority of pupils may not be willing or able to comply with school / class rules to the same extent as other pupils. For these pupils, it may be necessary to devise an Individual Behaviour Support lan. !he concept of it being a support plan is important " we want to support the pupil towards behaving in a more appropriate and acceptable way. !here is no one way to devise or to present this plan, but the following might need to be considered# $. !he purpose of any Behaviour Support lan should be to help the pupil to ta%e responsibility for his/her own behaviour and to teach him/her how to ma%e appropriate choices. &. A multi'disciplinary approach is recommended, one that includes the teacher(s), Special *eeds Assistant, principal, parent(s) and the pupil in the process. It will be more difficult to succeed with an Individual Behaviour Support lan if the parent or pupil are not willing participants.

3. As part of the Behaviour Support lan, a Behaviour +ontract may need to be drawn up (li%e the +lass
Behaviour Agreement " see Advice Sheet $&) which is signed by all parties. In drawing up this contract, use language which is clear and appropriate to the age and ability of the pupil. !here are a number of steps to an Individual Behaviour Support lan. !hese are generally the steps that one might ta%e#

1. Identify Pro !e" Beh#vio$r%& ma%e a record of all the inappropriate / problem behaviours being
exhibited by this pupil. Identify one that causes most concern / that you would li%e to change, or perhaps identify one that you thin% you have most li%elihood of succeeding with.

2. O %erve #nd Record Beh#vio$r& ,aving selected one behaviour, document each time this
behaviour occurs. !he purpose of this is to get a baseline record of the behaviour. In this process, you can note exactly what is happening, when it is happening, who is present at the time, and what is the intensity of the behaviour. It is advisable to tell the pupil what you are doing, as this in itself may act as a deterrent. -Brian, I.m concerned about your continued hurtful comments to other

people in the class, which is brea%ing our class rule on respecting others. I.m going to %eep a record for this wee% of how often this happens, but I.d li%e to record as few comments as possible, preferably none. I.d li%e you to try hard to %eep this record sheet blan% / free of /.s.0 1ecording of
behaviours should be carried out over the course of a full wee%. In classes where a Special *eeds Assistant wor%s with a teacher, it may be easier to carry out the process of recording " decide which adult ta%es on the role of observer / recorder. A number of options for recording behaviours are

presented at the end of this factsheet, including an option for pupil self'assessment.

3. An#!y%e D#t# '#thered& once the recording phase has passed, an analysis of the data may be able
to answer the following two 2uestions# 3hat does this data tell me4 3hat can I do about it4 Alternatively, a more detailed 2uestionnaire can be used (see end of Advice Sheet.)

4. I"(!e"ent Intervention Str#te)y& this can be the difficult part. 3e need to identify ways of
helping / encouraging the pupil to change his/her behaviour to a more acceptable behaviour. 3hat we might need to consider here includes the following#

3hat are the antecedents / triggers that we can identify and how might we minimise / alleviate the impact of these4 3e can try to# a. Avoid situations that are li%ely to lead to the behaviour b. 5istract rather than confront the pupil c. 6atch the activity to the pupil.s ability level d. 7et the pupil.s full attention before giving directions e. 7ive more positive than negative attention f. Alert the pupil to a change in lesson / activity g. Anticipate problem times and plan for them h. 7ive clear directions i. 6odel the appropriate behaviour you wish to see 8. +hoose a few simple clear rules and stic% to them

3hat are the new behaviours / s%ills we wish the pupil to display and how do we teach these behaviours / s%ills to him/her4 3hat types of rewards / incentives does this pupil li%e to receive4 3hat type of sanctions / direct conse2uences may be most effective in preventing the pupil from displaying the inappropriate behaviour4

,ow will we measure what we see4 +ontinue with recording to compare to the baseline record ,ow will we write this strategy4 5raw up a Behaviour +ontract with / for the pupil 5uring the implementation phase, it.s important to use as many of the positive behaviour strategies as possible, including#

+atch them being good 1eward appropriate behaviour !actically ignore behaviours if it.s safe to do so raise and encourage 7ive rule reminders 6a%e positive contact with parents " note in 8ournal, good news phone call etc. 9ffer choice to the pupil where possible !each the pupil an alternative acceptable behaviour

5. Ev#!$#te the Intervention& assess after one day / wee% / month whether the plan is wor%ing or
not. If not, thin% about whether it is worth persisting with it for more time or to try a different approach. At this stage, communication with all parties is vital " consult with other staff members, parents and with the pupil to get their views on how the support plan is wor%ing. *h#t "i)ht e con%idered in the ev#!$#tion (h#%e+ Are the rewards being used effective and strong enough for the pupil4 5o we need to change the type, level or fre2uency of the reward4

5oes the %ey staff member have a positive relationship with the pupil4 Sometimes there can be a clash of personalities and if this is the case it might be appropriate to loo% at involving another staff member (See Advice Sheet : on Building ositive 1elations with 9ne Adult).

Are the boudaries included in the Behaviour +ontract as clear, precise and firm as possible4 ,ave we ta%en time to show the pupil what type of behaviour we expect, as well as what we don.t want to see4 3as there consistency in the implementation of the contract agreement or did we let it slide4 5id parents play their part in ensuring compliance with the contract / supporting and encouraging the pupil4 5oes the pupil need more positive attention than we have been able to give them so far4

Phone 1850 200 884

www.sess.ie

info@sess.ie

RECORDIN' DISRUPTIVE BEHAVIOUR , -RE.UENC/ CHART

T#%0& Input 1 each time the disruptive behaviour occurs in each time slot. !ic% if it does not occur.

upil.s *ame# ;;;;;;;;;;; ;;;;;;;; Behaviour to be 9bserved#

+lass# ;;;;;;;;;;;;; 3ee% of# ;;;;;;;;;;;;

1ecording Adult#

;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; Alternative Behaviour Sought# ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

TI2E 3 LESSON 4U%e det#i!% e!o5 or edit6 e7)7 879: ; 87<: Entry to %choo! 3 #%%e" !y 87<: ; 9:72: Le%%on 9 9:72: ; 9979: Le%%on 2 9979: ; 9972= Bre#0 9972= ; 9279= Le%%on < 9279= ; 97:: Le%%on > 97:: ; 97<: L$nch 97<: ; 279= Le%%on = 279= ; <7:: Le%%on ? <7:: Di%"i%%#!

2ond#y

T$e%d#y

*edne%d#y

Th$r%d#y

-rid#y

RECORDIN' DISRUPTIVE BEHAVIOUR ; SA2PLE CO2PLETE -RE.UENC/ CHART

T#%0& Input 1 each time the disruptive behaviour occurs in each time slot. !ic% if it does not occur. upil.s *ame# *i!!i#" +lass# C!#%% > 3ee% of# 2#y ?th ; 9:th 1ecording Adult#

P#t
Behaviour to be observed# Hittin)@ ($%hin)@ (inchin)@ 0ic0in) or itin) other% or #tte"(tin) to do

%o7
Alternative behaviour sought# A %ence of the%e eh#vio$r%A he $%e% correct 5ord% to e1(re%%

hi"%e!f7

!I6< / =<SS9* e7)7 879: ; 87<: Entry to %choo! 3 #%%e" !y 87<: ; 9:72: Le%%on 9 9:72: ; 9979: Le%%on 2 9979: ; 9972= Bre#0 9972= ; 9279= Le%%on < 9279= ; 97:: Le%%on > 97:: ; 97<: L$nch 97<: ; 279= Le%%on =

6onday
1

!uesday

3ednesday

!hursday

Friday
11

1 6aths <nglish 11 1 6usic 1eligion 3oodwor% Art x

<nglish 6aths 1 ,ome <c. ,ome <c. 1 Science 1111 .<. (Swimming) xx

6aths .<. <nglish S ,< 1 1 6aths 6aths

<nglish 6aths 1 1 ,istory 1eligion 11 +ircle !ime Science

6aths 7olden !ime <nglish 7eography 11 11 Art Art x

279= ; <7:: Le%%on ?

<7:: Di%"i%%#!

RECORDIN' DISRUPTIVE BEHAVIOUR , ABC CHART

(for a specific behaviour exhibited by an individual child)
Antecedent 5escribe what was happening before the behaviour occurred. Beh#vio$r 5escribe what the student is actually doing. 5escribe where it occurred, who was in the room, and how long the incident lasted. Con%eB$ence 5escribe what the adult / other students do. 5escribe how the student responds to this.

D#te 3 Ti"e

RECORDIN' DISRUPTIVE BEHAVIOUR ; PUPIL SEL-,ASSESS2ENT

T#%0& upil rates him/herself for each time slot (input 1 each time the disruptive behaviour occurs and tic% if it does not occur). Afterwards it can be compared with the -reB$ency Ch#rt compiled by the adult.

upil.s *ame# ;;;;;;;;;;; ;;;;;;;; Behaviour to be 9bserved#

+lass# ;;;;;;;;;;;;; 3ee% of# ;;;;;;;;;;;; +onsulting Adult#

;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; Alternative Behaviour Sought# ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

TI2E 3 LESSON 4U%e det#i!% e!o5 or edit6 e7)7 879: ; 87<: Entry to %choo! 3 #%%e" !y 87<: ; 9:72: Le%%on 9 9:72: ; 9979: Le%%on 2 9979: ; 9972= Bre#0 9972= ; 9279= Le%%on < 9279= ; 97:: Le%%on > 97:: ; 97<: L$nch 97<: ; 279= Le%%on = 279= ; <7:: Le%%on ? <7:: Di%"i%%#!

2ond#y

T$e%d#y

*edne%d#y

Th$r%d#y

-rid#y

ANAL/SIN' DISRUPTIVE BEHAVIOUR ; .UESTIONNAIRE

T#%0& >sing the data gathered in the -reB$ency Ch#rt or the ABC Ch#rt and/or the P$(i! Se!f, A%%e%%"ent Ch#rt, answer the following 2uestions in relation to the one behaviour you have been recording.

upil.s *ame# ;;;;;;;;;;; ;;;;;;;; Behaviour to be 9bserved#

+lass# ;;;;;;;;;;;;; 3ee% of# ;;;;;;;;;;;;

1ecording Adult#

;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; Alternative Behaviour Sought# ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

.UESTION ,ow fre2uently does this behaviour occur (count)4 In which lessons is it more or less fre2uent4 At what time does it most fre2uently occur4 ,ow is the class organised at the time4 3hat am I doing at the time4 ,ow is the pupil occupied at the time4 3hat.s my immediate response4 3hat.s the pupil.s reaction to my response4 ,ow do other pupils respond4 3hat has wor%ed in the past to deal with this4 2OST I2PORTANT& No5 th#t I h#ve thi% infor"#tion@ 5h#t c#n I do+ ANS*ER