Example plan · fictional participant · de-identified · for demonstration only
Comprehensive Behaviour Support Plan
Marcus Bell
Age14
Plan typeComprehensive
Review dueNov 2026
PractitionerCore BSP
Person centred Trauma informed Neurodivergent affirming NDIS aligned No restrictive practices

Marcus is a funny, loyal fourteen year old who loves building computers and knows more about trains than anyone in the room.

He lives with his mum and older sister, attends a mainstream high school with support, and has a diagnosis of autism and ADHD. This plan is built with Marcus, not just about him, and starts from what makes his life go well.

Strengths

  • Deep, genuine interests he can talk about for hours
  • Strong visual memory and pattern spotting
  • Kind to younger kids and animals
  • Responds well to clear, calm, predictable adults

What matters to Marcus

  • Being trusted to do things his own way
  • Knowing what is coming next
  • Time on the computer that is his, not earned
  • Not being embarrassed in front of peers

What a good day looks like

A good day has a predictable shape, at least one block of his own choosing, low sensory load in the afternoon, and an adult who checks in without hovering. When those are in place, behaviours of concern are rare.

Behaviours of concern

Described so any two staff would agree on what they saw. What the behaviour looks like, not why, that comes next.

Behaviour 1

Leaving the classroom without permission

Marcus stands, pushes his chair back, and walks out of the room, usually toward the library or the quiet courtyard. Occurs roughly three times per week, most often in the afternoon, and lasts until an adult makes contact, typically five to fifteen minutes.
Behaviour 2

Sweeping items from the desk

Marcus uses his forearm to push books, pencil cases, and equipment onto the floor, sometimes with raised voice. Occurs around twice per week, most often when a new or unclear task is introduced. Property is occasionally damaged; no injury to others has been recorded.

Why the behaviour happens

Built from the antecedent, behaviour and consequence patterns recorded across settings.

Antecedent

A new or unclear demand is placed, often late in the day when Marcus is already tired and sensory load is high.

Behaviour

Marcus leaves the room, or sweeps items from the desk.

Consequence

The demand pauses, the room quietens, and Marcus gets space until an adult re-approaches gently.

Function hypothesis

Marcus's behaviour is primarily maintained by escape from demands that feel unclear or overwhelming, with a strong secondary function of regaining regulation when tired and over-loaded. The behaviour is communication, not defiance.

Because the function is escape and regulation, the plan focuses on making demands clearer and earlier, lowering afternoon load, and teaching Marcus a safe way to ask for space before he needs to take it.

Proactive strategies

The everyday supports that make the behaviour unnecessary. These do the heavy lifting.

01
Make demands visual and clear
New tasks are introduced with a short written or visual breakdown, one step at a time, so Marcus can see what is being asked and where it ends.
02
Front-load the day
Marcus previews his afternoon each morning, with any changes flagged early. Predictability lowers the baseline load he carries into the harder part of the day.
03
Protect an afternoon low-load block
Where possible, the most demanding tasks are scheduled before lunch, and the afternoon holds lighter, more interest-led work.
04
A break that is his, not earned
Marcus has a card he can use to take a short, agreed break in the quiet courtyard, no questions asked. Access to regulation is a right here, not a reward.
05
Check in without hovering
A trusted adult checks in briefly and warmly, then gives space. Presence, not pressure.

Reactive strategies

For when a behaviour is not preventable. Graduated, least restrictive, and focused on safety and dignity. No restrictive practices are used in this plan.

Settled
Marcus is engaged or calmly taking a break. Keep doing what is working: predictable support, warmth, space. Notice and quietly acknowledge regulation.
Rising
Restlessness, short answers, looking to the door. Lower the load early: reduce verbal input, offer the break card, simplify or pause the demand. Do not add new instructions.
Escalated
Marcus leaves the room or sweeps the desk. Prioritise safety and space: ensure the area is safe, give room, keep language minimal and calm, do not follow closely. Re-approach gently once he is settling.

Afterwards

Once Marcus is regulated, a brief, blame free check in helps him make sense of what happened and rebuild connection. The incident is logged for the data record, not used as a consequence.

Building skills

Reducing a behaviour means teaching a better way to meet the same need. These are taught, practised, and reinforced, not just expected.

Ask for a break

Marcus practises using his break card before he reaches escalation, in calm moments first, so the skill is available when he needs it.

Name the load

A simple check-in scale helps Marcus notice and signal rising overwhelm, so adults can lower the load before behaviour does the talking.

Break down a task

Marcus is taught to turn a big or unclear task into a short numbered list, building independence and lowering demand pressure.

Self-advocate

With trusted adults, Marcus practises saying when something is unclear or too much, and being met with a helpful response every time.

Data & review

How we will know the plan is working. Progress is measured against baseline, not impression.

Leaving the classroom
Baseline 3/wk → target 1/wk
Sweeping items from desk
Baseline 2/wk → target 0/wk
Break card used before escalation
New skill → building
Good days per week (Marcus rated)
Wellbeing indicator

Review

Data is collected by the people around Marcus each day and reviewed with him and his family at the plan review. The plan is a live document: what works is kept, what does not is changed.

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