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Implement the Positive Behavioural Support ModelUnit summaryThis unit is aimed at those working with individuals who have complex needs/continuing health care/severe challenging behaviour. It provides the learner with knowledge, understanding and skills required to implement the Positive Behavioural Support model. Learning outcomes Assessment 1 Understand the context of the Positive Behavioural Support model1.1 Explain how Positive Behavioural Support has been influenced by:- Applied Behaviour Analysis (ABA)- Social Role Valorisation (SRV)1.2 Summarise current legislation and policy guidance relating to Positive Behavioural Support2 Understand the term ‘challenging behaviour’2.1 Define the term ‘challenging behaviour’2.2 Explain the reasons for the term ‘challenging behaviour’ coming into use2.3 Analyse key factors that lead to a behaviour being defined as challenging3 Understand the context in which challenging behaviour occurs3.1 Summarise key environmental risk factors for challenging behaviours3.2 Explain how slow and fast triggers contribute to challenging behaviour3.3 Analyse the role of reinforcement in maintaining behaviour3.4 Explain the time intensity model4 Be able to contribute to the functional analysis in relation to an individual's challenging behaviour4.1 Describe the key components of functional analysis4.2 Explain the key methods of analysing behaviour4.3 Complete accurate records of behaviour using a structured method4.4 Identify environmental risk factors for an individual’s challenging behaviour4.5 Identify possible slow and fast triggers for an individual’s challenging behaviour4.6 Identify factors that may contribute to reinforcement of an individual’s challenging behaviour4.7 Evaluate the importance of functional analysis in effective person-centred behavioural intervention for individuals5 Understand the key characteristics of Positive Behavioural Support5.1 Describe the key characteristics of Positive Behavioural Support5.2 Explain the role within Positive Behavioural Support of:- primary prevention strategies- secondary prevention strategies- non-aversive reactive strategies5.3 Explain the importance of social validity in the Positive Behavioural Support model6 Be able to implement primary prevention strategies6.1 Summarise the key primary prevention strategies6.2 Implement an agreed primary prevention strategy using least restrictive practice, respecting the individual’s dignity, rights and choice6.3 Explain the importance of effective communication and positive interaction in primary prevention for individuals6.4 Positively interact with an individual by providing the level of help and reinforcement that enables them to participate in an activity6.5 Use effective communication with an individual to promote positive behaviour6.6 Evaluate the social validity of an agreed primary prevention strategy for an individual7 Be able to use a personcentred approach to develop plans that promote participation7.1 Explain how active support can help prevent challenging behaviour by improving an individual’s quality of life7.2 Analyse the role of structure and daily planning in primary prevention for individuals7.3 Review an individual’s daily activities to identify areas for increasing participation and choice7.4 Review an individual’s routine to identify opportunities for increasing participation and choice7.5 Develop a participation plan with an individual that contributes to the reduction of challenging behaviour by actively supporting their engagement in a specific task7.6 Work with an individual to identify skills that could be developed to enable greater participation in day-to-day activities8 Be able to implement secondary prevention strategies8.1 Summarise key secondary prevention strategies8.2 Explain when secondary prevention strategies should be used with individuals8.3 Identify early warning signs of behavioural agitation in an individual8.4 Identify possible secondary prevention strategies that may be used with an individual8.5 Implement an agreed secondary prevention strategy using least restrictive practice, respecting the individual’s dignity, rights and preferences9 Be able to implement non aversive reactive strategies 9.1 Explain when reactive strategies should be used with individuals9.2 Describe the key characteristics and types of reactive strategies9.3 Assess the risks in the use of reactive strategies9.4 Identify possible reactive strategies that may be used for an individual9.5 Implement an agreed non-aversive reactive strategy using least restrictive practice, respecting the individual’s dignity, rights and preferences9.6 Establish an individual’s preferred post–incident support9.7 Identify own preferred post-incident support10 Be able to understand and implement Positive Behavioural Support Plans10.1 Explain the purpose and importance of Positive Behaviour Support Plans for individuals10.2 Identify the key components of a Positive Behaviour Support Plan for individuals10.3 Implement agreed procedures in an individual’s Positive Behavioural Support Plan10.4 Contribute to the review of an individual’s Positive Behavioural Support Plan
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