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    Behaviour Response Plan

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    api-379997971
    This document outlines a 4-stage behavior response plan for a student. Stage 1 involves early escalation signals and interventions to prevent further escalation. Stage 2 occurs when crisis level is reached, with goals of supporting self-control and reengaging skills. Stage 3 involves de-escalation, with strategies like evaluating feelings and organizing tasks. Stage 4 signals a return to equilibrium, with a focus on restoring consistency and implementing positive behaviors. The plan provides goals, signals, strategies and things to avoid at each stage to most effectively support the student.

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    Behaviour Response Plan

    Uploaded by

    api-379997971
    371 views3 pages
    This document outlines a 4-stage behavior response plan for a student. Stage 1 involves early escalation signals and interventions to prevent further escalation. Stage 2 occurs when crisis level is reached, with goals of supporting self-control and reengaging skills. Stage 3 involves de-escalation, with strategies like evaluating feelings and organizing tasks. Stage 4 signals a return to equilibrium, with a focus on restoring consistency and implementing positive behaviors. The plan provides goals, signals, strategies and things to avoid at each stage to most effectively support the student.

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    This document outlines a 4-stage behavior response plan for a student. Stage 1 involves early escalation signals and interventions to prevent further escalation. Stage 2 occurs when crisis level is reached, with goals of supporting self-control and reengaging skills. Stage 3 involves de-escalation, with strategies like evaluating feelings and organizing tasks. Stage 4 signals a return to equilibrium, with a focus on restoring consistency and implementing positive behaviors. The plan provides goals, signals, strategies and things to avoid at each stage to most effectively support the student.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    371 views3 pages

    Behaviour Response Plan

    Uploaded by

    api-379997971
    This document outlines a 4-stage behavior response plan for a student. Stage 1 involves early escalation signals and interventions to prevent further escalation. Stage 2 occurs when crisis level is reached, with goals of supporting self-control and reengaging skills. Stage 3 involves de-escalation, with strategies like evaluating feelings and organizing tasks. Stage 4 signals a return to equilibrium, with a focus on restoring consistency and implementing positive behaviors. The plan provides goals, signals, strategies and things to avoid at each stage to most effectively support the student.

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    Behaviour

    Response Plan
    Photo Thomas Brown 2016

    Stage 2 Stage 3 Stage 4


    Escalation Crisis Level De-escalation E
    Intervention goal
    oal Intervention goal Inter
    Prevent further escalation, Intervention goal
    , explicitly Respond to early signals, Eva
    keep people safe, support Support self-control, reengage
    e skills return to equilibrium organise/st
    de-escalation
    Behaviour signals: Behaviour signals: Behaviour signals: Behaviour
    air when Easily irritated Screaming, yelling Withdrawn Is talkin
    Begins to move around Not rational Quiet other s
    f the the classroom and is Disrupts the learning of Begins playing at his time Is looki
    ass is unable to remain in his the other children and the out area (cleaning the runs is talkin
    pet chair teachers teaching on the door, using a mini Is happ
    ersations Refuses to participate in He will not follow the whiteboard, sitting on the tasks a
    and other classroom activities teachers instruction to teachers chair). the clas
    Disruptive behaviour take time out under the Moves closer to the rest of Moves
    towards other students teachers desk or in the the class. and be
    by putting and seeks to engage teachers resource area
    alking others in disruptive Sensory shutdown he
    er or behaviour will be non-responsive
    Moves to the back of the He may throw objects
    e teacher room and lies down on a He may attempt to/or
    encils) cushion threaten to bite the adult
    teacher Put his thumb in his mouth with him
    to help put himself to sleep He may hit or attempt to
    erson he Asks for a fidget toy hit the adult with him
    Says This isnt fair!


    Strategies: Strategies: Strategies: Strategies:
    the Reconnect with him using Stay calm and use a soft Ask him how he is feeling Try to u
    alk about a calm and soft voice and voice. now and how he was course
    d if they remain positive. Help him to his time out feeling before how he
    Encourage him to take area (under the teachers Normalise his feelings him un
    or arm. time away from the desk or the teachers Help him to use his words people
    alm voice. general class (either under resource area). This may to help his teacher Explicit
    regularly the teachers desk or in involve walking him under understand how he is commu
    nutes) to the teacher resource area) his arm to the spot. feeling coping
    ng with with a book, fine motor Give him time to calm Ensure your responses are to use (
    activity or fidget toy. down on his own. He will consistent mindfu
    en as Ensure your responses are come out when he has Keep a
    s to help consistent calmed down. and po
    Give a fidget toy. If he uses physical violence Ensure
    the school behaviour consist
    d show management policy is to Restora
    e is be followed. He or the implem
    class is to be evacuated, behavio
    executive support sent, level.
    onses are followed up in Deep Blue
    and parents contacted.
    or bit of Ensure your responses are
    und end consistent

    ment
    when
    s had to
    while)
    nd,

    Avoid: Avoid: Avoid: Avoid:


    Loud noises Using a raised voice to him Using a raised voice at him Using a
    Being in close proximity Talking to him. If you need Punishment Never c
    nd his Having a conversation with to, use short and direct Criticism Judging
    him. If you need to, use statements in a calm soft Moving in his proximity too Using co
    ut short and direct statements. voice. quickly sentenc
    him Avoid talking about incident
    in red zone
    nature: Date:

    her Signature: Date:

    Date:

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