0

Pupil Behaviour Policy

Review date: July 2015

Contents

1. Values & Ethos 32. The School Environment 43. Rewards & Consequences 54. Challenging Behaviour 65. Challenging Behaviour referrals

76. The Use of Physical Intervention and Time Out / Nurture rooms

87. Recording and Reporting Incidents of Physical Intervention,

Use of Time Out / Nurture Rooms 8

8. Monitoring & review of Behaviour support8

Pupil Behaviour and Discipline - Further Guidance for Staff

1. Functionality of Behaviour9

2. School aims and ethos 113. School strategies: A positive, pro-active approach to behaviour

12Support

4. Behaviour Support team (BST) 135. APPROACH trainers 13

6. The DOs and DONT’s for behaviour support15

7. Appropriate/ Not Appropriate -Expectations in The GardenSchool

19

General Behaviour in School 20

Records of serious incidents in school 21

1

Appendices

1. Behaviour Support Pathway for Referrals2. ABC Chart3. Behaviour Support Plan pro Forma4. Serious Incident Form

Pupil Behaviour and Discipline Policy

The primary aim of The Garden School is to provide a safe, secure and caring environment where expectations and achievements are high, and children and young people realise their full potential in all areas of their development: academic, physical, emotional, spiritual, moral, social and independence. In order to create a place in which children feel safe and secure and in which there is an ethos of achievement through endeavour it is essential that there is a positive, calm environment.

2

Values and EthosIn implementing this Pupil Behaviour Policy staff at & The Garden School school will be driven by the values and ethos promoted in school:

We value children regardless of their behaviour. It is the behaviour that we seek to modify, not the child. We will, therefore, respond to the behaviour and will take steps to maintain and promote each child’s self-esteem.

The Garden School will be an enriching environment for all children. Every child will receive praise and rewards.

We work hard to promote independence in behaviour. By this we mean shifting the control of behaviour from others – parents, teachers, Teaching Assistants – towards self-control and self-discipline by the child. This is viewed as an important step towards independence and an essential preparation for both life and work beyond school. It therefore supports their journey towards economic well-being and independence. Behaviour support is a vital part of the curriculum at The Garden School and behaviour targets may either form part of a child’s Individual Education Programme, or, where the child may exhibit more challenging behaviour, on a dedicated behaviour support plan (BSP). Progress towards meeting these targets is reviewed regularly by the class teams. Where appropriate these targets are agreed and shared with pupils and this actively supports the care, guidance and support we provide.

We aim to teach children to know and understand what our expectations are of them, and how, when and why we will apply

3

rewards and consequences. We aim to encourage children to take responsibility for their own actions.We aim to promote politeness, courtesy and respect between all members of The Garden School community – adults and children.

We believe children are entitled to a fresh start – every day will be a “New Day”.

Whilst the principles and procedures contained in this Policy Document will be applied equally to all children, each child at The Garden School is an individual and will be at different stages of intellectual, physical, social, emotional and moral development. We will therefore use rewards, consequences and behaviour programmes as appropriate to the unique individual needs of each child. This reflects the whole ethos of the school in treating children as individuals and tailoring our work to meet individual needs through Individual Education Programmes.

Wherever possible, pupils will be encouraged to evaluate their own behaviour.(i.e. for those pupils who understand action/consequence concepts and have the capacity to reflect on what happened)

The school will communicate policy and expectations to parents. Where behaviour is causing concern parents will be informed at an early stage, and given an opportunity to discuss the situation. Parental support will be sought in devising any plan of action within this policy, and further action will be discussed with the parents.

We attempt to create a positive learning environment by;

Providing a curriculum that is relevant, stimulating, and matched to the individual needs and ability of each pupil.

Making school a stimulating and rewarding environment for children and their parents.

Providing an environment in which positive relationships between staff and pupils, and pupils and their peers can be developed.

Working and communicating with parents to develop positive and supportive relationships between school and home.

Encouraging all pupils to take responsibility for their own behaviour.

4

Where appropriate, setting individual short and long term targets for behaviour and implementing programmes to modify behaviour in the form of a dedicated BSP

Recognising and rewarding positive behaviour. Challenging inappropriate behaviour or conduct likely to hurt or

harm themselves or others. Challenging any racist or sexist language or other oppressive

behaviour. Making the physical environment sensitive to the needs of the

individual, eg low distraction, quiet areas etc.

The main emphasis at and The Garden School Schools is not on making and enforcing rules but rather on creating an ethos of respect and consideration for others and an environment where people help and support each other.

Parents will be informed that valuable personal belongings should not be brought into school.

The normal range of rewards and consequences employed at The Garden School Schools are listed below:

Rewards ConsequencesVerbal praiseTreats – free choiceShow work to another teacher/ Head teacherStickers / stamps / certificates / class rewardsPupils work displayedJob responsibilitiesClass monitorMotivators based on the interests of the pupil

Late lunch/breakVerbal warningsLoss of choose timeMissing breaks

Pupils will never lose any part of the mid-day meal as a consequence for inappropriate behaviour. Pupils will not lose (eg PE lesson,

5

swimming, Design / Food Technology, a life skills visit lessons) areas of the curriculum unless absolutely necessary and where necessary it should be a one off and a planned exercise in order to subsequently increase participation and cooperation. It should never be a used as a simple sanction. Once a pupil has earned a reward for good behaviour, they will not lose it as a consequence for subsequent inappropriate behaviour.

Where the normal range of consequences is proving ineffective in modifying inappropriate behaviour, the concern will be reported a member of the Behaviour Support Team (BST). The BST will try to formulate alternative strategies with the class team and may also arrange for a behaviour support meeting with support from the Educational Psychology and Speech therapy.

Challenging Behaviour

For most of the time and for the vast majority of pupils at The Garden School Schools the policy and procedures described above are sufficient to ensure that the school maintains an environment of care, and good order in which children are able to learn, develop, and fulfil their potential. (cont)

However, from time to time some children may experience difficulties that lead them to present with challenging behaviour in school. Our experience has indicated that this type of behaviour may be caused by a number of factors such as:

communication difficulties sensory processing difficulties side effects of drug regimes used in connection with certain

conditions emotional upset caused by bereavement or changes in home

circumstances lack of effective behaviour management at home difficulty adapting to an aspect of the school’s programme

(expectations, structure, work etc)

6

Challenging behaviour is defined in The Garden School Schools as behaviour that we are unable to manage using the normal range of rewards and sanctions that are available to us (outlined above). It can also apply to inappropriate behaviour that is difficult to manage because it is presented with very high frequency.

This policy sets out the procedures that should be followed by staff working with a pupil who is presenting challenging behaviour on a regular basis.

Challenging Behaviour – Referrals

The first step to take in relation to a pupil whose behaviour is not responding to the normal range of rewards and sanctions available to the Tutor Group team is to follow the Behaviour referral pathway (Appendix 1) Staff make a verbal referral to the member of the Behaviour Support Team (BST)

The member of the BST will ask staff to keep a record of incidents over a short period of time, what had led up to them and how they were managed (see Behaviour Recording sheet, Appendix 2).

During this period of time a member of the BST may observe the pupil in the classroom. Checks will also be made to see if there have been any recent changes in medication or other significant circumstances.

The member of the Leadership team (LT) will then call a meeting of the Class Group Team and any other appropriate school staff. All present at the meeting must be satisfied that a broad and comprehensive range of strategies have been tried to manage the behaviour. A decision will be made at the meeting as to whether or not additional measures are needed to manage the behaviours. If this is the case then the additional measures proposed will be set out in a draft Behaviour Support Plan (see Appendix 3) This process will be informed by information recorded on the behaviour monitoring sheets (ABC/STAR charts etc)

7

The member of the BST will then call a second meeting, this time inviting school staff, parents and any appropriate external agencies (Educational Psychologist, Speech & Language therapists etc). At this meeting the strategies specified in the draft BSP will be discussed & agreed with those present and recorded in a finalised Behaviour Support Plan. A review date and the information to be recorded by school staff will also be agreed at the meeting. Any planned use of Nurture Rooms / Time Out rooms should be explicit in the Behaviour Support Plan. If physical intervention is to be part of the planned strategy, any techniques proposed including the method and frequency of reporting physical interventions should be explained to parents at this meeting. If physical intervention is to be part of the planned strategy please see the guidance below and in the policy statement on Care and Control.

The Use of Physical Intervention and Time Out / Nurture RoomsWhere challenging behaviour poses a risk to the health and safety of the child, staff or others; risks damaging property; or seriously disrupts the learning environment; staff may, once all other strategies have been exhausted, have to include the use of physical intervention and/or Time Out / Nurture Rooms to reduce the risks and/or maintain good order as part of the Behaviour Support Plan. Where the intention is to include the planned use of physical intervention and/or Time Out / Nurture Rooms as part of a Behaviour Support Plan the principles and procedures set out in the school policy on Care and Control should be adhered to. We will at all times be working towards making the use of physical intervention unnecessary.Recording and Reporting Incidents of Physical Intervention, Use of Time Out / Nurture Rooms

Where the use of physical intervention and/or Time Out / Nurture Rooms is part of a planned strategy for a pupil, details of any physical interventions and/or Time Out / Nurture Rooms use and how they will be reported to parents will be agreed with parents and set out in a Behaviour Support Plan.

8

Monitoring and Review of behaviour support.

The Education Act 2006 maintains the duty on the Head teacher to maintain ‘good order and discipline’. Further details relating to this legislation can be found in Part 7 of this Act.

The implementation of this policy and procedures will be monitored by the Head teacher and Governing Body. The policy will be reviewed on an annual basis following consultation with staff, pupils and parents. This consultation will be carried out as part of the staff, pupil and parental surveys the school carries out to elicit feedback on the performance of the school. Proposed changes to the policy as a result of responses from these surveys will be contained in the School Development Plan.

Pupil Behaviour and Discipline - Further Guidance for Staff

At The Garden School Schools we believe that all behaviour communicates a purpose. It is only by understanding what the purpose or functionality of that behaviour is that we can provide an appropriate response. The table below should be used as a guide when determining the appropriate response to a specific behaviour.

Functionality of Behaviour Staff Response

SensoryThe behaviour is fulfilling a sensory need (eg hand flapping, or spinning), or because a sensory stimulus may be uncomfortable (e.g. behaviour in response to elevated levels of noise).

Distract / redirect child.

Use a substitute / coping strategy (eg headphones)

Remove child from / reduce time in situation (especially if they are in pain).

Gradually build up tolerance (if appropriate).

9

EscapeBehaviour is designed to escape from a task / instruction the child does not like or to escape from a person / place / situation the child does not like.

Check level of work / understanding.

Make sure pupil knows what is going to happen and when (timetables & schedules).

Check sensory issues.

Develop tolerance: “First this, then [preferred activity].”

Shorten / simplify task.

Use prompts (including physical prompts if appropriate).

Assess appropriateness of the environment.

Attention

Behaviour is designed to gain a reaction / attention from someone else.

If possible and safe – ignore behaviour.

Try to give attention / reward for appropriate behaviour.

Redirect to task then praise the appropriate behaviour.

Ensure a structured environment is in place.

Tell child what they must do (rather than what not to do), don’t negotiate.

Tangible

Behaviour is designed to get a tangible reward eg drink, toys.

Make sure pupil has an effective means of communication and is taught to ask for the item appropriately.

Make sure pupil knows what is going to happen and when (timetables & schedules).

Use “First this, then [tangible

10

reward].”

Use tangible reward to motivate on-task behaviour (e.g. build up credits, tokens to earn reward – e.g ‘I am working towards’).

Consider the interests of the pupil in planning rewards / motivators.

Control

Behaviour that says “I’m in charge here!”

Ensure requests and routines are appropriate and fair.

Have clear rules and procedures that are effectively communicated e.g. through schedules & followed through.

Ensure pupil follows instructions / routines.

Ensure all staff are consistent in management of the above.

Don’t react immediately to behaviour (unless there is an immediate health & safety issue) – give yourself thinking time to try to determine the function of the behaviour – and therefore the appropriate response.

Social Stories are valuable tools for teaching pupils alternative strategies (for those who are verbal and have a good degree of comprehension) - for example for gaining attention or for escaping an uncomfortable stimulus.

If a child is acting in an uncharacteristic manner the School Nurse will be able to check the child out for any medical issues.

There are tools available to help in situations where you are having difficulty determining the functionality of a behaviour. Diagnostic instruments are available in school that might help. These are available on the shared drive under Behaviour Support or from a member of the BST. (ABC, Iceberg, STAR etc)

11

The school Aims & Ethos regarding behaviour

Aims:

To ensure all pupils reach their full potential across all curricular areas,

To ensure all pupils are taught the skills to enable them to actively participate in community activities with both their peers and family members in order to lead fulfilling lives during the school years and beyond.

In order to achieve this we must teach the children appropriate behaviours to enable them to be able to learn effectively and to access the wider world.

Ethos: The approach adopted is with the bigger picture in mind, what are the implications of this behaviour for the future?

Is this behaviour having an impact on the child’s ability to learn and access the curriculum?

Would this behaviour be acceptable / tolerated in the community?

Would this behaviour be acceptable as the child gets older?

If no to the above then we have a duty to do something about it, similarly,

Will this behaviour impact on the parents’ ability to take the pupil out and access community activities?

Will this behaviour impact negatively on the family?

If yes, then again we have a duty to do something about it otherwise we will be unable to fulfil our aims above.

The School Strategy: A positive, pro-active approach to behaviour support.

12

We need to act on the understanding that,

We have high expectations. We understand all behaviour has a function and is a means of

communication. We find out /understand the function of the challenging

behaviour before we can begin work to replace it with a more appropriate form of expression.

Inappropriate behaviour is not to be accepted as the norm due to the child’s condition and can be replaced with alternatives.

When we begin to work toward changing the behaviour the behaviour usually gets worse before it gets better, we have to persevere and remain positive.

Success depends on 100% consistency; all staff must be committed to make it work.

Parents should be involved and on board where possible, to ensure continuity.

Strategies should be reviewed regularly & revised where necessary with parental involvement if possible.

It is important that staff know who makes the decisions and who to refer to in cases of difficulty and that school procedures are followed in all cases.

The school has a behaviour specialist team BST. This group will be responsible for all referrals and will be available for advice for teachers writing Behaviour Support Plans. Once Teachers have received training in behaviour support and writing BSPs they will be expected to write any necessary BSPs for their class.

These are the staff you should consult on any concerns arising from behavioural issues and writing BSPs in the first instance;

The BST currently consists of

Pat Quigley

Alison Fenn

Wayne Revell

13

To qualify for the BST, staff should have extensive experience of working with children with challenging behaviour, a variety of special needs including Autism and the full range of cognitive levels. They should also have extensive experience, and

a proven track record of reducing the number of incidents of challenging behaviour at both class and school level.

The school have adopted APPROACH techniques as the most suitable form of physical intervention for the current school population. Staff understand that Physical restraint using APPROACH techniques is only to be used once all other pro-active supports have been exhausted.

The staff you should consult in the first instance re any issues concerning safe holds or guiding techniques are the school APPROACH trainers

Dan Hughes

Debbie Snowden

Alicia Lynch

Wayne Revell

Alison Fenn

If you have any issues regarding safe holds or the use of restrictive physical intervention please refer to a member of the SLT.

Intensive Interaction is one of many interventions practiced in The Garden School. There are different opinions regarding the process & and purpose of the intervention

Intensive Interaction was developed as a teaching approach for students who experienced severe difficulties in learning and in relating to others. The approach recognises the pre‐verbal nature of the learners and addresses their need to develop the very beginnings of sociability and communication.Nind (1996)

14

“ Firstly, there is a ‘Social Inclusion Process Model’ of Intensive Interaction, with practitioners using the approach with the primary aim of inclusively responding to the communication of a person with learning disability, however it is expressed. Secondly, there is a ‘Developmental Process Model’, with practitioners having identifiably educative or developmental goals, rather than the approach being viewed simply as a means of contemporaneous social inclusion”

Firth (2009)

The Garden School assign dedicated Intensive Interaction (I.I) sessions for those pupils who the BST team feel would benefit from such an approach.

The sessions are designated and discrete to ensure that pupils have a clear understanding of when they have the opportunity to lead/ control sessions and when they are in activities where they are expected to follow instructions. This is vital to ensure pupils are not getting mixed messages and staff are clear when and where to allow pupil led interactions (i.e. not during teacher led activities or when it is possible any unwanted behaviours may be being reinforced). Staff should apply an analytical approach to behaviour management & particularly Intensive Interaction (ie what & where) to ensure that they are not actually reinforcing inappropriate behaviour.

The DOs and DONT’s for behaviour support

Do

hink before you act, why are the children doing what they are doing? There is always a reason.

Teach the children what you want them to do, they won’t simply know.

15

Use a child’s name first before giving an instruction (especially with children with an ASD)

Have a clear idea what is acceptable and what is not & stick to it. Set clear boundaries.

Tell the child what you want them to do rather than what you don’t want them to do. E.g. ‘feet down’ rather than ‘no kicking’

Use one or two word instructions for non verbal or emerging speakers.

Reduce your language to simple 1 or 2 word instructions for pupils with spoken language when they are having a difficult time.

Use visuals to back up instructions /aid understanding (photographs, symbols, sign, written words)

Use visuals to show the pupils what you want them to do / where they are going / what’s going to happen when.

Have a reward activity that always follows the activity you want them to do on the schedule.

Use strategies like “first...then....” or ‘let’s make a deal’ card to encourage good behaviour

Give a child choices “...... ....or ......., which?” to encourage them to do something constructive.Address the target behaviour 100% of the time.

16

Think about the results of your words / actions before you speak. Once you have said it, you have to do it!

Check with staff before you engage with a child on the corridor if they look as though they may have done something they ought not to have done!

Walk past & assume that your help will be requested if it is needed.

Look completely unaffected by any challenging behaviour (even if it is scary or it hurts!). It is the most effective response. Less is more.

Look at and analyse the behaviour across as many settings as possible.

Ask someone to take over if you feel you are unable to manage the situation calmly.

17

(Cont)

18

19

DONT...

Forget you are a professional, not the child’s friend. Pupils can be easily confused therefore act accordingly as the responsible adult whilst you build positive professional relationships with the pupils.

Respond animatedly to unwanted behaviours, this usually makes things worse

Shout (unless a child is in immediate danger & shock tactics may help) there is never a need and it usually has the opposite effect to the one you are after.

Talk too much, too much language confuses and often makes things worse particularly when the child is getting stressed.

Say things that you cannot do /will not follow through “ you won’t go swimming” “If you do that again” “I’ll tell your Mum”

Necessarily hide things away if they cause a problem that does not teach the children anything. Teach them when they can have things and when they can’t.

Talk to the child when someone else is giving instructions, it confuses them.

Intervene if someone else is dealing with a situation unless they specifically ask for help

Offer inappropriate rewards “You can go and see...” (They may not be available” and you may be setting up a pattern that is not useful).

Appropriate/ Not Appropriate

Expectations in the Garden School

It is appropriate to....

Stop children doing things they shouldn’t. It is our duty to teach appropriate behaviour. Particularly important for pupils with ASD as often once patterns are set they are harder to un-teach.

Apply consequences for inappropriate behaviour if the child understands action/consequence systems(it is vital the child understands reasoning if you do this)For less able pupils responses should be immediate and relate to the behaviour at that time.

To physically intervene if there is an inherent Health & Safety issue or when all other proactive strategies have been applied without success.

Have ‘time out’ if used as a positive strategy rather than a sanction e.g. going out to ‘calm down’ ‘time for a break’, to be quiet etc (Better to call it ‘break’ – removes all negative connotations)

It is acceptable to move/guide a child using the correct APPROACH techniques if their behaviour is interfering with their learning or may have implications for future behaviour or safety issuesIf you do this, it must be written in their BSP and the behaviour should be noted in the child’s Individual Risk Assessment.

It is acceptable to move or guide a child using the appropriate APPROACH techniques if a child does not have it written in their BSP if it is the first time the behaviour has been seen and if a situation arises in which the staff member deems it necessary to move that child (i.e.

20

those stated above)Having occurred once it can then be considered to be a part of that child’s behaviour repertoire and should therefore be written into their BSP.

It is not appropriate to...... Stop behaviours on some occasions then let it go on others; it’s more

confusing and stressful for the child.

Carry over sanctions to the next day, next week etc. If the child cannot tell you what day of the week it is they are not likely to understand this. Those that do know the days of the week are very likely to demonstrate Challenging Behaviour on the day of the sanction! Deal with it at the time and immediately.

Handle pupils when it’s not necessary. (see also Care & control Policy) – Staff should not cuddle, kiss, carry or allow children to loll over them/sit on their knees. Staff should behave as professionals at all times and be mindful that we are teaching pupils appropriate interactions for the future.

Pull children by their clothing

Pull them by their arm (APPROACH techniques should be used)

Use time out as a sanction

To remove rewards already won

Send children home for behavioural issues (unless in exceptional circumstances and initiated by the Head teacher) – we are a special school.

21

To allow pupils to sit on the floor in corridors – If you are teaching / showing a child something or taking time out of class it should be on a chair. PE activities may be the exception to this rule.

General Behaviour in School

The maintenance of good order around school is the responsibility of all members of staff . It is important that staff manage behaviour in a consistent way.

It is our intention to reinforce the values and ethos of the school in relation to pupil behaviour, and to promote positive relationships in school wherever possible – during classes, break times and on off site visits

General Strategies

Establish and display rules for behaviour in your classroom if appropriate i.e. you have readers and the pupils understand what is written.

Following an incident rebuild and repair the relationship with the student, e.g. acknowledge that the incident has occurred, if appropriate talk about how it made you and them feel, and agree with the student to start again. Explain about any consequences applied.

Tell pupils what you want them to do rather than highlighting the things you don’t want to see.

Be consistent with rewards and consequences and ensure that the pupil understands how they have earned the reward or consequence.

Communication during a challenging behavioural incident:o Staff should appear calm, confident, clearly in control,

decisive and consistent.o Avoid sudden movements, lower tone of voice, keep

sentences short and simple, and avoid abstract language.

22

o Reduce emotional content of communication; avoid blame and judgmental elements of conversation.

o Repeat important information.o Reinforce any behaviour that indicates: reducing arousal,

re-appraisal of the situation, increased psychophysical awareness.

o Consider the time it takes for the pupil to process language & adapt accordingly

The building of self-esteemoUse praise consistently and realisticallyoConcentrate on rewarding good behaviouroDisplay examples of children’s workoEnable/encourage independenceo Weekly assemblies to promote relationships, school rules

and sense of communityo Proactive approach to pupils e.g. “Walk in the corridors

please!” versus “Don’t run!” o Giving older pupils responsibilities e.g. caring for younger

children, buddy system, jobs The building of positive relationships.

o Staff will model positive relationships and behaviour.o Circle time/ after school and extra-curricular activities

Records of serious incidents in school

Serious incidents in school should be recorded on the School Serious Incident Form included as Appendix 4. Each teacher should have copies of this form. They should be used to record any of the following;

- Records of incidents where physical Intervention has been usedIn addition to the Physical Intervention Log, a Learning Trust Accident Form V1.1 will be completed in situations where injury has occurred to either members of staff or pupils.

- An incident that has resulted in the unplanned use of a Quiet Room or use of physical force (i.e. not covered by a

23

Behaviour Management Plan) to control or restrain a pupil. This should also be reported to a member of the Leadership Team who will decide who will inform parents.

The Behaviour Support Plan will document the agreed method of reporting to parents for planned interventions. The school will always attempt to invite parents to school to discuss their child’s behaviour support plan. If a face to face meeting proves impossible then the BSP may be sent home for parents to sign and return.

The Head teacher will report all incidents involving the use of physical Intervention, and all incidents recorded on the Incident Report forms at Governing Body business meetings.

Appendix 1:

24

Teacher makes

Referral to

BST

Class complete Tally graphs/ ABC/ STAR charts & complete findings/ conclusions sheet.

Behaviour Support

Pathway

25

Behaviour Support Plan (BSP)

for Dangerous or Challenging behaviours

Detailed plan supplying proactive &

Behaviour Support Intervention

(BSI)

For a specific behaviour in a

specific situation (e.g. bus

BST & Class teacher / team meet to go through plan and strategies and time frame.

Behaviour support team/class teacher

writes a .........

Behaviour Support Team (BST)

Observe pupil in class &/ or review tally charts /ABC

Charts with class team

BSP or BSI starts

BSP or BSI reviewed

or

Appendix 2

ABC ChartDate and time

Antecedent (what was happening just before the behaviour started? Where was the child? Who else was around? Consider sensory aspects.)

Behaviour (describe exactly what the child did)

Consequence (what happened after the behaviour? What was the response from others? When did the behaviour stop? What might be the ‘payoff’ of the behaviour for the chid?

ABC Chart

Conclusions

Behaviour: Conclusions after observation

26

BSP or BSI reviewed

Appendix 3:

BEHAVIOUR SUPPORT PLAN PROFORMAName of Child:

D.O.B: Date of plan: Date for review:

Review team members & parental involvement:

27

Description of target behaviour/s: (be specific)

Assessment(s) used: (Circle)

Informal Observation Behaviour observation chart ABC chart

STAR chart Iceberg sheet

Outcome of assessment / possible function of behaviour:

Additional factors to be considered: ( change in personal circumstances, personal variables such as mood, energy level, physical comfort, illness, puberty etc)

Desired long term outcome(s) of this plan:

Short term target(s):

28

Resources required:

(cont)

(BSP cont)

Method:

PROACTIVE STRATEGIES:

To reduce the likelihood of the behaviour occurring in the first

instance.

(include levels of support, environmental changes, positive

behaviour to be reinforced, rewards / reinforcers, language to be used etc)

REACTIVE STRATEGIES:

To respond to the behaviour when it does occur

(Include levels of support, language levels to be used,

specific language to be used, physical intervention to be used if

necessary etc)

29

Date for Review:

Signed……………………………… Position…………………………..Date………………

Parent’s signature…………………………………………………Date…………………….

30

Appendix 4: School Serious Incident Form

31