Build support around the pattern, not the latest incident

ABC Observations record what happened around behaviour; QABF supports a working hypothesis; Support Plans hold the staff-authored support; Report Cards carry the feedback loop.

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Signals and suggested routes support professional enquiry. Staff decide what the evidence means and what should happen next.

Behaviour Support in action. ABC Observations record what happened around behaviour; QABF supports a working hypothesis; Support Plans hold the staff-authored support; Report Cards carry the feedback loop.

The working surface

What it does

Four tools, one discipline: observe, hypothesise, plan, feed back, each doing only its own job.

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ABC Observations

Capture antecedent, behaviour and consequence observations consistently, so staff can investigate patterns rather than rely on recollection.

Part of the Behaviour Support workflow

ABC Observations keeps completed forms together by child, shown with synthetic Demo School data.

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QABF

Structure functional assessment around shared evidence, helping teams test possible functions before agreeing support.

Part of the Behaviour Support workflow

QABF supports a working hypothesis and clearly states that it does not diagnose behaviour.

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Support Plans

Turn an understood behaviour pattern into a practical support plan that staff can follow and review together.

Part of the Behaviour Support workflow

Support Plans turns reviewed evidence into a shared, authorised plan around one child.

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Report Cards

Keep targets, daily feedback and review points in one consistent cycle, making progress visible to the pupil and the adults supporting them.

Part of the Behaviour Support workflow

Report Cards shows active support, period coverage, check-in status and deliberate closure using synthetic Demo School data.

Limits made explicit

What it deliberately does not do

ABC observations record antecedent, behaviour and consequence. The pattern insights the surface offers are deliberately cautious, and what they mean stays a professional judgement.

QABF supports a working hypothesis about function. It explicitly does not diagnose, and the hypothesis stays open to being wrong.

Support plans and report cards hold what staff authored and what came back. Neither proves the support caused the outcome.

Evidence in context

Observe, hypothesise, plan, feed back

The chain from observation to plan is a chain of professional judgements, each recorded where it happened.

ABC observations recorded factually, with cautious pattern insights and no verdicts
QABF hypotheses held as hypotheses
Plans and report cards as staff-authored records

Ask to see behaviour support in the Demo School

From observation to hypothesis to plan, with sample pupils.

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