ÌÇÐÄvlog¹ÙÍø

This resource supports teacher and school needs by providing:

• high quality resources to understand the behaviour support planning process

• strategies that better support students at the point of need.

• teacher professional development in planning behaviour support.
  

This resource addresses a need to provide schools and teachers with supports and resources to:

• understand and use the behaviour support planning cycle

• identify and select appropriate plans to suit student needs

• identify and embed the elements of effective behaviour programs.
  

Professional audience

School leaders and teachers across all school settings, particularly the learning and support team and learning and support teachers.

This resource can be used without assistance, as a stand-alone resource and/or linked to professional learning.

Student audience

Individual students P-12 requiring additional behaviour support.

When to use

Planning behaviour support for individual students can be used by school learning and support teams and individual teachers to provide guidance and function-based interventions at point of need.

Identifying the behaviour of concern and function of behaviour through assessment would be required as part of the planning process. Teachers would then be able to select the most effective behaviour program and or plan for the student.

Timeframes

Can be used at any time when individual students require additional assistance.

System priorities and/or needs 

This resource aligns with:

• direction and priorities of strengthening student wellbeing and development and advancing equitable outcomes, opportunities and experiences.

• Need identified by Delivery Support, particularly Behaviour Specialists, to build teacher capacity in understanding the function of student behaviour

School Excellence Framework 

• Learning domain – Wellbeing (Individual learning needs, behaviour) 

• Teaching domain – Effective classroom practice (classroom management). 

Relevant frameworks

• – personal and social capabilities in all K-10 syllabi, and Health Wellbeing and Relationships content strand outcomes

• Australian Professional Standards for Teachers

• Standard 1, particularly Standard 1.2, 1.4, 1.6

• Standard 4, particularly 4.1, 4.3, 4.4 
  

• Disability Standards for ÌÇÐÄvlog¹ÙÍø 2005

• Wellbeing Framework – Learning and Support, Teaching and Learning, and Behaviour, discipline and character education 

Existing resources

• Behaviour support toolkit resources, particularly Understanding BehaviourÌý²¹²Ô»å professional learning, particularly Introduction to Functional Behaviour Assessment and PBL Tier 3 Individual Systems of Support

• Understanding behaviour support planning eLearning

• Student Behaviour Policy

• Health, Safety and Staff Wellbeing Directorate risk management - student behaviour resources (internal only)

• Supported online learning courses particularly:
  • personalised learning
  • understanding and supporting behaviour
  • supporting student wellbeing and mental health.

Consulted with: Delivery Support team, Aboriginal Partnerships and Outcomes, Inclusion and Wellbeing as part of the development of the behaviour support toolkit. 

Reviewed by: Student Participation

Last updated: January 2025

Australian Institute for Teaching and School Leadership (AITSL) (2014). Australian professional standards for teachers. . 

Centre for ÌÇÐÄvlog¹ÙÍø and Statistics and Evaluation (2020). Classroom management - Creating and maintaining positive learning environments, NSW Department of ÌÇÐÄvlog¹ÙÍø. https://www.cese.nsw.gov.au/publications-filter/classroom-management. 

Department of ÌÇÐÄvlog¹ÙÍø, S. and E.-D. Library. (2020, February 18). The Alice Springs (Mparntwe) ÌÇÐÄvlog¹ÙÍø Declaration | Department of ÌÇÐÄvlog¹ÙÍø, Skills and Employment - Document library, Australian Government. https://docs.education.gov.au/documents/alice-springs-mparntwe-education-declaration. 

Department of ÌÇÐÄvlog¹ÙÍø and Training (2005). Disability Standards for ÌÇÐÄvlog¹ÙÍø 2005. 

Meyer, K., Sears, S., Putnam, R., Phelan, C., Burnett, A., Warden, S., & Simonsen, B. (2021). Supporting students with disabilities with positive behavioral interventions and supports in the classroom: Lessons learned from research and practice. Beyond Behavior, 30(3), 169–178.

Missouri Department of Elementary and Secondary ÌÇÐÄvlog¹ÙÍø. (2018). Missouri Schoolwide Positive Behavior Support (2019-2020) Tier 3 Team Workbook.  

Oakes, W. P., Lane, K. L., & Hirsch, S. E. (2018). Functional assessment-based interventions: Focusing on the environment and considering function. Preventing School Failure: Alternative ÌÇÐÄvlog¹ÙÍø for Children and Youth, 62(1), 25-36.

Pearce, N., Cross, D., Epstein, M., Johnston, R., & Legge, E. (2019) Strengthening school and system capacity to implement effective interventions to support student behaviour and wellbeing in NSW public schools: An evidence review. Telethon Kids Institute: Perth, Western Australia.

Reinke, W., Stormont, M., Herman, K. (2014). Use of Coaching and Behavior Support Planning for Students with Disruptive Behavior within a Universal Classroom Management Program. Journal of Emotional and Behavioural Disorders, 22 (2).

‌State of New South Wales (Department of ÌÇÐÄvlog¹ÙÍø) 2024. School Excellence Framework – Version 3,  /about-us/strategies-and-reports/school-excellence-and-accountability/school-excellence/about-sef.

Yunji, J., & Copeland, S. (2019). Comparing Functional Behaviour Assessment-Based interventions and non-functional behaviour interventions: A systematic Journal of Behavioural ÌÇÐÄvlog¹ÙÍø, 29(1), 1-41.