Positive Behaviour Support
Practitioner Level 1B
A BILD CPD Learning and Development Programme
Birmingham 14 and 15 October 2019
London (venue tbc) 4 and 5 November 2019
This event will introduce the key components of Positive Behaviour Support and the values and science that underpin it as well as helping participants to identify restrictive practices in their own workplace. The potential causes and function of behaviours of concern will be covered as well as the impact of personal attitudes values and beliefs on the quality of support that is offered.
This programme covers the essential knowledge needed by anyone who provides direct support and implements behaviour support strategies or a behaviour support plan. It builds on a basic understanding of the values base and science of PBS and extends the knowledge gained at Foundation level.
Participants will explore the purpose and essential elements of a behaviour support plan and learn what they need to do to support functional assessments. The programme also covers implementing a range of behaviour support strategies including proactive strategies such as teaching new skills as well as reactive strategies.
- Be able to describe the value base underpinning good quality services and how they are reflected in the PBS framework
- Have developed a basic understanding of the history of people with learning disabilities and the principles of social role valorisation, normalisation, inclusion person centred planning and action and the relationship between PBS and Applied Behaviour Analysis
- Recognise that personal values and attributions can influence the type of support given
- Describe the range of needs a person may have. Be able to explain why it is important to know the individual person and be able to describe how to turn this knowledge into action that improves the quality of life for the person
- Describe the factors that influence a capable and supportive environment
- Explain the difference between an enabling model of support and a hotel model of care
- Understand their role and responsibilities in relation to supporting functional assessment
- Understand the purpose of data collection and why it is important to describe and record behaviour accurately
- Be able to explain the role and purpose of behaviour support plans and describe each essential elements of a behaviour support plan
- Be familiar with the stages of the arousal cycle
- Understand the importance of supporting individual communication and teaching new skills to people and be able to describe a range of techniques to do this
- Developed an understanding of the difference between restrictive and non-restrictive strategies, when to use them and be clear about when a response is aversive
This programmer covers some of the elements required to achieve some of the knowledge competences in the PBS competence framework. (PBS Academy 2015).
PBS Competency framework >
Who should attend
For everyone who provides direct support and implements behaviour support plans.
Programme of the day:
- Session 1: The values base of PBS and personal values
This session covers the values that are integral to good PBS
- Session 2: Person centred working - planning and action
- Session 3: Providing supportive and capable environments
This session provides an insight into the factors that influence a capable and supportive environment
- Session 4: Supporting a functional assessment
This session covers the contribution of practitioners to functional assessment
- Session 5: Implementing behaviour support plans
This session covers the role and purpose of behaviour support plans and the essential elements of a behaviour support plan
- Session 6: Teaching new skills
This session covers the importance of teaching new skills and communications and the range of ways we might do this
- Session 7: Using reactive strategies
This session covers using planned and unplanned reactive strategies and when they become restrictive
- Session 8: Revision quiz and putting it into practice
Please note that refunds are not available for days not attended.
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