Behaviour Support Plan Writing Tips

Key Understandings:

What do you know about the student?

What do you know about the student's concerning behaviours?

What specific skills might the student be lacking that we can teach? (*please use the attached Thinking Skills
Inventory and attach it under Student Information.)

What information is the student missing that we can provide for them?

Antecedent Events:
What usually happens before you see a concerning behaviour?
Warning Signs:
Are there any pre-behaviour signals?  A look on the student's face?  A sound they make?  Pacing?  Visible
disengagement?  Clearing their desktop space?
Plans to Defuse:
What is the action plan if you aren't able to proactively prevent the concerning behaviour?
Positive Behaviour Supports:
Consider the accommodations checklist as well as the social participation strategies from the ISP document.
What do you provide for the student proactively and what skills do you teach explicitly? (See Thinking Skills Inventory
referenced above.)
Is a WISE plan in progress or already developed and being used? If so, please attach under Student Documentation and
note the attachment in this box.
If not, would this be beneficial? (Usually yes, provided the student is at a developmental level of being able to
comprehend the plan.)
Help Peers Learn:
What do you encourage the student’s classmates and/or the rest of the school population to do, proactively and/or during
the occurrence of the concerning behaviours.
Additional Supports:

Anything else that’s important to note?

Parent contacts, people who can help, resources, common language used etc.?

Social stories or other resources can be attached in the Student Information section and noted within this box.

Crisis Management Plan

Note: staff members will use trauma-informed strategies to support the student and prevent physical contact whenever
possible.

SIVA emergency safety interventions? (If you feel there is a likelihood of these being needed – if student or others are in
imminent risk of danger - please see Nicole or an administrator asap for a review of procedures.  Staff should be SIVA
certified within the last two years.)

Follow up phone calls?

Inform/ consult administration?

Revisit WISE plan?

Debrief?

In this section, record crisis-level incidents for data tracking purposes. State “an incident occurred on date. See uploaded
information.
See below for details.

Documentation should be in a Word document, which will be uploaded into the ISP so that Ed Centre staff can access it,
and it must include:
-Interventions attempted prior
-Attempts to de-escalate
-Child’s behaviour resulting in the use of restraint
-Child’s behaviour while being restrained
-Restraint technique used
-Injuries to self or others and damage to property
-Names of all school staff involved
-Efforts, including methods used, to notify parents/guardians including dates and times.
(Contact attempts must occur before the end of the school day. Admin will support with this so please ensure they are
informed asap.)

EXEMPLAR DOCUMENT

Key Understandings:
Student has a diagnosis of Oppositional Defiant Disorder (2016) and ADHD (2014).  Student takes medication at home
daily for ADHD.

Student will be physically aggressive toward staff or peers (slap, punch, kick.)

Student will tear papers off of his own and other people's desks, or off of bulletin boards.

Student struggles to tell people what is bothering him.

Student struggles with considering a range of solutions to a problem and struggles to think rationally and consider the
consequences of his actions when frustrated.

Student struggles to identify emotions in both himself and in others when frustrated.

Antecedent Events:

Concerning behaviours usually occur after a request has been made that student engage in an academic task.

Occasionally, concerning behaviours occur when transitioning from a preferred to a non-preferred task, particularly
if priming has not been given at least once prior to the transition.

Warning Signs:

Student often puts his hood up or, if not wearing a jacket, he will go to the boot room and get his jacket on and put his
hood up.  He may return to his desk or may crouch down in the closet or go into the tent/calming corner.

Student's eyes look darker, and he may purse his lips.

Student may grunt or grumble under his breath.

Plans to Defuse:

1. Student has a magnetic break pass on the side of his desk that he may use independently to leave.  If he does not, and
the teacher senses that he needs a break, the teacher will place the pass on his desktop where he can see it, indicating
permission to leave the room and go walk around the designated path through the halls.  He may also stop at Mrs. Baker's
room or Mrs. McFadzen's office at this time to see if either of them are available. If they are not, he will walk until he
feels regulated and returns to class independently.

2. A silent signal from the teacher (wiggling a sideways thumb) indicates to the student that they can go to the calming
corner to self-regulate.  In the calming corner, student may choose to wrap up in a blanket with a preferred book, wear
noise reducing headphones, colour with the provided pencil crayons, or build quietly with cubes.  There are additional
options available, but these are the most commonly chosen.

3. Student really likes the stuffed owl that lives in the classroom and finds it calming.  The teacher allows free access to
this and will offer it silently to the student if warning signs are present.
Positive Behaviour Supports:

-A WISE plan is attached in Dossier and is available in several places in the classroom (in a folder in student's desk, in
teacher's sub folder, and on the back counter for easy access.)  This was created with student and is revisited regularly in a
proactive manner.  Copies have been given to Mrs. Baker, both administrators, and the care team to assist with
consistency.

-Student is allowed to move as necessary and is given many seating options.

-Student has many options for calming activities.  Many are available universally.

-Student has a break pass which is on the side of his desk with a magney.  At any time, he can self-identify the need for a
break and can put it on his desk and leave without asking verbally.  A teacher may also put the pass on his desk as a signal
that a break is recommended.

-Silent signals are used to monitor student's state of regulation

-Direct instruction and practice in identification of emotions in self and others

-Modelling and practice of scripts for a variety of emotions (I am angry.  I need help.  I am sad.  I am not ready.)

-Role play, modelling, direct instruction and practice of problem solving skills and considering what options are available.

 Help Peers Learn:

Model socially appropriate behaviours.

Do not engage with student when he is exhibiting the warning signs listed above.  Quietly and calmly inform the teacher
and move away.

Additional Supports:

Mrs. Baker and Mrs. McFadzen both have positive relationships with student and can help proactively or during a crisis. 
They are both part of his WISE plan.

We Thinkers programming is used universally.  Common language is:

-expected/unexpected behaviours

-following the group plan

-whole body listening

A social story about identification of emotions is attached in Dossier.  This is used regularly within explicit
teaching/practice times.

Crisis Management Plan

SIVA emergency safety interventions are only used as a last resort if staff feel that student or peers are in imminent risk of
danger.  Consent is signed and in the SIVA binder in the office.  A copy of the consent is attached in Dossier.
Staff members will use trauma-informed strategies to support the student and prevent physical contact whenever possible.

If student is violent toward himself or others, teacher will inform administration and teacher or administrator will phone
home to inform parents as soon as possible.  Teacher will follow up to ensure it is clear who is making the call home.

Administration may choose to implement and in-school or out-of-school suspension for the following day in accordance
with district policies and student history, and will inform teacher and parents.

Depending on the time of the crisis, teacher and student will revisit student's WISE plan and review calming strategies and
proactive care either later the same day or when the student returns to school.

Debrief with student will be focused on repairing or maintaining relationship.

Natural consequences will also be implemented or allowed to happen.  Student will take an action of reparation toward
those he hurt - letter, picture, verbal apology, act of service - based on debrief and decided collaboratively by student and
teacher.

*An incident occurred on September 18, 2019. See uploaded document for details.