Behaviour

Response Plan
Photo Thomas Brown 2016

Stage 2 Stage 3 Stage 4

Escalation Crisis Level De-escalation E
Intervention goal
oal Intervention goal Inter
Prevent further escalation, Intervention goal
, explicitly Respond to early signals, Eva
keep people safe, support Support self-control, reengage
e skills return to equilibrium organise/st
de-escalation
Behaviour signals: Behaviour signals: Behaviour signals: Behaviour
air when Easily irritated Screaming, yelling Withdrawn Is talkin
Begins to move around Not rational Quiet other s
f the the classroom and is Disrupts the learning of Begins playing at his time Is looki
ass is unable to remain in his the other children and the out area (cleaning the runs is talkin
pet chair teachers teaching on the door, using a mini Is happ
ersations Refuses to participate in He will not follow the whiteboard, sitting on the tasks a
and other classroom activities teachers instruction to teachers chair). the clas
Disruptive behaviour take time out under the Moves closer to the rest of Moves
towards other students teachers desk or in the the class. and be
by putting and seeks to engage teachers resource area
alking others in disruptive Sensory shutdown he
er or behaviour will be non-responsive
Moves to the back of the He may throw objects
e teacher room and lies down on a He may attempt to/or
encils) cushion threaten to bite the adult
teacher Put his thumb in his mouth with him
to help put himself to sleep He may hit or attempt to
erson he Asks for a fidget toy hit the adult with him
Says This isnt fair!


 Strategies: Strategies: Strategies: Strategies:
the Reconnect with him using Stay calm and use a soft Ask him how he is feeling Try to u
alk about a calm and soft voice and voice. now and how he was course
d if they remain positive. Help him to his time out feeling before how he
Encourage him to take area (under the teachers Normalise his feelings him un
or arm. time away from the desk or the teachers Help him to use his words people
alm voice. general class (either under resource area). This may to help his teacher Explicit
regularly the teachers desk or in involve walking him under understand how he is commu
nutes) to the teacher resource area) his arm to the spot. feeling coping
ng with with a book, fine motor Give him time to calm Ensure your responses are to use (
activity or fidget toy. down on his own. He will consistent mindfu
en as Ensure your responses are come out when he has Keep a
s to help consistent calmed down. and po
Give a fidget toy. If he uses physical violence Ensure
the school behaviour consist
d show management policy is to Restora
e is be followed. He or the implem
class is to be evacuated, behavio
executive support sent, level.
onses are followed up in Deep Blue
and parents contacted.
or bit of Ensure your responses are
und end consistent

ment
when
s had to
while)
nd,

Avoid: Avoid: Avoid: Avoid:

Loud noises Using a raised voice to him Using a raised voice at him Using a
Being in close proximity Talking to him. If you need Punishment Never c
nd his Having a conversation with to, use short and direct Criticism Judging
him. If you need to, use statements in a calm soft Moving in his proximity too Using co
ut short and direct statements. voice. quickly sentenc
him Avoid talking about incident
in red zone
nature: Date:

her Signature: Date:

Date: