Positive behaviour support Getting it right from the start

Positive behaviour support: Getting it right from the start - Facilitators reference manual 33
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Importance of knowing the person’s preferences and abilities
As you complete each activity you are building up a profile of the person you support.
This information is important when developing a positive behavioural support plan.
For the person you support identify the following:
• How would you use PCAS to provide the right support for experiencing success?
• What are the person’s likes and dislikes?
• What are the person’s strengths and weaknesses
• Can the person you support make choices – if so how do they show this?
• How does the person you support recognise and express their emotions?
• What is the person’s personality type?
• Are they assertive?
• Do they have a high self-esteem?
• Are they motivated?
• What social skills does the person have? Can they initiate a conversation? Take turns in a
conversation? Do they have the language to maintain a conversation?
Add this information to your client profile.
As a group think about the best way to collect and present this information.
Ideas could include developing an ‘All about me book’ or communication passports to
document the person’s preferences and abilities.
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Human relations and sexuality 5
People with developmental disability have the same sexual desires and needs as the rest of
the community. There are many myths surrounding the sexuality of people with an intellectual
disability. They are often seen as either asexual or childlike and in need of protection, or
conversely as oversexed and in danger of becoming promiscuous and perverted.
There are differences, however, but these have more to do with different life experiences and
opportunities to learn, rather than the individual’s inherent sexuality. It is by acknowledging and
acting upon these differences that people with a developmental disability can be best assisted to
develop their full potential.
Most information about sexuality and relationships is acquired through life experiences. People
with a disability:
• tend to be overprotected by others, or be limited due to their level of disability
• often have difficulty learning and generalising abstract social rules and patterns of behaviour or
they learn them in a rigid and literal manner
• sometimes learn inappropriate behaviours from others (both with and without disabilities).
5. Management Guidelines, Developmental Disability. Version 2(2005) pp 183 Human Relations and Sexuality
published and distributed by Therapeutic Guidelines Limited. Victoria, Australia.