Positive behaviour support

Learning outcomes

• Interpret behaviour as a communication of unmet need
• Use the ABC framework to analyse and plan
• Contribute meaningfully to a behaviour support plan
• Apply consistent, relationship-based boundaries

Module 1 of 3

Behaviour is communication

Every behaviour serves a function: to gain something, to avoid something, to get sensory input, or to communicate distress. Children who have experienced neglect and instability frequently lack the language to say what they need, so the need arrives as behaviour instead.

Positive behaviour support shifts the question from how do we stop this to what is this child telling us. That reframe changes both the plan and the tone of the relationship.

Module 2 of 3

ABC analysis

Record the Antecedent — what was happening immediately before — the Behaviour itself in observable terms, and the Consequence, including how adults responded. Patterns emerge quickly across a fortnight of consistent recording.

Most patterns point to predictable triggers: transitions, hunger, tiredness, contact with family, unstructured time, or a particular demand. Once identified, the plan targets the antecedent rather than the behaviour.

Module 3 of 3

Consistency and repair

Boundaries work when they are few, clear, and identical across every member of the team. Inconsistency between shifts teaches a child that limits depend on who is on duty, which increases testing rather than reducing it.

Sanctions are never collective, never withdraw a child's contact with family, and never remove food or basic entitlements. After any incident, the adult leads the repair — reconnecting first, before any conversation about what happened.