1. Challenging Behaviour: Re-evaluating ‘theory to practice’
Avon & Wiltshire Positive Behaviour Support Network

2. Theory? Applied behavioural analysis Attribution Attachment
Cognitive behavioural approaches
Systemic
Neurological
The list goes on……………

3. Background Values Person-centred approaches
Applied behavioural analysis
Multiple theoretical models

4. The PBS Process
Values

5. The behavioural cycle

6. Risk Factors

7. Components of assessment

8. Competing Behaviour Pathways (Adapted from Lucyshyn, Dunlap & Albin, 2002)
Desired
Behaviour
Maintaining
Consequence(s)
Setting
Event(s)
Antecedent
Trigger(s)
Problem
Behaviour
Maintaining
Consequence(s)
Alternative
Replacement
Behaviour

9. Multi-component behavioural support
Setting event strategies
Preventative
Teaching strategies
Consequence strategies
Emergency procedures

10. Multi-component behavioural support
Behavioural level
Intervention level
Components of support
Baseline
Primary prevention
Setting events
Preventative
Teaching
Escalation
Secondary prevention
Crisis
Reactive
Emergency
Recovery
Secondary & post-incident
Consequence

11. Activity & Discussion Assessment Component NA PA CA IP
Description of behaviour
Personal history
Identification of triggers
Functional assessment
Communication
Sensory & perceptual
Physical & mental health
Cognitive
Structure, routine & predictability
Relationships

12. Questions Quality of assessment?
Are PBS plans developed from good quality assessment or ‘opinion’ & ‘assumptions’?
Is primary prevention prioritised?
Is there an over-emphasis on antecedent management?
Degree of focus on teaching strategies?
Consideration given to consequences?