Behavioural Support plan

Key Understandings

Isabella has been diagnosed with ADHD and medicated with Vyvanse. Isabella is on an
educational program adapted to address impulsivity and short attention. Access to educational
assistant resources is limited - only 1 hour daily in the morning.

She has a diminished appetite due to medication and suggested nutritional supplement drinks
at home and school; however, she does not drink them often. Isabella’s parents have chosen to
give Isabella “medication vacations” after 4 p.m., weekends and school holidays. Isabella’s
processing speed is in the low average range. There were discrepancies between her verbal and
performance scores, suggesting potential learning issues. Her scores for social-emotional
functioning indicated elevated levels of anxiety and some social difficulties.

Isabella is talkative and interruptive, especially in group settings. During independent work,
she can be easily distracted by “the sound of the lights” or the scraping of chairs on the floor.
She has good short-term attention and can sustain it for about nine minutes. Isabella showed
slightly below-average skills in reading comprehension and mathematical reasoning.

Isabella is a flight risk and has been known to leave school property. She was found in a
convenience store near the school. She will run out of the classroom and occasionally throws
objects. She finds height-advantage activities in Physical Education frustrating. Occasionally,
she has become so angry with teammates that she has pushed them in class.

Isabella is interested in swimming, Physical Education, and solo track events

Antecedent Events

● Transition periods between activities or classes.

● Group work settings in which Isabella does not feel her suggestions are considered.
● Academic tasks requiring sustained attention or problem-solving skills, specifically in
reading comprehension and mathematical reasoning
● Visual distractions occur when she forgets her glasses at home due to her
near-sightedness
● Auditory distractions
● group work settings
● Elevated anxiety
● Social difficulties result in befriending younger students
● Shows frustration and aggression in height advantage physical activities

Warning Signs

● Increased fidgeting or restlessness.

 ● Elevated voice tone or body language indicating frustration.
● Withdrawal or refusal to participate in activities
● increased distractedness
● Increased aggression
● Verbal expressions of anger or distress
● Throwing objects
● Leaves the school grounds
● Stomping out of the classroom
● Pushes other students

Plans to Diffuse

● Offer sensory breaks or activities that involve movement

● Offer choices to empower Isabella and regain a sense of control
● Use calming techniques such as deep breathing or visualization exercises
● Redirect attention to a preferred activity or interest
● Eliminate auditory distractions by having visuals present
● Provide a safe space students can go to to regulate
● Eliminate visual barriers (moving her closer to the front so she can see, utilize pictures,
provide work with bigger font)
● Utilize outside play equipment
● Offer food or drink
● Offer silencing headphones

Positive Behaviour Supports

● ISP and behaviour support plan

● Communicate with family
● Reinforce positive behaviours (high fives, smiles, compliments, thumbs up, etc.)
● Provide verbal praise and acknowledgment for effort and cooperation
● Establish clear expectations and routines to promote predictability
● Provide cues for any changes in the schedule
● Collaborate to develop a personalized reward system
● Provide an independent work area in the classroom
● Use headphones to eliminate auditory distractions
● Offer choices on where tasks can be completed
● Offer a choice of the type of task that needs to be completed

Help Peers Learn

● School support team to help the student with behaviour and frustrations
● Facilitate peer modelling and social skills training activities.
 ● Classroom safety plan
● Promote empathy and understanding among classmates through discussions and
role-playing exercises.
● Ensure classmates understand that behaviours displayed by students are not personal

Additional Supports

● Access to counselling services for anxiety management and social-emotional

development.
● Build positive relationships with classmates.
● Collaboration with parents to reinforce strategies and interventions at home.
● Providing assistive technology or adaptive equipment to support academic performance
● Regular monitoring and review of students Individualized Education Plan (IEP/ISP) to
address evolving needs
● Principal, Vice Principal and Classroom Support Teacher

Crisis Management Plan

● Provide students with a designated safe space where they can retreat when they are
distressed.
● Communicate clearly with school staff so that timely intervention and support can be
provided.
● Use a soft tone of voice and talk calmly.
● Guide students toward a calmer state using de-escalation techniques and verbal
prompts.
● Create a plan with the Admin for what to do when students leave the building (ex, if
the Teacher cannot leave the class unattended, call the Admin so the Admin can keep
track of the student's whereabouts)
● Implement emergency response procedures when students' or others' safety is
threatened.