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BEHAVIOUR SUPPORT PLAN

STUDENT INFORMATION Name: Michael


Grade: 5 Age:
BSP REPORT WRITTEN BY: Gina Ferguson & Carol Luzzi
BSP REPORT DATE: December 19, 2017
TARGETED BEHAVIOUR(S) 1. Communication Skills: Due to limited language skills, Michael
(operationalized definitions of has trouble communicating his needs and wants. He shows difficulty
challenging behaviours)
recognizing how he is feeling emotionally and physically. Michaels
will show signs of anxiety by fidgeting with his hands, demonstrating
a change in facial expression, including dilated pupils. He may
complain of a stomach ache.

2. On Task Skills: As a communication tool, Michael will get off task


and begin exhibiting aggressive behaviour. When Michael becomes
frustrated with a particular task, he will begin screaming, yelling or
crying. He may hit, kick, or bite staff and his crying will get louder.
When Michael cannot be redirected, he may begin self-harming
behaviours, such as banging his head on the wall or floor and hitting
himself. Michael may run around the room in a frenzy, possibly
upending desks and chairs.

3. Compliance: Focusing on compliance with Michael will help him


recognize his responsibilities as a member of the classroom (Weber,
2017b). Michael’s lack of communication with staff through
complaining, crying, yelling or screaming creates barriers to
accomplishing tasks.

4. Social Skills: Michael displays antisocial behaviour by


screaming, yelling, and becoming aggressive with staff. This occurs
when there is a change to his regular schedule.
PROACTIVE STRATEGIES: 1.Social Story (Carol Gray) or A simple Social Story about how
(how to set up the Social Skills Picture Book (Jed a change in schedule is ok, may
environment, task and people
to ensure student success)
Baker): This will help Michael help Michael learn to adjust to
visualize and understand social daily transitions. A Social Skills
norms related to his behaviour. Picture Book may help Michael
visualize how students/staff feel
when he is acting out due to
*add more rows as needed
frustration.

2. Picture Communication Due to Michael’s limited


Board: Gives Michael a way to language skills, teaching him to
show his wants and needs in spite use pictures to communicate his
of his limited language skills. needs and wants could help
Additionally, pictures can be create a reliable communication
added to represent Michael’s system. This should lessen his
emotions. frustrations and teach him to
recognize his feelings.

3. Provide a Cool Down Designating a bean-bag chair


Location: Teaching Michael to with a soft outer shell for
use a designated relaxation space Michael where he can be
where he can learn to bring directed to go when he begins
himself into a calm frame of mind. to show signs of frustration.
Eventually, Michael will go to
this location on his own as
needed.

4. Teach Mindfulness Skills: By pointing out how Michael


Help Michael in understanding seems to be feeling, he will
what he’s feeling, physically and eventually learn to recognize his
emotionally, by verbally and own feelings without assistance.
visually identifying his emotions as We can do this by using simple
they occur. Additionally, teach phrases like, “you’re happy” and
him one or two calming strategies. showing a picture card of a
smiling face.
Calming strategies may include:
deep breathing, close eyes and
count to three (if he’s capable),
wrap his arms around himself.

5. Provide Positive Re- By consistently offering praise at


enforcement: Help Michael in times when Michael is
understanding pro-social successful complying with
behaviour by offering praise when requests and meeting
appropriate. expectations, we can increase
the potential for Michael to
display pro-social behaviour

6. Provide Simple Instructions: By committing to short and


Because of Michael’s limited simple verbal communication,
language skills, verbal instructions we will have more success in
should be brief and simple. Use improving Michael’s language
of picture communication board skills. By incorporating his
can be combined to increase picture communication board
understanding. with our verbal instructions, he
will begin to associate words
with already-understood
activities.
7. Ensure Daily Communication Because of Michael’s limited
with Home-setting: language skills, it is important to
Communication with Michael’s have a clear communication
group-home staff will assist in plan with Michael’s group home.
understanding the mood Michael Michael becomes easily
may be in when arriving at school frustrated when he is hungry,
each day. Additionally, ensuring but has difficulty verbalizing this
that Michael has been physical need. Using this
appropriately fed is important to communication plan, we can
maintaining appropriate ensure that he has eaten
behaviour. breakfast, and if not, we will
know to provide a snack as
required.

8. Use Behaviour Momentum This is done by identifying three


Techniques: Start off creating requests that we are fairly
expectations that mirror the certain Michael will comply with
activities that Michael is most in advance of a last request that
likely to comply with. When he would normally be opposed
compliance is reliable with these to complying with. This can be
tasks, we can make a request of determined using a Compliance
Michael to complete a final, less- Probability Checklist. For
desirable, task that had previously example, suppose Michael is
been a problem. This is known as generally opposed to going
Errorless Compliance (Weber, outside at recess time. We
2017b). might have him do three reliable
tasks first, before getting him to
go out; such as, put on his coat,
collect a ball to take with him,
and hold the door for the other
students. At this point, Michael
will be exhibiting momentum
toward going outside and will be
more likely to comply.

9. Daily Classroom Job: Getting For Michael, a regular schedule


Michael into a routine is critical to is important in order to maintain
maintaining calm. Incorporating a consistent behaviour. A
daily job into his routine can be classroom job based on his
used to let Michael become a interests can give a sense of
contributing member of his purpose while also providing a
classroom community while also predictable activity that Michael
providing a regular check-point in can use as a landmark that
his day that he can rely on. indicates an expected transition
point in his daily routine.
INTERVENTIONS 1. Verbalize Michael’s Anxiety Pointing out to Michael when he
(Reactive strategies when and Provide Options: When we is showing signs of
incidents occur: how to
continue to support and
see indicators of increased anxiety frustration/anxiety/fatigue/etc.
encourage while holding (fidgeting, complaining, dilated will help him begin to recognize
student accountable) pupils, change in facial this behaviour in himself.
expressions), we can point out in Showing him that when he is
a positive manner that Michael feeling this way, that it is a good
seems to be becoming time to change his scenery or
frustrated/anxious/tired/etc. and activity in order to adjust his
offer a new activity or location. mood.

2. Redirect Michael’s Attention: Learning to identify indicators of


When we see indicators of increased anxiety and promptly
increased anxiety (fidgeting, redirecting Michael will help to
complaining, dilated pupils, prevent further big behaviours.
change in facial expressions), we Michael should be provided a
should be prepared to redirect soft toy, which can help distract
Michael’s attention by offering a and calm him. Additionally, he
favourite, soft, soothing toy or by responds to hearing a familiar
singing a familiar song song, such as “Twinkle, Twinkle,
Little Star”.

3. Offer Free Choice: To prevent Allowing Michael to have an


behaviours from escalating, we opportunity for free choice when
can give Michael an opportunity to faced with anxiety will give him
choose a productive activity of his some control over how he
preference. chooses to respond to feelings
that can lead to behavioural
acting out. Michael enjoys
cutting-and-pasting as a
soothing activity. He may
choose any other activity that
gives him this soothing
response.

4. Remind Michael to Use the Reminding Michael to use the


Cool Down Location: When Cool Down area will reinforce
Michael begins to show signs of that there are several ways for
anxiety or increased frustration we him to relax and reset. With this
should remind him to visit the Cool option, he will learn that one
Down area. way to self-soothe involves a
change of location that is set up
to suit to his needs.

5. Remind Michael to use his Reminding Michael to use his


communication board. When communication board will help
we see signs of anxiety or him recognize what he is
frustration, guide him to choose an feeling. Communicating his
image that represents his needs and wants early will help
emotions, needs and wants. prevent an escalation of
challenging behaviour.

6. Encourage Michael to use Encouraging Michael to engage


Mindful Strategies. If Michael is in mindful strategies, will help
able to indicate how he is feeling, him calm himself; giving him
encourage him to engage in some independence and control
previously taught calming over his own behaviour.
strategies: deep breathing, close
eyes and count to three, wrap his
arms around himself.
ASSESSMENT Daily Behaviour Log: Observations of Michael’s behaviour will be
(How will we know when the marked down in a Daily Behaviour Log. Behaviour improvement will
strategies have been
successful)?
be substantiated using these records (Weber, 2017c). Proof of
progress include: uses his communication board to express his
feelings, needs and wants, visits his cool down area or engages in
self-calming activities such as deep breathing,
Behaviour Support Checklist: By filling in the Behaviour Support
Checklist, we can assess if the interventions and proactive strategies
currently put in place are effective (Weber, 2017a).
Treatment Date Sheet: To determine if progress has taken place,
compare the findings on the “Treatment Date Sheet and Compliance
Probability Checklist” (Weber, 2017c).
Graphing Progress: A line graph will summarize daily data
collected from the Treatment Date Sheet, Compliance Probability
Checklist and Behaviour Log.

**collecting data from all settings will show if the desired behaviour is
generalized across different environments.

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
References

Weber, P. (2017a). Challenging behaviour and discipline. Week 9 [PowerPoint


presentation]. Oakville, ON: Sheridan College.

Weber, P. (2017b). Challenging behaviour and discipline. Week 10 [PowerPoint


presentation]. Oakville, ON: Sheridan College.

Weber, P. (2017c). Behaviour support plan [Classroom handout]. Retrieved from


https://slate.sheridancollege.ca/d2l/le/content/416756/viewContent/6141555/View

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