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 Behavioural Management

St Dympna's School Aspley

Positive Behaviour Support Program

St Dympna’s

Positive Behaviour Support Program


  • Vision and Mission of the School
  • Our Beliefs and Values
  • Positive Behaviour Support Program Policy
    • Purpose
    • Rationale
    • Guidelines
    • Procedures
  • Positive Behaviour Support Process
  • School Expectation Matrix
  • Resources - Referral forms

Positive Behaviour Support Program

Vision and Mission of the School

We, the community of St Dympna’s School seek to nurture an environment that is faithful to Jesus. We believe that learning, a lifelong enterprise, is best achieved in an atmosphere that values and celebrates empathy, integrity, justice and reconciliation. We aspire to be a community, living and learning as one, which truly reflects the vision of God’s love for us all.

Our Mission is to seek to achieve this vision by commitment to the ideals of Learning, Faith and Community.

Beliefs and Values

At St Dympna’s, we are committed to ensuring that teaching and learning with all its associated interactions remains child-centred and based on Christian values. In fostering the Josephite charism and the spirit of Blessed Mary MacKillop, we place great emphasis on the dignity of all in our community. We believe we must be respectful of the rights, feelings and beliefs of others and it is our responsibility to assist everyone in our community to be the best person they possibly can. We recognise that our students learn and develop in many different ways and through right relationships based on tolerance, respect and understanding.

We want our students to understand that learning is a life-long undertaking and that it can take place in many contexts. Within these contexts, we want to encourage the pursuit of excellence through effort and a positive attitude. We encourage appropriate risk taking and emphasise the importance of learning from our experiences and our mistakes. In working towards this, we will endeavour to create learning environments characterised by trust and acceptance. This will be achieved when all in our community ensure that the rights of others to feel safe and secure are promoted and respected.

We want our students to believe in themselves as people and as learners, to love learning and to recognise that they can be happy, contributing and responsible members of our school community. We believe this is best achieved in an environment that values and celebrates integrity, justice and reconciliation. We want them to realise they are integral parts of living and learning partnerships, supported by their teachers, their family and their peers.

“Together we walk in God’s Light.”

Positive Behaviour Support Program


The St Dympna’s Positive Behaviour Support Program is designed for use by staff who support the Mission and Vision Statement as well as the shared Beliefs and Values of the school. Our emphasis on recognising positive behaviour is intended to motivate our students to make more appropriate choices. The purpose of the program is to promote the following principles:

  • a spirit within the school based on Christian values, positive relationships and positive behaviours
  • a school culture based on the concepts of safety, respectfulness and responsibility.
  • a school curriculum which defines, teaches and consistently supports expected and appropriate student behaviours
  • recognition of each child is a unique individual
  • a whole school approach to the development of social skills
  • responding to behaviours in a just and equitable way
  • responding to behaviours based on the collection and interpretation of appropriate data


The St Dympna’s Positive Behaviour Support Program is based on our Mission and Vision Statement and our shared Beliefs and Values. St Dympna’s has high behavioural expectations and believes in a school-wide system of support that includes proactive strategies for supporting appropriate student behaviour. It is based on the following rights:

  1. Everyone has the right to be treated respectfully and courteously
  2. Everyone has the right to work in a safe and clean environment
  3. Everyone has the right to work in an environment which enables them to learn
  4. Everyone has the right to develop as responsible members of our school community

It is designed so that everyone in our school community is aware of our clear, consistent and positive approach to behaviour. While discouraging inappropriate behaviour, we take every opportunity to reinforce positive behaviour. While making children take responsibility for their actions, we look to improve school situations and environments to encourage change and success. While setting clear expectations of acceptable behaviour at St Dympna’s, we use a system of data collection and analysis in a team setting to support children with severe behaviour problems. While applying appropriate consequences in serious circumstances, we use a variety of strategies to continue to educate and support children in making better decisions and choices in the future.


To support and develop positive behaviour, St Dympna’s School will follow:

A clear set of positive expectations and behaviours, based on the key concepts of “Be Safe, Be Responsible, Be Respectful,” and detailed in the School Expectations Matrix.

A "Positive Behaviour" process which focuses on:

  • specific behaviours (frequency and intensity),
  • the particular profile of the child (based on data collected),
  • the role of the teacher and Support Team,
  • applying appropriate acknowledgement and correction strategies and consequences to support behaviour goals

Clear procedures for dealing with bullying

Procedures for on-going monitoring and evaluation - focus on the child, the team and data-based decision making


  • The School Expectations Matrix should be the point of referral for issues of behaviour.
  • The Positive Behaviour Process with the behaviour, the child, the teacher and the strategies/consequences at it's centre needs to be followed at all times.
  • The data to be collected on each child should be made available to and discussed with the Positive Behaviour Support Team.
  • The acknowledgement and correction strategies and consequences should align with the levels of behaviour, the profile of the child and the professional judgement of the teacher and the Support Team.


Referral Form

A. Behaviour
Frequency Counts
Behaviour Data Sheet 2
Behaviour Data Sheet 3
Interval Recording

B. Child
Problem Behaviour Questionnaire
Student Profile
Problem Behaviour Questionnaire Form C

C. Teacher
Functional Assessment Form D
Environmental Inventory Form E
Positive Behaviour Team Meeting

D. Goals
Strategies Consequences
General Strategies Low Level Consequences
Specific Social Skills Medium Level Consequences
Individual Behaviour Plan High Level Consequences

St Dympna’s School Positive Behaviour Support Program Referral Form

Student Name: _____________________________________ Class: _____________ DOB: ________________

Attendance: regular/sporadic Health: _________________________________________________________________

Primary Concern (Academic/Social/Emotional/Behavioural): _______________________________________________


Identify general concerns: ___________________________________________________________________________


Identify student strengths: ___________________________________________________________________________



Identify desired goals or outcomes: ___________________________________________________________________



List some strategies attempted and level of success: _____________________________________________________


List new strategies to be attempted: __________________________________________________________________

Problem Behaviour Questionnaire


Student: ___________________________________ Date of Birth: ____________ Grade: _______________ Sex: M F

Teacher: ___________________________________ Date: ___________________ School:_______________ IEP: Y N

Student Behaviour:

(please briefly describe the problem behaviour(s): ________________________________________________________


Detail Intensity/Frequency of behaviour: ________________________________________________________________

Detail school environmental factors which may affect behaviour: ______________________________________________


Detail home factors which may affect behaviour: _________________________________________________________

Detail any strategies/consequences attempted and relate their success: ______________________________________________________________________________________________


St Dympna's Aspley Positive Behaviour Team Meeting

Child: __________________________ Teacher: _____________________ Date:______________

Team Members: __________________________________________________________


1. Behaviour

(Problem Behaviour Questionnaire)


2. Child

(Student Profile)


3. Class Teacher

(Environmental Inventory)


4. Strategies/ Consequences

(Individual Behaviour Plan)


St Dympna's Aspley

Problem Behaviour Nominations 2012

 Child                             Teacher                         Date

1.________________ ______________________ _________________

2. _______________ ______________________ __________________

3. _______________ ______________________ __________________

4. _______________ ______________________ __________________

5. _______________ ______________________ __________________

6._______________ _______________________ __________________

7. _______________ _______________________ __________________

8. _______________ _______________________ __________________

9. _______________ _______________________ __________________

10. ______________ _______________________ __________________

Positive Behaviour Support Program

Frequency Counts:

Data Collection Sheets

Student: __________________________Date: ______________________

Behaviour: ___________________________________________________

​Day ​Time Observed ​Numbers of Behaviours ​Total

Positive Behaviour Support Program

Interval Recording

Data Collection Form
10 Minute Observation

Name: ____________________________ Observer: ______________________________

Environment: ______________________ Date: __________________________________

Target Behaviour: __________________________________________________________

Start Time: ________________ Stop Time: ___________________

10 minute observation period: 30 second interval:

​1 ​2 ​3 ​4 ​5 ​6 ​7 ​8 ​9 ​10
11 ​12 ​13 ​14 ​15 ​16 ​17 ​18 ​19 ​20