In the inclusion team we have behaviour, sensory, speech and language assistants and thinc therapists. Although our job roles differ, our main objective is to promote and maximise the inclusion of all pupils in learning and person development activities.

The inclusion team takes a multi disciplinary approach and the team has a variety of qualifications and skills including degrees in psychology, childhood studies and behaviour analysis and intervention. BTEC diploma in speech and language, PECS, Sensory and TEACCH training, Makaton training, NAS picky eaters and toileting course, Thinc training and of course years of experience! These skills have helped us expand and given us a very experienced inclusion team.

We use the 5 P Approach

Each P is a step in the process which can be used whatever the circumstances.

  • Profiling: pen portrait, overview, key info - likes, dislikes, communication, difficulties, sensory issues
  • Prioritising: what behaviours need intervention? - Traffic lights
  • Problem analysis: info gathering - ABBBC chart, observation, discussion
  • Problem solving: find the function of the behaviour - form a hypothesis
  • Planning: Most complex stage - draws on all the info from other stages - creates the Intervention Framework, including teaching of new skills and use of reward systems

Bilingual approaches - We have some pupils in school that are welsh speaking/ understanding and PBS and 5P approaches are bilingual and resources and in welsh for these pupils.

Positive Behaviour Support is about...

  • reducing restrictive practices and improving quality of life
  • making the behaviour inefficient. Teach an alternative behaviour that meets the person’s needs more easily and safely.
  • increasing participation, engagement and independence for individuals with learning disabilities. Think about the last time you had nothing to do, nobody to talk to or no independent control. Imagine that occurred for over 50% of your day.
  • ensuring that people can communicate what they do and don’t want as a minimum
  • using data to make decisions. Careful monitoring of defined behaviours can mean you know if a plan is being implemented and if it’s not working. Otherwise it’s just guesswork.
  • understanding the functions of behaviour. What does the behaviour meet, what does it gain or help to avoid? Sensory, Escape, Attention or Tangibles ( objects or activities)
  • emphasises putting proactive strategies in place when the person is calm and settled. (Green Zone) If your approaches are all about responding to behaviours that challenge when they occur that’s not PBS and you’re missing a key opportunity.
  • using positive approaches, no punishments and no aversive. The ‘positive’ in PBS is about our approaches not the behaviour of the focus person.