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Generic Course information booklet PBS 27 November 2018 Page 1
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
Generic Course information booklet PBS 27 November 2018 Page 2
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).
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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.
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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
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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
Outcomes of learning Assessment criteria
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)
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Support (PBS) 2.2 Explain how Positive Behaviour Support (PBS) is a person-centred
approach.
Unit 3: Behavioural Analysis
Outcomes of learning Assessment criteria
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
Outcomes of learning Assessment criteria
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
Outcomes of learning Assessment criteria
1 Understand key characteristics of Positive
Behaviour Support (PBS)
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
Outcomes of learning Assessment criteria
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
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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
challenging behaviour
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
Outcomes of learning Assessment criteria
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
Outcomes of learning Assessment criteria
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
Outcomes of learning Assessment criteria
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
a) Unit titles, Level, Notional Learning Hours and QCF Credits
Unit Unit title Level NLH
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
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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
b) Outcomes of learning and assessment criteria
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
challenging behaviour
3 Understand the value-based aims of
modern services that underpin Positive
Behaviour Support (PBS)
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
Outcomes of Learning Assessment Criteria
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
Outcomes of Learning Assessment Criteria
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
challenging behaviour
2.1 Analyse the role and importance of personal risk factors connected to
challenging behaviour
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
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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
Outcomes of Learning Assessment Criteria
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
people with learning disabilities
2.2 Evaluate the role of treatment options for mental health disorder in
people with learning disabilities
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
Outcomes of Learning Assessment Criteria
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
2 Understand Positive Behaviour Support
(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
Outcomes of Learning Assessment Criteria
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
challenging behaviour
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
challenging behaviour
5.1 Explain the skills that can help to prevent challenging behaviour
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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
Outcomes of Learning Assessment Criteria
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
Outcomes of Learning Assessment Criteria
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
challenging behaviour
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
Outcomes of Learning Assessment Criteria
1 Understand Positive Behaviour Support
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
Outcomes of Learning Assessment Criteria
1 Understand the three stage training process 1.1 Discuss the limitations of traditional training approaches
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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
a) Unit titles, Level, Notional Learning Hours and QCF Credits
Unit Unit title Level NLH
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
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b) Outcomes of learning and assessment criteria
Unit 1: Key Service Values and Accomplishments
Outcomes of Learning Assessment Criteria
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
Outcomes of Learning Assessment Criteria
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
Outcomes of Learning Assessment Criteria
1 Understand the key risk factors for
challenging behaviour
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
challenging behaviour
2.1 Examine how secondary disabilities may lead to challenging behaviour
3 Understand the integrated model of
challenging behaviour
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
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. 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
Outcomes of Learning Assessment Criteria
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
Outcomes of Learning Assessment Criteria
1 Understand the associations
between mental health and
challenging behaviour
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
people with learning disabilities
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
Outcomes of Learning Assessment Criteria
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
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Unit 7 Primary Prevention Part One: Principles and strategies
Outcomes of Learning Assessment Criteria
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
Outcomes of Learning Assessment Criteria
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
Outcomes of Learning Assessment Criteria
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
Outcomes of Learning Assessment Criteria
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
challenging behaviour
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
Generic Course information booklet PBS 27 November 2018 Page 15
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
Outcomes of Learning Assessment Criteria
1 Understand Positive Behaviour Support
(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
Outcomes of Learning Assessment Criteria
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]
Generic Course information booklet PBS 27 November 2018 Page 16
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