*Challenging Behaviour QQI Level 5 Live and Online via Zoom

• Define the concept of challenging behaviour

• Identify inappropriate behaviours presented by individuals with an intellectual disability

• Describe behaviour in observable and measurable terms

• List the goals of Positive Behaviour Support (PBS)

• Explain how internal factors related to a person’s health and wellbeing can underlie challenging behaviour

• Explain how external factors—such as environmental conditions and responses to behaviour—can contribute to challenging behaviour

• Define the terms:

  • Positive reinforcement

  • Negative reinforcement

  • Antecedent

  • Setting events

• Recognise examples of positive and negative reinforcement of inappropriate or challenging behaviour in everyday situations

• Identify situations where challenging behaviour is maintained by setting events and antecedents

• Demonstrate how the Antecedent–Behaviour–Consequence (ABC) model works

• Use an ABC chart to record observations of inappropriate or challenging behaviour

• Gather and record relevant information about an individual to support analysis of behaviour and the development of a support plan

• Distinguish between inappropriate behaviour and challenging behaviour

• Describe an individual’s challenging behaviour in clear, observable, and measurable terms

• Outline typical strategies used by staff and carers to respond to inappropriate behaviour

• Outline the values underpinning Positive Behaviour Support

• Evaluate how well the goals and values of PBS align with a service provider’s policies on challenging behaviour

• Discuss how challenging behaviour can be reinforced both positively and negatively

• Explain why negative reinforcement and punishment are not used within the Positive Behaviour Support model

• Describe the four types of strategies that make up Positive Behaviour Support:

  • Teaching new skills

  • Teaching alternative skills to replace challenging behaviour

  • Changing the environment

  • Using the ABC model to increase desirable behaviour and reduce or prevent challenging behaviour

• Outline guidelines for selecting skills to teach

• Discuss characteristics that contribute to creating positive and supportive environments

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