Checklist for Assignments

Course Code: PSYC28823

Assignment: APPLICATION TASK – BEHAVIOUR SUPPORT PLAN

1. I understand my professor’s expectations for this assignment. In particular, I

understand his/her specifications regarding collaborating with other students.

2. I completed this assignment independently. It was not written by another

person, nor did I use another student’s work.

3. I used the documentation style recommended by my professor consistently

throughout this assignment (for example, APA).

4. When including direct quotations, I have acknowledged the use of others’ words by
including quotation marks around the quoted material and I have provided full and
accurate citations.

5. For paraphrased material, I put the original author’s ideas into my own words and I
have provided full and accurate citations.

6. I have properly acknowledged the use of any photographs, illustrations, charts,

diagrams, figures, audio, video, etc. from outside sources.

7. For this assignment, I have saved all of the articles I cited, all of my notes,
outlines and rough drafts in the event that my professor asks to see these.

8. I have never previously submitted this assignment, or parts of this assignment, for
any other course.

9. I did not share my work with anyone else, and have no intention of doing so.

10. If someone else proofread my work and provided suggestions for revisions, I made
all of the changes myself.

11. I asked a librarian or a tutor for citation help if needed.

12. I understand Sheridan’s Academic Integrity Policy, and am aware of the

consequences of breaching this policy.

13. I understand that I am required to submit my work to Turn It In to check for

originality. This process also allows me to review my initial work and correct

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 any identified issues prior to submitting my work for evaluation.

Student Name: Date: Nov. 22, 2022

Signature:

BEHAVIOUR SUPPORT PLAN

STUDENT Name: Andy
INFORMATIO Grade: 7 Age: 12
N

BSP REPORT Eunmi Jeon

WRITTEN BY:

TARGETED 1. Compliance: Andy was diagnosed with bipolar disorder, in addition to having
BEHAVIOUR( some learning difficulties, such as a diagnosis. He needs quiet areas to work on
S) skills that were necessary for success. He worked well in a different setting, a
Operationalize quieter setting. He went to speak with the principal, and it was a quieter area but
d definitions of because he was in the principal’s office, then it increased his agitation, and then
challenging he started trying to throw things such as decorative rocks and heavy equipment
behaviours; be at a computer.
specific
2. Social Skills: Andy has gaps that get bigger and bigger with peers, and they
want to be able to focus on their own work. So, for him to want to get attention
and maybe engage in what we may deem as silly behaviours, it became difficult
because the students were getting upset and agitated, and then while they have
patience after hearing the joke so many times, they may shout out and so then,
he may construe that as people were ganging up on him or fighting with him.

3. Communication Skills: Andy has bigger behaviours would be that he would

start shouting, or maybe swearing, and using inappropriate language. might get
up and stomp around, or verbally attack other people in the room, even the
people that he knew and respected whether it was friends or staff He might then
throw his chair or upend a desk, or he might want to try to run out of the room or
start to antagonize other peers.

GOAL(S) 1. interventions and some strategies in place: Offer Quiet Place, His family
Write a referred to and responded a lot to The Explosive Child and the literature on The
statement Explosive Child, and Collaboration work with ISSP teacher, EA teacher, his other
outlining what teacher, and family. – Help success for work and help him self-advocate to work
you hope to on as well that were carry-overs from the old school.
achieve with 2. Relationship with peers and teacher: Andy was a very bright boy. He was
the student in quite loquacious and would verbally. He often had a great sense of humour and

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relation to his sometimes that sense of humour – he was very much an extrovert and would like
behaviour. to get the attention of the class and try to engage in some of the jokes with him.
This should be – Get involved in the class and make good relationships.
specific and 3. Redirection: Go into a quiet area such as the ISSP Office or Responsibility
measurable. Room, Chill Pass, get a drink, lowered lights, bean bag chair, lava lamps, stress
balls, and other things. – Take a rest and help manage his temper and calm
down in a positive way.

PROACTIVE 1. Get enough sleep Who is responsible?

STRATEGIES Parent
:
These are Rationale (state why you chose this strategy)
strategies to Sleep disturbances are strongly coupled with inter-episode dysfunction and symptom
prevent the worsening in bipolar disorder. Experimental studies suggest that sleep deprivation can
behaviour from trigger manic relapse. There is evidence that sleep deprivation can have an adverse
occurring or impact on emotion regulation the following day.
from (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4347516/)
escalating Andy was a little bit more manic, or a little bit more depressive, which would be very
further: how to difficult to redirect him. So, some of the little behaviours might also be that he didn’t get
set up the much sleep at night, which happened frequently because he liked to play video games.
environment,
tasks, and 2. Chill Pass Who is responsible?
people to Teacher, EA teacher
ensure student
success.
Rationale (state why you chose this strategy)
The chill passes are tools to help the student make a request for a break when
becoming frustrated with current expectations or situations. The chill passes provide an
alternative, more acceptable option to elopement or other disruptive behaviour.
Although it might feel like giving in to the student, this strategy actually teaches the
student how to develop self-regulation and express his/her emotions with a more
appropriate and safe response. (https://www.teacherspayteachers.com/Product/Chill-
Passes-Variety-Pack-3154486)
Andy needs to have things such as a Chill Pass when he became really overwhelmed in
class. So, the Chill Pass may be when he needs to get up and get a drink.

3. Quiet Area Who is responsible?

Teacher, EA teacher

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 Rationale (state why you chose this strategy)?
A quiet space is a designated space that children can retreat to when they feel
overwhelmed and overloaded by the sensory input from the immediate environment. It
gives them time and space to calm their sensory systems and take control of their
emotions again.
https://sensoryintelligence.com/the-benefits-of-a-quiet-space-in-your-classroom/)
Andy is feeling that his temperature is rising and he’s getting more upset, then that might
be the next stage so, maybe he could then excuse himself and go to the ISSP room if
there were teachers there. Otherwise, there was always the possibility of going to the
Responsibility Room, which was quiet, and soothing. They might have lowered lights,
some sensory items like bean bag chairs and lava lamps, and other things, and sensory
stress balls, just to kind of calm down. Not the Principal’s office.

ASSESSMEN 1. Behaviour Loge: Behavior Log. Behaviour logs are narrative 'incident reports'
T that the teacher records about problem student behaviours. The teacher makes
How will you a log entry each time that behaviour is observed. An advantage of behaviour
measure logs is that they can provide information about the context within which
progress? behaviour occurs. Behaviour logs are most useful for tracking problem
How will you behaviours that are serious but do not occur frequently.
know when the (https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/
strategies behavior_log.pdf)
have been Make Andy’s Daily Behaviour Report Card.
successful? 2. ABC data collection: ABC data collection is a tool used in Applied Behavior
Analysis (ABA) to record behaviours. The use of ABC data extends to teachers,
parents, or anyone looking to better capture and monitor behaviours over time.
Using ABC data can connect what we assume is happening in the environment
with reality.
(https://tanagerplace.org/the-abcs-of-data-collection/)
Record Andy’s trigger and challenge behaviours.
3. Collaboration with parents and teachers (BTA, ISSP teacher, other teachers):
Parent-teacher collaboration is an important part of a student’s education. When
the family of a student is able to communicate with their child’s teacher, the two
sides can work together to build a relationship and create an optimal learning
environment, both at home and at school. Plus, they can commiserate on the
student’s strengths and weaknesses, create a plan of action to strengthen those
weaknesses, determine which factors may be amplifying or hindering the
student’s learning capabilities, and become a united support system to help the
student become their best academic self.
(https://www.wgu.edu/blog/harnessing-parent-teacher-
collaboration2107.html#close)
Share Andy’s behaviours and therapy, etc.

In constructing your BSP, consider the various strategies we learned about in this course:

 Direct instruction  Caring Gestures

 Hurdle Help / Prompting  Redirecting

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 Proximity
 Praise and Planned-Ignoring
 Space and time away
 Student choice and voice
 Immediate, supportive and corrective
feedback
 Empathetic responses
 Reinforcement (positive and negative)
Eunmi Jeon
 Punishment
 Role playing solutions (CPS/Plan B)
 Restorative practices
 Daily behaviour logs/ABC Charts (data
collection)
 Errorless Compliance Training
 Token Economies / Rewards
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