You are a School Learning Support Officer working across several classrooms in a school which provides education for primary and secondary students. Your supervisor is the Learning Support Teacher, who has asked you to focus on student behaviour and student self-management. Here is your timetable:

Table 8 Timetable

Time	Student and Class	Background Information
9:00am - 10:20am	Student 1 Halina KP (Mr P)	Halina has been diagnosed with Sensory Processing Disorder (sensory seeking) and Attention Deficit Hyperactivity Disorder.
10:20am	Break
10:30am -12:30pm	Student 2 Tim 4T (Miss T)	Tim enrolled in the school 6 weeks ago. Tim has been exhibiting angry behaviour for the past three weeks. He is yelling at classmates when they stand or sit near him. Tim has not been completing any work or following instructions for the past 2 weeks. Sometimes he is quiet and withdrawn.
12:30pm	Break
1:00pm Lunch duty and Afternoon session	Student 3 Isaak 8M (Ms M)	Isaak has been diagnosed with Conduct Disorder. He has a trauma-background. Isaak is often explosive at the end of lunch time, and he often refuses to enter the classroom. Isaak has a history of kicking doors and breaking windows to escape the room.

From your timetable, what behaviours might you see when you visit the classrooms or meet these students in the playground? Identify three potential behaviours for each student.

Table 9 Student behaviours---

Student	Behaviours ?
Student 1
Student 2
Student 3

Q. What WHS (Work Health and Safety) considerations will you need to make when supporting Isaak in the playground and classroom?

Q. What will you do when responding to the following behaviours?

Table 10 Student behaviour and person-centred approach

Student Behaviour	Person-centred approach?
Halina keeps looking out the window, and looking around at the other children, when the teacher is conducting a phonics lesson and asking the class to have eyes at the board.
Tim has been calling out, "This is BORING." He throws his maths worksheet on the floor, and he breaks his pencil in half.
At lunch time, Isaak wants to go to see the baby chickens in the coop. He heads to the playground, where he is told he cannot go any further because the rules are "No hat, no play." Isaak runs off and climbs up high into a gum tree.

Q. How is a behaviour plan developed?

Q. How is a behaviour plan implemented and reviewed?

Q. Identify one support strategy that you could suggest to the team in assisting Tim.

Q. Observe Tim and complete the template below. (Note: The character of Tim is played by an actor). Please write a minimum of one comment for each section.

Table 11 Student Learning Support Officer feedback form

SLSO Feedback Form
Child:	Class:	Date:	Observer:
Presenting Behaviour What behaviours do you see during the lesson?	Positive Behaviour What are some positive behaviours you observe?	Student Interests and Skills What interests or skills of the student do you find out or observe?	Guidance Strategies What behaviour support strategies do you observe? What do you feel worked well, and what did not?