BEHAVIOUR SUPPORT PLAN

STUDENT Name: XXX

INFORMATION Grade: Junior Kindergarten Age: 5 years old

BSP REPORT Andrea Castaneda & Miguelina Bisono

WRITTEN BY:

TARGETED 1. Turn taking

BEHAVIOUR(S)
Operationalized 2. Transitions
definitions of challenging
3. Sharing
behaviours; be specific

GOAL(S) XXX will be able to transition from one activity to

Write a statement another without making tantrums in a period of one
outlining what you hope month (November-December).
to achieve with the
student in relation to his
behaviour. This should
be specific and
measurable.

PROACTIVE 1. Direct Instruction Who is responsible?

STRATEGIES: EA’s
These are strategies to
prevent the behaviour Rationale (state why you chose this strategy)
from occurring or from
escalating further: how We will give support during transition time by
to set up the guiding her from one task or place to another.
environment, tasks, and
2. Positive Who is responsible?
people to ensure student
Reinforcement EA’s & homeroom
success.
teacher

Rationale (state why you chose this strategy)

When student XXX shows the expected behaviour

she will initially receive a reward (token) and then
as behaviour (transitioning) starts to improve, the
token will be replaced by praising.
 3. Praise and planned- Who is responsible?
ignoring EA’s & homeroom
teacher

Rationale (state why you chose this strategy)?

Praising will help her gain independence while

transitioning, at the same time as we ignore the
unwanted behaviour during transitions.

ASSESSMENT We will measure the progress by keeping track of

How will you measure the expected behaviours in a time period of a month
progress? (November-December). This goal will be achieved
How will you know when when she is able to transition calmly and with ease.
the strategies have been
successful?

In constructing your BSP, consider the various strategies we learned about in this
course:


 Direct instruction
 Hurdle Help / Prompting
 Caring Gestures
 Redirecting
 Proximity
 Praise and Planned-Ignoring
 Space and time away
 Student choice and voice
 Immediate, supportive and
corrective feedback
 Empathetic responses
 Reinforcement (positive and
negative)
 Punishment
 Role playing solutions
(CPS/Plan B)
 Restorative practices
 Daily behaviour logs/ABC
Charts (data collection)
 Errorless Compliance Training
 Token Economies / Rewards