Skill Development Strategies for Reducing Behaviours of Concern: An NDIS Perspective

Behaviours of concern can present significant challenges for NDIS Participants, their families, and support networks. These behaviours can impact a Participant’s quality of life, limit their community participation, and create stress for everyone involved. But it's crucial to understand that these behaviours are often a form of communication, signaling unmet needs or a lack of appropriate skills. This blog post will explore skill development strategies, within the framework of the NDIS, to address and ultimately reduce behaviours of concern. See our complete NDIS Complex Behaviour Support guide for more detailed information.

It's important to remember that any strategies discussed here should be implemented under the guidance of qualified professionals, such as Behaviour Support Practitioners and Occupational Therapists, and integrated into a comprehensive NDIS Plan.

Key NDIS Considerations for Addressing Behaviours of Concern

The NDIS recognizes that individuals with disability have the right to live fulfilling lives, participate in their communities, and have their needs met in a way that respects their dignity and autonomy. When addressing behaviours of concern, the NDIS focuses on:

• Individualized Support: The NDIS promotes a person-centered approach. This means understanding the Participant's unique needs, goals, strengths, and preferences. Generic solutions are rarely effective. Strategies must be tailored to the individual's specific circumstances and the underlying reasons for the behaviour.
• Capacity Building: The core principle is to build the Participant's skills and abilities to reduce reliance on reactive strategies. This might involve teaching new communication skills, social skills, emotional regulation techniques, or independent living skills. The aim is to empower the Participant to manage their own behaviour more effectively.
• Positive Behaviour Support (PBS): PBS is a widely accepted approach that focuses on understanding the function of the behaviour (what the Participant is trying to achieve) and teaching alternative, more appropriate behaviours to achieve the same outcome. It prioritizes prevention and proactive strategies over restrictive practices.
• Restrictive Practices Minimisation: The NDIS strongly advocates for the elimination or minimization of restrictive practices. Restrictive practices are interventions that limit a Participant's freedom of movement, choice, or access to activities. Any use of restrictive practices must be justified, documented, and subject to regular review by a Behaviour Support Practitioner and, in some cases, oversight by state or territory authorities.
• Funding and Support Categories: The NDIS offers various funding categories that can be used to support skill development. These might include:
  • Capacity Building – Improved Relationships: This can fund Behaviour Support Practitioners to develop and implement behaviour support plans and provide training to support networks.
  • Capacity Building – Improved Daily Living: This can fund Occupational Therapists, Speech Pathologists, and other allied health professionals to provide therapy and support to develop skills related to communication, social interaction, self-care, and independent living.
  • Core Supports – Assistance with Daily Life: This can fund Support Workers to assist Participants with implementing strategies outlined in their behaviour support plan and to provide ongoing support and encouragement.
• Behaviour Support Plans: A comprehensive behaviour support plan is essential. This plan should be developed by a qualified Behaviour Support Practitioner in consultation with the Participant, their family, and other relevant stakeholders. It should include a clear understanding of the behaviour, its triggers, and the strategies that will be used to address it. Regular review and updates are crucial to ensure the plan remains effective and responsive to the Participant's changing needs.

Practical Steps: Skill Development Strategies in Action

Here are some practical steps that can be taken to develop skills and reduce behaviours of concern within an NDIS framework:

1. Functional Behaviour Assessment (FBA): The first step is to conduct a thorough FBA. This involves gathering information about the behaviour, including when it occurs, what triggers it, and what the Participant gains from it. This assessment helps to identify the function of the behaviour. For example, is the Participant seeking attention, escaping a demanding situation, or trying to access a preferred activity? The FBA should be conducted by a qualified professional.

2. Identifying Target Skills: Once the function of the behaviour is understood, the next step is to identify the skills that the Participant needs to develop to achieve the same outcome in a more appropriate way. Examples include:

   • Communication Skills: If the behaviour is used to request something, the Participant might need to learn alternative communication methods, such as using a communication board or sign language.
   • Social Skills: If the behaviour is related to social interaction, the Participant might need to learn how to initiate conversations, take turns, and respond appropriately to social cues.
   • Emotional Regulation Skills: If the behaviour is triggered by frustration or anxiety, the Participant might need to learn coping mechanisms, such as deep breathing exercises or mindfulness techniques.
   • Problem-Solving Skills: The Participant may benefit from learning how to identify problems, generate solutions, and evaluate the consequences of different actions.
   • Independent Living Skills: Developing skills like meal preparation, personal hygiene, and money management can increase independence and reduce reliance on others, potentially reducing frustration and behaviours of concern.

3. Developing a Teaching Plan: A structured teaching plan should be developed to systematically teach the target skills. This plan should include:

   • Clear and Measurable Goals: The goals should be specific, measurable, achievable, relevant, and time-bound (SMART).
   • Task Analysis: Break down the skill into smaller, more manageable steps.
   • Prompting and Fading: Use prompts to guide the Participant through the steps, and gradually fade the prompts as the Participant becomes more proficient.
   • Positive Reinforcement: Provide positive reinforcement (e.g., praise, rewards) when the Participant demonstrates the desired behaviour.
   • Data Collection: Collect data to track the Participant's progress and adjust the teaching plan as needed.

4. Implementation and Consistency: Consistency is key. The teaching plan should be implemented consistently across all settings (e.g., home, school, community) and by all support staff and family members. Training and support should be provided to ensure everyone is using the same strategies.

5. Ongoing Monitoring and Evaluation: Regularly monitor the Participant's progress and evaluate the effectiveness of the strategies. Make adjustments to the plan as needed. The Behaviour Support Practitioner should conduct regular reviews and provide ongoing support and guidance.

6. Collaboration and Communication: Effective communication and collaboration between the Participant, their family, support workers, therapists, and other relevant professionals is essential for success. Regular meetings and clear communication channels should be established.

Conclusion

Reducing behaviours of concern is a complex process that requires a person-centered approach, a focus on skill development, and a commitment to positive behaviour support principles. By understanding the NDIS framework and implementing evidence-based strategies, Participants can develop the skills they need to manage their own behaviour more effectively, improve their quality of life, and participate more fully in their communities. Remember to work closely with qualified professionals to develop and implement a comprehensive behaviour support plan that meets the individual needs of the Participant. The NDIS is there to help you access the supports and services you need to achieve your goals.

This blog post provides general information only and is not a substitute for professional advice. Always consult with a qualified professional for guidance on your specific situation.