BEHAVIOUR SUPPORT PLAN

STUDENT
Name: George Miller
Grade: 2
Age: 7
INFORMATION
BSP REPORT WRITTEN
Ali, Laura, Nicole
BY:
BSP REPORT DATE:
November 18, 2015
TARGETED
1. Aggression occurs when there are variations in the
BEHAVIOUR(S)
schedule. For example when another student preforms a task
(operationalized definitions
that was allotted to George.
of challenging behaviours)
2. If this aggression is not managed, George may begin to
have crying outbursts.
3. Within this state of aggression and upset, George may wet
himself
PROACTIVE
1. Introduce an element of
Who is responsible?
STRATEGIES:
EA in the classroom.
surprise into schedule (e.g.
(how to set up the
at 11:15, something
environment, task and people unexpected is going to
to ensure student success)
happen). George knows
when something out of his
normal routine is going to
occur, but not what.
Gradually work towards
decreasing negative reactions
to schedule changes.
2. Integrate daily (mornings) Who is responsible?
EA in the classroom.
- Explain the idea that all
schedules have the potential
to change. Explain how
change can be a good thing,
and can create fun new
experiences.
3. Using the above
Who is responsible?
EA in the classroom.
information, create and
present George with a social
story to review daily and/or
whenever needed.
4. On days where a schedule
Who is responsible?
EA in the classroom.
change will be made, follow
the above proactive steps as
well as a rehearsal portion.
Discuss with George safe and
healthy behaviours to use
when feeling stressed about

INTERVENTIONS
(Reactive strategies when
incidents occur: how to
continue to support and
encourage while holding
student accountable)

change. Have George display

(act them out) these
behaviours as a way to
familiarize himself with
proper conduct.
Notes- It is important to
ensure that George is aware
of what a social story is and
when he should use them.
Explain to George that these
stories or cognitive picture
rehearsals are a way to
manage negative behaviour,
and are used to help him
choose safe and healthy
behaviours (Fitzgibbon, Week
5). Also the staff should
equip the childs learning area
(e.g. desk) with taped on
stories that are visual
reminders to George, this will
help facilitate healthy
behaviours. As well, create a
reward system (token
economies) for George
(Cameron, Week 9). A sticker
reward chart that allows
George to gain stickers for
self-regulating at the end of
each week George will be
able to pick a prize from a
prize box, according to how
many stickers he received.
1. When George begins to
display aggression, redirect
him to his cognitive picture
rehearsal on his desk. His
cognitive picture rehearsal
gives him 3 options of what
to do when he feels angry
(e.g. I can walk away or
ignore, I can ask for a break,
or I can find an adult to as for
help) (Fitzgibbon, Week 5).

Who is responsible?
EA in the classroom.

Who is responsible?
EA redirects George to his
cognitive picture rehearsal on
his desk.

Note: If George is able to

self-regulate his emotions,
give him a sticker for his
reward chart. Give George
verbal praise for selfregulating.
2. When George becomes
aggressive to self or others,
redirect him out of classroom
to the ALE room. Allow
George to calm himself in
ALE room. Once calm, give
George 3 options to do before
returning to class (e.g. go for
a walk, complete a puzzle or
go for a drink of water).

Who is responsible?
Two EAs redirect George to
ALE room.

Note: Continue to praise

George should he display any
emotion regulating
techniques.
3. If George continues to hit
Who is responsible?
himself or others, two EAs
Two EA's required to perform
may be required to perform a basket hold.
basket hold and release;
continue until student is calm.
If unable to clam, hold and
notify office to call Mother.
Note: Basket hold- George
arms are crisscrossed across
his chest and his hands are
held by an EA (Chew, 2008).
ASSESSMENT
Strategy 1: adding the element of surprise to Georges
(How will we know when the
schedule will act as a daily reminder that his schedule may
change. George discussing this element of his schedule,
strategies have been
with feelings of comfort will indicate that this strategy is
successful)?
effective. As well, If Georges reactions to change
decrease, we will know the strategy is effective
Strategy 2: creating conversations with George about the
idea of schedule change will elicit interest and questions.
Answering questions George may have will allow the
teacher/EAs know George is interested in learning about
behaviour management. This interest shows the

Teacher/EA the strategy is effective.

Strategy 3: George should understand the idea of a social
story by using the prompts from the story in his daily
routine. Focusing his attention on the story taped to his
desk will be a good indicator that he understands its
purpose.
Strategy 4: Having George physically act out (rehearse) the
proper ways to manage his emotions before he actually
feels upset will give George a more tangible idea how it
feels to control his behaviours. After the rehearsal of the
healthy behaviours, the EA/Teachers can be more confident
that George is able to conduct himself appropriately should
feelings of aggression arise. George implementing these
rehearsed behaviours in real situations is a good indicator
that the strategy is effective.
Note: Daily behaviour logs are being recorded regarding
Georges conduct. Reviewing these logs and seeing
positive changes in his behaviours are also a long-term
indicator that the strategies are effective.
In constructing your BSP, consider the following:
Direct instruction
Role playing
Social skills training
Providing cues
Charting, graphing progress
Daily behaviour logs
Verbal praise

Earned privileges
Tangible reward
Immediate feedback
Earned tokens/points
Free time
Computer time
Positive note home/office visit