Relationships Behaviour Guidance Plan

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Relationships – Behaviour Guidance Plan

Name of Child   _______________________ ____Age ______ Parent/carer’s name ________________________

Child’s interest: _______________________________________________________________________________

Educator completing the plan: _____________________________ Start date: _________ End date: __________

 

Background Information

  1. Record as much information as you can about the child’s family information, place in family, culture, family structure, additional needs, disability and medical history.

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  1. What triggers the behaviour?

Consider child’s experiences and environment. What happened immediately before the behaviour? What factors may be contributing to the child’s behaviour? This can be as simple as another child joining a play space, educators using the word ‘share,’ or a particular transition.

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  1. Describe the specific behaviours child is demonstrating.

You must describe the exact behaviour, not your interpretation of it eg ‘he was hitting’ rather than ‘he was being naughty’ or using words like spoilt or stubborn.

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  1. Consequences of behaviour

What did the child do immediately after the behaviour occurred? Who did it affect and how were they affected? What were the physical outcomes? Did the child get the attention they craved and wanted?

eg Were educators busy consoling the victim so an aggressive child ‘won’ by getting to play with the resource alone?

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Family Meeting

  1. Meet with child’s family to develop long-term and short term goals and objectives.

eg Short term For Emily to successfully join play when supported by an educator

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Long term:______________________________________________________________________________________

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Meeting minutes:

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The Plan

  1. Why does there need to be an intervention?

Why you want to change the child’s behaviour? Focus on the child. The Plan is for the child not the victim or educators.

 eg To support Emily to become an effective communicator and build relationships with peers.

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  1. What role will internal support and resources have?

eg Educators/ members of the child’s family.

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  1. What role will external support and resources have?

eg Referral bodies, specialists/professionals.

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  1. What are the aims of the Plan?

Detail exactly what modified behaviour you are aiming for.  Remember to consider the child’s age and abilities.

eg Emily will stop hitting other children to gain attention and join in play. Emily will be able to use positive physical interaction to build positive relationships. NQS 5.2

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  1. What are the Guidelines and Strategies?

How are you going to guide the behaviour so that the aims of the Plan are achieved? Describe strategies you’re going to use to guide the behaviour. Who do they involve?

eg Emily responds well to Educators Bryce and Jenny and children Henry and Zara

Strategy: For Emily to use her hands positively when interacting with children.

Communication: Visual and role modelling eg Educators Bryce and Jenny and peers Henry and Zara will role model and encourage high fives when Emily is excited and finds it challenging to not be physical.

 

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Evaluation

  1. Monitor Behaviour & Strategies

Identify how you’re going to monitor changes in the child’s behaviour.

Record changes in the behaviour, detailing exactly how it was/is changing.

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  1. Review Plan

Evaluate the success of the whole Plan.

Eg What is working well, what needs changing?

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We agree to work together respectfully and consistently using the strategies outlined in this behaviour management plan.

______________________________                                _____________________________   Date _____

Nominated Supervisor Name                                     Nominated Supervisor Signature

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Parent Name                                                                     Parent  Signature

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Parent Name                                                                     Parent  Signature

 

This plan will be evaluated by educators and the family on <insert date>

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