Positive Behavioural Support and High Quality Behaviour Support Planning –Applications Beyond Developmental Disability Services Jill Chaplin Professional Head of Training and Development in PBS (Northumberland Tyne & Wear NHS Foundation Trust) Lynne Jones Specialist Learning Disabilities Nurse (Cumbria Partnership NHS Foundation Trust)

Behaviour Support Plan Why do we need behaviour support plans? Who should be involved in developing a BSP? How do we make sure everyone follows the plan? How do we know if a BSP is working?

Why are BSPs important? Developing services post Winterbourne Most people with learning disabilities are supported by others Behaviour Support Plans (BSPs) are essential part of PBS service delivery internationally Time consuming so must get right Intervention for the majority – core outcome of our involvement Research started prior to Winterbourne report but that just serves to highlight the importance of good quality PBS –NICE guidelines Internationally not just UK –FBA and BSP legally mandated in the USA –therefore most of the research is US education based

Definition A Behaviour Support Plan; Summarises Functional Behavioural Assessment information Specifies how an environment needs to be re designed to reduce CB and help the individual develop new skills and more desirable/helpful behaviours Acts as a prompt for carer behaviour Everyone here writes or contributes to BSP so you know they need to be individualised and you need to involve the person and key stakeholders- family, carers, teachers etc in the development Crucially based on good quality FBA

Behaviour Support Plans For whom? All staff and families who are involved in supporting our clients! Detail may vary – principles are the same

Behaviour Support Plans Who makes up the development and implementation team? Everyone relevant to the implementation Depends on the specific needs of student. Reg ed, an admin, parent, counselor, student study team, 504 team, IEP team

Exercise What do you think should be in a Behaviour Support Plan?

Core Elements Function Preventative and reactive Primary Secondary Tertiary strategies Reflective

Factors Influencing BSP Quality Team members with higher levels of behavioural training (Cook et al, 2007) Combining training in underlying behavioural principles and indicators of quality in BSPs (Browning- Wright et al, 2007) Contextual fit (Medley et al, 2008) concepts identified but how do we ensure that those concepts are apparent in BSPs well; research suggests that Team members with behavioral training write better plans Combination training were 4x more likely to write plans that were rated good or superior - developing plans where there is a good fit with stakeholders- values, partnership etc is more likely to lead to better quality plans

Evaluating the Quality of Behaviour Support Plans Measure  Behaviour Support Plan Quality Evaluation Tool (BSP-QE11) (Browning-Wright et al, 2003)  US educational settings Based on 6 key behavioural concepts 12 practice standards  Scores assigned on how well an element of a BSP matches an objective description where; 0 = unmet criteria 1 = partially met criteria 2 = adequately met criteria  Total score; <12 = weak 13-16 = under developed 17-21 = good

Thank you jill.chaplin@ntw.nhs.uk Lynne.jones@cumbria.nhs.uk