Standards

Why? “The Transforming Care programme must consider the accreditation of training in Positive Behavioural Support with a view to establishing an appropriate body to manage the design of a PBS Standard and tiered accreditation systems for individuals and organisations delivering and receiving PBS.” The final report of the post Winterbourne consultation examining services in the UK for people with learning disabilities and/or autism published in February 2016, Time for change: The challenge ahead acknowledges PBS as the recommended framework for working with people with learning disabilities at risk of behaviour that challenges; and cites as one of its main recommendations: The Sharland Foundation Developmental Disabilities ABA Research and Impact Network

Phase IV - Standards Improving the quality of Positive Behavioural Support (PBS): The standards for service providers and teams Improving the quality of Positive Behavioural Support (PBS): The standards for training

Improving the quality of Positive Behavioural Support (PBS): The standards for service providers and teams

Structure 5 Domains: The experience of the person, including children and young people, and those involved in their lives Assessment: Functional, contextual, and skills based assessments Intervention: Developing and implementing a Function based Behaviour Support Plan Facilities, resources, and workforce Keeping all people safe: least restrictive practice and maximising quality of life

Structure Domain heading short description of domain Standards associated with domain Criteria for each standard Each domain is has an associated set of standards Each standard has an associated set of criteria The Sharland Foundation Developmental Disabilities ABA Research and Impact Network

Domain 5 Keeping all people safe: least restrictive practice and maximising quality of life The purpose of the safety domain is to ensure there are systems and processes that create and maintain safe, predictable and stable environments that maximise quality of life. Services commit to least restrictive practice and support is delivered within the relevant legal and ethical framework. Most people (with and without learning disabilities) want to live and work in safe, attractive environments where they have a sense of purpose and feel at home.

Standards The service evidences …   S2 S3 The service and all staff evidence …. S4 The service … S5 The service evidences a commitment to using least restrictive practices and monitoring and reducing the use of restrictive supports

Criteria S5 The service evidences a commitment to using least restrictive practices and monitoring and reducing the use of restrictive supports   S5 C1 The service’s statement of values includes a commitment to using least restrictive practices in their support. S5 C2 The service has a clearly outlined process around the use of restrictive practices including observation / supervision, environmental restrictions, physical interventions, mechanical restraint, use of emergency medication etc., and an identified team/manager to coordinate governance, oversight and use of restrictive practices. S5 C3 S5 C4 S5 C5 S5 C6

Improving the quality of Positive Behavioural Support (PBS): The standards for training

Structure 7 Domains: Training course development and content Personnel delivering training Resources and facilities Delivery of training Assessment Evaluation Records

Structure Each domain has list of standards : 4 Delivery of training   4.a Where training includes classroom based delivery methods it should also include: Opportunities for discussion, debate, reflection and small group exercises to maintain participants’ attention and interest, and to support consolidation of learning Opportunities for participants to reflect on their learning and role, and to explore the attitudes, values, and beliefs that influence their practice

Our dilemma The Sharland Foundation Developmental Disabilities ABA Research and Impact Network

Your thoughts How will you decide where you are in relation to the standard? i.e how do you assess that/identify what needs to happen? What resources do you need to meet the standard? internal/external Where will these resources come from? What are the barriers/facilitators to making it happen How will you know when you have achieved it?