Individualized Positive Behavior Support Plan | Little Explorers Learning Hub

Use strengths based, objective language. Describe what you can see and hear rather than labeling a child. This tool supports classroom planning and is not a diagnostic instrument. Follow program procedures and consult the appropriate specialist or supervisor when additional support is needed.

1. Child and Planning Team

Child's name or identifier

Date of birth / age group

Plan start date

Review date

Team members

Setting or routine

2. Strengths, Interests, and What Works

Start with what the child enjoys, communicates well, and already does successfully.

Child's strengths, interests, and successful experiences

Helpful relationships, preferred materials, languages, or communication methods

3. Describe the Concern Objectively

Record observable actions and words. Avoid assumptions about intent or character.

What exactly do you see or hear?

How often does it occur?

Typical duration

What is the impact on safety, participation, or learning?

4. ABC Observation: Before, Behavior, After

A. Antecedent: What happened immediately before?

B. Behavior: What was seen or heard?

C. Consequence: What happened immediately after?

Patterns across observations (time, setting, people, sensory factors, communication, or unmet needs)

5. Possible Purpose and Missing Skills

Use observations to form a tentative hypothesis, not a diagnosis. Gather more evidence when the pattern is unclear.

Communicating a need or seeking connection Seeking an item, activity, or turn Avoiding or delaying a difficult task or transition Responding to sensory input or seeking movement Not yet clear; collect more observations

Skill to teach (for example, asking for help, requesting a break, waiting, or naming a feeling)

6. Proactive Supports and Environment

Select and describe supports to try before the behavior occurs.

Visual schedule or first/then cue Transition warning, song, or timer Meaningful choices and child participation Picture, gesture, sign, or communication support Adjust noise, space, materials, or group size Predictable connection and positive attention Break task into smaller, achievable steps Safe movement, sensory options, or regulation break

Specific supports, who will prepare them, and when they will be used

7. Teach and Reinforce Replacement Skills

How will adults model and practice the new skill during calm moments?

How will adults notice, acknowledge, and reinforce the skill?

When the behavior occurs, how will adults respond calmly and consistently?

8. Safety and Dignity

Known safety concerns and prevention steps

Who to contact and what to do if immediate safety is at risk, following program policy

Do not use this form to authorize punishment, humiliation, exclusion, or unsafe restraint. Follow applicable law, program policy, and required supervision procedures.

9. Family Partnership and Team Communication

Family perspective, strengths, priorities, and strategies that work at home (as shared by family)

How and when will the team communicate updates with the family?

10. Progress Review and Next Steps

What observable measure will the team track?

What changed after supports were introduced?

Next steps, responsible person, and target date

Prepared by

Reviewed with team / family on

🌱 Individualized Positive Behavior Support Plan