course information booklet btec e-learning …

Generic Course information booklet PBS 27 November 2018

COURSE INFORMATION BOOKLET

BTEC E-LEARNING QUALIFICATIONS IN POSITIVE BEHAVIOURAL SUPPORT

(PBS)

CADSG Assessment Centre Canolfan Anabledd Dysgu Safonau Galwedigaethol Learning Disability Centre for Occupational Standards


INTRODUCTION This document provides outline information about the suite of three BTEC e-learning qualifications in Positive

Behavioural Support (PBS). They were developed with Welsh Government funding and won the prestigious Social

Care Accolade in 2011. All are mapped against the UK Qualification Credit Framework and have been widely

adopted by NHS health boards, statutory, independent and third sector social care providers across the UK and

further afield. They have also been recommended for staff supporting all vulnerable groups by the Department of

Health in their PBS Awareness Raising Course http://www.bild.org.uk/capbs/pbs-awareness-course/ as part of the

national Positive and Safe Programme. These courses remain the only accredited vocational training in PBS in the

UK, and are unique in meeting all of the published training standards for PBS and comply with the PBS Academy

Competence Framework. http://pbsacademy.org.uk/pbs-competence-framework/. Learners who achieve any of

these three BTEC qualifications in Positive Behavioural Support are eligible to become members of the UK Society

for Applied Behaviour Analysis. https://uk-sba.org/.

The qualifications are suitable for learners who currently work in the health, social care, voluntary, private or

education sectors supporting people who have behaviours that challenge. The key objective is to improve staff

knowledge, expertise and practical skills, and successful learners gain an internationally recognised qualification in

Positive Behavioural Support. The blended e-learning format allows learners to gain theoretical knowledge and to

develop their practice at their own pace, in a safe environment and tailored to the workplace requirements. In

many organisations, achievement of one of these qualifications is a requirement of the post and can lead to

promotion.

The foundation qualification, the BTEC Level 3 Advanced Certificate, is designed for direct support staff, and is

equivalent in standard to an A level. The intermediate qualification, the BTEC Level 4 Professional Certificate, is for

those facilitating the direct implementation of PBS, including the provision of practice based training in a

supervisory, managerial or clinical capacity. It is equivalent in standard to the first year of a degree. Finally, the

advanced qualification, the BTEC Level 5 Professional Diploma, is mainly for those responsible for conducting

functional assessment, designing and evaluating PBS interventions and identifying when further expert clinical

competencies are required (that is, professionals such as behaviour specialists, psychologists and other clinicians).

This level is equivalent in standard to second year degree study. All levels carry QCF credits. Learners join at a level

appropriate to their role and can also progress to the higher levels.

POSITIVE BEHAVIOURAL SUPPORT (PBS)

Positive Behavioural Support (PBS) is an ethical, values-led, evidence-based approach, derived from Applied Behaviour Analysis and Social Role Valorisation. It is person-centred, proactive, focuses on improvements in wellbeing, prevention of challenging behaviour, and reduction in the use of restrictive practices. PBS is accepted internationally as current best practice and is increasingly considered to be the preferred approach for supporting all vulnerable client groups, including people with learning disabilities, mental health problems, dementia, brain injury and looked after children. PBS is specifically recommended in government and professional guidance across the UK by the Local Government Association, Skills for Health, Skills for Care, Department of Health, Royal College of Nursing, Royal College of Psychiatrists, British Psychological Society and NICE (See key references at end of document).

http://www.bild.org.uk/capbs/pbs-awareness-course/

http://pbsacademy.org.uk/pbs-competence-framework/

https://uk-sba.org/


DELIVERY

The courses are delivered online via the NHS Wales Learning@Wales website. There are no set start dates so

learners can register at any time suitable to them. They are designed for learners to progress at their own pace,

with a 1:5 ratio of knowledge acquisition to practice based learning, in line with the PBS Academy standard (see

table below). The Level 3 qualification should be completed within 12 months, the Level 4 within 18 months and

the Level 5 within 24 months. Extensions to these deadlines may be granted to individual learners at the discretion

of the Lead Internal Quality Assurers, subject to a prior written application outlining the reasons for delay.

Qualification

Notional/ Guided

Learning Hours

(TOTAL)

Knowledge

acquisition (online

hours)

Practice based

learning (offline

hours)

BTEC Level 3 Advanced

Certificate in PBS 310 50 260

BTEC Level 4 Professional

Certificate in PBS 360 60 300

BTEC Level 5 Professional

Diploma in PBS 660 110 550

The course authors, Dr Edwin Jones and Professor Kathy Lowe are doctorate level, internationally recognised

Subject Matter Experts in Positive Behavioural Support. All the teaching activities are delivered online and this

assures the quality of delivery and content as it avoids any of the inconsistencies that can arise when teaching is

conducted face to face by different tutors. The online teaching materials are self-contained and there is no

requirement for learners to purchase further materials.

LEARNING MODEL

The qualifications are delivered via a blended e-learning approach of gaining knowledge and applying it in practice,

to consolidate learning and develop vocational skills. Blended e learning is an increasingly preferred method of

training because it is flexible, affordable and effective in enhancing staff performance.

KNOWLEDGE ACQUISITION

Core, underpinning knowledge is gained by working through a series of interactive online activities that are

sequenced together to cover all learning objectives. A variety of formats are used:

Tutorials and presentations are engaging, interactive activities with audio commentaries and videos illustrating

key concepts

Individual exercises encourage learners to explore course concepts, reflect on practice and check their

understanding, through question screens and free entry text boxes with model answers for comparison.

Downloadable PDFs provide additional material including good practice examples, key extracts from

government guidance and other relevant publications, working documents, record keeping proformas and job

aides.


Case studies and scenarios help learners develop their practice by applying new knowledge within safe virtual

environments

Case studies are story-led learning that brings content to life.

Scenarios are immersive, learner-led stories. For example, a day in the life of a service user and their carer.

Learners apply their acquired knowledge in simulated real world situations, and are presented with challenges

and problems to resolve and can be required to make decisions that define the outcome of the story. A rating

scale provides feedback on the learner’s decisions throughout the story.

Ask the Expert sections are audio commentaries with text that answer Frequently Asked Questions.

Practice based Learning

Work-based activities (Levels 3 and 4) and Supervised Practice Activities (Level 5) are included in every unit to bring

the learning for that unit together and prompt learners to apply what they have learned to their own role, the

service users they support and their working environment. These off-line activities are completed by the learner in

their workplace and often involve gathering information on individual service users, with consent. These activities

are integrated within the e-learning and include downloadable worksheets with instructions, checklists, templates

for writing reports and other job aides associated with the learners’ role. The learner is given instructions on how

to complete each activity and then discusses the finished work with their nominated workplace mentor /practice

supervisor who is approved by and registered with CADSG (full details about the practice-based activities and the

mentor/practice supervisor roles and responsibilities are given in separate guides for each course). Completed

practice activities can be added to the learner’s portfolio of evidence as part of their personal development plans.

N.B. The practice based work at Levels 3 and 4 form part of the learning only and are not assessed separately, but

do require sign-off by the mentors to confirm satisfactory completion. In contrast, the practice based work at Level

5 comprises in depth clinical work with a focus person conducted under the clinical governance of the learner’s

employing organisation and under the supervision of an approved Practice Supervisor, who assesses the quality of

this work against specified criteria. Level 5 learners have to pass all supervised practice activities as well as all

online assessments in order to achieve the qualification.

Online Assessment

Pre-assessment revision exercises are included as mock examinations for learners to test their knowledge before

undertaking the assessments. Feedback with scores and model answers is given immediately and learners can

undertake the revisions as often as they wish. Revision questions are different from assessment questions but

follow a similar format to help learners prepare for assessment.

Assessments reflect the course content and assessment criteria. Questions are designed to test the application of

the learner’s knowledge and skills to demonstrate their comprehension of course concepts, ability to assess and

analyse information and make reasoned judgements. For each assessment, learners are allotted a randomly

selected set of questions, each of which has a randomly presented range of answer options. This helps to ensure

that test conditions are maintained in the e-learning environment.

The qualifications are not graded. Achievement is by gaining a score of 70% or above on all the online assessments

for every unit.

Learners are allowed three attempts at each assessment. Learners who do not pass an assessment after their third

attempt should seek support from their mentor to better understand the learning materials, and may contact


CADSG to request the assessment to be reset to allow a further attempt. Learners who do not complete the course

may be eligible to receive credits for individual units they have completed successfully.

COURSE STRUCTURE AND CONTENT FOR EACH LEVEL OF QUALIFICATION

1. PEARSON SRF BTEC LEVEL 3 ADVANCED CERTIFICATE IN POSITIVE BEHAVIOURAL SUPPORT

a) Unit titles, Level, Notional Learning Hours and QCF Credits

Unit Unit title Level NLH

QCF Credits

1 Service History and Values 3 20 2

2 Contribute to Person-centred Planning 3 20 2

3 Behavioural Analysis 3 30 3

4 Mental Health Issues 3 20 2

5 Positive Behavioural Support and The Three Stage Intervention Model 3 20 2

6 Positive Behavioural Support Stage 1: Primary Prevention 3 120 12

7 Positive Behavioural Support Stage 2: Secondary Prevention 3 20 2

8 Positive Behavioural Support Stage 3: Reactive Strategies 3 20 2

9 Positive Behavioural Support Plans 3 40 4

TOTAL 310 31

b) Outcomes of learning and assessment criteria

Unit 1: Service History and Values

Outcomes of learning Assessment criteria

1 Know how institutional models developed

over time.

1.1 Describe the key features of institutional models established in the

20th century

1.2 Identify the influences of the Eugenics movement

2 Understand current policy guidance for

services for people with challenging

behaviour

2.1 Assess a key current policy that has influenced service provision for

people with challenging behaviour in the UK.

3 Understand the value based aims of

modern services that underpin Positive

Behaviour Support (PBS)

3.1 Describe the main concepts in Social Role Valorisation (SRV)

3.2 Explain the key value-based service aims which meet the needs of

people with challenging behaviour

Unit 2: Contribute to Person centred Planning


1 Know key features of Person Centred

Planning (PCP) and Essential Lifestyle

Planning (ELP)

1.1 Outline key features of Person Centred Planning (PCP)

1.2 Describe the function of key headings in Essential Lifestyle Planning

(ELP)

2 Understand how person-centred planning

(PCP) complements Positive Behaviour

2.1 Compare Person Centred Planning (PCP) and Positive Behaviour

Support (PBS)


Support (PBS) 2.2 Explain how Positive Behaviour Support (PBS) is a person-centred

approach.

Unit 3: Behavioural Analysis


1 Understand the term ‘challenging

behaviour’

1.1 Explain key characteristics of challenging behaviour

2

Know the personal and environmental risk

factors that contribute to challenging

behaviour

2.1

Identify the role of risk factors in challenging behaviour

2.2 Identify personal and environmental risk factors

3

Understand the relationships between

behaviour and the environment

3.1 Explain the role of slow and fast triggers in causing challenging

behaviour

3.2 Analyse the role of consequences in maintaining challenging

behaviour

4 Know the ways of analysing challenging

behaviour

4.1 Outline key methods of analysing challenging behaviour

4.2 Describe the key components of functional analysis

Unit 4: Mental Health Issues


1 Know the main categories of mental health

disorders

1.1 Identify the main types of mental health disorder

2 Understand the relationships between

challenging behaviour and mental health in

people with learning disabilities

2.1 Explain the factors that place people with learning disabilities at risk

of mental health problems

2.2 Analyse associations between mental illness and challenging

behaviour in people with learning disabilities

Unit 5: Positive Behavioural Support and The Three Stage Intervention Model


1 Understand key characteristics of Positive


1.1 Identify the main characteristics of Positive Behaviour Support (PBS)

1.2 Outline primary prevention, secondary prevention and reactive

strategies

2 Understand Positive Behaviour Support

(PBS) as a Values-led technology

2.1 Explain intervention options in the behavioural model

2.2 Explain how Positive Behaviour Support is values-led

Unit 6: Positive Behavioural Support Stage 1: Primary Prevention


1 Know about antecedent interventions 1.1 Identify antecedent interventions and ecological strategies

1.2 Outline the meaning of slow and fast triggers

2 Understand the creation of helpful

environments using active support

2.1 Describe appropriate courses of action for positive interaction with

people who exhibit challenging behaviour

2.2 Explain the use of personal care routines, daily participation plans

and recording participation

3 Understand the methods of

communication between carers and people

3.1 Explain how communication difficulties between carers and people

who exhibit challenging behaviour can affect behaviour


who exhibit challenging behaviour 3.2 Explain shared and inclusive communication

3.3 Describe Functional Communication Training

4 Understand the skills that help prevent

challenging behaviour

4.1 Identify skills that can help to prevent challenging behaviour

4.2 Explain key differential reinforcement procedures to prevent


5 Know how Opportunity Plans are used 5.1 Describe the ways opportunity plans are used

Unit 7: Positive Behavioural Support Stage 2: Secondary Prevention


1 Understand the time intensity model 1.1 Explain incidents of challenging behaviour using the time intensity

model

2 Understand secondary preventative

strategies

2.1 Explain secondary prevention strategies

Unit 8: Positive Behavioural Support Stage 3: Reactive Strategies


1 Understand about reactive strategies 1.1 Describe reactive strategies

1.2 Explain risks in reactive strategies

2 Understand the process of post-incident

support

2.1 Explain the process of post-incident support

2.2 Discuss key best-practice responses to support service users and

staff following an incident of challenging behaviour

Unit 9: Positive Behavioural Support Plans


1 Understand the key features of a Positive

Behaviour Support Plan

1.1 Describe the key components of a Positive Behaviour Support Plan

1.2 Explain the purposes of consent procedures

2 Understand how to follow a Positive

Behaviour Support Plan

2.1 Identify the key components from a sample Behaviour Support Plan

2.2 Explain the correct staff responses following an incident of

challenging behaviour from a case scenario

2. PEARSON SRF BTEC LEVEL 4 PROFESSIONAL CERTIFICATE IN POSITIVE BEHAVIOURAL SUPPORT



QCF

Credits

1 Evolution of the provision of services of services for people who exhibit challenging

behaviour

4 20 2

2 Person-centred Planning and Positive Behavioural Support 4 20 2

3 Analysis of challenging behaviour 4 30 3

4 Mental Health and challenging behaviour 4 20 2

5 The Three Stage Intervention Model in Positive Behavioural Support 4 20 2

6 Primary Prevention Strategies 4 120 12


7 Secondary Prevention Strategies 4 20 2

8 Reactive Strategies 4 20 2

9 Positive Behavioural Support Plans 4 40 4

10 Managing Positive Behavioural Support 4 50 5

TOTAL 360 36


Unit 1: Evolution of the Provision of Services For People who Exhibit Challenging Behaviour

Outcomes of Learning Assessment Criteria

1 Understand the development of

Institutional models

1.1 Discuss the impact and influence of the eugenics movement on

institutional models in the second half of the 20th Century

2 Understand how current policy affects services for people with challenging behaviour

2.1 Explain how current policy affects service provision for people with


3 Understand the value-based aims of

modern services that underpin Positive


3.1 Explain devaluation of people with learning disabilities who exhibit

challenging behaviour in the context of Social Role Valorisation (SRV)

3.2 Explain the responses to Social Role Valorisation (SRV)

3.3 Evaluate the ways that value-based aims affect services provided for

people who exhibit challenging behaviour

Unit 2: Person Centred Planning and Positive Behaviour Support


1 Understand the key features of Person-

centred Planning (PCP)

1.1 Explain the key features of Person-centred Planning in relation to Positive

Behaviour Support

2 Understand how Person-centred

Planning complements

Positive Behaviour Support (PBS)

2.1 Explain how Positive Behaviour Support is a person centred approach

2.2 Compare the similarities and differences between Person-centred

Planning and Positive Behaviour Support

3

Understand the role of Essential Lifestyle

Planning (ELP)

3.1 Explain the key features of Essential Lifestyle Planning

3.2 Evaluate the effectiveness of Essential Lifestyle

Planning in Positive Behaviour Support

Unit 3: Analysis of Challenging Behaviour


1 Understand the term challenging

behaviour

1.1 Discuss the key characteristics of challenging behaviour

2 Understand the personal and

environmental risk factors associated with


2.1 Analyse the role and importance of personal risk factors connected to


2.2 Analyse the role and importance of environmental risk factors connected

to challenging behaviour

3 Understand the relationships between

behaviour and the environment

3.1 Compare the role of slow and fast triggers in causing challenging

behaviour


3.2 Evaluate the role of consequences in maintaining challenging behaviour

4 Understand the methods of

analysing challenging behaviour

4.1 Explain the key components of a functional analysis

4.2 Evaluate the effectiveness of key methods of analysing challenging

behaviour

Unit 4: Mental Health and Challenging Behaviour


1 Understand the relationships

between challenging behaviour and

mental health

1.1 Analyse the associations between mental health disorder and challenging

behaviour in people with learning disabilities

1.2 Evaluate the risk factors that place people with learning disabilities at risk

of mental health problems

2 Understand the main types of mental

health disorder and treatment options

2.1 Explain the main types of mental health disorder and their presentation in


2.2 Evaluate the role of treatment options for mental health disorder in


2.3 Evaluate the effectiveness of treatment options for mental health

disorder in people with learning disabilities

Unit 5: The Three Stage Intervention Model in Positive Behaviour Support


1 Understand the key characteristics of Positive Behaviour Support (PBS)

1.1 Discuss the key characteristics of Positive Behaviour Support (PBS)

1.2 Explain the importance of the key characteristics of Positive Behaviour

Support (PBS)

1.3 Analyse primary prevention, secondary prevention and reactive

strategies


(PBS) as a values-led technology

2.1 Evaluate the intervention options in the behavioural model

2.2 Explain how Positive Behaviour Support is a values-led technology

Unit 6: Primary Prevention Strategies


1 Understand primary prevention strategies 1.1 Explain different primary prevention strategies

1.2 Explain the process of ecological intervention

2 Understand how to create helpful

Environments using the Active

Support Model

2.1 Explain positive interaction strategies

2.2 Justify a course of action in positive interaction and three stages of arousal

3 Be able to manage the use of plans in order

to promote participation

3.1 Justify the use of personal care routines

3.2 Design opportunity plan goals

3.3 Evaluate the effectiveness of opportunity plan goals

4 Understand the methods of communication between carers and people who exhibit


4.1 Explain the functions of communicative behaviour and non-verbal

communication

4.2 Analyse ways of supporting communication between carers and people

who exhibit challenging behaviour

5 Understand the skills that help to prevent


5.1 Explain the skills that can help to prevent challenging behaviour


6 Understand how to follow a structured

teaching plan

6.1 Explain the key components of a structured teaching plan

6.2 Evaluate the effectiveness of functionally equivalent skills and coping skills

7 Understand the principles of

different reinforcement methods

7.1 Compare differential reinforcement and noncontingent reinforcement

7.2 Explain the aims of satiation and non-contingent reinforcement

Unit 7: Secondary Prevention Strategies


1 Understand the time intensity model in

relation to challenging behaviour

1.1 Analyse the role of the time intensity model on incidents of challenging

behaviour

2 Understand secondary

preventative strategies

2.1 Evaluate the key features of secondary prevention strategies

2.2 Discuss when different secondary prevention strategies are appropriate to

use

Unit 8: Reactive Strategies


1 Understand the use of reactive strategies 1.1 Explain the key features and importance of different reactive strategies

1.2 Evaluate the risks of using reactive strategies with people exhibiting


2 Understand the importance

of reducing restrictive practices

2.1 Explain the legal framework that promotes the reduction of restrictive

practices

2.2 Analyse national policy and guidance on the reduction of restrictive

practices

3 Understand the process of post- incident

support

3.1 Discuss the process of post-incident support

3.2 Analyse the effectiveness of best practice responses following an incident

of challenging behaviour in order to support service users and staff

Unit 9: Positive Behaviour Support Plans



Plans

1.1 Explain the role and use of consent procedures

1.2 Discuss the key components of a Positive Behaviour Support Plan

2 Be able to manage the implementation of a

Positive Behaviour Support Plan

2.1 Produce a Positive Behaviour Support Plan

2.2 Analyse staff responses to a case scenario

2.3 Justify the underlying rationale for a Positive Behaviour Support Plan

Unit 10: Managing Positive Behaviour Support


1 Understand the three stage training process 1.1 Discuss the limitations of traditional training approaches


1.2 Explain the three stage training process

2 Be able to assess the suitability of a PBS Plan 2.1 Assess the impact of positive monitoring on management practice in PBS

2.2 Demonstrate how positive monitoring enhances staff performance

2.3 Carry out a “Goodness of Fit‟ checklist on a PBS Plan

3 Be able to monitor the effectiveness of PBS

implementation

3.1 Present an analysis of data from Antecedent- Behaviour- Consequence

(ABC) charts

3.2 Present an analysis of data from scatter plots

3.3 Evaluate the use of participation summaries

3.4 Analyse the use of reactive strategies

4 Understand managerial problems and

solutions when implementing PBS

4.1 Discuss key management problems when implementing PBS

4.2 Justify strategies to overcome key management problems

5 Be able to implement a Periodic Service

Review (PSR)

5.1 Explain the principles of running a PSR

5.2 Carry out a PSR based on evidence presented

5.3 Present feedback from a PSR to staff/colleagues

3. PEARSON SRF BTEC LEVEL 5 PROFESSIONAL DIPLOMA IN POSITIVE BEHAVIOURAL SUPPORT



QCF

Credits

1 Key service values and accomplishments 5

30 3

2 Person-centred Planning and Person-centred action 5

30 3

3 Developing an integrated model of challenging behaviour 5

40 4

4 Functional analysis of challenging behaviour 5

120 12

5 Supporting people with mental health problems and intellectual disabilities 5

50 5

6 Positive Behavioural Support Development 5

20 2

7 Primary Prevention Part 1: Principles and Strategies 5

30 3

8 Primary Prevention Part 2: Active support 5

140 14

9 Primary Prevention Part 3: Promoting communication environments 5

40 4

10 Secondary Prevention and Reactive Strategies 5

60 6

11 Positive Behavioural Support (PBS) Planning 5

50 5

12 Implementing and managing Positive Behavioural Support Plans 5

50 5

TOTAL 660 66



Unit 1: Key Service Values and Accomplishments


1 Understand the key stages in the

development of services for people with

learning disabilities and challenging

behaviour

1.1 Analyse the key outcomes relation to the Hotel model in treating PBS

service users

1.2 Evaluate the key recommendations of the Mansell report

2 Understand Social Role Valorisation (SRV) 2.1 Analyse the key contributions of SRV to PBS

2.2 Evaluate the key critiques of SRV

3 Be able to evaluate service values that

underpin Positive Behaviour Support

3.1 Evaluate a service setting

3.2 Produce a completed standards matrix based on the current situation of

service users

Unit 2: Person-centred Planning and Person-centred Action


1 Understand the processes and principles

of Person-centred Planning (PCP)

1.1 Explain the processes and principles of PCP

1.2 Discuss how PCP complements Positive Behaviour Support

2 Understand the differences between PCP

and PCA

2.1 Analyse the differences between PCP and PCA

3 Be able to develop plans and goals for

service users

3.1 Carry out a PCP evaluation framework matrix

3.2 Analyse the data from the matrix

3.3 Evaluate the plans and goals for service users

4 Be able to action plan for service users 4.1 Make recommendations to increase person-centred action

4.2 Design an implementation plan

4.3 Analyse the results and effectiveness of plan outcomes

Unit 3: Developing an Integrated Model of Challenging Behaviour


1 Understand the key risk factors for


1.1 Discuss the impact of key personal risk factors on challenging behaviour

1.2 Evaluate the importance of key personal risk factors on challenging

behaviour

1.3 Discuss the impact of key environmental risk factors on challenging

behaviour

1.4 Evaluate the importance of key environmental risk factors on challenging

behaviour

2 Understand how secondary disabilities

may pre-dispose individuals to


2.1 Examine how secondary disabilities may lead to challenging behaviour

3 Understand the integrated model of


3.1 Explain how risk factors interact in relation to the behavioural model

3.2 Examine the importance of individual analyses of challenging behaviour

4 Be able to apply integrated model 4.1 Generate a list of prioritised behaviours of concern for a service user


. concepts to service users 4.2 Apply the integrated model of challenging behaviour to a service user

in the work setting

Unit 4: Functional Analysis of Challenging Behaviour


1 Understand data collection techniques in

functional analysis

1.1 Investigate the use and effectiveness of indirect data tools

1.2 Evaluate the validity of assessment data from a functional analysis

2 Be able to manage the data collection

process

2.1 Carry out the collection of observational data

2.2 Carry out the triangulation of data

2.3 Analyse data from a fictitious analogue assessment

3 Be able to produce a full functional

analysis report

3.1 Carry out a mediator analysis

3.2 Carry out a functional analysis

3.3 Produce a full report on the results and recommendations of

a functional analysis

Unit 5: Supporting People With Mental Health Problems and Intellectual Disabilities


1 Understand the associations

between mental health and


1.1 Explain different mental health disorders

1.2 Discuss the links between intellectual disabilities and mental illness

1.3 Discuss how mental health and intellectual disabilities interact with and

cause challenging behaviour

2 Understand psychiatric health disorders 2.1 Explain the categories of psychiatric disorders

2.2 Explain the behaviours associated with psychiatric disorders

3 Be able to assess mental health needs in


3.1 Explain tools used to assess the mental health needs of people with

learning disabilities

3.2

Checklist to assess the mental health of one service user

Carry out the Psychiatric Assessment Schedules for

Adults with Developmental Disabilities (PAS-ADD)

3.3 Analyse the results from the PAS-ADD Checklist

4 Understand the main treatment options

of mental health disorders

4.1 Explain the main treatment options for mental health disorders

4.2 Evaluate the use and effects of psychotropic medication

Unit 6: Positive Behaviour Support Development


1 Understand the features and importance of Positive Behaviour Support (PBS)

1.1 Analyse the reasons for the development of PBS

1.2 Discuss the current key characteristics of PBS

2 Understand PBS intervention options

2.1 Analyse the general principles underpinning PBS

2.2 Analyse the features of intervention approaches within PBS

3 Understand nonaversive procedures

3.1 Compare aversive and non-aversive interventions

3.2 Evaluate the evidence for the effectiveness of Positive versus

Punishment Procedures

4 Understand tests of social validity 4.1 Explain the concept of social validity in relation to PBS

4.2 Compare the effectiveness of socially valid and invalid interventions


Unit 7 Primary Prevention Part One: Principles and strategies


1 Understand Positive Behaviour

Support (PBS) intervention planning

strategies

1.1 Compare the similarities and differences of primary prevention and

secondary prevention strategies

1.2 Analyse the relationship between secondary prevention and reactive

strategies

2 Understand primary prevention

approaches

2.1 Analyse the use of different primary prevention approaches

3 Be able to devise primary preventative

strategies

3.1 Plan appropriate primary prevention procedures for service users

3.2 Evaluate the suitability of recommended prevention procedures

derived from a functional analysis

Unit 8 Primary Prevention Part Two: Active Support


1 Understand the Active Support model 1.1 Explain the key features and importance of the Active Support model

1.2 Explain an interactive profile for service users

2 Be able to organise personalised care

plans

2.1 Design a personal care routine

2.2 Design a daily participation record for service users

2.3 Analyse service users’ participation data

3 Be able to develop skill-teaching

procedures

3.1 Design an opportunity plan for service users

3.2 Design a teaching plan for service users

4 Understand the use of differential

reinforcement strategies of other

behaviours (DRO)

4.1 Assess the role and importance of differential reinforcement strategies

of other behaviours (DRO) strategies

4.2 Justify a particular DRO intervention strategy for service users

Unit 9: Primary Prevention Part Three: Promoting Communication Environments


1 Understand communication

environments

1.1 Explain the different strategies for effective communication

between carers and individuals with challenging behaviour

1.2 Analyse the use and effectiveness of communication charts

2 Understand the interplay of

communication and mental

health

2.1 Assess how effective communication promotes mental health

2.2 Analyse the interplay between communication difficulties and mental

health

Unit 10: Secondary Prevention and Reactive Strategies


1 Be able to construct secondary

preventative strategies

1.1 Explain the behavioural indicators of agitation in individuals

1.2 Design secondary prevention strategies for individuals exhibiting


2 Understand reactive strategies 2.1 Discuss the use of reactive strategies

2.2 Explain the importance of reactive strategies

3 Understand the importance of reducing

restrictive practices

3.1 Explain the legal framework that promotes the reduction of

restrictive practices

3.2 Analyse national policy and guidance on the reduction of restrictive

practices

4 Be able to produce risk assessments and

reactive strategies

4.1 Carry out a risk assessment for service users

4.2 Plan reactive strategies derived from a behavioural assessment


5 Understand the role of post-incident

support

5.1 Assess the importance of post-incident support for service users and

staff/carers

5.2 Explain different responses and support for service users and

staff/carers

Unit 11: Positive Behaviour Support (PBS) Planning



(PBS) planning

1.1

Discuss the relationships between

• behaviours

• setting events discriminative stimuli

• maintaining consequences

1.2 Discuss the effectiveness of the use of PBS intervention processes

1.3 Review mediator change monitoring procedures

2 Be able to synthesise data 2.1 Demonstrate the relationship between PBS planning and functional

analysis data

3 Be able to produce a Positive Behaviour

Support plan

3.1 Follow appropriate guidelines for PBS planning

3.2 Design a PBS plan for service users

3.3 Design guidelines for care procedures in treating service users

Unit 12: Implementing and Managing Positive Behaviour Support Plans


1 Understand PBS planning 1.1 Assess a PBS plan

1.2 Assess the “Goodness of fit‟ for a PBS plan

2 Be able to lead training in plan

implementation

2.1 Plan a training event for PBS plan implementation

2.2 Carry out training event

2.3 Analyse feedback data from training event

3 Be able to monitor the

implementation of a PBS plan

3.1 Carry out a positive monitoring process

3.2 Analyse data form PBS plan implementation

3.3 Produce a report on the effectiveness of a PBS plan’s implementation

4 Be able to troubleshoot problems in the

implementation of a PBS plan

4.1 Review a goodness of fit assessment

4.2 Discuss the key questions necessary to interrogate the quality of the

plan

4.3 Demonstrate problem solving skills in he implementation of a PBS

plan

4.4 Justify any needed revisions to the plan

5 Be able to lead a Periodic Service Review

(PSR)

5.1 Lead a Periodic Service Review (PSR)

5.2 Report on amendments, improvements and remedial action to take

place

Key contacts in the CADSG Assessment Centre

BTEC Co-ordinator Joanne Wheeler [email protected] TEL: 01656 753939

CADSG Quality Nominee Dr Edwin Jones [email protected]

LEAD INTERNAL VERIFIERS Professor Kathy Lowe [email protected]

Dr Edwin Jones [email protected]


KEY REFERENCES

Bubb, S., Brittain, K., & Dixon, S. (2016). Time for Change: The challenge ahead. London, UK: Association of Chief

Executives of Voluntary Organisations.

Department of Health (2014) Positive and Proactive Care: reducing the need for restrictive interventions, London,

UK: DH.

Gore, N J, McGill, P, Toogood, S, Allen, D, Hughes, J C, Baker, P, Hastings, R P, Noone S J and Denne L D (2013)

Definition and scope for positive behavioural support. International Journal of Positive Behavioural Support, 3, 2,

14–23

Hastings, R P, Allen, D, Baker, P, Gore, N J, Hughes, J C, McGill, P, Noone S J and Toogood, S (2013) A conceptual

framework for understanding why challenging behaviours occur in people with developmental disabilities.

International Journal of Positive Behavioural Support, 3, 2, 5–13

PBS Academy: PBS Competence Framework, http://pbsacademy.org.uk/pbs-competence-framework/

PBS Academy: Improving the quality of Positive Behavioural Support (PBS) – The Standards for Training

http://pbsacademy.org.uk/standards-for-training/

NHS England & Local Government Association (2014). Ensuring Quality Services. Core Principles Commissioning

Tool for the Development of Local Specifications for Services Supporting Children, Young People, Adults and Older

People with Learning Disabilities and / or Autism who Display or are at Risk of Displaying Behaviour that Challenges.

London, UK: NHS England & LGA

NICE (2015). Challenging Behaviour and Learning Disabilities: Prevention and Interventions for People with Learning

Disabilities whose Behaviour Challenges. London, UK: NICE

Royal College of Psychiatrists, British Psychological Society and Royal College of Speech and Language Therapists

(2007) Challenging behaviour:a unified approach, Clinical and service guidelines for supporting people with learning

disabilities who are at risk of receiving abusive or restrictive practices. College Report CR144

Skills for Care & Skills for Health (2014). A Positive and Proactive Workforce. A guide to workforce development for

commissioners and employers seeking to minimise the use of restrictive practices in social care and health, London:

SfH/SfC

Skills for Care and NTDi (2013). Supporting Staff Working with People who Challenge Services: Guidance for

employers, London, UK: SfC/NTDi

http://pbsacademy.org.uk/pbs-competence-framework/

course information booklet btec e-learning …

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