Positive Behaviour Support (PBS): A Quick Guide
Positive Behaviour Support helps individuals with disability by addressing behaviour through assessment, environment changes, and skill-building strategies.
Positive Behaviour Support (PBS): A Comprehensive Guide for Families and Professionals
Understanding Positive Behaviour Support (PBS)
Positive Behaviour Support (PBS) is an evidence-based and person-centred framework designed to support individuals with disability who experience behaviours of concern.
It is used within disability, education, and community support settings to guide behavioural assessment, planning, and ongoing support consistent with evidence-based and rights-based principles.
Rather than viewing behaviour as something to be managed or suppressed, PBS recognises that all behaviour communicates an underlying need or serves a specific function for the individual.
The approach integrates principles derived from applied behaviour analysis, human rights frameworks, and trauma-informed practice.
What are the Core Principles of Positive Behaviour Support (PBS)?
The fundamental premise of PBS is that when an individual’s environment is appropriately structured, when their unmet needs are identified and addressed, and when they receive instruction in more effective ways to meet those needs, behaviours of concern may be reduced.
Simultaneously, the approach aims to reduce reliance on restrictive practices whilst maintaining the dignity and autonomy of the person receiving support.
The core principles of Positive Behaviour Support (PBS) are built upon three interrelated foundations. Each principle provides a distinct but complementary function within the practice framework.
- Applied Behaviour Analysis (ABA):
- Human Rights and Person‑Centred Practice
- Person‑Centred Environmental and Skills Support
Rather than focusing only on behaviour reduction, PBS works to increase participation, communication, and skill development that allow individuals to meet their needs safely and effectively.
Source: “Evidence Matters: Developing Quality Behaviour Support Plans” by Professor Karen Nankervis and Dr Maria Vassos, School of Education, The University of Queensland
1. Applied Behaviour Analysis (ABA): Understanding the Function of Behaviour
Applied Behaviour Analysis (ABA) provides the scientific foundation for understanding behaviour. At its core is the principle that behaviour does not occur randomly; rather, it is maintained by environmental contingencies and serves a specific function for the individual.
What is the Functional Behaviour Assessment (FBA)?
A Functional Behaviour Assessment (FBA) is the primary assessment method used to determine why an individual engages in a particular behaviour.
Rather than observing the behaviour in isolation, an FBA examines the antecedents (what happens before), the behaviour itself, and the consequences (what happens after).
This information is collected through systematic observation, interviews with individuals who know the person well, and an analysis of patterns across various settings and time periods.
The FBA process typically identifies one of several primary functions the behaviour serves:
Escape or Avoidance
The individual engages in the behaviour to remove themselves from or avoid an unpleasant situation, person, activity, or sensory experience.
Access to Attention
The individual’s behaviour results in attention from others, positive or negative. In many instances, the individual may prefer this attention over its absence, thus maintaining the behaviour.
Access to a Preferred Item or Activity
The individual engages in behaviour to obtain something they desire, such as a preferred object, food, activity, or sensory input.
Sensory Regulation or Self-Stimulation
The individual’s behaviour serves a self-regulatory function, providing sensory input or regulating their physiological or emotional state. This may include repetitive movements, vocalisations, or other self-directed actions that provide comfort or help regulate emotions.
A behaviour support plan based on function allows practitioners to design targeted interventions that address the actual need driving the behaviour, rather than attempting to suppress the behaviour through generic consequences or restrictions.
2. Human Rights and Person-Centred Practice
PBS is grounded in the recognition that individuals with disability retain full human rights, dignity, and entitlement to self-determination. Person-centred practice means that support decisions and strategies reflect the individual’s preferences, values, communication style, cultural background, and personal history.
The person themselves, or their nominated representative, participates actively in planning and decision-making rather than being passive recipients of support.
Rights-Based Decision Making
In the context of behaviour support, a rights-based approach ensures:
Dignity and Respect
The individual is not characterised by their behaviour or disability. Language in support plans and among staff refers to specific behaviours and support needs rather than labelling the person negatively.
Autonomy and Choice
The individual is offered genuine choices within their behaviour support plan where feasible and safe. Preferences regarding activities, people, environments, and support methods are systematically recorded and incorporated into planning.
Least Restrictive Means
The individual’s physical and emotional safety is prioritised in all aspects of behaviour support. Plans include proactive strategies that prevent harm and promote well-being, ensuring that support environments are safe, respectful, and responsive to the person’s needs.
Participation in Planning
The individual (or their representative) is involved in developing their behaviour support plan, establishing goals, and regularly reviewing progress. Their input shapes the direction and content of support.
Person-Centred Planning in Practice
Person-centred planning involves understanding the individual within the context of their life circumstances, relationships, and aspirations. It addresses not simply the reduction of problematic behaviour, but the advancement of meaningful participation, skill development, and quality-of-life improvements.
3. Environmental Modification, Skill Development, and Reinforcement
The third pillar of PBS comprises three integrated elements: modifying the environment to reduce triggers and prevent the occurrence of behaviours of concern, teaching the individual new, adaptive skills to meet their needs effectively, and reinforcing positive behaviour through consistent, meaningful consequences.
Environmental Modification
Prevention through environmental design is the first element of the PBS. Rather than waiting for problematic behaviour to occur and then intervening, PBS practitioners proactively structure the environment to minimise triggers and remove barriers to positive behaviour.
Environmental modifications may include:
Routine and Predictability
Establishing clear, consistent daily routines and providing advance notice of changes through visual supports, verbal cues, or written schedules. Many individuals with disability benefit from predictability; uncertainty or sudden transitions can present challenges for behavioural regulation.
Sensory Considerations
Modifying sensory input in the environment based on individual needs, for example, by reducing noise levels, providing access to preferred sensory items, managing lighting, or allowing breaks in sensory-demanding activities, may support a person’s sensory regulation.
Activity Structure and Accessibility
Ensuring activities are presented in a way that suits the individual – with clear instructions, accessible format, and realistic demands – may lead to fewer demand-avoidance behaviours, especially when the task structure matches current capacity.
Relationship and Social Context
When structuring interactions, consider the individual’s preferences for people, group size, and level of social engagement. Some individuals may experience increased behavioural challenges in large-group settings or when interacting with certain people; in such cases, modifying the social context can be beneficial.
Access to Preferred Items and Activities
If the behaviour serves to obtain a tangible item, then by proactively providing access to that item we can meet the person’s needs and aim to reduce or avoid behaviours of concern.
Skill Development and Replacement Behaviours
Having reduced triggers through environmental modification, PBS practitioners then teach the individual alternative, more socially acceptable ways to achieve the same function previously served by the problematic behaviour. This process is termed teaching replacement behaviours.
For an individual whose behaviour serves an escape function, this may involve teaching communication skills to request breaks or assistance. For an individual seeking attention, teaching appropriate ways to initiate social interaction or request engagement is central.
For an individual with limited self-regulation capacity, teaching or providing alternative sensory strategies becomes important.
Skill teaching typically proceeds incrementally, with new skills introduced as prerequisite skills are established. Teaching methods commonly employed in PBS include direct instruction, modelling, role-play, rehearsal, and guided practice across multiple settings. Instruction is individualised to the person’s learning capacity and communication style.
Positive Reinforcement and Consequence Management
Reinforcement – the strengthening of behaviour through positive consequences – is fundamental to establishing and maintaining new, desired behaviours. In PBS, reinforcement is deliberately designed and applied consistently. Reinforcers are identified through direct observation, preference assessment, or consultation with people familiar with the individual. Reinforcers are based on individual preferences and can involve social praise.
Critical to the effectiveness of reinforcement is consistency: all individuals providing support to the person must apply reinforcement contingencies uniformly. When one support person reinforces a behaviour and another does not, inconsistency undermines the learning process.
How the Three Foundations of PBS Integrate Together?
To understand how these three foundations work together, consider the following generic framework:
Step 1: Assessment
A functional behaviour assessment identifies the underlying function-what need is the individual attempting to meet through this behaviour?
Step 2: Environmental Support
Environmental modifications are implemented to reduce triggers and make problematic behaviour less necessary. This is the first line of intervention and often produces initial improvements.
Step 3: Skill Building
The individual is taught alternative, more appropriate ways to meet the same need. For instance, if the behaviour serves an escape function, they learn to communicate their need for a break.
Step 4: Reinforcement
When the individual uses the new skill or engages in positive behaviour, consistent reinforcement strengthens the new response. Over time, the more adaptive behaviour becomes more likely to occur.
Step 5: Monitoring and Adjustment
Progress is monitored systematically through data collection. If the plan is effective, targeted behaviours may decrease and new skills may be used more frequently. The plan is adjusted as needed based on data and changing circumstances.
This framework is individualised; the specific strategies within each step differ based on the person’s functional assessment, preferences, capabilities, and life circumstances.
Realistic Outcomes and Timeframes
PBS is not a rapid intervention. Meaningful behaviour change and quality-of-life improvements typically require sustained, consistent implementation over several weeks to months or longer, depending on the complexity of the behaviour, the individual’s learning capacity, the consistency of implementation across environments, the quality of the functional assessment, and the degree of environmental support available.
Progress should be monitored systematically through data collection. Individual circumstances significantly influence the pace and extent of change. Your behaviour support practitioner will discuss realistic expectations and progress indicators during initial consultation.
How to Get PBS Support?
For NDIS participants, Positive Behaviour Support may be included as a support category within an individualised plan.
Determining whether PBS is appropriate involves discussion with your NDIS planner about your goals, the nature of behaviours of concern affecting your quality of life, and the potential relevance of a systematic, evidence-informed approach.
Funding for PBS is not automatic; it depends on plan approval and demonstrated relevance to participant goals. When engaging a PBS practitioner or service, consider the following:
Registration and Qualifications
Ensure the practitioner is registered with an appropriate professional body (AHPRA, Speech Pathology Australia, Occupational Therapy Australia, Australian Association of Social Workers, Developmental Educators Australia, or Behaviour Support Practitioners Australia) and holds relevant qualifications and experience in behaviour support.
Functional Assessment
A quality PBS service will conduct a comprehensive functional behaviour assessment prior to plan development, based on your individual circumstances.
Collaboration
The service should facilitate active involvement of you, your family, and all relevant support providers in planning and review processes.
Data and Monitoring
The service should employ systematic data collection and regular review processes to monitor progress and adjust the plan as needed.
Training and Consultation
For implementation across multiple environments (home, school, work), the service should provide training and consultation to all relevant people implementing the plan.
Key Principles Summary
Positive Behaviour Support rests on the integration of three foundational principles: understanding behaviour through functional assessment, upholding the rights and autonomy of the individual through person-centred practice, and systematically modifying environments, teaching skills, and reinforcing positive behaviour.
When implemented with adherence to core principles, consistency across environments, systematic data collection, and ongoing review, PBS supports improvements in behaviour, engagement, and quality of life whilst reducing reliance on restrictive practices. Individual outcomes vary according to implementation quality, individual circumstances, and sustained support.
Our Process
Initial discussion
Commence on-board process
Determine clinical team
Set goals
Schedule
Connect Allied Health
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Our Services
At Connect Allied Health we are a multidisciplinary allied health provider, offering services to people of all ages. Our feature services include Speech pathology, Occupational therapy, Physiotherapy, Podiatry, Positive behaviour support, developmental education, autism diagnostic assessments, Psychology and functional capacity assessments.
Connect Allied Health provides Positive Behaviour Support services delivered by practitioners registered with professional bodies, including AHPRA, Speech Pathology Australia, Occupational Therapy Australia, The Australian Association of Social Workers, Developmental Educators Australia, and Behaviour Support Practitioners Australia. For inquiries regarding our services, please contact (08) 8337 8770.
Resources and Further Information
NDIS Commission – Evidence Matters: Developing Quality Behaviour Support Plans (Nankervis, K. & Vassos, M., 2023)
A comprehensive evidence-based guide from the NDIS Quality and Safeguards Commission outlining quality indicators and best practice in developing behaviour support plans.
Available:
NDIS Commission website
NDIS Positive Behaviour
Support Capability Framework
Describes competencies and registration requirements for behaviour support practitioners working within the NDIS.
Available:
NDIS Commission
AHPRA Guidelines for Advertising Regulated Health Services
Provides guidance on ethical and compliant communication by health practitioners.
Available:
ahpra.gov.au/advertising
NDIS Code of Conduct
Sets out obligations and standards for providers and practitioners delivering NDIS services.
Available:
ndiscommission.gov.au
Disclaimer
This guide provides general educational information regarding Positive Behaviour Support based on current evidence and best-practice frameworks. It is not intended to substitute for professional assessment, clinical advice, or individualised behaviour support planning.
For individuals with disability experiencing behaviours of concern, consultation with a qualified, registered behaviour support practitioner is essential to determine appropriate support options and to develop and implement an individualised plan.
