Positive behaviour support Getting it right from the start

Positive behaviour support: Getting it right from the start - Facilitators reference manual 67
1. Changes to the environment
This involves an understanding of relevant environmental factors that may be contributing to
the behaviour of concern. An analysis of the STAR charts will have identified possible factors
which may include undiagnosed medical conditions or possible side effects to medication. In
addition we need to plan how we will change the environment to ensure a ‘smooth’ fit between
the individual and where they live and work.
2. Teaching skills
This involves selecting and implementing skill development strategies, that is, skills the
person can be supported to learn, instead of using the behaviour of concern. Skill development
strategies need to be linked to the reason why the person is showing the behaviour of concern
and the skills taught need to be as effective as if the person was using the behaviour of concern.
3. Short-term change strategies
These may be required for a short period of time to produce a rapid change in behaviour. These
strategies are used to facilitate a more immediate change to the behaviour
4. Immediate response strategies
These strategies are used to minimise risk to the person and others by planning responses
aimed at de-escalating or managing a serious episode of the behaviour. These strategies provide
all involved with a plan for immediately responding to the behaviour as it occurs. These strategies
do not promote long-term behaviour change; they are only intended to manage a serious episode
of the behaviour.
Putting what you have learnt into practice
Over the past two days you have covered topics including
• human rights
• the importance of background factors and their potential impact on the people
you support
• the importance of getting to know the people you support well and how this may
affect they way they interact or behave on a daily basis
• stages of communication development
• definitions of behaviours of concern
• functional behavioural assessment
• the recording of STAR charts
• Motivation Assessment Scale
As a team you have focussed on one person you all support and identified at least three
behaviours of concern in relation to that person.
On your return to your work it is important to practice what has been covered.
It is expected that by the beginning of day 3 of this program you will have completed
as a staff team step 1 to 4 of a functional behaviour assessment.
Refer to Appendix 2 for details