Education Guide
EducationSchool boards must have policies on professional misconduct and progressive discipline
PPM 144 requirement
Ontario Ministry of Education, PPM 144
PPM 145 requires progressive discipline with positive supports
Positive behaviour support mandate
Ontario Ministry of Education, PPM 145
Recommended before developing any behaviour support plan
FBA best practice
Ontario Centre of Excellence for Child and Youth Mental Health
Limited suspensions for JK-Grade 3 students; mitigating factors required
Suspension restrictions
Ontario Education Act, Section 306(4)
Autistic students may exhibit challenging behaviour in school for reasons that are not immediately obvious. Behaviours such as leaving the classroom, refusing to work, aggression, self-injury, or meltdowns are often responses to sensory overload, communication frustration, unmet needs, anxiety, or demands that exceed the student's current skills. A behaviour support plan must identify and address the underlying cause, not just the surface behaviour.
Functional Behaviour Assessment (FBA) is the evidence-based process for understanding why a behaviour occurs. An FBA examines the antecedents (what happens before the behaviour), the behaviour itself, and the consequences (what happens after). This analysis reveals the function of the behaviour — escape, attention, access to a preferred item, or sensory regulation — and guides the selection of effective supports.
A comprehensive BSP should include: a description of the target behaviours in observable and measurable terms, results of the FBA identifying the function of each behaviour, prevention strategies (environmental modifications, schedule changes, sensory supports), replacement behaviours the student will be taught (functionally equivalent alternatives), response strategies for when the behaviour occurs, and a data collection plan to monitor progress.
Effective BSPs are positive and proactive — they focus more on what to do than on what not to do. They include teaching the student new skills, modifying the environment to reduce triggers, and providing positive reinforcement for appropriate behaviour. Punitive approaches (loss of recess, isolation, restraint) should be avoided except in genuine safety emergencies, and even then, used minimally.
Parents have the right to be involved in the development and review of their child's BSP. Request a copy of the current BSP and FBA. If a formal FBA has not been conducted, request one. You can provide input on triggers, effective strategies from home, and your child's preferences and communication style. You can also request that your child's external behaviour consultant or BCBA participate in BSP development.
If you are concerned about how behaviour is being managed — particularly if your child is being restrained, isolated, or excluded from activities — request a meeting immediately. Ontario school boards have policies on the use of physical restraints and seclusion that must be followed. You have the right to be notified of any such incidents and to request a review of the BSP.
Ontario Ministry of Education
PPM 145: Progressive Discipline and Promoting Positive Student Behaviour (ontario.ca/education)
Ontario Ministry of Education
Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs
Commitment to Accuracy: Our data is verified against official government reports (FAO, MCCSS), peer-reviewed scientific literature, and accessible public records. Last updated: March 24, 2026.
Verified Facts
Under the Ontario Education Act, every student with special needs is entitled to an Individual Education Plan (IEP) and access to an Identification, Placement and Review Committee (IPRC)
88,175, children are registered in the Ontario Autism Program
1 in 50, According to the 2019 Canadian Health Survey on Children and Youth, about children and youth aged 1 to 17 in Canada had an autism diagnosis
23.4%, Only 20,666 children have active funding agreements () — less than one in four
WHO recommends accessible, community-based early interventions for children with autism — timely evidence-based psychosocial interventions improve communication and social engagement