change that you want – positive behaviour support. Behaviour support planning is not a linear pathway, but rather, a cycle of continuous IMPLEMENT All supports consistently follow the plan. improvement enabled by reflective staff practice. This is outlined in the behaviour MONITOR Put in place a monitoring and review process support planning cycle7. of the implementation of the plan. The process of continuous reflection and EVALUATE Analyse the information that you have improvement is data-driven and focused on gathered through monitoring and review. Has anything understanding the underlying triggers and changed for the person? Do you need to change causes of behaviour from the perspective anything in the plan? of the individual student within their school environment. This will support the selection Assessments must be completed by staff of interventions that are directly connected appropriately qualified in administering to the needs and skill deficits of the the relevant assessment. student. Engaging your school’s Student Support Services (SSS) will be an important step if repeated prevention efforts have been Text box unsuccessful in addressing behaviours IDENTIFY What is the problem? Why is it of concern. Consultation with the family problem? Define the behaviour of or carers through a Student Support concern. Group (SSG) meeting is critical, as active involvement of the student and their parents ASSESS Gather your evidence; look at or carers throughout the behaviour support what your evidence might mean – planning is an important step to supporting function of the behaviour. the development of successful plans. PLAN Develop strategies to get the Support Plan Toolkit.” 7“Behaviour
Behaviour support planning is not a linear pathway, but rather, a cycle of continuous improvement enabled by reflective staff practice. This is outlined in the behaviour support planning cycle7. The process of continuous reflection and improvement is data-driven and focused on understanding the underlying triggers and causes of behaviour from the perspective of the individual student within their school environment. This will support the selection of interventions that are directly connected to the needs and skill deficits of the student. Text box IDENTIFY What is the problem? Why is it problem? Define the behaviour of concern. ASSESS Gather your evidence; look at what your evidence might mean – function of the behaviour. PLAN Develop strategies to get the change that you want – positive behaviour support. IMPLEMENT All supports consistently follow the plan. MONITOR Put in place a monitoring and review process of the implementation of the plan. EVALUATE Analyse the information that you have gathered through monitoring and review. Has anything changed for the person? Do you need to change anything in the plan? Assessments must be completed by staff appropriately qualified in administering the relevant assessment. Engaging your school’s Student Support Services (SSS) will be an important step if repeated prevention efforts have been unsuccessful in addressing behaviours of concern. Consultation with the family or carers through a Student Support Group (SSG) meeting is critical, as active involvement of the student and their parents or carers throughout the behaviour support planning is an important step to supporting the development of successful plans. 7“Behaviour Support Plan Toolkit.”
WhatisSeclusionPracticeGuide.docx