Function‐based Behaviour Support Planning
Student:
ID:
Date:
DOB:
School:
Year:
SpEd
IFS
Completed by:
Strengths/Interests
Strengtths/Interests
Using only existing information
Gathering new information, parent consent require d
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Influenced by
when triggered by
(studeent) is likely to
resulting in
Setting Factors
Student Characteristics
Antecedents/Triggers
Behaviour of
Concern
What Happens Next?
reinforced by
Function
(choose only 1 primary need)
get
avoid
social (adult/peer
attention, help)
activity/object
Baseline
Data
a
work
sensory/biological
(student) will instead
Alternative Behaviour
Does
thethsame
need?
Doesit itmeet
meet
e same
nee d?
Yyeess
Behaviour Support Planning
Setting Factor Strategies
Antecedent Interventions
(Include Who and When)
(Include Who and When)
How will Alternative
Behaviour be Taught?
(Include Who and When)
What to do When
Behaviour of Concern
Occurs?
(Include Who and When)
How will you measure
increase in Alternative
Behaviour?
Review Dates:
Plan Manager:
How will you measure
decrease in Behaviour of
Concern?
Reinforcement Plan for
Alternative Behaviour
(Include Who and When)