John Behaviour Support Plan

February, 2014
Behaviours Addressed:
1. Increased Frustration tolerance Increased use of language to express frustration Use of relaxation skills to assist John in calming when he is frustrated - Reduction in
aggressive and destructive behaviours (e.g. kicking the dog, physically aggressing
towards his siblings, throwing materials, destroying classmates work, physically
aggressing toward classmates)
2. Decreased impulsive behaviours Increased awareness of behavioural choices (i.e.
stop, think, do) Increased independent use of thinking before John chooses an
action or reaction

Proactive Behaviour Strategies

5 Point Scale (Volcano and Worries Scale)
1. Initially, we want John to relate the scale to everyone, not just himself. He will be
less likely to buy in to the process if he feels its all about him
2. We will have a copy of the scale in the school, on the wall, to facilitate that
escalation happens to everyone, not just him
3. We want to associate positive or neutral thoughts to the scale watch for
negative comments and re-direct to positive ones when you are labeling others
escalation, always label it in a positive way ensure John that his classmates can
de-escalate (e.g. Hes really mad because his mommy left, hes a 3, thats okay,
he will be able to calm down and get to a 1)
4. When John sorts/matches behaviours into areas on the scale, keep your
demeanour positive and encouraging we dont want John to pair negative
feelings with his actions or with points on the scale
5. As best you can, catch when John is escalating and prompt him to use his language
before eh escalates walk him through what he needs to do dont step in and fix
it for him, rather, coach him through how he can fix the situation (e.g.
Steps:
1) Have John label classmates and adults behaviours in reference to the scale
-He can rate other children in the class when they are upset, frustrated, angry or
worried
-You can set up role plays with characters he can rate where they are at on the
scale
-He can rate his siblings
-He can rate adults (e.g. Ms. Lorraine, Gill, therapists, etc.)
You can also rate John at this time (e.g. You look like you are a 3, thats okay, we
all get upset) Keep your comments neutral or positive We want to

communicate that escalation happens to everyone and its okay We want to

prevent John from thinking a 4-5 on the scale is a bad feeling
2) Practice relaxation at this stage just practice not yet to be used as a way to
calm John when he is frustrated
3) John will match/sort behaviours into each point on the scale (e.g. screaming 5,
hitting/punching 5, fists clenched 4, cant talk 4, cant move 4, clenched teeth 3,
staring 3, calm -1, can talk -1, can play friends idea 1, etc.). This will make it
concrete for John to tell where he is at one the scale by referencing his own behaviours.
4) John will identify his own level of escalation, based on behaviours he is
demonstrating, referencing a number on the scale (e.g. John, your fists are clenched
and you are not talking, where are you at on the scale? John can point to a 4)
5) John will reference where he is at on the scale and then implement a relaxation
strategy to calm himself We will encourage further relaxation until we are sure he is a 1
and is ready to go back to what he was doing
6) We should always go back to what triggered the stress and assist him in getting
through the situation in a calm manner You may prompt him to use specific language or
skills (e.g. give the toy back that he took from a friend, have him say I wanted that dog
to a friend, have him find something to pretend to be a dog bed, etc.). Ideally, we are
catching the escalation in the moment and preventing any negative interactions with his
classmates. So, this step should be used sparingly as it is reactive.
Relaxation
1. Adults will set up regular opportunities ( a minimum of twice a session) to practice
relaxation techniques when John is already calm
2. Adults will pair relaxation techniques within a clam, relaxing and quiet
environment to increase Johns repertoire of activities that may be calming to him
3. As adults, we choose techniques to calm down (e.g. deep breaths, counting,
having a bath) because they are already calming to us If we only engage in
calming activities when we are stressed then they will elicit the feeling of stress,
not calm Techniques must be well established as eliciting the feeling of calm,
before using them as a means to calm, for this reason
4. Strategies must be paired with the feeling of calm in order to elicit calm when
he is stressed. It is imperative that we do not encourage him to engage in
calming strategies before they have been established as calming. *Lindsay will
advise when we can use relaxation strategies as a means to calm John when he is
stressed It is imperative that strategies not be used in this way until John is
ready
5. If John initiates any of these strategies, when he is stressed (e.g. taking a big
breath), encourage this to happen but do not prompt him to use relaxation
techniques when he is stressed before Lindsay advises to do this
6. The strategies that John initiates most will then be implemented to assist him in
calming when he is frustrated/upset or anxious

7. Staff can track strategies that John has initiated

8. Lindsay will assist in the decision to implement strategies when he is stressed
9. It is important that John practice relaxation in a variety of environments, with a
variety of people, at different times throughout the day to prevent rigid
behaviours surrounding this skill (e.g. I only practice relaxation after snack time, I
only practice it in the book area of the classroom, I only do this with Gill)
Steps:
1) Practice relaxation a minimum of two times a day in a calm and relaxing
environment
-Use a calm and relaxing voice set up practicing techniques at a slow pace
-Label as feeling calm and relaxed
2) Record anytime that John initiates a calming strategy
3) Pair with visual volcano scale anytime that John is a 4, we will bring him out to
practice relaxation
4) Initiation teach John to initiate relaxation when he is stressed (4 on the volcano
scale)
Stop, Think, Do
1. This will be used in conjunction with the 5 point scale to increase impulse control
and teach John to think about his actions before he acts
2. This is a strategy to reduce Johns impulsive behaviours and prompt him to think
about the behavioural choices he has
3. It may be difficult to use this prompt when he is frustrated or escalating As such,
we will introduce this strategy when he is calm and focused in an activity that will
not trigger frustration The goal will be to teach the concept so he can then use it
when he is frustrated this will take time
4. Lindsay will assist in the implementation of this strategy and guide you in moving
it forward

Reactive Behaviour Strategies

1. If John has escalated to a 5, and he is likely going to demonstrate aggression
towards classmates, siblings, adults, or the family dog, remove him from the
situation immediately
2. Have him go to a quiet place so he can calm down This is not a time out,
rather it is a time to calm down he will need to be calm in order to continue on in
a positive manner
3. If you let the situation escalate, know that aggressive behaviours will occur - We
need to step in and prevent these behaviours in order to teach John a new way to
respond to stress

4. When you see John begin to escalate with siblings or peers, step in and tell him

what to say or do (when he cannot initiate this on his own based on his level of
stress) so the interaction goes smoothly and ends positively. Dont wait for him to
figure out what to do when he is escalated as the potential for it to result in
disruptive behaviours is too high.