6 years old: Transforming Child Behaviour with a Personalised Support Plan

For many families in Liverpool and across Sydney, navigating the complexities of a child’s behavioural needs can feel like an isolating journey. Behaviour Support Plans (BSPs) are often viewed as mere paperwork, but when developed correctly—rooted in empathy, data, and collaboration—they become powerful roadmaps for change. This case study explores the journey of "Lucas," a bright but struggling 6-year-old, and how a personalised approach by daar helped him move from daily crisis to a place of confidence and connection.

Lucas (Name changed for privacy) is a vibrant, affectionate boy with a deep fascination for mechanical systems—he can spend hours understanding how fans or wheels work. However, his ability to process sensory input and communicate his frustrations was significantly delayed compared to his peers.

Presenting Behaviour Issues:
At the time of referral to daar, Lucas was in a state of high distress. His parents reported that his "fuse was non-existent." He exhibited frequent, high-intensity behavioural outbursts, particularly when denied access to preferred items (like his iPad) or during transitions (moving from the car to the house, or classroom to Playground). These behaviours included:

• Physical Aggression: Hitting, kicking, and biting staff and parents.
• Property Destruction: Throwing chairs, ripping books, and sweeping items off shelves.
• Elopement: Attempting to run away from the classroom or house, often towards dangerous areas like car parks.

The Challenge

The impact of these behaviours was profound and pervasive, affecting every aspect of Lucas's life and the well-being of those around him.

At School:
Lucas was on a modified timetable, attending school for only two hours a day. Even during this short window, he spent the majority of his time separated from his peers due to safety concerns. His teachers were exhausted, constantly in "fire-fighting" mode, managing one meltdown after another. This isolation meant Lucas was missing out on critical socialised behaviour therapy opportunities—he wasn't learning how to play, share, or communicate with other children because he was never calm enough to engage.

At Home:
The situation at home was equally critical. His parents described their life as "walking on eggshells." Simple family activities, like going to the grocery store or visiting grandparents, had been abandoned entirely. The fear of a public meltdown or Lucas running into traffic was too great. His mother noted, "We feel like prisoners in our own home. We can't invite friends over, and we can't go out. We are just managing his anger from the moment he wakes up until he sleeps."

The Core Issue:
The existing strategies in place were reactive. Adults were intervening only after Lucas had escalated, often using time-outs or reprimands that only served to heighten his anxiety. There was a fundamental lack of understanding regarding the function of his behaviour—what was Lucas trying to tell us?

We honestly didn't think we'd ever be able to go out as a family again. The plan didn't just change Lucas's behaviour; it gave us our lives back. We finally understand what he needs, and we aren't afraid of the bad days anymore because we know how to handle them.

daar Therapy Approach

The team at daar engaged a comprehensive, evidence-based approach centered on Positive Behaviour Support (PBS). We moved away from simply trying to stop the behaviour and focused on understanding the unmet needs driving it.

Step 1: Functional Behaviour Assessment (FBA)
Before writing the plan, our practitioners conducted a deep-dive FBA. This involved:

• Direct Observation: Watching Lucas in the classroom and at home to identify triggers (antecedents) and consequences.
• Data Collection: Tracking the frequency, duration, and intensity of outbursts.
• Stakeholder Interviews: lengthy discussions with parents and teachers to understand their perspectives and capabilities.

The FBA revealed two primary drivers for Lucas's behaviour:

1. Escape/Avoidance: He was overwhelmed by sensory input (noise, bright lights) and used aggression to escape the classroom.
2. Communication Frustration: He lacked the verbal skills to say "I need a break" or "I want that," leading to physical outbursts to express his wants.

Step 2: The Behaviour Support Plan (BSP)
Based on these findings, we developed a multi-tiered BSP focusing on skill-building and environmental adaptation.

• Visual Communication Systems: We introduced a robust visual schedule so Lucas could predict his day. Uncertainty was a major trigger for his anxiety; knowing what came next provided an immediate sense of safety.
• Functional Communication Training (FCT): This was the cornerstone of our intervention. We taught Lucas to use a "Break Card." Initially, he was prompted to hand the card to an adult every 15 minutes to access a quiet, sensory-safe zone. This taught him that he could escape the noise without flipping a desk.
• Socialised Behaviour Therapy: To address his social isolation, we implemented small-group play sessions. These were highly structured, short intervals where Lucas practiced turn-taking with a peer, heavily reinforced with praise and rewards.
• Consistent Response Plan: We trained both school staff and parents on a unified "low-arousal" response strategy. This meant that when Lucas did escalate, adults remained calm, quiet, and minimized eye contact to de-escalate the situation safely, rather than adding fuel to the fire with shouting or chaotic movement.

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Results and Progress

The implementation of the Behaviour Support Plan was not an overnight fix, but a steady journey of improvement. By shifting the focus from "managing behaviour" to "supporting needs," Lucas began to thrive.

Month 1: Stabilisation
The first month was about consistency. Teachers reported that the visual schedule reduced transition-related anxiety by half. Lucas began using the "Break Card" with prompting, and the duration of his meltdowns decreased from 45 minutes to under 15 minutes.

Month 3: Skill Acquisition
By month three, Lucas was using the Break Card independently. He began to recognise his own internal state of dysregulation. Instead of hitting, he would stand up, grab his card, and walk to the quiet corner. This was a massive victory for child behaviour and progress.

Month 6: Social Integration
With his anxiety managed, Lucas was ready to rejoin the classroom. He moved from 2 hours of attendance to full school days. He began participating in circle time and, for the first time, was invited to a classmate's birthday party—a milestone his parents thought they might never see.

Key Outcomes

The success of this Behaviour Support Plan extended far beyond just reducing aggression.

• Enhanced Communication: Lucas replaced maladaptive behaviours with functional requests. He found his voice, not through words initially, but through the confidence that he could influence his environment positively.
• Increased Safety: The risk of elopement was eliminated. By making the classroom a place where he felt safe and understood, the urge to escape vanished.
• Social Inclusion: Through targeted socialised behaviour therapy, Lucas built his first genuine friendship. He learned that peers could be sources of fun, not just sources of noise and stress.
• Empowered Caregivers: Perhaps the most significant outcome was for the adults. His parents and teachers moved from a place of fear and helplessness to feeling empowered. They now had a toolkit of strategies that worked.

80 %

reduction in physical aggression incidents

100 %

success in preventing elopement

3 +

new coping strategies used independently

Conclusion

Lucas’s story highlights the transformative power of a well-structured, evidence-based Behaviour Support Plan. It serves as a reminder that "challenging behaviour" is often a distress signal—a cry for help from a child who doesn't have the skills to cope with their environment.

When we look beneath the surface of child behaviour and progress, applying the principles of positive behaviour support, we can unlock potential and improve the quality of life for the entire family. A plan is more than a document; it is a promise to a child that we will listen, we will adapt, and we will support them.

At daar, we believe every child deserves the chance to be understood. We specialise in turning complex behavioural challenges into stories of success and connection. If you are struggling with challenging behaviours and need guidance, we are here to help.

Ready to see positive change? Contact daar today to discuss how we can support your child’s journey.