Behaviour Support Plan

Stephanie Norman, Samantha Oswald and Taylor Pacheco

Sheridan College
 Checklist for Assignments
Course Code: PSYC28823
Assignment: Behaviour Support Plan

1. I understand my professor’s expectations for this assignment. In particular, I

understand his/her specifications regarding collaborating with other students.
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nor did I use another student’s work.
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8. I have never previously submitted this assignment, or parts of this assignment,
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originality. This process also allows me to review my initial work and correct any
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Student Name: Stephanie Norman, Samantha Oswald and Taylor Pacheco

Date: November 20, 2019.

Signature:

BEHAVIOUR SUPPORT PLAN

STUDENT INFORMATION
BSP REPORT WRITTEN BY:
BSP REPORT DATE:
TARGETED BEHAVIOUR(S)
(operationalized definitions of
challenging behaviours)
PROACTIVE STRATEGIES:
(how to set up the
environment, task and people
to ensure student success)
Name: Amy
Grade: JK Age: 4
Stephanie Norman, Samantha Oswald and Taylor
Pacheco
November 20, 2019
1. Growling at teachers and classmates
2. Telling people that “I don’t like you” or “Go away”
3. Learn how to socialize in a large group
1. Creating a social story This can be useful for
Amy because it can help
promote interpersonal
skills and self-regulation.
Before Amy either goes
to the sensory room or go
to an assembly, the EA
or another student with
supervision can take 10 -
15 minutes before going
to read the story.
2. Token Economy When doing the token
economy with Amy, you
will give her a token
when she does
something socially
appropriate. For
example, Amy tends to
growl at her teachers and
her classmates.
However, if she uses her
words such as saying
“hi”, the teacher can give
her a token showing her
that saying “hi” is more
appropriate than growling
at people. Also, Amy
tends to tell people to “go
away”, so using cues on
what to say to something
means the teacher can
give her a token to say
something like “I need
space” instead.
3. Role Playing This can be useful for
Amy because we can use
something Amy likes,
such as the TV show
 “Dora the Explorer” and
have Amy pretend to be
“Dora” and a classmate
pretend to be Dora’s
friend, “Boots”. This way
we can make Amy feel
comfortable, as well as
creating a scenario to
build on Amy’s social and
communication skills in a
group setting.
4.Charting With Amy, her visual
skills are better than her
verbal communication
skills. Therefore, by
providing a chart of her
accomplishments, which
means when she
performs good behaviour
the higher the chart will
go until she reaches her
goal at the top. At the
top, she can pick from
the different items or
things that she likes to
do, such as extra time in
the sensory room. By
using this charting
method Amy can see
how many more she can
do to get the item or thing
that she wants.
INTERVENTIONS 1. Providing cues Giving cues to Amy
(Reactive strategies when before and during an
incidents occur: how to
continue to support and incident. By giving Amy
encourage while holding verbal cues it will help
students accountable) her remember what is
appropriate behaviour.
For example, if she starts
to growl at people, we
can remind her and say
“use words” or “please
use your words”. we can
also give her picture cues
since her visual is better.
We can show her a
 picture of the behaviour
that we want to see.
2. Tangible Reward Providing Amy with
support by letting Amy
know what is acceptable
and what is not at school.
For example, if Amy
follows instructions
accordingly you could
offer her something she
enjoys, such as spending
time in the sensory room
for a certain amount of
time. This way Amy can
decipher that if she is
doing something right,
she will get something
she likes in return.
3. Daily Behaviour Logs Recording Amy’s
behaviour is important so
that staff and parents
have an idea of certain
circumstances that occur
during school. For
example, if Amy had an
incident where she
dropped to her knees and
started to sob in the
hallway, it can be
documented and then
reviewed. It would show
the date and time,
location, outcome and
whether or not the
parents needed to be
contacted. This way it
can show how Amy
reacts in different
situations and staff can
determine if a behaviour
starts to become a trend
and what staff can do to
monitor that.
4.Redirecting Redirecting Amy when
the behaviour is
occurring can help her
 get back on track on what
she is doing. For
example, when Amy is
sitting during a
presentation with a large
group of people and she
gets anxiety, the staff can
redirect Amy by placing
her in an environment
where Amy can feel
comfortable and
completing a task. By
doing this, the staff are
de-escalating a
behaviour to occur.
ASSESSMENT Daily behaviour logs can also be used to monitor her
(How will we know when the behaviour as well as the success of the strategies.
strategies have been
successful)? For example, we can record the number of tokens
that she will receive every day and if she is receiving
more than the day before we will know that this
strategy is working for Amy and we should continue
to use it.

In constructing your BSP, consider the following:

● Direct instruction ● Earned privileges

● Role playing ● Tangible reward
● Social skills training ● Immediate feedback
● Providing cues ● Earned tokens/points
● Charting, graphing progress ● Free time
● Daily behaviour logs ● Computer time
● Verbal praise ● Positive note home/office visit