BEHAVIOUR SUPPORT PLAN
STUDENT INFORMATION
BSP REPORT WRITTEN BY:
BSP REPORT DATE:
TARGETED BEHAVIOUR(S)
(operationalized definitions of
challenging behaviours)
PROACTIVE STRATEGIES:
(how to set up the
environment, task and people
to ensure student success)
*add more rows as needed
Name:Michael
Grade: 5 Age: 10 years old
1.Communication Skills: the student fails to
communicate with words what bothers him. To interact
with others he could hit others in the face, or bite or self
harm by hitting himself against the wall. Plays with his
hands, throws chairs. Runs around the room.
He has a big language barrier, he recently came from
another country. He is completely limited in his language
abilities, for example: he can not explain to staff when he
has a stomach ache.
2. Social skills: he tries to make connections with staff by
hitting, kicking and biting ,he hits his head on the ground.
1.Give simple Who is responsible?
instructions: to increase Teacher and EA’s
vocabulary. His low
comprehension of language
can produce anxiety.
When the behavioral
problem occur, the
instructions must be simple
and gestural.
Provide visual
schedule/Pecs for Michael.
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2.Social stories: This can Who is responsible?
help to teach him how to Teacher and EA’s
communicate with
teachers,or to teach him
how to handle the
transitions to other
activities.

3.Communicate: with Who is responsible?

parents daily to acquire Teacher and SERT
information about how was
his night and the morning
before he arrives at
school.This can help the
teacher and EA’s to be
ready or aware if some
morning circumstances
change and trigger some
behaviour.

4. Comfort area with Who is responsible?

visuals: Michael can be Teacher and EA
taught to go to a calming
area when he feels
frustrated or angry. There
will be visual symbols of
emotions in the area to help
him put a label and
communicate how he is
feeling to the EA/teacher.

5. Routines: Make sure to Who is responsible?

keep the classroom Teacher
routines consistent and
predictable, so as to not
increase his anxiety with
changes.

6. Use of various tools Who is responsible?

and techniques: teach him Teacher and EA
a variety of strategies to
help him regulate his
emotions such as deep
breathing, playing with a

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 soothing toy, asking the
teacher to go for a walk,
and/or stretching his body.

7. Language skills: Have Who is responsible?

more opportunities to help ESL teacher
him develop his language
abilities. Possibly place him
with an ESL teacher.

8. Choices: Offer Michael Who is responsible?

different choices where he Teacher and EA
can pick from. He can gain
control and independence.

9. Reward System: when Teacher and EA

Michael shows positive
behaviour, he can be
rewarded by doing an
activity he enjoys like
cutting and pasting.

INTERVENTIONS 1.Immediate feedback: Who is responsible?

(Reactive strategies when Respond to him in a calm Teachers and EA
incidents occur: how to positive voice. Let him know
continue to support and what he did is not
encourage while holding
acceptable. Ask him to use
student accountable)
his picture visual for help.

2.Free time to calm him Who is responsible?

down: If Michael seems EA
unapproachable and can’t
recognize the reason,
remind him that he can go
to the sensory/calming
area.

3.Verbalise his transition: Who is responsible?

If Michael has difficulty Teacher and EA
moving into a new activity,
make sure to remind him
about this transition, so he
can anticipate the change in

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 his routine. If possible allow
him to bring a transition toy.

4.Guiding him to the Who is responsible?

Visuals to understand his Teacher and EA
feelings: Guide Michael to
select the visual
representation that best
describes his
emotion/feelings and help
him to verbalize how he is
feeling. Use the zones of
regulation as a guide to
facilitate his verbal
expression of the emotion.

ASSESSMENT Daily behaviour logs: Document or record observations

(How will we know when the in the Daily Behaviour log, anything observed as a
strategies have been genuine proof of progress. Some examples are: Michael is
successful)? able to verbalize his emotions, he can approach others in
a calm manner, if he can decrease the amount of
time/intensity he hits his head, and or if he is able to
handle any specific situation in an appropriate way.

Treatment Date Sheet: Compare the previous behaviour

logs with the more recent data, so we can see if there is
any difference or progress happening.

Academic Performance: Through focusing and showing

positive achievement in this report card and daily
activities/routine in the classroom would be a sign for his
progress.

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 References

Weber, P. (2017). Case_Study_3_IMG_1317 [Video] . Oakville, ON: Sheridan College

Weber, P. (2017). SAMPLE_ASSIGNMENTS #3 [Lecture Notes]. Retrieved from SLATE