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Poster SEssion

saturday, 26 July 2025

4:00 - 6:00 PM

Hindley 2

Enhancing Staff Practice to Reduce Challenging Behaviour Through Proactive Support and On-Site Training

Melissa Murphy

Multicap

Abstract: Challenging behaviours within disability support services can significantly impact the quality of life for individuals and often lead to the use of restrictive practices (Gore et al, 2024). This poster presents a case study exploring the effectiveness of face-to-face staff training focused on proactive implementation outlined in individualised Positive Behaviour Support (PBS) plan.

Support staff received direct hands-on instruction, modelling of key strategies during dedicated training slots, whilst receiving in-the moment coaching during customer interactions onsite and in the community. Implementation checks occurred weekly across varied times and days aimed to ensure fidelity and provide immediate feedback, reinforcement and opportunities to troubleshoot in context.

Pre- and post-intervention data, including ABC behaviour reports and direct behaviour observations, demonstrated a notable reduction in the frequency of challenging behaviours and the corresponding use of restrictive practices. Staff also self-reported increased confidence, deeper understanding of PBS principles and a greater sense of ownership in the role with behaviour prevention.

The data shows that the value of combining practical, on-site coaching and in-person training, with structured support improves staff capability and promotes sustainable behaviour change (Hastings & Brown, 2002). This approach contributes to a measurable shift towards proactive practice and reduced reliance on restrictive practices in a disability setting (LaVigna & Willis, 2012).

Noticing Our Grit: Practicing Self-Compassion to Maintain Wellbeing in Behaviour Support and Uphold Value-Aligned Practice

Karishma Khullar & Anastasia Napoli

Empower Bx Pty Ltd

Abstract: This reflective practice project explores the integration of self-compassion strategies in the daily work of Behaviour Support Practitioners (BSPs) delivering Positive Behaviour Support (PBS) under the National Disability Insurance Scheme (NDIS) in Australia. The program aimed to track the impact of compassion-based self-monitoring on practitioner wellbeing, therapeutic alliance, and values-based care delivery. Conducted over 10 weeks, the project involved two practitioners working full time in the field of Behaviour Support with neurodivergent children and families. They used self-rating tools to measure emotional energy, joy, burnout indicators, and boundary-setting effectiveness.

The target population was BSPs operating in early childhood and disability support contexts, often exposed to high emotional labour. The intervention included weekly self-assessments using quantifiable scales to measure mindfulness, values-based action, and self-care, all drawn from evidence-based stress reduction practices.

Group Supervision Effect On Practitioner Confidence

Brigitta Hargitai

Multicap

Abstract: Currently under the NDIS there is no formal behavioural analytics training required to become a PBS practitioner, which has resulted in low quality interventions. Practitioner surveys suggested that more clinical oversight to core practitioners is beneficial for behavioural intervention delivery and practitioner confidence. Under the NDIS’ positive behaviour support capacity framework Core capability refers to the minimum proficiency of a practitioner. The current project is seeking to further explore the impact of group supervision focused on behavioural practitioner confidence levels and skill applications. The targeted participants are behavioural support practitioners with no formal behavioural analytic training, taken from a group of supervisees. Each supervisee was provided with a self-reflection survey before and after taking part in group supervision. This survey collected both qualitative and quantitative data. The results of these will be analysed and presented int her poster. It is hypothesised that group supervision will increase practitioner confidence levels not only when engaging in group supervision but with skill applications as well. This Builds up on previous research which links regular supervision to increased practitioner confidence with skill application to clients. Additionally, examining how practitioners from diverse study backgrounds engage with behavioural case conceptualisation may inform more effective support strategies all practitioners allowing more support to be provided in the behavioural support field.

Trauma -Informed Practice in Applied Behaviour Analysis: Meeting Clients where they are

Daniel Obi-Uti

Multicap Ltd

Abstract: Incorporating trauma-informed care (TIC) into Applied Behaviour Analysis (ABA) demonstrates enhanced intervention efficacy for individuals with trauma histories. This integrated framework adopts Positive Behaviour Support (PBS) methodology, emphasizing trauma-sensitive functional assessments, emotion regulation strategies, and collaborative, choice-driven interventions.

Empirical evidence indicates TIC-ABA implementation significantly reduces crisis behaviours (demonstrated by a 75% reduction in incidents) while improving engagement through targeted trauma-related need assessment. Practitioners are trained to identify trauma responses (including avoidance and hypervigilance) and subsequently modify reinforcement protocols. The framework prioritizes cultural humility, environmental predictability, and client autonomy within behavioural intervention plans. Through the systematic integration of ABA's evidence-based methodologies with TIC principles, practitioners foster resilience while minimizing coercive practices.

The presentation will delineate implementation protocols, ranging from trauma history screening to developing PBS plans with trauma-informed contingencies. This approach aligns with SAMHSA's established TIC principles while advancing ethical, person-centred ABA practice standards.

Self-monitoring for Participant-driven Change: Why Do We Avoid Participants Taking Their Own Data?

Liz Madsen, Rebecca L. Beights, & Geoff Potter

The Centre for Positive Behaviour Support (CPBS)

Abstract: Gone are the days of slipping a QR code across the table to a parent or secretly hiding a data sheet in the staff room of a group home. Such practices, while well-intentioned, sideline the most important stakeholder, the individual themselves. Behaviour analysts should be training clients to take and reflect upon their own data. Self-monitoring as a form of data collection fully aligns with participant-driven behaviour support (e.g., Bigby, 2024; Baer, 1984; McHugh et al., 2023), promotes independence (Hume et al., 2009), and effectively changes behaviour in meaningful ways (Kolbenschlag & Wunderlich, 2021; Reinecke et al., 2018). In the current study, two participants (ages 18; 40) completed self-monitoring procedures for their individual behaviours of concern. Self-monitoring was an element of the participants’ multi-element behaviour support plans. Structured training in self-monitoring procedures was conducted using individualised, behavioural skills training. Participant 1 recorded frequency of his fire-starting behaviour, which was shared through nonvocal verbal, written communication. Participant 2 recorded record frequency and episodic severity of her overdosing on medication behaviour, which was shared through reflection including discussion of contingencies. Results demonstrate meaningful improvement in the frequency and episodic severity of behaviours of concern. Implications and recommendations will be discussed.

Communication and Parental Stress: A Multi-Element Behaviour Support Case Study Using a Parent-Implemented Social Story

Claire McIvor, Rebecca L. Beights, & Geoff Potter

The Centre for Positive Behaviour Support (CPBS)

Abstract: Multi-element behaviour support (MEBS) offers a comprehensive, person-centred clinical framework. MEBS provides a constructional, nonlinear behaviour analytic approach (Layng et al., 2022) to assessment and intervention that emphasises the person, their stakeholders, and quality of life for all involved (LaVigna et al., 2022). The current project presents a case study for Harry, a 9 year old boy with emerging vocal-verbal communication. Following functional assessment, attention from Mum was identified as the primary maintaining variable for behaviours of concern. Additionally, the Parenting Stress Index, Fourth Edition, Short Form (PSI-4-SF) was administered to evaluate parental stress levels and parent-child interaction variables. Sessions with Harry and his family and review of assessment results led to goals focused on increasing independent communication. Communication skills were targeted to support Harry and his family’s needs with improving quality of life while also decreasing stress and behaviours of concern. Intervention strategies included situational management for behaviours of concern and use of an individualised, naturalistic, parent-implemented social story. First probe data was taken for independent communication skills. Results indicate increases in Harry’s communication, improved family quality of life, and positive social validity for intervention strategies. Results and implications of the MEBS intervention will be discussed.