21 Oct There are behaviours of concern…now what?
Behaviours of concern are those that occur with such frequency, intensity, or duration that they place the individual or others at risk of harm. These behaviours may interfere with daily activities, relationships, or access to community and services. Examples might include:
Physical agression (ie, hitting)
Verbal agression (ie, yelling or threatening behaviour)
Property damage (ie, breaking objects)
Inappropriate or unwanted sexual behaviour
Unsafe impulsive behaviour
Self-injury
Any behaviour that limits participation or quality of life
If you have identified this (being mindful that some behaviours can be developmentally appropriate ie in young children), it may be time to involve a Developmental Educator (DE) or Positive Behaviour Support Practitioner (PBSP).
How can a DE or PBSP help?
The role of a DE or a PBSP is to observe, to listen and establish the ‘why’ or the underlying factors that might be prompting or leading to the behaviour. They can then provide strategies, teach and reinforce skills that help the person communicate needs and achieve what they want without behaviours of concern. This usually involves a number of different angles, such as:
Understanding the behaviour: identify triggers, unmet needs, communication difficulties, pain, or sensory issues.
What’s happening in the environment: reduce noise, crowding, waiting times or other known triggers.
Trauma-informed support: we’ll consider the person’s history, preferences, relationships and experiences of previous interventions.
Early intervention: recognise signs of escalation and respond before a crisis develops.
Communication supports: visual schedules, communication devices, choice boards, social stories or simplified instructions.
Offering meaningful choices: give the person control over activities, routines, food, clothing or where appropriate, their environment.
Proactive sensory strategies: provide appropriate sensory activities, quiet spaces or movement opportunities where these are known to help.
Skill development: teach coping, emotional regulation, communication, problem-solving and self-advocacy skills.
Collaborative planning: involve the person, family, carers and relevant allied health professionals in developing strategies.
Relationship-based support: build consistency, trust and familiarity between the person and their support team.
De-escalation: use calm communication, give space, reduce demands where appropriate and support the person to regain control.
Through this understanding, Developmental Education and Positive Behaviour Support each seek to address and understand the underlying reasons for behaviours of concern, help the person to communicate their needs more effectively, and improve quality of life.
Do I want to engage a Developmental Educator or a Postive Behaviour Support Practitioner?
If there are restrictive practices (a practice that limits or stops a person from using harmful behaviours), you must have a Positive Behaviour Support Practitioner and there must be a Support Plan (as per legislation). If you have Improved Relationships funding you can access Positive Behaviour Support.
If you have Improved Daily Living funding – look into a Developmental Educator. IDL funding & accessing support of a DE can also be useful while awaiting funding to be granted for Improved Relationships. A DE is able to support participants when there are no restrictive practices.