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Behaviour Response Plan

Student November 2016


Stage 1: Equilibrium Stage 2: Escalation Stage 3: Crisis Level Stage 4: De-escalation Stage 5: Equilibrium
Intervention Goal: Intervention goal: Intervention goal: Intervention goal:
Intervention goal: Support self-
Maintain calm, equilibrium, teach Respond to early signals, help Prevent further escalation, keep Evaluate, reflect, make changes to
control, re-engage
skills return to equilibrium people safe, support de-escalation program, teach skills
Behaviour signals: Behaviour signals: Behaviour signals: Behaviour signals: Behaviour signals:
Sitting at his desk Leaving the class Absolute focus on target When talking When talking again
Always moving Furrowed brow Tense body Calm body Smiling and laughing
Uses sensory toys Heavy breathing Closed angry face Will respond to instructions if
Will follow some instructions if Gesturing, tenses body, growl Growls minimal verbal, may shout interested
interested Throwing objects (not at people)

Strategies: Strategies: Strategies: Strategies: Strategies:


Sensory toys 1:1 check ins and adult attention Provide a safe space and give him Using sensory elements to calm Sensory toys
Building box Reminder of rewards time to de-escalate down Building box
Jobs transition Use positive feedback Engage with calming activity such Cold drink of water Jobs transition
Showing his work to other teachers Sharing the work. Albi does a as Lego Fresh air Showing his work to other teachers
stickers sentence, the support person does Using a You Tube clip as a Eating food stickers
Use clear, predictable language a sentence etc distraction Use a small space Use predictive text
Simple instructions Verbalise his feelings It looks like Alt spot near the floor on chair
Alt spot near the floor on chair youre feeling. How are you? Last resort displaying unsafe
Use visual timetable Follow work habit plan and timer behaviours Positive Handling Revisit work habits and address
Use calm space and emotional Procedures rewards chart, reset goal for the
regulation. T-Wrap to chairs session.
Thermometer feelings chart. Small person escort
Withdraw attention Use visuals
I am disengaging. Walk away
Give him space
Move to The Burrow, make a nest
Distract
One person to manage
Remove all other people
Avoid: Avoid: Avoid: Avoid: Avoid:
Asking twice or another Interactions with others Talking Asking about the incident Talking about the incident
question. Avoid speaking Questioning Moving him back into the same
Insisting on completion of Use visuals and gestures Authoritative voice place too quickly
work Inconsistent reward strategies
Group work or sitting with the between different staff
class on the floor