Why do we use Positive Behaviour support
- Positive Behaviour Support (PBS) is a comprehensive approach to supporting situations where there is (challenging) behaviour of concern and combines the science of learning (from Applied Behaviour Analysis) with human rights and values. PBS works in respectful collaboration with individuals and their families to use effective evidence-based strategies to increase the quality of life for all involved.
- Evidence based practices are derived from international research, standards, accreditation and understanding of contemporary best practice that goes beyond compliance.
- Reduction in behaviour of concern is necessary and important with the focus on improved lifestyles. This includes everyday life skills, community participation, expanded social networks, increased variety and accommodation of personal preferences, choice making and the capacity and confidence of those who support the individual.
- PBS understands that all (challenging) behaviours of concern have a purpose or reason (this is called the ‘function’) it is not random or meaningless.
- PBS uses a multi-component intervention based on a functional behavioural assessment to bring positive changes to a person’s life.
- PBS is both positive and proactive. Positive means increasing and strengthening helpful behaviours through ‘reinforcement’ (not using punishment or negative consequences such as ‘response cost’ to reduce the challenge). Proactive means developing supportive environment that prevent challenges, anticipating where things may go wrong and planning to avoid that from happening rather than just reacting when things go wrong.
- PBS services are delivered in a capacity building and collaborative way and are structured in a tiered or triangle model along a continuum of intensity of support.
- PBS emphasises that strategies have to be able to be implemented in everyday routines and community life. Strategies need to have a good fit with the context in which they will be implemented.
- PBS offers support to implement strategies consistently across environments and over time. Interventions are evaluated and aim for sustainability over time.
How we Operate
- Our Behaviour support operates within a framework of whole of life and across all environments, including
- Home
- School
- Transitional pathways
- Day options
- Work
- Community
- Our Behaviour support utilises
- 'My Future My Way' uses a dedicated team of experienced practitioners, using a range of therapeutic modalities and can work with people of all ages, including children, young people and adults.
- Our Behaviour Support is supported through Education/Training
- 'My Future My Way' consults with all stakeholders to support the integration of the behaviour support in a way that maximises opportunities and enhances the quality of life for the participant. This may include but not be limited to:
- Positive Practises in Behavioural Support
- Management of Actual and Potential Aggression
- Neurobiology of Trauma and Trauma Integration Practise
- Person Centred Practise
- Neurodevelopmental disabilities (Autism and Intellectual Disability) Awareness Training
- Mental Ilness and Personality Disorders
Behavioural Assessments comprise:
- Observation of behaviour, including environmental and health factors
- Development of hypothesis and meaning of behaviour based on observation, functional assessment, receptive and expressive language skills
- Development of behaviour support plan based on relational regulation, including temporary and reactive strategies as a last resort
- Uploading Behaviour Support Plan to NDIS commission
- Hands on, face to face Behaviour support to participant
- Training of staff, carers and significant others in implementation of Beahviour support plan
- A detailed report is provided describing the person’s history, current circumstances and presentation, behavioural formulation, and recommended directions for support
Behaviour Support and Professional Collaboration
Dr. Irina Marin, University of Adelaide, Facility of Neuropsychology
The latest research in psychology and neuroscience investigating the impact of different types of physical exercise on cognitive function. Studies investigating the conditions that foster enhanced brain and cognitive development have informed our choice of exercises in order to maximise the cognitive benefits for your child.
Dr. Gary LaVigna
Co-founded in 1981 by Dr. Gary W. LaVigna and Dr. Thomas J. Willis, The Institute for Applied Behaviour Analysis (IABA) provides behaviour management services, supported employment, supported living and supported educational services to individuals with developmental disabilities in Southern California. IABA is committed to providing the most advanced and highest possible quality services in support of people with challenging behaviour. Our goal is to assure the highest quality of life possible for the people we serve by enabling them to live regular lives in natural settings with full, positive and valued community presence and participation.
Dr. Daniel Siegel
National Institute of Mental Health Research Fellow at UCLA, studying family interactions with an emphasis on how attachment experiences influence emotions, behaviour, autobiographical memory and narrative.Dr. Siegel is a clinical professor of psychiatry at the UCLA School of Medicine and the founding co-director of the Mindful Awareness Research Centre at UCLA. An award-winning educator, he is a Distinguished Fellow of the American Psychiatric Association and recipient of several honorary fellowships. Dr. Siegel is also the Executive Director of the Mindsight Institute, an educational organization, which offers online learning and in-person seminars that focus on how the development of mindsight in individuals, families and communities can be enhanced by examining the interface of human relationships and basic biological processes.
Dr. Pat Ogden
Pioneer in somatic psychology and both Founder and Education Director of Sensorimotor Psychotherapy Institute, an internationally recognized school specializing in somatic–cognitive approaches for the treatment of posttraumatic stress disorder and attachment disturbances.
Dr. Stephen Porges
Research intersects psychology, neuroscience, and evolutionary biology. Through his development of the Polyvagal Theory, Dr Porges is teaching how the autonomic nervous system controls the reactions and behaviours of individuals affected by a wide-range of traumatic experiences, including sexual assault and partner violence, bullying, the trauma and attachment, associated with diagnoses and treatment of the reproductive system.
Dr. Tony Attwood
Clinical psychologist and Senior Consultant at Minds & Hearts clinic. His current clinical interests are developing diagnostic procedures and Cognitive Behaviour Therapy for emotion management for children and adults with Asperger's Syndrome.
Richard Hill
Masters in Brain and Mind Sciences (MBMSc) from Sydney University, mentored by the esteemed Ernest Rossi PhD whilst engaged in Genomics Research Team to study the impact of therapeutic practice on the genetic level. His fascination with the disturbing problem of stress and anxiety has resulted in his unique theory - The Winner-Loser World Theory – and the positive counterpoint – The Curiosity Approach: which highlights Curiosity for Possibility. These theories revolutionize the way we deal with stress and anxiety and how we approach standard therapeutic practices.
Dr. Rick Hanson
Founder of the Wellspring Institute for Neuroscience and Contemplative Wisdom, a senior fellow of the Greater Good Science Centre at UC Berkeley specialising in building resilience and mindfulness.
'My Future My Way' is a member of Australian Childhood Foundation and 'MFMW' staff continues their professional development through participating in bi-annual Childhood Trauma conference and workshops on child and adolescence attachment.
Principle 1 - Person-centred approach
Positive Behaviour Support uses person-centred approach. Challenging behaviour often reflects a history of difficulties in relationships and negative experiences in relating with other people. When planning for positive change into the future, it is important to involve the person, their family and other significant to identify the goals and aspirations.
A person-centred approach helps identify the needs and goals of the person and emphasises community participation, meaningful social relationships, more opportunities for choice, the creation of valued roles respected by others and ongoing development of personal competencies.
Principle 2 - Inclusion of relevant Stakeholders
Positive Behaviour Support concentrates on a person’s quality of life and is most effective when implemented across all settings of that person’s life. Positive Behaviour Support works best when the relevant people who live and work with the person in different environments are involved in the assessment, planning and implementation of positive support strategies. The awareness of what needs to change, and how to bring about that change, needs to occur within the broader system and this can only occur when the person and the relevant people are involved and actively participate in the process.
Principle 3 - Assessment-based intervention
Positive Behaviour Support uses assessments that look beyond the behaviour itself and more towards the social, emotional, cognitive and/or environmental factors influencing the behaviour. A functional assessment offers a better understanding of the function or purpose behind behaviour. It contributes to a behaviour support plan by providing an understanding of why a person may engage in a particular behaviour and identifying what support is required to address the person’s unmet needs.
A functional assessment may ask the following types of questions:
- What is the behaviour of concern?
- When and where does this behaviour occur?
- What happens before and after the behaviour occurs?
- How did the behaviour develop over time?
- What is the person communicating with their behaviour?
- How do other people view the behaviour?
- What gaps in this person’s life does the behaviour suggest? For example, is it limited social interactions?
- What positive support strategies might work to address the unmet needs?
Principle 4 - Behaviour Support Plans: Interim & Comprehensive
Behaviour support plans often include the following areas of focus:
Primary prevention: putting in place support strategies to meet the person’s unmet needs. This may involve making changes to the person’s environment, improving communication, supporting positive relationships and enhancing active engagement in meaningful activities. The idea is that making positive changes to the person’s environment results in their needs being better addressed, leading to less of a need to engage in challenging behaviour.
Responding to early signs of behaviour: early signs of behaviour are an initial indication a person’s needs have not been met. This part of the behaviour support plan aims to clarify what the person is attempting to tell others through their behaviour and provides a prompt for people to quickly put supports in place to:
- Respond effectively to the early behaviour before it escalates
- Put in place strategies to address the unmet need
- ensure the safety of the person and others around them
- ensure that least restrictive practices are used
- help the person develop new skills and re-engage in positive behaviour and interactions as quickly as possible
Principle 5 - Reduction in adverse/restrictive/punishment approaches
Reduction in aversive/restrictive/punishment approaches include strategies such as exclusion and social isolation, physical injury, abuse and neglect. These approaches often result in a reduction in dignity, reduced access to services and supports, reduced quality of life, strong negative reactions from others and so on. These approaches are not consistent with Positive Behaviour Support, which is underpinned by a strong commitment to human rights and a focus on quality of life, citizenship and participation within a family/person-centred approach.