Engaging in Positive Behaviour Support Practices
Engaging in Positive Behaviour Support Practices
A practical, three-module program that equips participants with the essential knowledge and skills to confidently assess behaviour, develop individualised support plans, and implement Positive Behaviour Support strategies, while taking a step toward Core Behaviour Support Practitioner registration.
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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.
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.
What participants say
With the combination of reading material, video resources and video lectures, I have learnt information and evidenced informed practices related to all areas supporting positive behaviours.
Jo Gray
Great information, very easy to understand, enjoyed how it broadens your mind to behaviours we would usually just consider "bad" to understand why they occur and how to prevent them. very enlightening.
Alex Hutchins
Great course to gain knowledge in positive behaviour support for either NDIS or educational environment.
Kelly Taylor
