Positive Behaviour Support

The first step involves meeting with the family and beginning to build a positive, respectful partnership. This is a chance to learn about the child's strengths, challenges, and daily routines. The Positive Behaviour Support process will be explained in a way that is easy to understand. Once everyone feels comfortable and ready, written consent is obtained so that support planning can officially begin.

This step focuses on gathering meaningful information about the child’s behaviours, needs, preferences, and environment. Information is collected through direct observation, conversations with family, educators, and therapists, and by reviewing existing documents such as school reports or assessments. This provides a complete picture of what life is like for the child and what support is already in place.

As part of this process, parent-led coaching may begin early to support confidence in observing behaviour, identifying triggers, tracking patterns and managing behaviours at home. Practitioners may guide parents through hands-on learning opportunities where appropriate.

This stage is all about finding the reason behind the behaviours of concern. It includes identifying when the behaviour usually happens, what happens just before and after it, and what the child might be trying to say or achieve. Understanding the function of the behaviour helps in designing the right supports. Common reasons include wanting attention, avoiding a task, or needing a break.

Clear, realistic goals are developed in partnership with the family. These goals aim to improve the child’s communication, reduce behaviours of concern, and enhance everyday participation. Goals are specific, measurable, and meaningful—such as learning to ask for help, participating more easily in school, or staying calm during changes in routine.

Using all the information gathered, a personalised Positive Behaviour Support plan is created. This plan includes proactive strategies to prevent behaviours of concern, skill-building activities to teach helpful alternatives, and safe, respectful responses for when behaviours occur. If restrictive practices are needed, they are clearly outlined and used only when absolutely necessary, with a goal of reducing their use over time.

Once the plan is ready, training and support are provided to everyone involved—family, school staff, support workers, and others. Practical tools such as visual schedules, checklists, and communication aids are shared. Regular coaching and follow-up ensure the plan is used consistently in different settings like home, school, and the community.

Progress is tracked by collecting simple data about how often behaviours happen, when goals are achieved, and whether strategies are working well. Families and professionals are supported to monitor this regularly. Tracking helps identify improvements and shows when the plan needs to be adjusted to better support the child.

The plan is reviewed regularly—usually every few months—to check what’s working, what’s not, and what might need to change. The child’s growth, new skills, and changes in environment are considered. The aim is to ensure ongoing support that keeps improving the child’s quality of life and strengthens relationships in all areas of life.