1. Positive Behaviour Support and Active Support

2. Aims to provide enough help to enable people to participate successfully in meaningful activities and relationships so that they gain more control over their lives, develop more independence and become more included as a valued member of their community irrespective of degree of intellectual disability or the presence of challenging behaviour. Active Support

4. Positive Behaviour Support Is a multi-component framework For developing an understanding of the challenging behaviour displayed by an individual, – based on an assessment of the social and physical environment and broader context within which it occurs, and – With the inclusion of stakeholder perspectives and involvement; Using this understanding to develop, implement and evaluate the effectiveness of a personalised and enduring system of support That enhances the quality of life outcomes for the individual and other stakeholders Gore et al (2013

5. Positive Behaviour Support Seeks to understand why challenging behaviour occurs, particularly focusing on the role of the physical and social environment Brings together person-centred values and science Proactive Strategies that will make it less likely that challenging behaviour will occur in the future Reactive Strategies - to cope right now It is Behaviour Support that is Positive

6. Active Support and Challenging Behaviour “While the primary purpose of this approach is not to teach skills nor reduce challenging behaviours, it provides the context within which these desirable outcomes can become more possible.” Jim Mansell, 1998

7. Self Injurious Behaviour

8. Active Support promotes: – social and physical environments that work for people – Interactions that are positive, enabling, sensitive and thoughtful – Plentiful opportunities to do things and communicate – Predictability of events through time and requires supporters to: – develop effective person centred planning, implementation & reviewing – provide individually tailored, systematic, consistent support

9. Positive Behaviour Support in USA Schools – Multi-tiered System of Supports Sugai et al (2000)

10. Active Support & Positive Behaviour Support

11. Families and Friends Ask about Active Support and Positive Behaviour support Attend some training If your family member or friend has an individual budget, recruit staff who have an understanding of Active Support

12. Providers Implementing Active Support requires a whole system approach Policies and procedures Induction, supervision and learning and development Practice leadership Hands on training Quality Assurance systems

13. Commissioners and Care Managers Increase your knowledge Visit and observe services that you don’t know, especially before placing someone with challenging behaviour Raise awareness with current providers “The provision of Active Support and Positive Behaviour Support will be easier to achieve in small dispersed settings that are designed around the needs of the individuals they support.”

14. Resources Positive Behaviour Support and Active Support – Essential elements for achieving real change in services for people whose behaviour is described as challenging United Response, The Avenues Trust and Tizard Centre at the University of Kent. www.unitedresponse.org.uk www.avenuesgroup.org.uk

15. Mansell, J. & Beadle-Brown, J. (2012) Active Support: enabling and empowering people with intellectual disabilities. London: Jessica Kingsley Publishers Mansell, J., Beadle-Brown, J., Ashman, B. & Ockenden, J (2005) Person Centred Active Support: A multi-media resource. Brighton: Pavilion Publishing Ashman, B., Ockenden, J., Beadle-Brown, J. & Mansell, J. (2010) Person Centred Active Support: A Handbook. Brighton: Pavilion Publishing

16. Gore, N.J., McGill, P., Toogood, S., Allen, D., Hughes, J.C., Baker, P., Hastings, R.P., Noone, S.J. & Denne, L.D. (2013) Definition and scope for positive behaviour support. International Journal of Positive Behaviour Support 3 (2) pp.14-23. Mansell J, (1998) Editorial - Tizard Learning Disability Review 3 (2). Sugai, G, Horner, R, Dunlap, G, Hieneman, M, Lewis, T, Nelson, C, Scott, T, Liaupsin, C, Sailor, W, Turnbull, A, Turnbull, H, III, Wickham, D, Ruef, M, & Wilcox, B. (2000). Applying positive behavioral support and functional assessment in schools. Journal of Positive Behavioural Interventions, 2, 131-143