Engaging in Positive Behaviour Support Practices

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Positive behaviour support (PBS) is progressively being adopted by state and national governments as a preferential model to address behaviours of concern displayed by individuals with diverse needs.

This program, comprised of three modules, will provide essential knowledge relating to functional behaviour assessment and individualised behaviour support planning. Overall, the program will equip participants with essential skills to develop and implement PBS strategies with confidence, and to meet part of the requirements for registration as a Core Behaviour Support Practitioner.

Topics covered

Module One: Foundations of Functional Behaviour Assessment and Positive Behaviour Support

  • The medical, social, and human rights models of disability
  • The purpose of the United Nations Convention on the Rights of Persons with Disabilities (UN-CRPD)
  • The relationship between the UN-CRPD Convention and Australian education and disability policy and legislation
  • Key components of functional behaviour assessment and individualised positive behaviour support in schools, homes, and community-based settings
  • Features of capable environments
  • Components of person-centred planning
  • Components of active support
  • Components of support decision-making
  • How capable environments, person-centred planning, active support, and supported decision-making might be used to protect and uphold the rights of people with disabilities
  • The roles and responsibilities of professionals who conduct functional behaviour assessments and develop individualised positive behaviour support plans
  • Identifying and building your current scope of competence in functional behaviour assessment and positive behaviour support

Module Two: Understanding Behavioural Function and the Components of a Functional Behaviour Assessment

  • The purpose of a functional behaviour assessment.
  • Core components of a functional behaviour assessment
  • Compare and contrast topography (what the behaviour looks like) and function (why it occurs)
  • Compare and contrast setting events, motivating operations, antecedents, and consequences
  • Common functions of behaviour
  • Considerations for selecting and defining a behaviour as part of a functional behaviour assessment
  • Indirect assessments and direct observational assessments
  • Strategies for conducting a record review as part of a functional behaviour assessment
  • Strategies for conducting an open-ended interview as part of a functional behaviour assessment
  • Strategies for conducting a closed-ended checklist or rating scale as part of a functional behaviour assessment
  • Strategies for conducting a descriptive assessment as part of a functional behaviour
  • Strategies for conducting an ecological (or environmental) assessment as part of a functional behaviour assessment
  • Strategies for identifying a person's likes, strengths, and preferences as part of a functional behaviour assessment
  • Strategies for identifying a person's method of communicating as part of a functional behaviour assessment
  • Components of a functional behaviour assessment report

Module Three: Strategies for Designing and Implementing Skill-Based Positive Behaviour Support Plans

  • Evidence-based practice
  • Interim plan and a positive behaviour support plan
  • Skill-based positive behaviour support plan
  • Proactive positive behaviour support strategies
  • Functional replacement behaviours
  • Selecting a functional replacement behaviour
  • Teaching a functional replacement behaviour
  • Non-aversive reactive strategies
  • Types of restrictive practices
  • Basic strategies for reducing and eliminating the use of restrictive practices
  • How and when to report the use of a restrictive practice
  • Ways to enhance safety when addressing high risk behaviours of concern
  • How to monitor the effectiveness of a positive behaviour support plan
  • The relationship between positive behaviour support and quality of life

Duration

Self-paced online learning: 12 hours, plus approximately 10 hours of independent study.

2026 Fee

$650 incl GST

Prerequisites

This program does not require prior study, but will be best suited to educators, disability support workers, and allied health professionals.

Assessment

There is no assessment associated with this program.

Recognition

This program references the following Australian Professional Standards for Teachers (APST): 3, 4 and 7.

You will receive a Certificate of Completion from the Faculty of Education, Monash University.

Applying to become a Behaviour Support Practitioner

This course does not provide accreditation as a Behaviour Support Practitioner (BSP).

The Department of Health and Human Services (DHHS) does not recognise any course as providing accreditation as a BSP. Anyone who wants to become a Behaviour Support Practitioner (BSP) needs to lodge an application with the NDIS Quality and Safeguards Commission. The Commission will then grant the applicant provisional status as a 'core' (or entry level) BSP until a full audit of their skills and experience is conducted. Following the audit, the BSP may be granted 'proficient' or 'specialist' (more advanced) status.

Students who complete this short course can use their Certificate of Completion in their application, as part of their portfolio of skills and training.

Frequently Asked Questions

How long do I have to complete this course?

You have 12 months from the date of your registration to complete this program.

Is there a specific program start date, and are there any live classes?

No, this program is conducted via self-paced online learning on our Learning Management System, so there are no live lectures or scheduled class times - you can register into this program at any stage and complete the course online at times/days that suit you and at your own pace.

Once I have registered, when will I get access to the course?

You will receive access to the Learning Management System on the same or next business day. Please note that if you register on a  weekend or public holiday, you will not receive access til the next business day.

My organisation would like to pay for my registration in this course via tax invoice. How do I go about organising this?

Please email us at edu.pdp@monash.edu advising us that your organisation would like to pay for your registration via tax invoice. We will email you an application form to fill in, and you will need to complete this and return it back to us with a copy of a purchase order from your organisation for the course fees. We can then complete your enrolment and organise a tax invoice.