Collaboratively develop a behaviour plan
Suggestion for implementing the strategy ‘Respond safely to challenging situations’
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Purpose of a behaviour plan
Purpose of a behaviour plan
A safety or behaviour plan is necessary for children or young people who have a history of ongoing disruptive or extreme behaviour.
The plan guides:
- approaches to prevent an event from occurring
- procedures for defusing an event if it does occur.
Source: Positive Behaviour for Learning (opens in a new tab/window)
Elements of an effective plan
Elements of an effective plan
- Collaborate – form a partnership between parents, families, whānau, teachers, other school staff, and professionals.
- Include the voice of the child or young person wherever possible whether through being present themselves or through parents, whānau, friends, or siblings.
- Consider the child and young person’s successes as well as challenges.
- Build a support team around the child or young person’s teacher.
- Base your decisions on observations and data you have gathered rather than just on intuition or experience.
Source: Positive Behaviour for Learning (opens in a new tab/window)
Developing a plan – what to identify
Developing a plan – what to identify
What are behaviours that are a concern and interrupt learning?
What are the triggers that precede these behaviours?
- What underlying need is the student trying to meet?
- What are they trying to obtain?
- What are they trying to avoid?
Identify the behaviours you want to encourage.
- What do you want the student to be doing instead of the difficult behaviour?
- What new skills are you going to teach and support?
- What will you adjust in your teaching or the environment to support the new behaviour?
Source: Positive Behaviour for Learning (opens in a new tab/window)
How to set goals and monitor progress
How to set goals and monitor progress
Co-design goals and monitor progress with the student.
Involve whānau in this process if applicable.
Goals
Include short-term and long-term behavioural objectives. Make sure all goals are S.M.A.R.T:
- Specific and in ordinary language
- Measurable
- Achievable for the child
- Relevant and meaningful for the child
- Time-related and can be accomplished within a short timeframe
Monitoring progress
- Monitor the plan and make regular adjustments when you need to.
- Document both what the student is doing and differences in behaviour, learning and wellbeing.
- Record two weeks of data: 1 being a bad day, 4 being a great day.
- Enhance with one or more of the following: informal observations, structured observations (for example, time spent on task), anecdotal records, checklists, interviews, standardised tests, curriculum-based assessment, task analysis, review of records, portfolios.
Source: Positive Behaviour for Learning (opens in a new tab/window)
Reflective questions
Reflective questions
- How will you redesign the learning environment to remove barriers to learning that act as triggers?
- What new skills or responses will you be adopting as a teacher?
- What new skills or behaviours will you teach the student?
- Where in the curriculum will you provide multiple opportunities for students to build and practice new skills?
- How will you recognise and endorse the new skills and behaviours?
- How will you monitor the plan, provide the student with regular feedback and make adjustments?
- What is in your plan to ensure everyone’s safety if challenging behaviour presents?
- Does the plan focus on working with the whole person, or is it merely addressing a narrow aspect of the young person’s strengths and skills?
- How will you join this plan up with other interventions/supporting agencies to provide a holistic approach?
Useful resources
Useful resources
A process for assessing behaviour
This information sheet includes a series of questions to help assess a student’s behaviour.
Publisher: Positive Behaviour for Learning
Positive Behaviour for Learning: Safety/behaviour plans
Information sheet for identifying and developing an effective plan.
Publisher: Positive Behaviour for Learning
Intensive wraparound service
The Intensive Wraparound Service (IWS) facilitates tailored, intensive interventions over a specific time for the small number of children and young people with highly complex and challenging behavioural, social, or education needs – including those associated with an intellectual disability.
Next steps
More suggestions for implementing the strategy “Respond safely to challenging situations”:
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How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
- Understanding behaviour
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Understanding how to respond to problem behaviourShow suggestions for Understanding how to respond to problem behaviour
Strategies for action:
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Foster positive relationships and partnershipsShow suggestions for Foster positive relationships and partnerships
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Collaboratively develop a safe and caring culture and climateShow suggestions for Collaboratively develop a safe and caring culture and climate
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Supporting language and communication skillsShow suggestions for Supporting language and communication skills
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Support emotional wellbeing and positive mental healthShow suggestions for Support emotional wellbeing and positive mental health
- Anticipate, monitor, and plan for responding to child stress
- Strengthen student identity
- Teach stress management, anxiety and coping skills
- Offer relaxation options and downtime activities
- Teach how to recognise emotions and options for expressing feelings
- Providing support following traumatic experiences
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Enable access and participation in learningShow suggestions for Enable access and participation in learning
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Respond safely to challenging situationsShow suggestions for Respond safely to challenging situations
- Use de-escalating behaviour strategies
- Helpful teacher behaviours and communication
- Respond safely to physical aggression
- Managing an incident
- Collaboratively develop a behaviour plan
