Student Profile & Intervention Plan – Tyson Lowther (SSEN)
Location: Classroom
Student
Behaviour Looks Like
Presentation Student might do the following
Baseline: Ready to Learn
Conditions:
 Reads the timetable on
 First thing in the
the board and
morning
immediately organises
 Classroom teacher only
himself for the day.
 In mat sessions, Tyson
will sit on the outskirts
of the mat to give
himself an exit passage
if needed
 Perform helping jobs
without being asked
Agitation:
(Triggers)
 Disturbance  Smile continuously in a
to/unaware of routine forced way; eyes only
 Transitions half open
Playground Other:__________________
Staff
Sounds Like Looks Like
Student might say the following Staff will do the following
 Greets the teacher and  Managing the
his peers politely environment - provide
 Uses exemplary a visual timetable on
manners whiteboard and
 Tell the teacher all of discreetly confirm the
the good things he has day’s proceedings with
done/is doing (Tyson Tyson. Check in with
craves the acceptance Tyson – ask him which
of adults because of his ‘zone’ he is in (Zones of
past) Regulation).
 Prompting – gently and
discreetly warn Tyson of
any changes to routines
and why they might be
needed.
 Blurt out strange  Prompting – gently and
utterances discreetly warn Tyson of
 “I’m feeling hypo” any changes to the
Sounds Like
Staff will say the following
 Caring gesture – Say
“Good morning!” to
Tyson, ask him how his
morning has been and
give him a hi-5.
 Give specific, positive
praise. Thank Tyson for
helping; however,
gently redirect him to
the tasks at hand.
 Prompting – gently and
pleasantly prompt the
whole class to maintain
  Relief teacher  Open his tray and fiddle
 Being singled out with objects (monitor
 Day/hours before/after for sharp objects)
counselling  Point out if
appointments something/someone is
out of place/order e.g.
student not sitting in
their designated mat
position.
 Be visibly hyperactive –
walks fast; eyes dart;
wonder around the
classroom
routine, why they are focus e.g. “Everyone
needed and what needs please make sure your
to be done to prepare trays are closed. Thank
for the new routine. you.” The teacher
 Hurdle help - Check in should not single out
Tyson.
with Tyson regaring
what ‘zone’ he is in.
Read his behaviour and
if he is capable of
continuing, break down
the task into smaller
chunks with simple
steps to follow. Keep
proximity, monitor
closely & provide
positive reinforcement.
 Time away/redirection
of behaviour – allocate
a helping job to Tyson
e.g. organising books,
organising pencils.

The teacher should not issue

“time out” to Tyson and move
him to a different part of the
room. This will result in an
escalation. Use ‘time away’
rather than ‘time out’

Aggression:
Nil
Potential for Violence:
Nil

Recovery:
Nil