When it comes to thinking about using a behavioural approach to address behaviours of concern, it’s essential that a clear understanding of the type of approach being used is gained; not all approaches that use a behavioural understanding are the same. It seems every week that we hear of unhelpful or abusive practices being used in settings across the UK and some approaches, supposedly based on behavioural principles, such as the behaviour control approach, can be the thin end of the wedge in these cases.
When talking with delegates on our PBS Coaching in Practice Programme we spend a good amount of time defining the difference between a behavioural control approach and a PBS approach. While both methods aim to influence behaviour, their philosophies, strategies, and long-term impacts differ significantly. This blog post will explore these differences, highlighting why the PBS approach is increasingly seen as best practice, the dangers of using a behavioural control approach and how to identify which type of approach is being used or advocated.
The Behavioural Control Approach
The Behavioural control approach, in our view, is a default approach losely based on a basic understanding of traditional behavioural techniques. The focus is on reducing behaviours of concern through external control and reinforcement, often using a system of rewards and punishments to achieve desired outcomes. There’s unlikely to be any thought around previous trauma or life events that might affect the person or the reasons why the behaviour is occuring.
Key Characteristics of the Behavioural Control Approach:
- Primary Aim: To change the person and to reduce their specific behaviours of concern
- Focus on immediate consequences: Behaviour is managed by consequences which can often be punitive and reward systems which are poorly thought through or general in nature. This might include restrictions that are not in the person’s best interests.
- Short-Term Focus: The primary goal is immediate compliance with little emphasis on understanding the root causes of behaviour.
- No Focus on needs: The overall needs of the person and how they are met are not taken into account as relevant.
- Hierarchical Power Dynamic: There is often a hierarchical relationship between the person implementing the approach and the person being controlled.
- Outcomes: Often little effect on the behaviour or in some cases an increase in behaviours seen, or new more risky behaviours emerging.
For example, someone using this approach might employ a token system to reward the person for desirable behaviour and issue some sort of punishment for rule violations. While this may result in immediate compliance, in some people, it does not address the underlying causes of the behaviour and may foster resentment or disengagement over time. A real danger of using this approach is that those delivering the punishments become associated with them, damaging their relationship with the person.
The Positive Behaviour Support Approach
Positive Behaviour Support (PBS) is a person-centred approach that focuses on understanding and addressing the underlying causes of behaviours of concern and increasing quality of life outcomes for people. It prioritises creating supportive environments and teaching new skills. Creating a supportive or capable environment means having a significant focus on changing the behaviour of those around the person, rather than the person themselves. There should also be consideration given to wider factors that might be having an impact on the person, such as negative life events.
Key Characteristics of the Positive Behaviour Support Approach:
- Person-Centred: PBS seeks to understand the individual’s unique skills, needs, motivations, challenges and history.
- Proactive and Preventative: Instead of reacting to behaviours of concern, PBS emphasises preventing them by addressing needs, specific triggers and teaching alternative behaviours.
- Skill Building: It focuses on helping individuals develop new skills to meet their needs in positive ways.
- Long-Term Focus: PBS aims to create lasting behavioural change by improving the individual’s quality of life.
- Collaborative: PBS involves working with families, caregivers, and other stakeholders to develop comprehensive support plans.
For instance, if a person is disruptive to others, a PBS approach would involve identifying potential triggers (e.g., sensory sensitivities, task frustrations) and developing strategies to address those triggers. This might include offering sensory breaks, adjusting the approach to better match the person’s abilities, and teaching them alternative ways to communicate their needs.
Comparing the Two Approaches
In Summary
While both approaches may seem to have similar aims and sometimes use a similar understanding of how behaviour is influenced, their philosophy, methods and long-term impacts vary significantly. The behavioural control approach, while it may sometimes achieve immediate compliance, often fails to address underlying issues and can contribute to negative outcomes, such as anxiety, frustration, and feelings of powerlessness. It can also lead to abusive and punishing environments which are extremely harmful to people. The PBS approach, by addressing the root causes of behaviours of concern, meeting peoples needs and working collaboratively, fosters long-term improvements in behaviour and quality of life. Moreover, it aligns with values of dignity, respect, and inclusion.
It’s essential that those working in and managing organisations understand the difference between these two approaches and which one is being used in their service, regardless of whether its being labelled as PBS, as is sometimes the case. Taking a look at the key points outlined above and reviewing strategies in place across services should help to identify which kind of approach is being used. Where there are concerns an extended PBS training for key staff, such as our PBS Coaching in Practice Programme, can be essential in getting the right practices in place.
PBS Coaching in Practice Programme
This programme is aimed at team leaders and service managers based within support service who have a responsibility for leading the practice within services. Find out more here . We offer training for a full cohort of staff at your venue and we also have open courses where you can book for 1-2 member of staff. Open courses are delivered live and online. Contact sarahbracken@redstonepbs.co.uk for more information.
Author
Kate Strutt – Director of Redstone PBS and Clinical Psychologist.
Kate has over 20 years’ experience of working with adults and children with intellectual disabilities and those who are autistic, both within statutory services and the independent sector. Kate is registered with the Health and Care Professions Council. Bsc Psychology, D.Clin Psyc, MSc Applied Behaviour Analysis.
