Policy
Policy number
PS52
Policy name
Positive Behaviour Support Service
Issue date
12th September 2011
Review date
1st September 2014
Owner
BPS Service
1. Positive Behaviour Support Philosophy
1.1
Portfield School caters for children and young people with Special
Educational Needs, whose primary area of need is Autism Spectrum
Disorder (ASD). The majority of students also have a significant level
of learning disability. This means that all students who attend Portfield
School have significant differences in their behaviours, often
displaying obsessive or learnt behaviours which through time have
developed to serve a function for the individual. Some of the
behaviours which the young people display can impact on their
personal growth and development.
1.2
Portfield School adopts a Positive Behaviour Support approach to
challenging behaviour, aiming to maximise skills teaching through the
consideration and planning around each individual, building positive
relationships, appropriate curriculum and teaching styles and enabling
environments.
1.3
Portfield School adopts a multi-model approach to positive behaviour
support, using assessment of psychological, biological and ecological
factors which can impact upon behaviour.
1.4
Portfield School recognises the importance of teaching meaningful
and functional skills in order for any individual to regulate their
emotions and behaviour, to learn, to become active and independent
citizens and to have a good quality of life. Consistant behaviour
strategies are therefore integral for integration into all students
learning goals.
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1.5
The overall goal for all students is to gain skills and behaviours which
maximise citizenship, independence and quality of life.
Please refer to the Positive Behaviour Intervention Policy.
2. Positive Behaviour Support Service Protocol
2.1
The Positive Behaviour Support service at Portfield School provides
intervention for students via a tiered approach. There are 3 tiers and in addition, all
students will benefit from the ‘Whole School Approach’. The tier a student fits within
at any given point in time is decided following an assessment process or direct
referral to the service. The level of input that a student requires/receives will change
over time.
Whole School Approach: Students benefit from Positive Behaviour Support
through a whole school approach in terms of training, general advice and
monitoring of Positive Behaviour Support strategies.
The whole school approach includes:
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Induction training
Further training courses and workshops on specific approaches or
strategies
Generic support for parents/carers e.g. training workshops
Providing baseline assessment and progress monitoring of functional
skills
Tier 1 – Initial Assessment, Early Intervention and Monitoring
Tier 1A – The Behaviour Support Service will provide an Adaptive Functional
Skills Assessment Report for any new student admissions within the first term
of placement. This will provide recommendations and targets around the AET
(Autism Education Trust) areas of the individual, enabling the environment,
building relationships and teaching and learning. The targets will feed into the
individuals IEP targets and learning pathway, specific behaviour guidelines
and support staff and environments.
Tier 1B – The behaviour support service will monitor specific behaviour
guidelines on a termly basis, contributing to the developing of effective
proactive strategies around the four AET areas as well as the responses to
give to behaviours. Student behaviours will be monitored every three months
by visual analysis, which will help the team focus future behaviour support
actions. Every student will receive tier 1 input.
Tier 2 –Review and Action:
Some students may be working on a specific behaviour intervention plan.
These will be closely supported and monitored by the Behaviour Support
Service. Baseline and on-going recordings may be taken by staff which are
then closely analysed by the team and feed into any review process. Students
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who are key stage transiting at the end of the year will receive a functional
skills assessment review to document progress.
Tier 3 –Crisis Intervention
There may be students who require a high level of intensive input for a period
of time.
The need for Tier 3 input may be identified by the Behaviour Support Service
via the monitoring of behaviour analysis, or by any other member of staff (i.e.
a referral can be made to the service). Criteria would include:
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A change in the level of the frequency, duration or intensity of
challenging behaviour, mood or anxiety levels. This would usually then
involve data collection, liaison and a joined up approach from a range
of professionals.
The use of an emergency restrictive physical intervention plan.
A sudden or significant regression or plateau in learning. Again this
would require a joined up approach.
Student is new to the school/class/children’s home.
Teacher or seniors/managers are new to the school/class/children’s
home and require a high level of support/training.
Implementation of a new communication system.
Parental involvement or issues affecting home life which need to be
urgently addressed.
Training about a student’s individual needs required across settings
e.g. home/school/children’s home.
The actual role of the Behaviour Support Service will vary depending on the issues.
There will be a period of formal assessment around the functions of behaviours
and/or a joint assessment with another professional such as, SLT, Occupational
Therapist and /or medical team. The assessment period will usually be for short
period of time, during which there will be development of a Specific Behaviour
Intervention Plan and/or a team Intervention Plan. Some students may also require
the development of a Restrictive Physical Intervention Risk Assessment as part of
any support planning.
The Behaviour Support Service will provide initial direct working and modelling as
part of any plan, before transferring the student to a tier 2 level where the plan is
reviewed and monitored.
Please refer to the ‘Development of Specific Behaviour Intervention Plan’ and
‘Development of RPI Risk Assessment’ process flowcharts, - Positive Behaviour
Intervention Policy
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