A behaviour action plan is a written, practical guide for responding consistently to a specific behaviour and supporting a more useful alternative. Use the blank template below to record what is happening, when it occurs, what support to try, who is responsible, and when the plan will be reviewed.
What a Behaviour Action Plan Is
A behaviour action plan turns a general concern into a shared set of actions. It describes the behaviour in observable terms, identifies situations that may be connected with it, and sets out how people can make the desired behaviour easier and respond when difficulties arise. Plans may be used at home, in a classroom, in a community setting, or at work; the people involved and the details will differ.
The plan is not simply a list of rules or consequences. A useful one considers what may be happening before and after a behaviour and what the person might be communicating or trying to achieve. That is a working idea, not a diagnosis or proof of cause. The plan should focus on practical supports and a replacement skill, such as asking for help, requesting a break, or following a visual sequence.
There is no single official format that suits every situation. Keep the document short enough to use, specific enough to guide action, and flexible enough to change when observations show that an approach is not helping.
When to Use One
A plan can help when a recurring behaviour is affecting participation, routines, learning, relationships, or safety, and several people need to respond in a consistent way. It can also clarify a small, time-limited experiment: for example, whether advance notice of a transition and a clear way to request help make a difficult routine easier.
Start with the question the plan is meant to answer. “How can we support a calm transition from break to class?” is more actionable than “How do we stop bad behaviour?” A plan should not be used to label someone as difficult or to make every unusual action a problem. Consider whether the expectation is reasonable for the person’s age, abilities, circumstances, and setting.
If the behaviour creates an immediate risk of injury, follow the setting’s established safety procedures and involve the appropriate responsible people. A written template is not a substitute for a qualified assessment or a safety response. If the situation involves health, legal rights, or immediate safety concerns, ask an appropriately qualified professional for guidance.
How to Complete the Plan
Work through the fields with the person concerned whenever practical, and with relevant family members, staff, or other supporters. Use neutral wording and distinguish what was observed from what someone thinks it means. These steps help turn an informal concern into a plan that can be understood and reviewed:
- Describe the behaviour. Write what a person could see or hear, such as “leaves the table before the activity ends,” rather than “is uncooperative.” Include a clear beginning or end when possible.
- Record the context. Note the time, activity, people present, instructions, transitions, and other observable details. Look for patterns without assuming that one event explains every occurrence.
- State the desired outcome. Choose a realistic action that matters in that setting. Describe the replacement behaviour as clearly as the concern.
- Plan support before the behaviour. Identify changes that may help, such as a shorter instruction, a predictable routine, a choice between two appropriate tasks, or access to a request-for-help signal.
- Agree on the response. Explain what supporters will do if the behaviour happens and how they will acknowledge the alternative skill. Responses should be calm, proportionate, and consistent with applicable setting policies.
- Assign roles and a review date. Name who will try each action, where it applies, and when the group will discuss what the observations show.
For example, if a child often leaves a group activity when instructions are long, first record when leaving occurs and what the instruction involved. A possible support to test might be giving one short step at a time and teaching the child to show a break card. That is a hypothesis to review, not a guaranteed explanation or result.
Behaviour Action Plan Template
Copy the blank fields into a document or print this section. Add only information that is relevant to the plan, and agree who can see or update it.
| Plan field | Details |
|---|---|
| Person or group the plan supports | |
| Setting and routine covered | |
| Behaviour to address (observable description) | |
| When or where it is most likely to happen | |
| What tends to happen just before | |
| What tends to happen just after | |
| Desired outcome | |
| Replacement skill to teach or practise | |
| Prevention and support actions | |
| Response if the behaviour occurs | |
| How progress will be noticed or recorded | |
| Person responsible for each action | |
| Start date and review date | |
| Agreed safety steps or relevant policy |
Fictional sample: The details below are illustrative only and are not a recommendation for every situation.
| Plan field | Fictional example |
|---|---|
| Person or group | Sam, a fictional student |
| Setting and routine | Moving from outdoor break to a classroom activity |
| Observable behaviour | Sam remains in the play area after the group is asked to line up |
| Context noticed | Most often when the activity ends without a warning |
| Desired outcome and replacement skill | Join the line after a two-minute warning; practise asking for one more minute |
| Support and response | Give a visual warning; acknowledge joining or using the request; calmly repeat the next step |
| Recording and review | Staff note whether the warning was given and what Sam did; review after two weeks |
| Responsible person | The staff member leading the transition |
Make Goals Observable and Fair
A goal should say what action is expected, in which situation, and how the team will recognize it. “Be respectful” may express a value, but people may interpret it differently. “Wait until the other person finishes speaking before responding during the group discussion” is more observable, although it may still need adaptation to the person and context.
Set a baseline before deciding whether things have changed. A simple record might show how often a behaviour occurred during a particular routine, how long it lasted, or whether a replacement request was used. Select a measure that is practical and proportionate; detailed tracking is not automatically better. A person’s privacy and dignity matter, so collect only information needed to review the plan and store it according to the setting’s ordinary privacy practices.
Make the goal achievable and meaningful. If the expectation is too broad or ambitious, supporters may not know what to teach, and the person may have little opportunity to experience success. A plan can begin with one routine or one replacement skill, then be updated as the situation changes.
Choose Support and Responses Carefully
Prevention actions change the conditions around a behaviour before it occurs. Depending on the setting, they might include clearer instructions, advance notice of a change, a quieter work area, a predictable choice, or help breaking a task into smaller steps. Choose supports connected to what has actually been observed rather than adding a long list of generic strategies.
Teach the alternative skill directly. If the plan expects someone to ask for help, make sure they know how to do so and that supporters respond when they try. A replacement skill should be practical in the moment when it is needed. For instance, a person who struggles to explain that a task is confusing may be able to point to a help card or use a short agreed phrase.
Describe responses in plain language so different supporters can follow the same approach. A response may include a brief reminder, support to return to the routine, or recognition of the replacement behaviour. Avoid language that shames, threatens, or assumes deliberate intent. Do not include a response that conflicts with the setting’s policies or a person’s established support arrangements.
Monitor, Review, and Update
Set a review date rather than treating the first version as permanent. At review, compare the observations with the original goal: Did the support happen as planned? Did the behaviour or replacement skill change in the situations covered? Was the plan manageable for the people expected to use it? A result that is unchanged is useful information, not proof that someone failed.
If there is no improvement, check implementation and context before simply increasing consequences. The support may not have been available consistently, the goal may be unclear, or an important factor may have been missed. Ask the person concerned what is working from their perspective. Keep changes limited enough that the group can understand what was adjusted and what happened afterwards.
Update the plan when routines, responsibilities, or needs change. Note the revised date and communicate the current version to the people who need it. Retire outdated copies where practical so that supporters are not following conflicting instructions.
Common Problems to Avoid
- Using labels instead of descriptions: Terms such as “lazy,” “attention-seeking,” or “defiant” imply motives and do not tell supporters what to do. Record observable actions and context instead.
- Writing only about consequences: A plan that says what happens after a problem but not how to prevent it or teach an alternative is incomplete.
- Making the plan too complicated: Too many goals, tracking fields, or special instructions can make consistent use difficult. Prioritize the actions most relevant to the stated outcome.
- Assuming one trigger explains everything: Similar behaviour can occur in different situations for different reasons. Treat patterns as questions to investigate, not conclusions.
- Ignoring the person’s perspective: Whenever appropriate, include the person’s preferences, communication methods, and view of what would help. A plan imposed without listening may miss workable supports.
- Leaving roles vague: “Everyone will help” does not clarify who gives a warning, records observations, or reviews the plan. Assign responsibilities explicitly.
Frequently Asked Questions
What should a behaviour action plan include?
A practical plan usually describes the behaviour in observable terms, the setting and patterns noticed, a desired outcome, a replacement skill, prevention supports, agreed responses, responsibilities, a way to review progress, and a review date. Include safety or policy information relevant to the setting.
Is a behaviour action plan the same as a behaviour support plan?
The terms can be used differently across schools, workplaces, services, and families. In general, an action plan sets out specific steps and responsibilities. A more comprehensive support plan may include broader assessment and individual supports. Follow the terminology and procedures used by the relevant setting.
How long should the plan be?
Long enough to explain the actions clearly, but short enough that the people responsible can use it. A focused plan for one routine may fit on a page; a more complex situation may need additional records or professional input. Clarity and usefulness matter more than a particular page count.
How often should a behaviour action plan be reviewed?
Set a date that gives people time to try the agreed actions while avoiding a plan that continues indefinitely without review. The appropriate interval depends on the situation and the setting’s procedures. Review sooner if circumstances change or the plan raises a new concern.
Can I use this template at home or at work?
Yes, the fields are generic, but adapt the language, responsibilities, and review process to the environment. A home plan might cover one daily routine and identify family roles; a workplace plan may need to follow organizational policies and involve the appropriate manager or support contact.