INDIVIDUAL BEHAVIOUR PLAN

Student Name: Bruce Date Devised:31/05/2017

School: South West Vic Primary School Year Level: Foundation

Teacher: Mrs V Age:5

Background Information: Aboriginal family did not attend kindergarten, hyperactive, very emotional.

Behaviors:
Fidgety behaviour, lack of concentration in very short periods of time(, in need of wanting to be first at
everything (racing to the door at the end of lunch and recess, running in the classroom to try to get to the
mat first, and usually turns in to a verbal fight as someone else thinks they beat him).

Lack of emotional competence (seems to over exaggerate on certain occasions where someone might
have bumped in to him).

Yells out over other students when it is not his turn to speak (which is not following the classroom rules
which are posted in appendix 5)

Behaviors Strategies Consequences

Engaging in disruptive
behaviour which is interrupting
the learning environment. For
example: During book time,
poking, rolling around, kicking
and talking when he is meant
to listen and sit still (appendix
1, section 2)
Remind Bruce with specific language
about the classroom rules that have
been made and that he needs to
follow them (appendix 5) to not
interrupt his peers and the teacher
while they are talking or trying to
listen.
Giving Bruce a specific spot to sit away
from the main group to stop him from
touching other students while
listening.
A timer can be used as a visual stigma
for the time he needs to really
concentrate on not disrupting the
learning environment.
1-Warning – “Decision making peg
board”
Peg will drop to the second spot
from the bottom and has one chance
to improve, or the next interruption
is being removed from the
environment.
2-Sent to the back room- A room at
the back of the classroom where
students can be separated from the
main group. This is a place for
reflection. (will still have class work
to do)
3- If disruptive behaviour continues,
then will be sent to a safe room,
away from the classroom.
Constantly wanting to be first at
everything, he cannot
understand that it does not
matter where you stand in line,
this is causing again unwanted
disruptive behaviour- for example
(appendix 3, section 2) A fight
over who was first to the door
first after lunch ended up in
pushing and shoving between
Bruce and two other students.
Name tags can be put on the wall
outside for the student to look for and
stand under while waiting to go inside.
Use clear, specific language when
instructing students to come to the
mat or table. Slowly walk to your
table…. Ect
Use table numbers for the students,
say each number to come back to the
mat in an orderly manner.
1- If pushing in he will be sent to the
back of the line.
2-If continues to push in the back of
other students or push in, he will
wait outside until every other
student is in the classroom.
3-If the behaviour continues once in
the classroom, then will be sent to
the safe room away from the class
group.

Good behaviour seeks rewards,

correctly coming back to the mat and
lining up will get the peg lifted on the
reward chart.

Incentive

1-If Bruce can sit at the mat with his hands in his lap and not interrupting the teacher while they talk, he will
receive 5 minutes of free time on the Ipads. He must only play educational games and not go on YouTube. A timer
will be used and made so he can see it but cannot touch.

2-If Bruce can walk to his spot on the mat, line up without fighting over who is first in line after recess and lunch,
he will be rewarded with his peg going up the chart and an extra smiley face coloured in towards a special gift
from the teacher.