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Melbourne, Victoria)</p>\n <p>It's been quite alarming in the research that's been undertaken that's revealed maybe 60% to 65% of behaviour support plans have failed to provide any evidence of authentic engagement between behaviour support practitioners and people with disabilities.</p>\n <p>What we want is for behaviour support practitioners to get people as involved as possible. Oftentimes this can be a bit of a challenge.</p>\n <p><strong>Teresa Micallef</strong>, Building Community Networks Manager <br>(Belonging Matters Inc.; Melbourne, Victoria)</p>\n <p>Some of the key issues or barriers for true engagement are going to be not having a lot of time with a person and not having longevity of knowing a person.</p>\n <p><strong>Heather Lambert</strong>, Clinical Lead â Positive Behaviour Support <br>(Marathon Health; Albury, New South Wales)</p>\n <p>Time constraints or time can be challenging in that sense, we have to fit in and we should fit in with their lives and how their lives work.</p>\n <p>That can often require us to be working sometimes outside your typical kind of 9am to 5pm.</p>\n <p><strong>Danielle Quinlan</strong>, Clinical Consultant, Speech Pathologist <br>(SAL Consulting; Darwin, Northern Territory)</p>\n <p>A fact of human nature is that there's going to be challenges engaging with people. I think we're all people, we've got busy lives, we've got things going on, so I think connecting with people and being flexible to working with them can be some of the main barriers.</p>\n <p><strong>Nandita Patel</strong>, Team Lead â Positive Behaviour Support <br>(Marathon Health; Albury, New South Wales)</p>\n <p>They're busy working full time. They might have other children in the same household with NDIS.</p>\n <p><strong>Sarah Bingley</strong>, Core Positive Behaviour Support Practitioner <br>(Marathon Health; Albury, New South Wales)</p>\n <p>They have so many other services involved, plus they have to then live their daily lives. And so then having this other person come in and ask really personal questions, ask all this background historical information, it can be really challenging and stressful.</p>\n <p><strong>Cherry Reynolds</strong>, Director / Senior Clinician <br>(Woollybutt Specialist Services; Darwin, Northern Territory)</p>\n <p>Sometimes it's also the people with a disability not necessarily understanding the role of the practitioner, so being able to explain what it is, but also depen
1ding on their level of impairment.</p>\n <p>It can be quite tricky sometimes to go, well, this is what I do, this is what we're trying to achieve when they have no idea what that means.</p>\n <p><strong>Doug Payne</strong>, Senior Clinical Consultant, Behaviour Support Practitioner <br>(SAL Consulting â Darwin, Northern Territory)</p>\n <p>Our job is to sit with people and understand their perspective, the family and the client's perspective, even though they struggle to tell us their perspective.</p>\n <p>If you're skilled and intuitive enough, you can get inside the person's head and you can understand from their perspective how they see the world.</p>\n <p><strong>Sarah Bingley</strong></p>\n <p>Youâre asking some really personal questions and trying to find the real root cause of why this person with a disability is acting or behaving in the way that they are.</p>\n <p><strong>Doug Payne</strong></p>\n <p>We are mad scientists.</p>\n <p>You form a hypothesis, you go and chat, you form a hypothesis. You find some information, you don't go looking for the information that supports your hypothesis, you go look for information, you go chatting with people.</p>\n <p>And then the more you chat, the more information you collect, the more this idea coalesces around I think this is what's going on.</p>\n <p><strong>Keith McVilly</strong></p>\n <p>This project is really trying to get behaviour support practitioners to think about how they might do behaviour support with and not to people with disabilities.</p>\n <p><strong>Heather Lambert</strong></p>\n <p>When we're putting together a behaviour support plan wherever we possibly can, getting their input into it, it's not something being done to them but being done with them and ideally that they're doing themselves.</p>\n <p><strong>Teresa Micallef</strong></p>\n <p>They have needs and aspirations, to hear that is vital and to find ways to access that is the responsibility of the professional sitting on the other side of them.</p>\n <p><strong>Sarah Bingley</strong></p>\n <p>Taking the time to learn about your participant and about their life really helps to engage with them and then offer them a complete service.</p>\n <p><strong>Heather Lambert</strong></p>\n <p>They get the outcomes that they're actually seeking and that can be through having this relationship with their practitioner that actually allows them to be heard and feel seen and have all their information really represented in the way that suits them.</p>\n <p><strong>Doug Payne</strong></p>\n <p>My job is to tell that personâs story because they're not able to tell their story in terms of their behaviour.</p>\n <p>I'm their voice. I'm their external hard drive when it comes to the history around their behaviour, their understanding.</p>\n <p>I'm the continuity in that person's life.</p>\n <p>I see behaviour support and funding for behaviour support as an opportunity to increase that person's quality of life.</p>\n <p><strong>Teresa Micallef</strong></p>\n <p>Any time a person with a disability is engaged with in a respectful manner that develops trust over time, then their sense of self and their capacity to live a good life is increased.</p>\n <p><strong>Closing credits</strong> (text presented on screen)</p>\n <p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}},{type:"video",value:{src:"",caption:"",thumbnail:"/downloads/about-us/the_need_video_still.png",transcript:{title:"Words (plain language)",id:"video-words-plain-language",text:"<p><strong>Keith McVilly</strong>, Professor of Disability and Inclusion <br>(The University of Melbourne; Melbourne, Victoria)</p>\n <p>Recent research shows that about 60 to 65% of behaviour support plans do not show real contact or involvement with people with disabilities. </p>\n <p>The goal should be to involve people as much as possible, but this can sometimes be hard.</p>\n <p><strong>Teresa Micallef</strong>, Building Community Networks Manager <br>(Belonging Matters Inc.; Melbourne, Victoria)</p>\n <p>Some of the main problems include not having enough time with a person and not knowing a person well enough.</p>\n <p><strong>Heather Lambert</strong>, Clinical Lead â Positive Behaviour Support <br>(Marathon Health; Albury, New South Wales)</p>\n <p>Time can be a big issue because support needs to fit into the personâs life. This often means working outside normal hours.</p>\n <p><strong>Danielle Quinlan</strong>, Clinical Consultant, Speech Pathologist <br>(SAL Consulting; Darwin, Northern Territory)</p>\n <p>It can be challenging to try to connect with people. Everyone is busy, so being flexible and willing to work around peo
1pleâs lives is important.</p>\n <p><strong>Nandita Patel</strong>, Team Lead â Positive Behaviour Support <br>(Marathon Health; Albury, New South Wales)</p>\n <p>Many families are already doing a lot working full time, looking after others, and using lots of services.</p>\n <p><strong>Sarah Bingley</strong>, Core Positive Behaviour Support Practitioner <br>(Marathon Health; Albury, New South Wales)</p>\n <p>On top of that, being asked personal questions or to share their past can feel stressful or too much.</p>\n <p><strong>Cherry Reynolds</strong>, Director / Senior Clinician <br>(Woollybutt Specialist Services; Darwin, Northern Territory)</p>\n <p>Sometimes the person with a disability may not understand what the behaviour support practitioner does. It can be hard to explain, especially if the person finds it difficult to understand or talk about things.</p>\n <p><strong>Doug Payne</strong>, Senior Clinical Consultant, Behaviour Support Practitioner <br>(SAL Consulting â Darwin, Northern Territory)</p>\n <p>The practitionerâs job is to understand how the person and their family see things, even if they cannot explain it well. A good practitioner can notice how the person sees the world.</p>\n <p><strong>Sarah Bingley</strong></p>\n <p>This means asking questions to find out the real reason behind a personâs behaviour.</p>\n <p><strong>Doug Payne</strong></p>\n <p>We are mad scientists.</p>\n <p>Practitionerâs often try to figure things out like scientists. They think of ideas, talk to people, find out more, and change their thinking as they learn. They do not just look for answers that prove their idea â they try to really understand what is going on.</p>\n <p><strong>Keith McVilly</strong></p>\n <p>This project is about helping Behaviour Support Practitioners think about how they can do behaviour support âwithâ people with disabilities, not just âtoâ them.</p>\n <p><strong>Heather Lambert</strong></p>\n <p>This means including the person in making their own plan and helping them take the lead where possible.</p>\n <p><strong>Teresa Micallef</strong></p>\n <p>It is important to listen to what the person wants and needs. The practitioner job is to find ways to hear this, even when it is not easy.</p>\n <p><strong>Sarah Bingley</strong></p>\n <p>Taking the time to learn about the personâs life helps build trust and leads to better support.</p>\n <p><strong>Heather Lambert</strong></p>\n <p>When people feel listened to and understood, they are more likely to get the help they want. A good connection with the practitioner helps the person feel seen and heard.</p>\n <p><strong>Doug Payne</strong></p>\n <p>In this way, the practitioner helps tell the personâs story â especially if the person cannot tell it themselves.</p>\n <p><strong>Teresa Micallef</strong></p>\n <p>Good support, based on respect and trust, helps people feel stronger, more confident, and live a better life.</p>\n <p><strong>Closing credits</strong> (text presented on screen)</p>\n <p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}}]},{id:"the-right-direction",title:"What is The Right Direction?",content:[{type:"text",value:'<p>The Right Direction resources are grounded in the needs of NDIS participants and behaviour support practitioners. The project produced a portfolio of resources to support communication and engagement focused on effective behaviour support planning and implementation.</p>\n<p>Communication and engagement throughout the behaviour support process upholds participantsâ rights and also ensures practice meets the requirements of the <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices" target="_blank">NDIS regulations and standards governing behaviour support</a>.</p>\n<p>This website is part of a suite of websites funded by the <a href="https://www.ndiscommission.gov.au/" target="_blank">NDIS Quality and Safeguards Commission.</a></p>\n<p>For technical support about:</p>'},{type:"list",value:['writing behaviour support plans and assessing their quality see <a target="_blank" href="https://www.promotingpbspractice.com/">Promoting Positive Behaviour Support Practice</a>, and','supported decision making in behaviour support see <a target="_blank" href="https://decidingwithsupport.flinders.edu.au/">Deciding with Support</a>.']}]},{id:"project-team",title:"Project team",content:[{type:"text",value:'<p>This project was funded by the <a href="https://www.ndiscommission.gov.au/" target="_blank">NDIS Quality and Safeguards Commission</a>.</p>\n<p>Our project team was led by: </p>'},{type:"list",className:"lg:ml-8",value:['The University of Melbourne (<a href="https://findanexpert.unimelb.edu.au/profile/754213-keith-mcvilly" target="_blank">Prof Keith McVilly</a>, <a href="https://pursuit.unimelb.edu.au/individuals/dr-paul-ramcharan" target="_blank">Dr Paul Ramcharan</a>, <a href="https://findanexpert.unimelb.edu.au/profile/614882-jennifer-frean" target="_blank">Dr Jennifer Frean</a>, Julie Anderson, <a href="https://education.unimelb.edu.au/faces-of-education/current-students/julia-hall-doctor-of-education" target="_blank">Julia Hall</a>), and ','The University of Queensland (<a href="https://about.uq.edu.au/expert
1s/1198" target="_blank">Prof Karen Nankervis</a>, <a href="https://about.uq.edu.au/experts/2478" target="_blank">Dr Maria Vassos</a>, <a href="https://about.uq.edu.au/experts/16169" target="_blank">Prof Rhonda Faragher</a>).']},{type:"text",value:"<p>The project included extensive research and consultation involving behaviour support practitioners, other service providers and, importantly, people with disabilities and their families. There was a prolonged process of co-design and co-production involving behaviour support practitioners and people with disability, including extensive field-testing of the resources.</p>"}]},{id:"launch",title:"Watch our launch",content:[{type:"text",value:"<p><strong>Our launch video is coming soon</strong></p>"}]},{id:"consortium",title:"Project consortium members",content:[{type:"text",value:"<p>Our consortia included project partners from around Australia:</p>"},{type:"list",value:['<a href="https://abilityfirstaustralia.org.au/" target="_blank">Ability First Australia,</a>','<a href="https://www.marathonhealth.com.au/" target="_blank">Marathon Health,</a>','<a href="https://multicap.org.au/" target="_blank">Multicap,</a>','<a href="https://url.au.m.mimecastprotect.com/s/N_TnCK1qwBSDK01lLcMfri5sneT?domain=nds.org.au" target="_blank">National Disability Services (NDS)</a>, including their Behaviour Support Practitioner Community of Practice,','<a href="https://www.salconsulting.com.au/" target="_blank">SAL Consulting,</a>','<a href="https://url.au.m.mimecastprotect.com/s/iqMACXLKNwF4AE7MAhksziW4Xq1?domain=scopeaust.org.au" target="_blank">Scope</a>, and','<a href="https://valid.org.au/" target="_blank">VALID (Victorian Advocacy League for Individuals with Disability).</a>']}]},{id:"other-contributors",title:"Other key contributors",content:[{type:"text",value:"<p>The Right Direction included a co-design team:</p>"},{type:"list",value:['<a href="https://www.wa.gov.au/organisation/department-of-communities" target="_blank">Department of Communities</a>, Western Australia, special thanks to Craig McIver,','<a href="https://www.speakoutadvocacy.org/" target="_blank">Speak Out Advocacy Tasmania</a>, special thanks to Judy Huett,',"The University of Queensland, special thanks to Rachel Aberdein,",'<a href="https://valid.org.au/" target="_blank">VALID (Victorian Advocacy League for Individuals with Disability)</a>, special thanks to Heather Forsyth and Liam Doyle,','<a href="https://multicap.org.au/" target="_blank">Multicap</a>, special thanks to Rebecca McLinden, and','<a href="https://url.au.m.mimecastprotect.com/s/iqMACXLKNwF4AE7MAhksziW4Xq1?domain=scopeaust.org.au" target="_blank">Scope</a>.']},{type:"text",value:"<p>We were supported by several key consultants:</p>"},{type:"list",value:["APY Lands Behaviour Support Community of Practice,",'<a href="https://www.belongingmatters.org/" target="_blank">Belonging Matters</a>, and','<a href="https://www.woollybutt.au/" target="_blank">Woollybutt Specialist Services</a>, special thanks to Cherry Reynolds.']},{type:"text",value:"<p>The project was also guided and supported by a National Advisory Group, including members from:</p>"},{type:"list",value:['Rachelle Musgrove and Michael Brownlee, <a href="https://www.ndiscommission.gov.au/" target="_blank">NDIS Quality and Safeguards Commission</a>,','Meredith Prain, <a href="https://ableaustralia.org.au/" target="_blank">Able Australia</a>,','Georgina Reynhout and Kerry Watson, <a href="https://cid.org.au/" target="_blank">Council for Intellectual Disability</a>,','Daniel Leighton, <a href="https://www.justice.vic.gov.au/" target="_blank">Department of Justice and Community Safety</a>, Victorian Government,','Kerry Neale, <a href="https://www.dpac.tas.gov.au/" target="_blank">Department of Premier and Cabinet (DPAC)</a>, Tasmanian State Government,','Alinka Fisher, <a href="https://www.flinders.edu.au/" target="_blank">Flinders University</a>,','Jackie Grozdanovski, New South Wales <a href="https://dcj.nsw.gov.au/#:~:text=Department%20of%20Communities%20and%20Justice" target="_blank">Department of Communities and Justice</a>,','Kim McRae, <a href="https://www.npywc.org.au/" target="_blank">Ngaanyatjarra Pitjantjatjara Yankunytjatjara Women\'s Council (NPYWC)</a>,','Mark Di Marco, <a href="https://www.trellisaustralia.com.au/" target="_blank">Trellis Australia</a>, and','Andrew Normand, <a href="https://www.unimelb.edu.au/" target="_blank">The University of Melbourne.</a>']},{type:"text",value:"We also acknowledge the generosity of all those who shared their experiences and ideas in surveys, interviews, focus groups and workshops to ensure this project met the needs of NDIS participants, their carers and support networks, behaviour support practitioners and providers. <br/><br/>\nThese resources underwent quality assurance, evaluation and refinement with support from many behaviour support practitioners and their clients. <br/><br/>\nWe extend our greatest thanks to Mike Benson for the video resources."},{type:"list",className:"ml-0 mt-16",classUl:"!list-none flex flex-col gap-8 md:gap-8 ml-0 sm:flex-row flex-wrap items-center text-center justify-center md:justify-between",classLi:"text-center",value:['<a href="https://www.ndiscommission.gov.au/" target="_blank"><img src="/downloads/about-us/ndis_quality_safeguard_commission.svg" border="0" alt="NDIS Quality and Safeguards Commission Logo" class="max-w-[300px] md:max-w-[200px] inline-block" /></a> ','<a href="https://unimelb.edu.au/" target="_blank"><img src="/downloads/about-us/UoM_Logo.png" border="0" alt="The University of Melbourne Logo " class="ml-[10px] md:ml-0 w-[100%] max-h-[130px] md:max-w-[150px] inline-block" /></a> ','<a href="https://uq.edu.au/" target="_blank"><img src="/downloads/about-us/about-us_UQlogo-Purple-rgb.png" border="0" alt="The University of Queensland Logo" class="max-w-[300px] md:max-w-[250px] inline-block" /></a> ']},{type:"list",className:"ml-0 mt-16",classUl:"!list-none flex flex-col gap-4 ml-0 sm:flex-row flex-wrap items-center text-center justify-between",classLi:"text-center mx-[auto] md:basis-[30%]",value:['<a href="https://abilityfirstaustralia.org.au/" target="_blank"><img src="/downloads/about-us/ability_first_logo.jpg" border="0" alt="Ability First Australia Logo" class="max-w-[150px] inline-block" /></a>','<a href="https://www.belongingmatters.org/" target="_blank"><img src="/downloads/about-us/belonging_matters_logo.png" border="0" alt="Belonging Matters Logo" class="max-w-[150px] inline-block" /></a>','<a href="https://www.wa.gov.au/organisation/department-of-communities" target="_blank"><img src="/downloads/about-us/gov_wa_dep_of_comms.png" border="0" alt="Department of Communities, Western Australia Logo" class="max-w-[200px] md:max-w-[200px] inline-block" /></a>','<a href="https://www.marathonhealth.com.au/" target="_blank"><img src="/downloads/about-us/marathon_health_logo.svg" border="0" alt="Marathon Health Logo" class="max-w-[150px] inline-block" /></a> ','<a href="https://multicap.org.au/" target="_blank"><img src="/downloads/about-us/multicap_logo.svg" border="0" alt="Multicap Logo" class="max-w-[150px] inline-block" /></a>','<a href="https://nds.org.au" target="_blank"><img src="/downloads/about-us/nds_logo_rgb.svg" border="0" alt="National Disability Services (NDS) Logo" class="max-w-[150px] inline-block" /></a>','<a href="https://www.salconsulting.com.au/" target="_blank"><img src="/downloads/about-us/sal-consulting-stacked-full-color-rgb.png" border="0" alt="SAL Consulting Logo" class="max-w-[150px] inline-block" /></a>','<a href="https://www.speakoutadvocacy.org/" target="_blank"><img src="/downloads/about-us/SpeakOut_Logo_FIN_Col.svg" border="0" alt="Speak Out Advocacy Tasmania Logo" class="w-[100%] max-w-[200px] md:max-w-[150px] inline-block" /></a>','<a href="https://scopeaust.org.au" target="_blank"><img src="/downloads/about-us/scope_logo3.jpg" border="0" alt="Scope Logo" class="max-w-[150px] inline-block" /></a>','<a href="https://valid.org.au/" target="_blank"><img src="/downloads/about-us/valid_logo.jpg" border="0" alt="VALID (Victorian Advocacy League for Individuals with Disability) Logo" class="max-w-[150px] inline-block" /></a>','<a href="https://www.woollybutt.au/" target="_blank"><img src="/downloads/about-us/woollybutt_logo.png" border="0" alt="Woollybutt Specialist Services Logo" class="max-h-[130px] max-w-[150px] inline-block" /></a>']}]}]},a=[{id:"about-us-video",slug:"about-us#video",title:"The need: Moving in The Right Direction (video) ",type:"redirect",filepath:"https://www.youtube.com/watch?v=Kqo6t9T5wxc",button:"Watch",categoryIds:["watch-or-listen"],exploreIds:["all"],description:"All stages of behaviour support planning",image:"/downloads/about-us/the_need_video_still.jpg"},{id:"about-us-video-transcription",slug:"about-us-video-transcript",title:"The need: Moving in The Right Direction (video transcription)",type:"download",filepath:"/downloads/about-us/moving_in_the_right_direction_video_audio_transcription.pdf",button:"Download",categoryIds:["watch-or-listen"],exploreIds:["all"],description:"All stages of behaviour support planning",image:"/downloads/about-us/the_need_video_still.jpg"},{id:"about-us-video-transcription-plain-language",slug:"about-us-video-transcript",title:"The need: Moving in The Right Direction (video words in plain 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And remember that engagement is communicating with the person, not at them.</p>\n <p>We have this poster on our website, which can help you to speak with people about participantsâ rights.</p>\n <p>Some of the rights that they have that are worth talking about in particular... They have the right to have information about behaviour support planning and understand it. They have the right to have choices and to say no. And they have the right to be spoken to and about with respect.</p>\n <p>Something that we hear from a lot of people involved in the behaviour support planning process is that people speak around them rather than to them. And that can be very dehumanising when you're sitting in the middle of that conversation.</p>\n <p>And so, it's important to give that dignity to the person as you have these discussions and remember their communication rights.</p>\n <p>So just, perhaps, printing this out, keeping it somewhere prominent... So that you can keep engagement, communication and the participantsâ rights at the heart of everything you do.</p>\n <p><strong>Closing credits</strong> (text presented on screen)</p>\n <p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}}]},{id:"what-are-communication-rights",title:"What are communication rights?",content:[{type:"text",value:'<p class="mb-8">The <strong>Right Direction resources</strong> focus on improving effective engagement between behaviour support practitioners and people with disability during the behaviour support planning and implementation process.</p><p class="mb-8">Rights ensure people can participate and can do so fairly. They help to protect people from exploitation or abuse. They also provide clarity for all people involved in a process. </p><p class="mb-8">These communication rights apply to every person you work with to create or implement a behaviour support plan.</p><p class="">While these rights are not legislated, they should underpin all positive behaviour support work, especially â as is the focus of this portfolio of resources â behaviour support planning and implementation.</p>'}]},{id:"peoples-commnication-rights-list",title:"What are the communication rights for behaviour support planning?",content:[{type:"text",value:"<p><strong>Everyone has the right to:</strong></p>"},{type:"list",className:"lg:ml-8 pb-[1em]",value:["be listened to","express your feelings and needs","have your choices heard, respected and considered","say ânoâ","ask questions about what is happening and why","ask for information you can understand","be part of making their behaviour support plan","information to help them take part in making their plan","be spoken to and about with respect","have information about behaviour support planning","learn how their plan will improve their life","learn about how others will keep them safe"]},{type:"image",link:"/downloads/communication-rights/my_communication_rights_poster.pdf",value:"/downloads/communication-rights/my_communication_rights_poster_image.JPG",alt:"Example image from My Communications Rights poster"},{type:"text",value:'<p><a href="/downloads/communication-rights/my_communication_rights_poster.pdf" download>Download My communication rights poster</a> to use as part of your behaviour support planning process.</p>'}]},{id:"upholding-communication-rights",title:"How can I make sure I uphold these rights?",content:[{type:"text",value:"<p>As a behaviour support practitioner or as anyone in a person with disabilityâs supp
1ort network, there are several things you can do â and should do â to ensure the personâs rights are upheld throughout the behaviour support planning and implementation engagement process.</p>"},{type:"list",className:"lg:ml-8 pb-[1em]",value:["<strong>Help the person with disability understand</strong> that they have communication rights, what they are, and that they are important and apply throughout the planning process.","<strong>Repeat their communication rights</strong>, mentioning them where appropriate, preferably multiple times and every time you meet.","<strong>Highlight relevant communication rights</strong> as you undertake different parts of the planning and implementation process.","<strong>Advocate for these communication rights</strong>, as part of your support for the person with disability and remain alert to any activities that might violate their communication rights.","<strong>Raise awareness of these communication rights</strong> with people in the person with disabilityâs support network and other relevant people.","<strong>Make space for questions </strong> from the person with disability (and others) to ensure they understand their communication rights."]}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Adapting communication for different people",href:"/resources/adapting-communication"},{label:"The Spectrum of Participation in behaviour support",href:"/resources/spectrum-of-participation"},{label:"Different communication techniques",href:"/resources/different-communication-techniques"},{label:"Engaging effectively through 2-way communication",href:"/resources/engaging-effectively"},{label:"Applying First Nations' Yarning: Good practice for everyone",href:"/resources/yarning"},{label:"Talking about behaviour support in ways everyone can understand",href:"/resources/talking-about-behaviour-support"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS Participant fact sheet: Understanding your rights</a>','<a href="https://www.ndiscommission.gov.au/sites/default/files/2024-09/Easy%20Reaf%20Fact%20Sheet%202%20-%20Understanding%20your%20rights.pdf" target="_blank">NDIS Easy read: Understanding your rights</a> (PDF download)','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about:<br/><br/>\n <ul class="ml-8" style="list-style-type: circle;">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>\n ','<a href="https://www.asha.org/njc/communication-bill-of-rights/?srsltid=AfmBOoqE4nwahJ9F3vLbD_0l7an9gO6dwNrotRvILxJqJsSEPdqSR_XE" target="_blank">The Bill of Communication Rights</a> developed in the USA by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities (NJC)','<a href="https://www.promotingpbspractice.com/resources/library/NDIS,%20legislation%20and%20positive%20behaviour%20support%20practitioner%20obligations.pdf" target="_blank">NDIS, legislation and PBS practitioner obligations</a> (opens PDF), by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a>','<a href="https://www.promotingpbspractice.com/resources/library/Rights%20in%20Positive%20Behaviour%20Support.pdf" target="_blank">Rights in positive behaviour support</a> (opens PDF), by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a>','<a href="https://www.promotingpbspractice.com/resources/library/Meaningful%20Participation.pdf" target="_blank">Meaningful participation in positive behaviour support,</a> by <a href="https://www.promotingpbspractice.com/resources" target="_blank">Promoting Positive Behaviour Support Practice</a>','Talk about restrictive practices in a meaningful way that upholds participants\' rights using the <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/talking-to-
1participants-about-restrictive-practices#paragraph-id-107348" target="_blank">NDIS Restrictive Practices and Me</a> resources','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://ndiscommission.easyread.com.au/what-are-high-risk-practices/" target="_blank">NDIS What are high-risk practices?</a> is an easy-read resource that provides examples of practices that are never okay and must not ever be used in behaviour support practice','<a href="https://decidingwithsupport.flinders.edu.au" target="_blank">Deciding with Support</a> provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-practitioner/" target="_blank">information for behaviour support practitioners</a> about supporting participants to make their own decisions throughout the behaviour support process']}}]}]},{id:"communication-rights-support-planning-video",slug:"communication-rights#video",title:"Communication rights in behaviour support planning (video)",subtitle:"Upholding the communication rights of people with disability through engagement",filepath:"https://www.youtube.com/watch?v=DqxMzRVrqgE",type:"redirect",button:"Watch",categoryIds:["watch-or-listen"],exploreIds:["all"],tags:[(0,n.z)("Further learning")],description:"All stages of behaviour support planning",image:r.communication_right},{id:"communication-rights-support-planning-video-transcription",slug:"communication-rights",title:"Communication rights in behaviour support planning (video audio transcription)",subtitle:"Upholding the communication rights of people with disability through engagement",type:"download",filepath:"/downloads/communication-rights/communication_rights_in_behaviour_support_planning_video_audio_transcription.pdf",button:"Download",categoryIds:["watch-or-listen"],exploreIds:["all"],tags:[(0,n.z)("Further learning")],description:"All stages of behaviour support planning",image:r.communication_right},{id:"communication-rights-poster",slug:"communication-rights",title:"My communication rights poster",subtitle:"Upholding the communication rights of people with disability through engagement",type:"download",filepath:"/downloads/communication-rights/my_communication_rights_poster.pdf",button:"Download",categoryIds:["tools-for-participants"],exploreIds:["all"],tags:[(0,n.z)("Further learning")],description:"All stages of behaviour support planning",image:r.communication_right},{id:"communication-rights-support-planning-conversation-cards",slug:"communication-rights-support-planning-conversation-cards",title:"My communication rights conversation cards",subtitle:"Upholding the communication rights of people with disability through engagement",type:"download",filepath:"/downloads/communication-rights/my_communication_rights_conversation_cards",isPdf:!0,button:"Download",categoryIds:["tools-for-participants"],exploreIds:["preparing-for-a-home-visit"],tags:[(0,n.z)("Further learning")],description:"Preparing for a home visit",image:r.communication_right},{id:"communication-rights-support-planning-conversation-cards-docx",slug:"ccommunication-rights-support-planning-conversation-cards-docx",title:"My communication rights conversation cards (Word for desktop)",subtitle:"Upholding the communication rights of people with disability through engagement",type:"download",filepath:"/downloads/communication-rights/my_communication_rights_conversation_cards.docx",button:"Download",categoryIds:["tools-for-participants"],exploreIds:["preparing-for-a-home-visit"],tags:[(0,n.z)("Further learning")],description:"Preparing for a home visit",image:r.communication_right},{id:"communication-rights-support-planning-conversation-cards-customisable",slug:"communication-rights-support-planning-conversation-cards-customisable",title:"My communication rights conversation cards (customisable)",subtitle:"Upholding the communication rights of people with disability through engagement",type:"download",filepath:"/downloads/communication-rights/my_communication_rights_conversation_cards_customisable.docx",button:"Download",categoryIds:["tools-for-participants"],exploreIds:["preparing-for-a-home-visit"],tags:[(0,n.z)("Further learning")],description:"Preparing for a home visit",image:r.communication_right},{id:"communication-rights-in-behaviour-support-planning",slug:"communication-rights-in-behaviour-support-planning",title:"People's communication rights in behaviour support planning",subt
1itle:"Upholding the communication rights of people with disability through engagement",type:"download",filepath:"/downloads/communication-rights/peoples_communication_rights_in_behaviour_support_planning",isPdf:!0,button:"Download",categoryIds:["ideas-for-practitioners"],exploreIds:["all"],tags:[(0,n.z)("Further learning")],description:"All stages of behaviour support planning",image:r.communication_right},{id:"communication-rights-in-behaviour-support-planning-docx",slug:"communication-rights-in-behaviour-support-planning-docx",title:"People's communication rights in behaviour support planning (Word for desktop)",subtitle:"Upholding the communication rights of people with disability through engagement",type:"download",filepath:"/downloads/communication-rights/peoples_communication_rights_in_behaviour_support_planning.docx",button:"Download",categoryIds:["ideas-for-practitioners"],exploreIds:["all"],tags:[(0,n.z)("Further learning")],description:"All stages of behaviour support planning",image:r.communication_right}],l=[{id:"adapting-communication",slug:"adapting-communication",type:"page",button:"View this topic",title:"Adapting communication for different people",anchors:[{label:"What influences communication?",anchorId:"what-influences-communication"},{label:"7 tips for adapting communication",anchorId:"7-tips-for-adapting"},{label:"Next steps",anchorId:"next-steps"}],subtitle:"Tips for adapting communication to engage effectively when behaviour support planning",categoryIds:["ideas-for-practitioners"],duration:"5 - 10 mins",tags:["all"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Meeting with a family member",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member"],image:r.adapting_communication,downloads:["adapting-communication-for-different-people"],pages:[{id:"#",content:[{type:"text",value:"<span>This information provides a quick âstarterâ to communication and engagement for behaviour support practitioners.</span>"}]},{id:"what-influences-communication",title:"What influences communication?",content:[{type:"text",value:"<p>Did you know that <b>who you are</b> changes how you communicate?</p>\n <p>The same things that make you unique as a person influence how you share information with others, including your: </p>"},{type:"list",listType:"disc",className:"lg:ml-8",value:["age","gender identity","personality (e.g., shy, loud, serious, funny)","cultural and/or spiritual background","life situation (e.g. living arrangement or employment), and","attitudes (e.g. view of the world, view towards disability)"]},{type:"text",value:'<p>As a behaviour support practitioner, your <b>level of experience, skills and knowledge</b> in different areas also influences how you communicate and interact with people. </p>\n <p>For example, if you are communicating with someone with lower literacy levels and therefore needs or prefers information written in Easy Read format, your skill in making Easy Read documents will change how well you can prepare to and interact with the person. </p>\n <p>You will provide behaviour support to people from a range of backgrounds, who will all have different needs, preferences and types of disability.</p>\n <p>You will need to:</p>\n <p class="flex gap-8 ml-8">(1) <span>be aware of factors that influence how you communicate and â most importantly â how this will influence the people you are communicating with.</span></p>\n <p class="flex gap-8 ml-8">(2) <span>be aware of othersâ unique features and needs, and understand that these will change:</span></p>'},{type:"list",className:"ml-24",value:["how they communicate,","how they view you, and","how they understand the information you are sharing; and"]},{type:"text",value:['<p class="flex gap-8 ml-8">(3) <span>adapt your communication style to suit others as much as possible to make sure you can:</span></p>']},{type:"list",className:"ml-24",value:["engage with them (building rapport and trust),","share information clearly, and",'uphold <a href="/resources/communication-rights">their communication rights</a>.']},{type:"image",className:"pb-[40px]",alt:"A female behaviour support practitioner and a participant seated at a round wooden table using paper-based resources to engage about behaviour support",value:"/downloads/adapting-communication/behaviour-support-practitioner-engaging-with-participant-image.jpg"}]},{id:"7-tips-for-adapting",title:"7 tips for adapting communication",content:[{type:"text",className:"pb-[1em]",value:"<span>To engage effectively during the behaviour support process:</span>"},{type:"list",listType:"decimal",className:"lg:ml-8",value:['<a class="no-underline !text-black" href="#open-mind">Approach everyone with an open mind</a>,','<a class="no-underline !text-black" href="#wants-and-needs">Discuss the personâs wants and needs for the behaviour support planning process</a>,','<a class="no-underline !text-black" href="#what-influences-you">Be aware of what influences your communication style</a>,','<a class="no-underline !text-black" href="#take-time-to-plan">
1Take the time to plan and develop resources focused on engaging the participant</a>,','<a class="no-underline !text-black" href="#appropriate-words-and-pictures">Choose appropriate words and pictures for visual supports</a>,','<a class="no-underline !text-black" href="#native-language-and-culture">Consider the participantâs native language(s) and culture</a>, and','<a class="no-underline !text-black" href="#communication-is-dynamic">Remember that communication is dynamic</a>.']}]},{id:"open-mind",content:[{type:"text",className:"pb-0",value:'<h4 class="text-3xl pb-40">1. Approach everyone with an open mind</h4>\n <p>When preparing as part of the behaviour support process, you will review information and form an idea of who you are going to meet. </p>\n <p>You might read a participantâs communication profile or seek guidance from the personâs support network to better understand the person before meeting them (e.g., their likes/dislikes, communication methods they use, etc.). </p>\n <p>This will inform you and can also influence your ideas. </p>\n <p>Take this information as a useful guide, without pre-judging people. This will help you approach your first communications positively and openly, without preconceived ideas about the person you are supporting, such as their capacity:</p>'},{type:"list",className:"lg:ml-8",value:["to engage in conversation","to understand you, or","how they will react."]}]},{id:"wants-and-needs",content:[{type:"text",className:"pb-0",value:'<h4 class="text-3xl pb-40">2. Discuss the personâs wants and needs for the behaviour support planning process</h4>\n <p>People have the right to choose how they would like to engage with the process â or if they choose to engage with it at all. </p>\n <p>Your role is to help them understand <a href="/resources/communication-rights">their communication rights</a>. This includes checking they are comfortable with who is (or is not) involved in the conversation. </p>\n <p>You can use the <a href="/resources/spectrum-of-participation">Spectrum of Participation</a> resources to assist with having this conversation. </p>\n <p>If the person chooses not to engage in the process, respect that decision and seek guidance from their support network instead. </p>'}]},{id:"what-influences-you",content:[{type:"text",className:"pb-0",value:'<h4 class="text-3xl pb-40 first-letter:uppercase">3. Be aware of what influences your communication style</h4>\n <p>This can include your experience, skills and knowledge. Reflecting on your own background will help you consider how you might need to adapt your communication style to align with that of the person you are meeting. It will also help you identify any new skills or knowledge you need to develop to help you engage with the person. </p>\n <p>For example, using âprofessionalâ language may make you seem less approachable or difficult to understand by a person with a different background. Consider using plain language as much as possible (especially <a href="/resources/talking-about-behaviour-support">talking about behaviour support</a>) or Easy Read if that is the personâs preference. </p>\n <p>You should also use plain language whenever you are not speaking to an allied health professional. This ensures that <a href="/resources/writing-plans-everyone-understands">the people who use behaviour support plans can understand them</a>.</p>\n <p>When meeting people, <a href="/resources/getting-to-know-each-other">take time to get to know them</a> and allow them to get to know you <a href="/resources/yarning">through practices such as Yarning.</a></p>\n <p>Talking about your own communication style and influences might help in building rapport and trust. Be careful that the personal information you share is related to the conversations you are having with the person about <i>their</i> life and experiences, so that you donât accidentally overtake the conversation and focus it on you.</p>'},{type:"list",className:"lg:ml-8",value:["to engage in conversation","to understand you, or","how they will react"]}]},{id:"take-time-to-plan",content:[{type:"text",className:"pb-0",value:'<h4 class="text-3xl pb-40">
14. Take the time to plan and develop resources focused on engaging the participant</h4>\n <p>This includes thinking ahead as to how you can adapt your communication style to match that of the people you will be engaging as part of the behaviour support process. This takes planning, effort and collaboration with others. </p>\n <p>For example, learn how to use the communication methods that the person uses and adapt them to allow conversations about behaviour support. </p>\n <p>One way might be to prepare by learning more about discussion mats if the person communicates in that way. You can use <a href="/resources/using-discussion-mats">The Right Direction discussion mat resources</a> for <a href="/resources/behaviours-of-concern">talking about behaviours of concerns</a> or <a href="/resources/restrictive-practices">restrictive practices</a> or personalise the provided <a href="/downloads/using-discussion-mats/different_communication_techniques_discussion_mat_and_picture_cards_template_A3.docx" download>discussion mat and picture card template</a> with examples relevant to each participant. </p>\n <p>You might also consider <a href="/resources/using-key-word-sign">Key Word Sign (KWS) as a communication strategy</a>, using <a href="/downloads/using-key-word-sign/using_key_word_sign_in_behaviour_support_planning.pdf" download>Signs specific to behaviour support planning</a> <a href="/downloads/using-key-word-sign/using_key_word_sign_in_behaviour_support_planning.docx" download>(download Word version for desktop)</a> or <a href="/downloads/using-key-word-sign/key_word_sign_communication_rights_in_behaviour_support_planning.pdf" download>behaviour support communication rights</a> if these will be helpful for the participant. </p>\n <p>It is important to factor this into your behaviour support planning schedule so that enough time is allocated for genuine engagement with the participant (and their support network) during the behaviour support planning process.'}]},{id:"appropriate-words-and-pictures",content:[{type:"text",className:"pb-0",value:'<h4 class="text-3xl pb-40">5. Choose appropriate words and pictures for visual supports</h4>\n <p>Consider whether they are relevant to the participantâs disability, age, gender and culture.</p>\n <p>For example:</p>'},{type:"list",className:"lg:ml-8",value:["Consider the using disability-related images that are relevant to the participant and their disability. If the person doesnât use a wheelchair, donât include images of people using wheelchairs.","Carefully consider the use of culturally specific images to represent a broader concept. In some cultures, the word âholidayâ could be represented with images associated with Easter, while for others, images associated with Lunar New Year, Eid, or other holidays could be more appropriate."]}]},{id:"native-language-and-culture",content:[{type:"text",className:"pb-0",value:'<h4 class="text-3xl pb-40">6. Consider the participantâs native language(s) and culture, and</h4>\n <p>If English is the participantâs second language, learn about their literacy and language levels in both languages by seeking guidance from the person and their support network.</p>\n<p>If the person has limited literacy in their first language, consider having Easy English or plain language documents translated or interpreted by an interpreter, who may be a family member of the person or a professional interpreter.</p>\n<p>Also remember that a person\'s culture influences their way of communicating. For example, in some cultures, direct eye contact is a sign of connection, while in others it may be considered confrontational. It is acceptable to shake hands in some cultures and in others it is not (this may also be influenced by the gender of the people involved in the situation). Where possible, adapt your behaviour to ensure you are not unintentionally intimidating or offending the person.</p> \n<p>Be open to learning â itâs okay to explain if youâre unfamiliar with a custom.</p>'}]},{id:"communication-is-dynamic",content:[{type:"text",value:'<h4 class="text-3xl pb-40">
17. Remember that communication is dynamic</h4>\n <p>In any interaction, communication is dynamic. Peopleâs needs and preferences change â even from moment to moment. This can depend on a variety of factors, including their mood, the topic of discussion and who else is (or isnât) in the room.</p>\n <p>Even factors such as how the day has been so far (and a personâs resulting mood or energy) can change a communication style, how someone is viewed by others and how well people understand them. </p>\n <p>As a behaviour support practitioner, check in with yourself ahead of and during meetings, to stay aware of what and how youâre communicating in those ways that are less-obvious to ourselves, but very noticeable to other people. This will also help you stay more in tune with others in the discussion and aware of their cues (and how you respond to them).</p>'}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"The need: Moving in The Right Direction ",href:"/about-us"},{label:"Talking about behaviour support in ways everyone can understand",href:"/resources/talking-about-behaviour-support"},{label:"Understanding communication and engagement",href:"/resources/understanding-communication-and-engagement"},{label:"Spectrum of Participation in behaviour support",href:"/resources/spectrum-of-participation"},{label:"Engaging effectively through 2-way communication",href:"/resources/engaging-effectively"},{label:"Communication rights in behaviour support planning",href:"/resources/communication-rights"}],external:['<a href="https://www.ndiscommission.gov.au/workforce/online-training-modules" target="_blank">NDIS worker communication training (free modules)</a>','<a href="https://www.disabilitygateway.gov.au/sdmhub/communication" target="_blank">Disability Gatewayâs Communication resources</a>','<a href="https://cid.org.au/wp-content/uploads/2024/03/health-lets-yarn-factsheet.pdf" target="_blank">Council for Intellectual Disabilityâs Letâs Yarn</a> â 12 inclusive communication tips for working with First Nations People with Intellectual Disability','<a href="https://www.deafblindinformation.org.au/living-with-deafblindness/deafblind-communication/" target="_blank">Deafblind communication methods and strategies</a>, by <a href="https://www.deafblindinformation.org.au/" target="_blank">Deafblind Information Australia</a>','<a href="https://www.ndis.gov.au/policies/supported-decision-making-policy#:~:text=Supported%20decision%20making%20is%20the,%2C%20carers%2C%20peers%20and%20professionals." target="_blank">NDIS Supported Decision Making</a>','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards</a>, by Inclusion Australia','See the NDIS resources for participants and practitioners on: <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour" target="_blank">Delivering positive behaviour support remotely:</a><br/><br/>\n <ul class="ml-8" style="list-style-type: circle;">\n <li><a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour#paragraph-id-8751" target="_blank">TelePBS â Is it right for me (and my child)? A participantâs guide </a></li>\n <li><a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour#paragraph-id-8751" target="_blank">Easy read participant guide: What is TelePBS?</a></li>\n <li><a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour#paragraph-id-8754" target="_blank">TelePBS â Are you ready and able? A practitionerâs guide</a></li>\n <li><a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour#paragraph-id-8754" target="_blank">How can I align TelePBS with quality practice? A practitionerâs guide</
1a></li>\n </ul>','<a href="https://decidingwithsupport.flinders.edu.au/" target="_blank">Deciding with Support</a> provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-practitioner/" target="_blank">information for behaviour support practitioners</a> about supporting participants to make their own decisions throughout the behaviour support process','<a href="https://picturemyfuture.com/modules/module-5/" target="_blank">Using pictures to explore hopes and dreams</a>, by <a href="https://picturemyfuture.com/" target="_blank">Picture My Future</a>']}}]}]},{id:"adapting-communication-for-different-people",slug:"adapting-communication-for-different-people",title:"Adapting communication for different people ",subtitle:"Adapting communication for different people ",type:"download",filepath:"/downloads/adapting-communication/adapting_communication_for_different_people.pdf",button:"Download",categoryIds:["ideas-for-practitioners"],tags:["all"],description:"Getting started",exploreIds:["getting-started"],image:r.adapting_communication}],c=[{id:"different-communication-techniques",slug:"different-communication-techniques",type:"page",button:"View this topic",title:"Different communication techniques",anchors:[{label:"Different communication techniques (video)",anchorId:"video"},{label:"Different communication techniques (video audio transcription) ",anchorId:"video-transcript"},{label:"Different communication techniques: Engaging with participants",anchorId:"engaging-participants"},{label:"Participant communication guide ",anchorId:"participant-communication-guide"},{label:"Next steps",anchorId:"next-steps"}],subtitle:"Engaging with others throughout the behaviour support process",categoryIds:["ideas-for-practitioners","watch-or-listen"],duration:"5 - 10 mins",tags:["all"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.different_communication_techniques,downloads:["different-communication-techniques-guide-video","different-communication-techniques-video-audio-transcription","different-communication-techniques-guide"],pages:[{id:"video",content:[{type:"video",value:{src:"https://www.youtube.com/embed/1BmQQPxlS3w",thumbnail:"/downloads/different-communication-techniques/different_communication_techniques_video_still.jpg",caption:"Different communication techniques",transcript:{title:"Transcript",text:"<p><strong>Dr Jennifer Frean,</strong> Communication and Inclusion Specialist<br/>(The University of Melbourne; Melbourne, Victoria)</p>\n <p>Communicating takes place in many different ways, and it's particularly important to be aware of this when engaging with your participant and their support network as part of the behaviour support planning process.</p>\n <p>In terms of positive effective communication, get the setting right first. Have the conversation in places that are relevant to the person, where they feel comfortable and in a space that makes sense, in terms of what you're talking about.</p>\n <p>It's also important to be aware of yourself and what messages you're giving off through your body movements, tone of voice.</p>\n <p>And remember, communication is dynamic. It changes from moment-to-moment, especially when shifts in topic take place.</p>\n <p>So, remember to read cues, adapt, slow down, watch and listen.</p>\n <p>Don't be afraid of silence. People are often thinking and if you give them that space, they'll find the way to communicate their ideas.</p>\n <p>You can try asking open questions rather than simple yes / no questions, because they can sometimes shut the conversation down.</p>\n <p>Consider different techniques such as drawing pictures together, show and tell with props like photos or visiting places around the house or community discussion mats or Key Word Sign.</p>\n <p>Let the person with disability lead the conversation and you fill in the gaps. You can find out more information on our website where we have some of these tools and we also link out to other tools, so have a look there too.</p>\n <p>It's really helpful to remember that your fellow practitioners are a wealth of information. So, share and ask.</p>\n <p><strong>Closing credits</strong> (text presented on screen)</p>\n <p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}}]}
1,{id:"engaging-participants",title:"Different communication techniques: Engaging with participants",content:[{type:"text",value:'<p>Behaviours of concern are often used by people with disability as a form of communication.</p>\n<p>By considering what alternative communication strategies the person can use instead of the behaviour, you can shift to positive behaviour support strategies instead.</p>\n<p>These alternatives should be based on the personâs preferred communication style and skills. For example, if the person <a href="/resources/using-key-word-sign">uses Key Word Sign to communicate</a>, include a strategy in the plan that teaches the person and their support network a new sign that can be used to let others know what it is they are seeking or trying to avoid.</p>'}]},{id:"participant-communication-guide",title:"Participant communication guide",content:[{type:"text",value:'<p><a href="/downloads/different-communication-techniques/participant_communication_guide.pdf" download>The participant communication guide</a> <a href="/downloads/different-communication-techniques/participant_communication_guide.docx" download>(download Word version for desktop)</a> is designed to help behaviour support practitioners prepare to communicate effectively with a participant ahead of meeting a participant for the first time or in the early stages of getting to know the person.</p>\n<p>The guide includes sections that help you record the way the person communicates. It also provides prompts about the personâs environment to help you as a behaviour support practitioner to equip yourself with the information you need to engage the participant in an effective way throughout the behaviour support planning and implementation process.</p>'}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Adapting communication for different people",href:"/resources/adapting-communication"},{label:"Applying First Nations' Yarning: Good practice for everyone",href:"/resources/yarning"},{label:"Spectrum of Participation in behaviour support",href:"/resources/spectrum-of-participation"},{label:"Signs of successful communication and engagement",href:"/resources/signs-of-successful-engagement"},{label:"Communicating about behaviours of concern ",href:"/resources/behaviours-of-concern"},{label:"Communicating about restrictive practices",href:"/resources/restrictive-practices"}],external:['See the NDIS resources for participants and practitioners on: <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour" target="_blank">Delivering positive behaviour support remotely</a>: <br/><br/>\n <ul class="ml-8 list-circle">\n <li><a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour/paragraph-id-8751" target="_blank">TelePBS â Is it right for me (and my child)? A participantâs guide</a></li>\n <li><a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour#paragraph-id-8751" target="_blank">Easy read participant guide: What is TelePBS?</a></li>\n <li><a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour#paragraph-id-8754" target="_blank">TelePBS â Are you ready and able? A practitionerâs guide</a></li>\n <li><a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour#paragraph-id-8754" target="_blank">How can I align TelePBS with quality practice? A practitionerâs guide</a></li>\n </ul>\n ','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://www.deafblindinformation.org.au/living-with-deafblindness/deafblind-communication/" target="_blank">Deafblind communication methods and strategies</a>, by <a href="https://www.deafblindinformation.org.au/" target="_blank">Deafblind Information Australia</a>','<a href="https://picturemyfuture.com/modules/module-5/" target="_blank">Using pictures to explore hopes and dreams,</a> by <a href="https://picturemyfuture.com/" target="_blank">Picture My Future</a>
1','<a href="https://ndiscommission.easyread.com.au/what-are-high-risk-practices/" target="_blank">NDIS What are high-risk practices?</a> is an easy-read resource that provides examples of practices that are <strong>never okay</strong> and <strong>must not ever be used</strong> in behaviour support practice','<a href="https://decidingwithsupport.flinders.edu.au" target="_blank">Deciding with Support</a> provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-practitioner/" target="_blank">information for behaviour support practitioners</a> about supporting participants to make their own decisions throughout the behaviour support process']}}]}]},{id:"different-communication-techniques-guide-video",slug:"different-communication-techniques#video",title:"Different communication techniques (video)",subtitle:"Different communication techniques (video)",filepath:"https://www.youtube.com/watch?v=1BmQQPxlS3w",type:"redirect",button:"Watch",categoryIds:["watch-or-listen"],tags:["all"],description:"All stages of behaviour support planning",exploreIds:["all"],image:r.different_communication_techniques},{id:"different-communication-techniques-video-audio-transcription",slug:"different-communication-techniques-video-audio-transcription",title:"Different communication techniques (video audio transcription)",subtitle:"Different communication techniques (video audio transcription)",type:"download",filepath:"/downloads/different-communication-techniques/different_communication_techniques_video_audio_transcription.pdf",button:"Download",categoryIds:["watch-or-listen"],tags:["all"],description:"All stages of behaviour support planning",exploreIds:["all"],image:r.different_communication_techniques},{id:"different-communication-techniques-guide",slug:"different-communication-techniques-guide",title:"Different communication techniques: Participant communication guide",subtitle:"Different communication techniques: Participant communication guide",type:"download",filepath:"/downloads/different-communication-techniques/participant_communication_guide",isPdf:!0,button:"Download",categoryIds:["ideas-for-practitioners"],tags:["all"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.different_communication_techniques},{id:"different-communication-techniques-guide-docx",slug:"different-communication-techniques-guide-docx",title:"Different communication techniques: Participant communication guide (Word for desktop)",subtitle:"Different communication techniques: Participant communication guide",type:"download",filepath:"/downloads/different-communication-techniques/participant_communication_guide.docx",button:"Download",categoryIds:["ideas-for-practitioners"],tags:["all"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.different_communication_techniques}],u=[{id:"engaging-effectively",slug:"engaging-effectively",type:"page",button:"View this topic",title:"Engaging effectively through 2-way communication",subtitle:"Good practice for engaged behaviour support planning and implementation",exploreIds:["all"],description:"All stages of behaviour support planning",categoryIds:["ideas-for-practitioners"],tags:["all"],anchors:[{label:"Meeting the communication needs of others as a behaviour support practitioner ",anchorId:"meeting-others-needs"},{label:"Checking in",anchorId:"checking-in"},{label:"Communicating in different ways",anchorId:"communicating-in-different-ways"},{label:"Types of alternative and augmentative communication (AAC)",anchorId:"aac-strategies"},{label:"Key takeaways",anchorId:"key-takeaways"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.engaging_effectively,downloads:["engaging-effectively-through-2-way-communication"],pages:[{id:"meeting-others-needs",title:"Meeting the communication needs of others as a behaviour support practitioner",content:[{type:"text",value:"<p>
1In your work as a behaviour support practitioner, you will communicate with many different people â all of whom have different communication needs, preferences and styles. </p>\n<p>This document introduces some types of 2-way communication that are important in behaviour support planning and implementation. </p>\n<p>Some of these communication styles you will be more experienced with; you may even use them as your own preferred communication style. </p>\n<p>This might include: </p>"},{type:"list",className:"lg:ml-8",value:["speaking and listening,","using and reading body language, or ","writing and reading. "]},{type:"text",value:'<p> You will also use techniques everyday you may not be aware of, such as reading lips to help you understand speech more clearly or <a href="/resources/writing-plans-everyone-understands">using different words to explain information if someone doesnât understand.</a> </p>\n<p>Communication is a 2-way process of sending and receiving information. The information you try to send may not always be understood as you intended. </p>\n<p>An essential part of communicating during the behaviour support process is checking in with the person you are communicating with to make sure you are both understanding and being understood. This is what we mean by effective 2-way communication and it underpins the behaviour support process. </p>'}]},{id:"checking-in",title:"Checking in",content:[{type:"text",value:'<p>Part of effective 2-way communication is looking for signs that you are â or are not â effectively communicating. There are usually <a href="/resources/signs-of-successful-engagement">signs a person doesnât understand.</a> </p>\n<p>This may mean you need to <a href="/resources/adapting-communication">adapt your communication to best engage with different people.</a> </p>\n<p>Making sure the person understands â especially if they are a participant working with you on their behaviour support plan â is essential. It <a href="/resources/communication-rights">upholds their rights</a> and ensures they have the option to draw on their support network if needed. </p>'},{type:"image",link:"/resources/using-discussion-mats#video",value:"/downloads/using-discussion-mats/different_communication_techniques_using_discussion_mats_video_still.jpg",alt:"Video still from the Different communication techniques using discussion mats video"},{type:"text",value:'<p><a href="/resources/using-discussion-mats#video">Watch our video on using discussion mats.</a></p>'}]},{id:"communicating-in-different-ways",title:"Communicating in different ways",content:[{type:"text",value:"<p>As a behaviour support practitioner, you might work with people who have limited speech.</p>\n<p>This means youâll need to communicate in different ways to make sure the behaviour support process runs smoothly and upholds the person with disabilityâs rights. </p>\n<p>The person you are working with might use a variety of ways to communicate information. </p>\n<p>This can include: </p>"},{type:"list",className:"lg:ml-8",value:["communication boards or books with pictures on them,",'<a href="/resources/using-key-word-sign">Key Word Sign</a> (sometimes called KWS)',"natural gestures,","facial expressions, and","body language."]},{type:"text",value:"<p>These methods are called <strong>alternative and augmentative communication (AAC).</strong></p>\n <p><strong>It is essential that you know the ways that the person you are supporting communicates.</strong></p>\n <p>Effective communication between the two of you is how you, as a practitioner:</p>\n "},{type:"list",className:"lg:ml-8 pb-[1em]",value:["establish rapport,","build trust,","understand the personâs wants and needs,","get the correct information for the plan, and","connect socially."]},{type:"text",value:"<p>Your ability to <b>adapt to the personâs communication style</b> will result in more meaningful and effective interactions, and â essentially â a more effective behaviour support plan.</p>"}]},{id:"aac-strategies",title:"Types of alternative and augmentative communication (AAC)",content:[{type:"text",value:"<p>There are 2 main types of alternative and augmentative communication (AAC) strategies: <i>unaided</i> and <i>aided</i>.</p>"},{type:"text",value:'<h4 class="text-3xl pb-40">Unaided alternative and augmentative communication (AAC) strategies</h4>\n <p>Unaided AAC strategies do not use an external aid. The person generally uses their own body to communicate.</p>\n <p>For example: </p>'},{type:"list",className:"lg:ml-8 pb-[1em]",value:["body language (e.g., crossing arms to show discomfort)","facial expression (e.g., clenching their jaw to show anger)","eye contact (e.g., making eye contact to show they are willing to engage with you)","natural gestures (e.g., nodding head to indicate âyesâ)",'<a href="/resources/using-key-word-sign">Key Word Sign</a>, where key words in conversation are combined with a manual sign that adds visual information to help you engage.']},{type:"text",value:' <h4 class="text-3xl pb-40">Aided alternative and augmentative communication (AAC) strategies</h4>\n <p>Aided alternative and augmentative communication (AAC) strategies use an external item to communicate. Aided alternative and augmentative communication (AAC) can be classified as either <i>low tech</i> or <i>high tech</i>.</p>\n <p>Some examples of low-tech alternative and augmentative communication (AAC) are:</p>'},{type:"list",className:"lg:ml-8 pb-[1em]",value:["<strong>Objects.</strong> Using objects that they can point to or see to increase the personâs understanding. For example, a towel that smells like chlorine for swimming.","<strong>Communication books or boards.</strong> This can be single or multiple pages. Words and/or sentences are represented by symbols (written words, photos and symbol/image sets). You can each point to these or look at them to help you communicate. ","<strong>Alphabet boards.</strong> This is a single page printed keyboard that people can use to spell their message.","<strong>Pen and paper</strong> for writing."]},{type:"image",link:"/resources/talking-about-behaviour-support#video",value:"/downloads/engaging-effectively/engaging_with_tools_still.JPG",alt:"A support practitioner and person with disabilities sitting outside playing a board game."},{type:"text",value:'<p><a href="/resources/talking-about-behaviour-support#video">Watch our video on talking about behaviour support in ways everyone can understand</a></p>\n <p>Some examples of high-tech alternative and augmentative communication (AAC) are:</p>'},{type:"list",className:"lg:ml-8",value:['<strong>iPad, tablet or smart phone with a specialised communication app</strong> (eg: <a href="https://www.assistiveware.com/products/proloquo2go">Proloquo2go</a>). Within the app, a person can type or select what they want to say. The tablet or device then speaks the message.','<strong>Speech generating device (communication device).</strong> A person can type or select what they want to say in several ways:\n <br/>\n <ul class="ml-16 my-8" style="list-style-type: square;">\n <li class="mb-8">by touching the device screen,</li>\n <li class="mb-8">using their eyes to select a message, or</li>\n <li class="mb-8">using a switch <a href="https://www.spectronics.com.au/catalogue/switches?srsltid=AfmBOoraZrMxgv0UcetN6RSAll1W-WI9zsklBTJc_inIDNme5gNwfzXJ">connected to the device.</a></li>\n </ul>\n ']},{type:"text",value:"<p>These various ways of using the device are referred to as <i>access methods</i>.</p>\n <p>
1The device then speaks the message using a synthesised or computer-generated voice.</p>"},{type:"image",link:"/resources/using-key-word-sign#video",value:"/downloads/using-key-word-sign/using_key_word_sign_video_still.jpg",alt:"Still image from Using key word signs video."},{type:"text",value:'<p><a href="/resources/using-key-word-sign#video">Watch our video on using Key Word Sign (KWS).</a></p>'}]},{id:"key-takeaways",title:"Key takeaways for behaviour support practitioners",content:[{type:"list",className:"lg:ml-8",value:["Do not assume that someone who does not talk <i>cannot communicate</i>, as they may use other forms of communication.",'<p>You need to tune in to the subtle ways someone communicates their preferences.</p>\n <p>For some people this might be through body language and facial expression. You can do this by (for example): </p>\n <ul class="ml-16 my-8" style="list-style-type: square;">\n <li class="mb-8">Spending time with the person.</li>\n <li class="mb-8">Talking with people who know them well.</li>\n <li class="mb-8">Looking at their personal communication dictionary.</li>\n </ul>','If the person you are supporting uses a particular alternative and augmentative communication (AAC) system, spend time finding out how this system works. You can talk to their speech pathologist and find information and videos online. <br/>\n <ul class="ml-16 my-8" style="list-style-type: square;">\n <li class="mb-8">Consider how the alternative and augmentative communication (AAC) system can be adapted to have conversations about behaviour support, e.g., key words related to behaviour support added to the personâs communication app so the person can learn how to use them and their meaning (e.g., assessment, behaviour, strategy, etc.).</li>\n <li class="mb-8">Make sure to include information about the personâs alternative and augmentative communication (AAC) systems and how it is currently being used in your documentation, including the behaviour support plan. </li>\n </ul>','Some people may be in the process of learning how to use alternative and augmentative communication (AAC). If this is the case for the person you are supporting, it is important for you to know how to support their learning and be a part of supporting it.<br/>\n <ul class="ml-16 my-8" style="list-style-type: square;">\n <li class="mb-8">This might include using their alternative and augmentative communication (AAC) system when speaking with them to show them how it works. This is referred to as modelling the use of the communication system. </li>\n <li class="mb-8">You might consider including the learning of the communication system into the personâs behaviour support plan as a quality-of-life strategy, or the use of the communication system for the person to learn an alternative communication strategy that can replace the need for them to exhibit behaviour of concern to demonstrate a need, want or preference.</li>\n </ul>',"Make sure the personâs alternative and augmentative communication (AAC) system is available to you when you are interacting with them. Remind the person and their supporters to bring the system along with them to activities involving you. If they donât have it, have a âPlan Bâ in place, i.e., another communication strategy familiar to the person that you can adopt to facilitate meaningful engagement. "]}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Communication rights in behaviour support planning",href:"/resources/communication-rights"},{label:"Adapting communication for different people",href:"/resources/adapting-communication"},{label:"Applying First Nations' Yarning: Good practice for everyone",href:"/resources/yarning"},{label:"Different communication techniques",href:"/resources/different-communication-techniques"},{label:"Different communication techniques: Using Key Word Sign",href:"/resources/using-key-word-sign"}
1,{label:"Different communication techniques: Using discussion mats",href:"/resources/using-discussion-mats"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS Participant fact sheet: Understanding your rights</a>','<a href="https://www.ndiscommission.gov.au/sites/default/files/2024-09/Easy%20Reaf%20Fact%20Sheet%202%20-%20Understanding%20your%20rights.pdf" target="_blank">NDIS Easy read: Understanding your rights</a> (Word download)','<a href="https://www.promotingpbspractice.com/resources/library/Critical%20thinking%20and%20positive%20behaviour%20support.pdf" target="_blank">Critical thinking and positive behaviour support,</a> by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a>','<a href="https://www.promotingpbspractice.com/resources/library/Positive%20Behaviour%20Support%20as%20a%20team%20approach.pdf" target="_blank">Positive behaviour support as a team approach</a>, by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a>','NDIS resources on <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8552" target="_blank">Evidence-informed practice</a> and <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-11362" target="_blank">Person-centred practice</a> outline what is expected of NDIS providers, including: what the practices are; why they are important; how they can be implemented by NDIS providers; and where to find further information','<a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-person-of-disability/making-decisions-about-my-behaviour-support-plan/who-should-be-in-my-behaviour-support-team/" target="_blank">Who should be in my behaviour support team?,</a> by Deciding with Support','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://decidingwithsupport.flinders.edu.au" target="_blank">Deciding with Support</a> provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-practitioner/" target="_blank">information for behaviour support practitioners</a> about supporting participants to make their own decisions throughout the behaviour support process','<a href="https://picturemyfuture.com/modules/module-2/" target="_blank">Communicating with a person with a disability</a> (video), by <a href="https://picturemyfuture.com/" target="_blank">Picture My Future</a>','<a href="https://picturemyfuture.com/modules/module-5/" target="_blank">Using pictures to explore hopes and dreams,</a> by <a href="https://picturemyfuture.com/" target="_blank">Picture My Future</a>']}}]}]},{id:"engaging-effectively-through-2-way-communication",slug:"engaging-effectively-through-2-way-communication",title:"Engaging effectively through 2-way communication",subtitle:"Engaging effectively through 2-way communication",type:"download",filepath:"/downloads/engaging-effectively/engaging_effectively_through_2_way_communication.pdf",button:"Download",categoryIds:["ideas-for-practitioners"],tags:["all"],exploreIds:["all"],description:"All stages of behaviour support planning",image:r.engaging_effectively}],h=[{id:"first-nations-practice",slug:"first-nations-practice",type:"page",button:"View this topic",title:"Effective behaviour support: Learning from First Nations practice ",subtitle:"Strengthening communication and engagement in behaviour support through First Nations practice",exploreIds:["all"],description:"All stages of behaviour support planning",categoryIds:["watch-or-listen","ideas-for-practitioners"],tags:["all"],anchors:[{label:"Effective behaviour support: Learning from First Nations practice (video) ",anchorId:"video"},{label:"Effective behaviour support: Learning from First Nations practice (video audio transcription)",anchorId:"video-transcript"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.first_nations_practice,downloads:["effective-behaviour-support-learning-from-first-nations-practice-video-audio-video","effective-behaviour-support-learning-from-first-nations-practice-video-audio-transcription"],pages:[{id:"video",content:[{type:"video",value:{src:"https://www.youtube.com/embed/8lq1E2uPaTc",thumbnail:"/downloads/first-nations-practice/first-nations_practice_video_still.jpg",caption:"Effective behaviour support: Learning from First Nations practice",transcript:{title:"Transcript",text:"<p><strong>Doug Payne,</strong> Senior Clinical Consultant, Behaviour Support Practitioner<br/>(SAL Consulting â Darwin, Northern Territory)</p>\n <p>So you're a behaviour support practitioner who supports Indigenous and non-Indigenous people. So for your non-Indigenous clients, do you use those practices?</p>\n<p><strong>Hanna Lewis,</strong> Social and Emotional Wellbeing (SEWB) Practitioner, Behaviour Support Practitioner<br/>Descendant of Larrakia / Jawoyn / Torres Strait Islander (Mabuiag Island) Groups<br/>(SAL Consulting â Darwin, Northern Territory)</p>\n<p>Yeah, I don't change my style at all. Being an Aboriginal woman myself, I came into this role and naturally had that narrative and Yarning approach. And I've found that I don't change my style no matter who the client is. And I have great outcomes with even my non-Aboriginal clients and able to capture a lot of their story and what's important to them.</p>\n<p><strong>Michael Manski,</strong> Social and Emotional Wellbeing (SEWB) Practitioner, Behaviour Support Practitioner<br>
1Uwynmil Clan Group; McKinley, Mary River Region<br/>(SAL Consulting â Darwin, Northern Territory)</p>\n<p>One of the important things is also language barriers. A lot of isolated communities, a lot of Aboriginal people. English is their second or third language. So again, understanding that and approaching that on a level where you're getting support around, other kinship networks, family members, Elders and communicating with them to communicate with our clients as well.</p>\n<p><strong>Hanna Lewis</strong></p>\n<p>It's always important to have a practitioner or a cultural consultant involved in the development of behaviour support plans.</p>\n<p>That way you've got someone with that world view from Aboriginal and Torres Strait Islander people to make sure it's culturally safe and appropriate that the right information has been put in and we see plans where there's information put in there, but if the family were to read that it wouldn't be appropriate or it would probably be taken the wrong way and we could probably see that causing a disconnect between the practitioner and the family and the participant as well.</p>\n<p>So, yeah, I think it's always important to have a First Nations consultant or practitioner support worker involved in the process of developing behaviour support plans.</p>\n<p><strong>Doug Payne</strong></p>\n<p>There are times where I come to you and say, âHow do I approach this situation?â Or you might pull me aside and go, âOh, not so good, have another go at that.â</p>\n<p>And I think as a practitioner I need to have an open mind and take advice from you guys and seek that advice. My job is to help people have a better life.</p>\n<p>And if I'm serious about that, I need to take advice from wherever I can get it. And that's for the benefit of the client and the benefit for the family. Yeah.</p>\n<p>And as you said before, Michael, one of the things that really surprised me, particularly the places in remote, English might be their fourth or fifth language. They're fluent in four or five other languages, depending on where they are.</p>\n<p>And so the person might come across when I talk in English as well, they don't understand me. And then you might say, or a cultural consultant might say, let's get someone in who speaks their language, or we go through someone else. And the richness of information just flows from that.</p>\n<p><strong>Michael Manski</strong></p>\n<p>In the Northern Territory itself, we have a range of 70 to 80 different clan groups, almost a thousand different languages.</p> \n<p>So again, different communities, similar culture. Entering a community that you're not familiar with, best practice would be, you know, connecting with the Traditional Owners, the Elders from that place, and getting some information around the community by networking with other services, other providers and building that trust with the Traditional Owners from that area and then networking with them as well to see what support we can further implement in the community.</p>\n<p><strong> Doug Payne</strong></p>\n<p>Thanks Hanna and Michael for that information. I'm sure other behaviour support practitioners across Australia hopefully will get to hear what you've said and it will improve their practices.</p>\n<p>Because that's what we want to do, we want to get better at what we do. And particularly the idea of some of the things we learn when we're working with Indigenous people, particularly in remote communities, how those skills and that knowledge can transfer across to working with Aboriginal people in their community and also non-Aboriginal people. Thank you.</p>\n<p><strong>Hanna Lewis</strong></p>\n<p>Thank you.</p>\n<p><strong>Closing credits</strong> (text presented on screen)</p>\n<p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Applying First Nations' Yarning: Good practice for everyone",href:"/resources/yarning"},{label:"Communication rights in behaviour support planning",href:"/resources/communication-rights"},{label:"Adapting communication for different people",href:"/resources/adapting-communication"},{label:"Engaging with people in rural, regional and remote locations",href:"/resources/rural-regional-and-remote"},{label:"Signs of successful engagement ",href:"/resources/signs-of-successful-engagement"}],external:['<i><a href="https://openlibrary.org/books/OL3990559M/Issues_facing_Australian_fam
1ilies" target="_blank">Issues facing Australian families</a></i> edited by Wendy Weeks and Marjorie Quinn. See: Chapter 8, âAntunypa Wiru Malparara Malparara: The strength of working togetherâ (pages 91 â 100) for more information about working cross-culturally. Specifically, the âMalparara Way of workingâ (Malpa meaning friend and Malparara meaning a person together with a friend or a companion) discusses ways of working with and learning between First Nations colleagues partnering with non-First Nations colleagues.','<a href="https://cid.org.au/wp-content/uploads/2024/03/health-lets-yarn-factsheet.pdf" target="_blank">Council for Intellectual Disabilityâs Letâs Yarn</a> â 12 inclusive communication tips for working with First Nations People with Intellectual Disability','NDIS resources on <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8552" target="_blank">Evidence-informed practice</a> and <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-11362" target="_blank">Person-centred practice</a> outline what is expected of NDIS providers, including: what the practices are; why they are important; how they can be implemented by NDIS providers; and where to find further information','<a href="https://learningplace.s3.ap-southeast-1.amazonaws.com/content/index.html#/" target="_blank">Working and walking together, National Disability Insurance Scheme Learning Place</a> provides information for Aboriginal and Torres Strait Islander practitioners to learn more about working under National Disability Insurance Scheme (NDIS) services','<a href="https://decidingwithsupport.flinders.edu.au" target="_blank">Deciding with Support</a> provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-practitioner/" target="_blank">information for behaviour support practitioners</a> about supporting participants to make their own decisions throughout the behaviour support process','Talk about restrictive practices in a meaningful way that upholds participants\' rights using the <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/talking-to-participants-about-restrictive-practices#paragraph-id-107348" target="_blank">NDIS Restrictive Practices and Me</a> resources ']}}]}]},{id:"effective-behaviour-support-learning-from-first-nations-practice-video-audio-video",slug:"first-nations-practice#video",title:"Effective behaviour support: Learning from First Nations practice (video) ",type:"redirect",filepath:"https://www.youtube.com/watch?v=8lq1E2uPaTc",button:"Watch",categoryIds:["watch-or-listen"],tags:["all"],exploreIds:["all"],description:"All stages of behaviour support planning",image:r.first_nations_practice},{id:"effective-behaviour-support-learning-from-first-nations-practice-video-audio-transcription",slug:"effective-behaviour-support-learning-from-first-nations-practice-video-audio-transcription",title:"Effective behaviour support: Learning from First Nations practice (video audio transcription) ",subtitle:"Effective behaviour support: Learning from First Nations practice (video audio transcription) ",type:"download",filepath:"/downloads/first-nations-practice/effective_behaviour_support_learning_from_first_nations_practice_video_audio_transcription.pdf",button:"Download",categoryIds:["watch-or-listen"],tags:["all"],exploreIds:["all"],description:"All stages of behaviour support planning",image:r.first_nations_practice}],d=[{id:"having-difficult-conversations",slug:"having-difficult-conversations",type:"page",button:"View this topic",title:"Preparing for and having difficult conversations",subtitle:"Examples and tips for behaviour support practitioners",description:"All stages of behaviour support planning",categoryIds:["ideas-for-practitioners"],exploreIds:["all"],tags:["all"],anchors:[{label:"Getting started with discussions about behaviours of concern",anchorId:"getting-started"},{label:"Preparing for difficult conversations (examples and tips) ",anchorId:"preparing-tips-and-examples"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.having_difficult_conversations,downloads:["having-difficult-conversations-getting-started","preparing-for-difficult-conversations-examples-and-tips"],pages:[{id:"getting-started",title:"Getting started with discu
1ssions about behaviours of concern",content:[{type:"text",value:"<p>Having difficult conversations is stressful at any time, let alone if you are someone living with a disability who is needing to talk about personal things that are naturally the focus of behaviour support planning, such as behaviours of concern.</p>\n <p>These conversations can be stressful not only for someone talking about their life and their behaviour, but also for others in the conversation. As the behaviour support practitioner, you will need to guide these conversations.</p>\n <p>Planning and some key principles can help you with this process and ensure a focus on engaging with the person in a way that makes them as comfortable as possible. This helps the behaviour support planning process to be a positive one. It will also mean that the resulting plan is one that:</p>"},{type:"list",className:"lg:ml-8",value:['meets <a href="/resources/communication-rights">the participantâs communication rights</a>,',"is one you both agree on, and","helps you get to the heart of that personâs needs and goals, and understand how best to meet them."]},{type:"text",value:' <h4 class="text-3xl pb-40">Before you get started</h4>\n <p>Consider these things before you start the conversation: </p>\n <p><strong>1.<span class="ml-4 lg:ml-8">How does the person you are supporting communicate?</span></strong></p>\n <p>Familiarise yourself with their preferred communication methods and know how to use those methods effectively to communicate authentically with the person.</p>\n <p>You may wish to review: </p>'},{type:"list",className:"lg:ml-8",value:['<a href="/resources/yarning">principles of yarning</a> to help build rapport and trust,','<a href="/resources/adapting-communication">adapting communication for different people</a>, ','<a href="/resources/engaging-effectively">engaging effectively through 2-way communication</a>,','<a href="/resources/different-communication-techniques">different communication and engagement techniques</a>, and','<a href="/resources/signs-of-successful-engagement">signs of successful communication and engagement</a>.']},{type:"text",value:'<p><strong>2.<span class="ml-4 lg:ml-8">Who needs to be part of the conversation?</span></strong></p>\n <p>Consider who else might need to be a part of the conversation (e.g., a member of the personâs family, a support worker, a health care professional, etc.) and ensure that they are available to participate in the conversation and understand the reason why the conversation needs to take place. Make sure to check your participant is comfortable having the conversation with this person present.</p>\n '},{type:"text",value:'<p><strong>3.<span class="ml-4 lg:ml-8">When and where is best to have the conversation?</span></strong></p>\n <p>Such conversations should be held at a time and place that is most convenient and comfortable for the person you are supporting to ensure that they are coming into the conversation settled and calm.</p>\n '},{type:"text",value:'<h4 class="text-3xl pb-40">Key difficult topics in the behaviour support process</h4>\n <p>The following topics may be difficult to discuss with people with disabilities when it comes to behaviour support planning (please note this list is not exhaustive):</p>\n '},{type:"list",className:"lg:ml-8",value:["Conflicts with key people in the personâs life, such as family members, co-residents or housemates, and support staff, that may be impacting the personâs behaviour.","The person with disabilityâs behaviours of concern, including why they occur, what happens when they occur and their impact on the person and others.","The content of a personâs behaviour support plan, including the proposed strategies and any restrictions placed on the person.","Negotiating boundaries or expectations when it comes to behaviour support planning and positive behaviour support strategies.","Safety versus dignity of risk â balancing the need to keep people safe, while also allowing people to take appropriate risks. ","The proposed use of any restrictive practices to keep the person and others safe.","Emotions/feelings like grief and loss and trauma.","Medical, mental health or health concerns that may be impacting their behaviours. ","How the personâs disability might impact on the personâs ability to understand and make decisions related to behaviour support and how this will impact their engagement in behaviour support planning (e.g., capacity to make decisions and consent). ","Changes to a personâs routine or environment that may be unexpected or not preferred, and how to manage this effectively. "]},{type:"text",value:' <h4 class="text-3xl pb-40">Remember</h4>\n <p>A person <a href="/resources/communication-rights">can choose NOT to be part of a conversation</a> and <a href="/resources/spectrum-of-participation">how involved they wish to be.</a> </p>\n <p>This needs to be respected and if this is the case, behaviour support practitioners need to have a âPlan Bâ around who is the next appropriate person in <a href="/resources/your-support-network">the participantâs personal or professional support networks</a> to have this difficult conversation with.</p>'},{type:"image",link:"/resources/different-communication-techniques#videos",value:"/downloads/different-communication-techniques/different_communication_techniques_video_still.jpg",alt:"
1Video still from the resource Different Communication Techniques"},{type:"text",value:'<a href="/resources/different-communication-techniques#videos">Watch our video on different communication techniques. </a>'}]},{id:"preparing-tips-and-examples",title:"Preparing for difficult conversations (examples and tips)",content:[{type:"text",value:' <h4 class="text-3xl pb-40">10 tips for preparing for difficult behaviour support discussions</h4>\n <p>In situations when difficult conversations happen, it is important to make sure the conversation meets the personâs communication style and needs.</p>\n <p><a href="/resources/writing-plans-everyone-understands">Using clear language</a>, <a href="/resources/using-discussion-mats">visual supports</a>, and a calm, patient approach can help make these conversations easier to have. Asking your peers for advice is also a great source of information. Hear what your peers have to say about having <a href="/resources/restrictive-practices-preparing-to-engage">difficult conversations about restrictive practices</a> and <a href="/resources/making-this-plan-work">making behaviour support plans work</a>. </p>'},{type:"text",value:'<p><strong>1.<span class="ml-4 lg:ml-8">Be clear about your purpose</span></strong></p>\n <p>Know why you\'re having the conversation and what outcome you hope for. Stay focused on that goal.</p>\n <p>Goals might include: </p>\n '},{type:"list",className:"lg:ml-8",value:["improving the participantâs quality of life,","making sure peopleâs rights are respected,","ensuring everyone is working together,","ensuring the agreed goals and strategies are implemented, ","keeping people safe. "]},{type:"text",value:'<p><strong>2.<span class="ml-4 lg:ml-8">Choose the right time and place</span></strong></p>\n <p>Pick a setting where both of you can talk openly without distractions or pressure. Timing mattersâdonât start the conversation when emotions are high. Sometimes, <a href="/resources/yarning#video">having a chat (or a yarn)</a> can ease any pressure and âresetâ the mood so the difficult conversation can take place.</p>\n <p>Things to consider include:</p>\n '},{type:"list",className:"lg:ml-8",value:["should the conversation take place in private room (or out in the garden) at the participantâs home?","should the conversation take place away from the participantâs home (at an office off-site, or in a park down the street)?","should the conversation take place with someone else present or someone else close to hand if they need to be called in at some point? "]},{type:"text",value:'<p><strong>3.<span class="ml-4 lg:ml-8">Stay calm and respectful</span></strong></p>\n <p>Keep your tone even and avoid blaming or attacking the other person. Respect goes a long way in tough conversations. </p>\n <p>It is important to: </p>\n '},{type:"list",className:"lg:ml-8",value:["ask the person about what they think the conversation is about and why it is needed, ","be clear about your concerns and ask them if they have concerns too,","be clear that you are interested in what they have to say, and what their opinion is / how they think things are going. "]},{type:"text",value:'<p><strong>4.<span class="ml-4 lg:ml-8">Listen more than you speak</span></strong></p>\n <p>Really hear what the other person is saying. Let them finish before responding and ask questions to make sure you understand their point of view. This is one of <a href="/resources/communication-rights">their communication rights</a>. </p>\n <p>You might ask them: </p>\n '},{type:"list",className:"lg:ml-8",value:["about the behaviours of concern,","what they think about the support strategies, ","if they think the strategies could be used in a different way,","if they think any other strategies could be used and, if so, how?"]},{type:"text",value:'<p><strong>5.<span class="ml-4 lg:ml-8">Use âIâ statements instead of âyouâ statements</span></strong></p>\n <p>Saying <i>âI feel hurt when...â</i> is better than <i>âYou always do this!â</i> It makes the conversation less confrontational. </p>\n <p>Try, instead:</p>\n '},{type:"list",className:"lg:ml-8",value:["âI donât understand what you are trying to tell me when you [behave in a particular way].....â","âI donât understand why we canât get these strategies to work, do you have any suggestions?â","âIs there something else I could do to make this easier / help this to work?â "]},{type:"text",value:'<p><strong>6.<span class="ml-4 lg:ml-8">Stick to facts, not assumptions</span></strong></p>\n <p>Talk about what actually happened, not what you think their intentions were. Assumptions can lead to misunderstandings.</p>\n <p>Try, instead:</p>\n '},{type:"list",className:"lg:ml-8",value:["âI was confused about why [.........] happened, can you help me understand?â","âwhen [.........] I was expecting that [.........] can you help me understand?â "]},{type:"text",value:'<p><strong>
17.<span class="ml-4 lg:ml-8">Acknowledge their feelings</span></strong></p>\n <p>You donât have to agree, but showing you understand their emotions helps build trust and reduces defensiveness.</p>\n <p>Try, instead:</p>\n '},{type:"list",className:"lg:ml-8",value:["âit seems that you might have been thinking / feeling ...â","âI can understand that you might have been thinking / feeling...â","âif Iâd been in a similar situation, I would have likely been thinking / feeling...â"]},{type:"text",value:'<p><strong>8.<span class="ml-4 lg:ml-8">Be open to compromise</span></strong></p>\n <p>Difficult conversations are not about âwinningâ. Be flexible and look for solutions that work for both of you.</p>\n <p>Try, suggesting:</p>\n '},{type:"list",className:"lg:ml-8",value:["âwe can work together work make this happen.â ","âwhat do you think might work?â"]},{type:"text",value:'<p><strong>9.<span class="ml-4 lg:ml-8">Take breaks if needed</span></strong></p>\n <p>If emotions run too high, it\'s okay to pause and continue later when both of you are calmer.</p>\n <p>Try suggesting:</p>\n '},{type:"list",className:"lg:ml-8",value:["ânow might not be the right time to have this conversation, how about we meet again [agree a place, date, & time]?â","âbefore we continue this conversation, it might be a good idea if [agree on some activity to prepare for the next meeting].â"]},{type:"text",value:'<p><strong>10.<span class="ml-4 lg:ml-8">End with a clear next step</span></strong></p>\n <p>Summarise what was discussed and agree on what happens next. This helps prevent misunderstandings and keeps things moving forward.</p>\n <p>Try saying:</p>\n '},{type:"list",className:"lg:ml-8",value:["âwhat we have talked about today has been [.........].â ","âbefore we meet again I need to [...........] and Iâd like you to [...........].â","â...and then, when we next catch up we will [...........].â"]}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Communication rights in behaviour support planning",href:"/resources/communication-rights"},{label:"Applying First Nations' Yarning: Good practice for everyone",href:"/resources/yarning"},{label:"Different communication techniques",href:"/resources/different-communication-techniques"},{label:"Building and maintaining a team ",href:"/resources/building-and-maintaining-a-team"},{label:"Communicating about behaviours of concern",href:"/resources/behaviours-of-concern"},{label:"Communicating about restrictive practices",href:"/resources/restrictive-practices"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS Participant fact sheet: Understanding your rights</a>','<a href="https://www.ndiscommission.gov.au/sites/default/files/2024-09/Easy%20Reaf%20Fact%20Sheet%202%20-%20Understanding%20your%20rights.pdf" target="_blank">NDIS Easy read: Understanding your rights</a> (Word download)','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: The safe reduction and elimination of regulated restrictive practices</a>','Talk about restrictive practices in a meaningful way that upholds participants\' rights using the <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/talking-to-participants-about-restrictive-practices#paragraph-id-107348" target="_blank">NDIS Restrictive Practices and Me</a> resources','<a href="https://www.ndiscommission.gov.au/sites/default/files/2023-10/Regulated%20Restrictive%20Practices%20Summary%20and%20Protocols%20-%20October%202023.DOCX" target="_blank">NDIS Regulated restrictive practices summary and protocols</a> (Word download) outlines what information should be included when using regulated restrictive practice(s) and â importantly â working to reduce and eliminate them','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://ndiscommission.easyread.c
1om.au/what-are-high-risk-practices/" target="_blank">NDIS What are high-risk practices?</a> is an easy-read resource that provides examples of practices that are never okay and must not ever be used in behaviour support practice','<a href="https://decidingwithsupport.flinders.edu.au" target="_blank">Deciding with Support</a> provides information for behaviour support practitioners about supporting participants to make their own decisions throughout the behaviour support process']}}]}]},{id:"having-difficult-conversations-getting-started",slug:"having-difficult-conversations-getting-started",title:"Having difficult conversations: Getting started ",subtitle:"Having difficult conversations: Getting started ",type:"download",filepath:"/downloads/having-difficult-conversations/having_difficult_conversations_getting_started.pdf",button:"Download",categoryIds:["ideas-for-practitioners"],exploreIds:["getting-started","preparing-for-a-home-visit"],tags:["all"],description:"Getting started; Preparing for a home visit",image:r.having_difficult_conversations},{id:"preparing-for-difficult-conversations-examples-and-tips",slug:"preparing-for-difficult-conversations-examples-and-tips",title:"Preparing for difficult conversations: Examples and tips",subtitle:"Preparing for difficult conversations: Examples and tips",type:"download",filepath:"/downloads/having-difficult-conversations/preparing_for_difficult_conversations_examples_and_tips.pdf",button:"Download",exploreIds:["all"],categoryIds:["ideas-for-practitioners"],tags:["all"],description:"All stages of behaviour support planning",image:r.having_difficult_conversations}],g=[{id:"rural-regional-and-remote",slug:"rural-regional-and-remote",type:"page",button:"View this topic",title:"Engaging with people in rural, regional and remote locations",description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],subtitle:"Adapting behaviour support practice for different contexts",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],anchors:[{label:"Engaging with people in rural, regional and remote locations (video)",anchorId:"video"},{label:"Engaging with people in rural, regional and remote locations (video audio transcription)",anchorId:"video-transcript"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.rural_regional_and_remote,downloads:["engaging-with-people-in-rural-regional-and-remote-locations-video","engaging-with-people-in-rural-regional-and-remote-locations-video-audio-transcription"],pages:[{id:"video",content:[{type:"video",value:{src:"https://www.youtube.com/embed/4WUGyr08H2g",thumbnail:"/downloads/rural-regional-and-remote/rural_regional_and_remote_video_still.jpg",caption:"Engaging with people in rural, regional and remote locations",transcript:{title:"Transcript",text:"<p><strong>Heather Lambert,</strong> Clinical Lead â Positive Behaviour Support<br>(Marathon Health; Albury, New South Wales)</p>\n<p>Communities in rural and remote areas are tight knit and people know each other. People know of this service and of that service. And when you're actually there on the ground with them taking a walk up the street saying âhiâ to different people and know what life is like there, that's so important because then you're speaking their language and you're talking about the community as it is.</p>\n<p><strong>Sarah Bingley,</strong> Core Positive Behaviour Support Practitioner<br>(Marathon Health; Albury, New South Wales)</p>\n<p>People who live in rural and remote communities have a very different outlook and perspective of life than people who live in urban and cityscapes.</p>\n<p><strong>Doug Payne,</strong> Senior Clinical Consultant, Behaviour Support Practitioner<br>(SAL Consulting â Darwin, Northern Territory)</p>\n<p>Up here in the Northern Territory, a township I go to is Maningrida, which is out in Arnhem Land. Been going there maybe 4, on 5 years.</p>\n<p><strong>Danielle Quinlan,</strong> Clinical Consultant, Speech Pathologist<br>(SAL Consulting; Darwin, Northern Territory)</p>\n<p>I've got a lot of work out in Maningrida. We head out on a 4-week basis for a week, so it's quite a nice time out there.</p>\n<p>It's obviously very different being in remote contexts. It's a different life, it's a different lifestyle.</p>\n<p>The way that schools are working and aged cares are working are quite different to here [Darwin]. And the issues that we're seeing people are facing are a lot more complex.</p>\n<p><strong>Doug Payne</strong></p>\n<p>Maningrida has many people with disabilities out there. Whether it's the fellas I work with who have got a psychosocial disability, people with physical disabilities from car accidents.</p>\n<p>Kids are born and have autism and chromosomal disorders. So it's, you know, the full gamut of potential disability.</p>\n<p><strong>Danielle Quinlan</strong></p>\n<p>We've also got gaps in health literacy as well, I think that's a big thing and a lot of our job when we're out there is providing health literacy to the families we're working with about our roles and what we can offer and what we can help with. And that's always the foundation before any sort of therapeutic practice is going to be commencing.</p>\n<p><strong>Heather Lambert</strong></p>\n<p>So for participants in regional and remote areas, access to the professional supports â those formal supports â is incredibly difficult.</p>\n<p><strong>Nandita Patel,</strong> Team Lead â Positive Behaviour Support<br>(Marathon Health; Albury, New South Wales)</p>\n<p>They appreciate that you're being there for them, that tells you so much about the limited resources, the limited services that they have.</p>\n<p><strong>Sarah Bingley</strong></p>\n<p>Even here in Albury, we are one of the bigger towns in this area, we have a lack of speech pathologists and occupational therapists.</p>\n<p><strong>Heather Lambert</strong></p>\n<p>There's again, a long wait time as well as a lot of stress for them as they try to find a person who actually understands them but is halfway across the country trying to do that. It also uses funding.</p>\n<p><strong>Sarah Bingley</strong></p>\n<p>Some of their NDIS package will be spent on their practitioners travelling to them.</p>\n<p><strong>Cherry Reynolds,</strong> Director / Senior Clinician<br>(Woollybutt Specialist Services; Darwin, Northern Territory)</p>\n<p>We support a family in a remote community of Lajamanu. It's like almost as far west as you can go and as far south as you can go before you hit Alice Springs kind of region. And to fly there costs $20,000. It's a 10-hour drive if you drive.</p>\n<p>So from a funding finance-management perspective, it's very hard to go there. So you need to be able to go in and hit the ground running in terms of who do I need to talk to, who do I need to get information from, so that I can do work remotely, because we do do a lot via telehealth.</p>\n<p><strong>Heather Lambert</strong></p>\n<p>
1A lot of times it is by nature of location having to be telehealth. That's not ideal.</p>\n<p><strong>Cherry Reynolds</strong></p>\n<p>Telehealth or TelePBS [Tele-positive-behaviour-support] is challenging in that you don't get a big feel for who the person is, their environment.</p>\n<p><strong>Nandita Patel</strong></p>\n<p>How am I going to engage with a 10-year-old who has ADHD? Hardly can sit at their spot for 2 minutes?</p>\n<p>I cannot do any activities with them on telehealth to make them engage. If I'm face to face, okay what you would like to do, let's just do this, let's go for a walk.</p>\n<p>Face to face when you go there, you feel engaged with them.</p>\n<p>You get so much information.</p>\n<p><strong>Stuart Martin,</strong> Core Positive Behaviour Support Practitioner<br>(Marathon Health; Albury, New South Wales)</p>\n<p>Nothing beats that sort of personal interaction and I feel you can be, not only a lot more effective, you're a lot more efficient with your time when you're meeting face to face with a person rather than over a screen.</p>\n<p><strong>Cherry Reynolds</strong> </p>\n<p>We often will try and do it once we've met a person first, particularly on remote communities, you may not be able to get back to somewhere for 4, 6 weeks, sometimes 3 months, because of the distance and the remoteness.</p>\n<p><strong> Heather Lambert,</strong> Clinical Lead â Positive Behaviour Support (Marathon Health; Albury, New South Wales)</p>\n<p>So as a practitioner, there's a lot of adaptation that needs to happen when providing services with individuals who live in rural and remote areas.</p>\n<p>That's got a lot to do with how you connect with different people.</p>\n<p><strong>Doug Payne</strong></p>\n<p>Those activities like fishing or going to Menâs Shed or sitting around a campfire and chatting.</p>\n<p>They are the tools of engaging and their recovery.</p>\n<p><strong>Cherry Reynolds</strong></p>\n<p>Sometimes it's just sitting with them and spending time and getting a feel for who they are, what's important to them and their families.</p>\n<p>And you don't get that by asking a million and one questions in a remote community. You get that by sitting being present and being a part of that person's community.</p>\n<p><strong>Doug Payne</strong></p>\n<p>Formal assessment? Nup. Sitting and chatting? Yep. Do I take a piece of paper out with me? No. Important stuff gets committed to memory.</p>\n<p>I go and chat with people, but it's often sitting at their pace. I could rush it, I need to be patient. A behaviour support practitionerâs job is about being very, very patient.</p>\n<p><strong>Closing credits</strong> (text presented on screen)</p>\n<p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Applying First Nations' Yarning: Good practice for everyone",href:"/resources/yarning"},{label:"Building and maintaining a team ",href:"/resources/building-and-maintaining-a-team"},{label:"Effective behaviour support: Learning from First Nations practice",href:"/resources/first-nations-practice"},{label:"Working together as a support network",href:"/resources/working-together-support-networks"},{label:"Engaging support networks in change ",href:"/resources/support-networks-and-change"}],external:['See the NDIS resources for participants and practitioners on: <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour" target="_blank">Delivering positive behaviour support remotely</a>:<br/><br/>\n <ul class="ml-8 list-circle">\n <li><a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour/paragraph-id-8751" target="_blank">TelePBS â Is it right for me (and my child)? A participantâs guide</a></li>\n <li><a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour#paragraph-id-8751" target="_blank">Easy read participant guide: What is TelePBS?</a></li>\n <li><a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour#paragraph-id-8754" target="_blank">
1TelePBS â Are you ready and able? A practitionerâs guide</a></li>\n <li><a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/delivering-positive-behaviour#paragraph-id-8754" target="_blank">How can I align TelePBS with quality practice? A practitionerâs guide</a></li>\n </ul>\n ','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: Developing behaviour support plans,</a> outlines the NDIS Commissionerâs expectations of for developing behaviour support plans that contain regulated restrictive practices','<a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8480" target="_blank">NDIS Regular access to healthcare</a> practitioner guide outlines barriers some people with disability face in accessing healthcare and the importance of participantsâ health and wellbeing','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about:<br/><br/>\n <ul class="ml-8 list-circle">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>\n ']}}]}]},{id:"engaging-with-people-in-rural-regional-and-remote-locations-video",slug:"rural-regional-and-remote#video",title:"Engaging with people in rural, regional and remote locations (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=4WUGyr08H2g",button:"Watch",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.rural_regional_and_remote},{id:"engaging-with-people-in-rural-regional-and-remote-locations-video-audio-transcription",slug:"engaging-with-people-in-rural-regional-and-remote-locations-video-audio-transcription",title:"Engaging with people in rural, regional and remote locations (video audio transcription)",subtitle:"Engaging with people in rural, regional and remote locations (video audio transcription)",type:"download",filepath:"/downloads/rural-regional-and-remote/engaging_with_people_in_rural_regional_and_remote_locations_video_audio_transcript.pdf",button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.rural_regional_and_remote}],m=[{id:"signs-of-successful-engagement",slug:"signs-of-successful-engagement",type:"page",button:"View this topic",title:"Signs of successful communication and engagement",description:"All stages of behaviour support planning",exploreIds:["all"],subtitle:"What to look for during conversations",tags:["all"],categoryIds:["ideas-for-practitioners"],anchors:[{label:"Six signs of successful communication for behaviour support practitioners",anchorId:"6-signs"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.signs_of_successful_engagement,downloads:["signs-of-successful-communication-and-engagement"],pages:[{id:"6-signs",title:"Six signs of successful communication for behaviour support practitioners",content:[{type:"text",value:'<p><a href="/resources/engaging-effectively">Communication is a 2-way process</a> and, as the behaviour support practitioner is usually the person leading the discussion, youâll need to pay close attention to signs that show whether the person youâre engaging with understands. This is essential in <a href="/resources/communication-rights">respecting and upholding their rights</a> during the behaviour support planning process.</p>\n <p>Remember messages are <a href="/resources/different-communication-techniques">communicated in many ways</a>
1 â not just in what you say. Body language and other things that happen during the interaction also share important information with the other person. </p>\n <p>As a behaviour support practitioner, youâll need to be alert and <a href="/resources/adapting-communication">adapt your communication style</a> to ensure effective engagement throughout the behaviour support planning and implementation process. </p>\n <p>For a person with communication difficulties, their communication partner is critical to the success of the interaction. This will also ensure you build and maintain the relationship of trust and respect that is so important in this process. </p>\n <p>Here are some signs to help you understand whether you are communicating and engaging successfully. </p>'},{type:"text",className:"lg:ml-8",value:'<div class="lg:ml-4 flex">1.<div class="ml-4 lg:ml-8"><p><strong>Responding. </strong>A personâs response is a strong indicator of their engagement with the process and also whether they have understood the information you are trying to communicate.</p>\n <p>Signs someone hasnât understood include:</p></div></div>'},{type:"list",className:"ml-24",value:["inappropriate, short or vague responses, e.g., ânot sureâ or âmaybeâ; the response doesnât answer your question or is off topic.","not following through with an instruction.","delayed, slow or no response.","always answering âyesâ. Someone may answer âyesâ even if they donât understand in order to please you or because they donât know what else to respond. "]},{type:"text",className:"lg:ml-8",value:'<div class="lg:ml-4 flex">2.<div class="ml-4 lg:ml-8"><p><strong>Repeating. </strong>Repetition can be a helpful tool for checking understanding. The person may repeat things you say, which is often a sign they understand. They may also ask you to repeat yourself if they donât understand.</p>\n <p>You can also use repetition to check if you have understood correctly. Try saying âIâll check that Iâve understood, by repeating back to you...â</p></div></div>'},{type:"text",className:"lg:ml-8",value:'<div class="lg:ml-4 flex">3.<div class="ml-4 lg:ml-8"><p><strong>Summarising. </strong>Like repetition, summarising the information is a good tool for checking understanding. If you ask the person to summarise what you have said in their words, you will have an idea of how well you have successfully communicated the key information.</p>\n <p>As with repeating, you can use summarising back to the person to check that you have understood them correctly.</span></p></div></div>'},{type:"text",className:"lg:ml-8",value:'<div class="lg:ml-4 flex">4.<div class="ml-4 lg:ml-8"><p><strong>Questioning. </strong>The personâs questions can tell you whether they have understood the information. If they donât ask questions or their questions donât appear to make sense in the context, it is a good sign they donât understand.</p></div></div>'},{type:"text",className:"lg:ml-8",value:'<div class="lg:ml-4 flex">5.<div class="ml-4 lg:ml-8"><p><strong>Showing. </strong>As you prepare for your conversation and as you <a href="/resources/getting-to-know-each-other">get to know the person youâre communicating with</a>, focus on understanding <strong>their unique body language</strong>. This will help you sense whether they are engaged in the behaviour support process youâre working through together. Look for signs of confusion, such as furrowed brows, a blank stare or other signs theyâre lacking engagement in their body language.</p></div></div>'},{type:"text",className:"lg:ml-8",value:'<div class="lg:ml-4 flex">6.<div class="ml-4 lg:ml-8"><p><strong>Feeling. </strong>If the person is struggling to understand the conversation, they are likely to feel frustrated, upset or overwhelmed by the demands placed on them. They may express this feeling of frustration or upset through undesirable or negative behaviours (also called behaviours of concern).</p></div></div>'}
1]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Communication rights in behaviour support planning ",href:"/resources/communication-rights"},{label:"Applying First Nations' Yarning: Good practice for everyone",href:"/resources/yarning"},{label:"Different communication techniques",href:"/resources/different-communication-techniques"},{label:"Communicating about behaviours of concern",href:"/resources/behaviours-of-concern"},{label:"Communicating about restrictive practices",href:"/resources/restrictive-practices"}],external:['<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://decidingwithsupport.flinders.edu.au/" target="_blank">Deciding with Support</a> provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-practitioner/" target="_blank">information for behaviour support practitioners</a> about supporting participants to make their own decisions throughout the behaviour support process','<a href="https://waindividualisedservices.org.au/understanding-people-positive-behaviour-support/" target="_blank">Understanding people: Positive behaviour support,</a> by Western Australiaâs Individualised Services','<a href="https://www.ndis.gov.au/policies/supported-decision-making-policy#:~:text=Supported%20decision%20making%20is%20the,%2C%20carers%2C%20peers%20and%20professionals." target="_blank">NDIS Supported Decision Making</a>']}}]}]},{id:"signs-of-successful-communication-and-engagement",slug:"signs-of-successful-communication-and-engagement",title:"Signs of successful communication and engagement",subtitle:"Signs of successful communication and engagement",type:"download",filepath:"/downloads/signs-of-successful-engagement/signs_of_successful_engagement.pdf",button:"Download",tags:["all"],categoryIds:["ideas-for-practitioners"],description:"All stages of behaviour support planning",exploreIds:["all"],image:r.signs_of_successful_engagement}],f=[{id:"talking-about-behaviour-support",slug:"talking-about-behaviour-support",type:"page",button:"View this topic",title:"Talking about behaviour support in ways everyone can understand",description:"All stages of behaviour support planning",exploreIds:["all"],subtitle:"Adapting communication to include and engage people",tags:["all"],categoryIds:["watch-or-listen","ideas-for-practitioners"],anchors:[{label:"Talking about behaviour support in ways everyone can understand (video)",anchorId:"video"},{label:"Talking about behaviour support in ways everyone can understand (video audio transcription)",anchorId:"video-transcript"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.talking_about_behaviour_support,downloads:["talking-about-behaviour-support-video-video","talking-about-behaviour-support-video-transcript"],pages:[{id:"video",content:[{type:"video",value:{caption:"Talking about behaviour support in ways everyone can understand",src:"https://www.youtube.com/embed/DZv8o29Y4wQ",thumbnail:"/downloads/talking-about-behaviour-support/talking_about_behaviour_support_video_still.jpg",transcript:{title:"Transcript",text:"<p><strong>Keith McVilly</strong>, Professor of Disability and Inclusion<br>(The University of Melbourne; Melbourne, Victoria) </p>\n <p>Behaviour support practitioners work with a whole host of people. </p>\n <p>People with disabilities, family members, other professionals, and it's important that we adapt our language to meet the communication style and the communication needs of each of those groups. </p>\n <p><strong>Heather Lambert</strong>, Clinical Lead â Positive Behaviour Support<br>(Marathon Health; Albury, New South Wales) </p>\n <p>I'm reading them and reading how they're going in that moment and adjusting my communication accordingly, adjusting the way that I present information, whether that means that I start one way and then make adjustments and acknowledge that, ooh wait â maybe I started a bit ânot quite rightâ, and so let's try that again. </p>\n <p><strong>Cherry Reynolds</strong>, Director / Senior Clinician<br>(Woollybutt Specialist Services; Darwin, Northern Territory) </p>\n <p>Often it's that stop. Stop yourself, check yourself. Where am I going? Who am I talking to? What's relevant for this person? </p>\n <p>I'm lucky enough to have worked cross-culturally for quite a few years when you're working with people whose English is a second language, you've got to stop, check, okay, how do I explain this concept? </p>\n <p><strong>Keith McVilly</strong> </p>\n <p>It may well be quite appropriate to speak in technical language to another allied health professional, but for a family member, using those technical words and phrases could alienate them, could mean that they don't engage with the process. </p>\n <p><strong>Cherry Reynolds</strong> </p>\n <p>Using technical languages can be really problematic when supporting people with a disability, because a lot of people don't understand what the terms mean. A lot of the support people who w
1ork with them don't understand what the terms mean. </p>\n <p><strong>Stuart Martin</strong>, Core Positive Behaviour Support Practitioner<br>(Marathon Health; Albury, New South Wales) </p>\n <p>Technical language is a, a language of its own and if it's not a language that's understood by the participant or by their family or their supports, then there's no point using it.</p>\n <p><strong>Teresa Micallef</strong>, Building Community Networks Manager<br>(Belonging Matters Inc.; Melbourne, Victoria) </p>\n <p>It distances people, it clinicalises people. It's not typical. It's not normal to be spoken about or with in that manner. </p>\n <p><strong>Heather Lambert</strong> </p>\n <p>It also creates a bit of a power imbalance and a sense of a hierarchy that is this kind of indication that we as practitioners, if we're using that technical language, are these âbig expertsâ who have come in to solve the problems or to do something to the participant again. </p>\n <p><strong>Cherry Reynolds</strong> </p>\n <p>That power imbalance is actually one of the big barriers for communication in general with participants. </p>\n <p>We actually have a lot of control and a lot of say in these people's lives. </p>\n <p>We're developing a plan of how they're going to be supported, it's something that I feel very, very blessed to be able to provide that support. But it's an amazing responsibility and it's something that I think a lot of people don't show enough consideration for. </p>\n <p><strong>Sarah Bingley</strong>, Core Positive Behaviour Support Practitioner<br>(Marathon Health; Albury, New South Wales) </p>\n <p>It's really important to be able to explain the jargon that we use in a way that the person we're communicating to will actually understand it. </p>\n <p><strong>Danielle Quinlan</strong>, Clinical Consultant, Speech Pathologist<br>(SAL Consulting; Darwin, Northern Territory) </p>\n <p>When dealing one on one with participants weâre using plain language or easy English and we try as well to create resources that share what we're finding back with our participants in that easy-to-read way as well. </p>\n <p><strong>Sarah Bingley</strong> </p>\n <p>Behaviour support plans are typically like 30-to-60-page documents. </p>\n <p>Giving that to somebody who's already stressed, burnt out, overwhelmed, a 60-page document, they're just going to look at it and then put it down and forget about it. It's not something that they can comprehend or deal with. </p>\n <p>Whereas if you give them a 10-page document that's more concise, easier to read, they're going to engage with it more. </p>\n <p><strong> Nandita Patel</strong>, Team Lead â Positive Behaviour Support<br>(Marathon Health; Albury, New South Wales) </p>\n <p>With easy read, there's a lot of pictures and one sentence or maximum two sentences of instructions. </p>\n <p><strong>Cherry Reynolds</strong> </p>\n <p>Using visuals, using easy English, breaking it down in terms of what are the key concepts of the plan, what's really important for them to understand about the plan themselves and what do they think about it? </p>\n <p>So gaining their feedback around that. </p>\n <p><strong>Heather Lambert</strong> </p>\n <p>If the behaviour support plan is written in a way that everyone's going to understand, if it's written for the intended audience, then it actually makes the whole process much more efficient as well as much more effective. </p>\n <p>You're not going to have to sit down and re-explain things that you've written. </p>\n <p><strong>Cherry Reynolds</strong> </p>\n <p>If everyone understands what you're talking about, you're all on the same level. You're all working together. It's more collaborative. There aren't people going, I don't know
1what that means and I don't feel safe asking a question about it. Everyone understands. </p>\n <p><strong>Keith McVilly</strong> </p>\n <p>People know what's going to happen, people know what's expected of them and people have a clear understanding of what they need to do to make things happen safely. </p>\n <p><strong>Closing credits</strong> (text presented on screen)</p>\n <p>How will you use these ideas to improve engagement in your behaviour support practice? </p>"}}}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Communication rights in behaviour support planning ",href:"/resources/communication-rights"},{label:"Understanding communication and engagement ",href:"/resources/understanding-communication-and-engagement"},{label:"Adapting communication for different people",href:"/resources/adapting-communication"},{label:"Applying First Nations' Yarning: Good practice for everyone",href:"/resources/yarning"},{label:"Working together as a support network",href:"/resources/working-together-support-networks"},{label:"Effective behaviour support: Learning from First Nations practice",href:"/resources/first-nations-practice"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9128" target="_blank">Easy read: What is positive behaviour support?</a> Download the NDIS easy read information sheet for behaviour support participants.','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS Participant fact sheet: Understanding your rights</a>','<a href="https://www.ndiscommission.gov.au/sites/default/files/2024-09/Easy%20Reaf%20Fact%20Sheet%202%20-%20Understanding%20your%20rights.pdf" target="_blank">NDIS Easy read: Understanding your rights</a> (PDF download)','Watch the Positive behaviour support video on homepage of the <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a> website','<a href="https://www.promotingpbspractice.com/resources" target="_blank">Introducing positive behaviour support,</a> by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a>','<a href="https://www.promotingpbspractice.com/resources/library/Rights%20in%20Positive%20Behaviour%20Support.pdf" target="_blank">Rights in positive behaviour support</a> (opens PDF), by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a>','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: The safe reduction and elimination of regulated restrictive practices</a>','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://www.ndiscommission.gov.au/sites/default/files/2023-10/Regulated%20Restrictive%20Practices%20Summary%20and%20Protocols%20-%20October%202023.DOCX" target="_blank">NDIS Regulated restrictive practices summary and protocols</a> (Word download) outlines what information should be included when using regulated restrictive practice(s) and â importantly â working to reduce and eliminate them','<a href="https://ndiscommission.easyread.com.au/what-are-high-risk-practices/" target="_blank">NDIS What are high-risk practices?</a> is an easy-read resource that provides examples of practices that are <strong>never okay</strong> and <strong>must not ever be used</strong> in behaviour support practice','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about: <br/><br/>\n <ul class="ml-8 list-circle">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>']}}]}]},{id:"talking-about-behaviour-support-video-video",slug:"talking-about-behaviour-support#video",title:"Talking about behaviour support in ways everyone can understand (video) ",type:"redirect",filepath:"https://www.youtube.com/watch?v=DZv8o29Y4wQ",button:"Watch",tags:["all"],
1categoryIds:["watch-or-listen"],description:"All stages of behaviour support planning",exploreIds:["all"],image:r.talking_about_behaviour_support},{id:"talking-about-behaviour-support-video-transcript",slug:"talking-about-behaviour-support-video-transcript",title:"Talking about behaviour support in ways everyone can understand (video audio transcription) ",subtitle:"Talking about behaviour support in ways everyone can understand (video audio transcription) ",type:"download",filepath:"/downloads/talking-about-behaviour-support/talking_about_behaviour_support_in_ways_everyone_can_understand_video_transcript.pdf",button:"Download",tags:["all"],categoryIds:["ideas-for-practitioners"],description:"All stages of behaviour support planning",exploreIds:["all"],image:r.talking_about_behaviour_support}],w=[{id:"understanding-communication-and-engagement",slug:"understanding-communication-and-engagement",type:"page",button:"View this topic",title:"Understanding communication and engagement",description:"All stages of behaviour support planning",exploreIds:["all"],subtitle:"A foundation for engaging people effectively throughout the behaviour support process",tags:["all"],categoryIds:["watch-or-listen","ideas-for-practitioners"],anchors:[{label:"Understanding communication and engagement (video)",anchorId:"video"},{label:"Understanding communication and engagement (video audio transcription)",anchorId:"video-transcript"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.understanding_communication_and_engagement,downloads:["understanding-communication-and-engagement-video","understanding-communication-and-engagement-video-transcript"],pages:[{id:"video",content:[{type:"video",value:{caption:"Understanding communication and engagement",src:"https://www.youtube.com/embed/-9gI18P_xvs",thumbnail:"/downloads/understanding-communication-and-engagement/understanding_communication_and_engagement_video_still.jpg",transcript:{title:"Transcript",text:"<p><strong>Cherry Reynolds</strong>, Director / Senior Clinician<br>(Woollybutt Specialist Services; Darwin, Northern Territory) </p>\n <p>Communication is fundamental to behaviour in and of itself. </p>\n <p>If you look at one of the behavioural theories around that behaviour is a form of communication for people, then being able to be heard, be listened to in itself helps to reduce those behaviours of concern. </p>\n <p><strong>Keith McVilly</strong>, Professor of Disability and Inclusion<br>(The University of Melbourne; Melbourne, Victoria) </p>\n <p>We know that people are using their behaviour as the best possible way at that particular point in time to get their message across. </p>\n <p><strong>Heather Lambert</strong>, Clinical Lead â Positive Behaviour Support<br>(Marathon Health; Albury, New South Wales) </p>\n <p>Effective communication and engagement is important and that's how information is relayed. But it's not only that, that's how relationships are developed. </p>\n <p><strong> Sarah Bingley</strong>, Core Positive Behaviour Support Practitioner<br>(Marathon Health; Albury, New South Wales) </p>\n <p>If you're not being communicated to or you're not communicating effectively, then you won't have an understanding of what's going on. </p>\n <p><strong>Cherry Reynolds</strong> </p>\n <p>Effective communication tools and strategies helps you know who the person is, it helps the participant feel heard and have a voice. </p>\n <p><strong>Stuart Martin</strong>, Core Positive Behaviour Support Practitioner<br>(Marathon Health; Albury, New South Wales) </p>\n <p>Thereâs always challenges when it comes to communication and people have their own preferred way of communicating. </p>\n <p><strong>Teresa Micallef</strong>, Building Community Networks Manager<br>(Belonging Matters Inc.;
1 Melbourne, Victoria) </p>\n <p>Figuring out what it is that people are trying to say sometimes goes beyond a face-to-face conversation. </p>\n <p>You know, you might need to use pictures, nonverbal cues. You might need to literally go out and explore and try things. </p>\n <p><strong>Danielle Quinlan</strong>, Clinical Consultant, Speech Pathologist<br>(SAL Consulting; Darwin, Northern Territory) </p>\n <p>We can use devices to help us communicate or low-tech visual symbol-based communication as well. I am quite a fan of a talking mat, which is a symbol-based communication and it's got simple thumbs up, thumbs down and a bit so-so in the middle. </p>\n <p>We can use that topic as our front runner to explore so many different interests, goals, challenges with our clients. </p>\n <p><strong>Keith McVilly</strong> </p>\n <p>Oftentimes I've found that sitting down and doing an activity, maybe doing some drawing and the like is the best means of supporting communication. </p>\n <p><strong>Dariane McLean</strong>, Haydenâs Mum </p>\n <p>Hayden is a son, a brother, an uncle, a friend. He's an artist, he's incredibly artistic. </p>\n <p>He clinically would be described as somebody with complex communication support needs. But I think he's an amazing communicator. </p>\n <p>I think the onus is on the circle around him to pick up on when he's communicating and what he's communicating. And sometimes that can even be a facial expression or a noise. </p>\n <p><strong>Jodie Zutt</strong>, Haydenâs Friend and Art Mentor </p>\n <p>When Hayden's relaxed and feels safe, he could talk like this. </p>\n <p>The staff would leave the house and it would just be me and Hayden in there listening to the radio, making mess painting, drawing, showing each other drawings. And then naturally what would happen is Hayd would start to tell me about the drawings. </p>\n <p>The drawings opened up conversations that were meaningful to Hayden, that he'd never had an opportunity to talk to other people about. </p>\n <p>I guess over time I learnt to crack the code on what Hayd was drawing and what he needed. </p>\n <p>He never wore shoes. </p>\n <p>People would be like, oh my God, this guy's walking around, he's got no shoes on. </p>\n <p>But that was because when you walk, you get feedback on your feet and that feedback is very important for his body. </p>\n <p>I did a painting of Hayden's boots that we bought and I just left painting up next to his computer. </p>\n <p>Anyway, he saw the painting of the boots with his laces in them and the next day put the boots on. </p>\n <p><strong>Dariane McLean</strong> </p>\n <p>He just really needs people to interact in a way with him so that he can build trust and rapport because, you know, his journey has included trauma. </p>\n <p><strong>Cherry Reynolds</strong> </p>\n <p>So it's reflecting on, well, what might make me feel safe when I'm talking with a complete stranger about things that are important to my life. For some people, that is being close and that holding the hand, or for some people it might be, we've got to do some fun stuff to build rapport before we can have those in-depth conversations. </p>\n <p><strong>Danielle Quinlan</strong> </p>\n <p>I'm not someone that goes up to a stranger and would tell them my life story straight away, so we give the same benefit to our clients. We build up a relationship first before we're delving into any sort of assessments or tricky questions. </p>\n <p><strong>Doug Payne</strong> </p>\n <p>
1 This idea of being with people and being it may be sitting quietly with someone enjoying the sunset. </p>\n <p>Going out fishing with the fellows that I do, just being with them and enjoying that activity, you engage through that, and you just get a connection. This idea of humans connecting. </p>\n <p><strong>Heather Lambert</strong> </p>\n <p>It's not about sitting down and let's go through this assessment now, and I need you to tick these boxes and answer these questions. </p>\n <p>It's about getting out there and, you know, going for a walk or playing basketball or, doing whatever it is that they enjoy doing and gathering the information at the same time, because that's both relationship building and information gathering, which is so important, because then the participant doesn't actually feel like they're being interviewed. </p>\n <p><strong>Cherry Reynolds</strong> </p>\n <p>Positive behaviour support isn't just about the behaviours that happen, it's around maximising quality of life. And if you don't know what a person's life is like and what's important to them, how can you maximise their quality of life? </p>\n <p><strong>Closing credits</strong (text presented on screen)> </p>\n <p>How will you use these ideas to improve engagement in your behaviour support practice? </p>"}}}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Communication rights in behaviour support planning ",href:"/resources/communication-rights"},{label:"Adapting communication for different people",href:"/resources/adapting-communication"},{label:"Engaging effectively in 2-way communication",href:"/resources/engaging-effectively"},{label:"Working effectively with support networks",href:"/resources/working-together-support-networks"},{label:"Applying First Nationsâ Yarning: Good practice for everyone",href:"/resources/yarning"},{label:"Spectrum of Participation in behaviour support",href:"/resources/spectrum-of-participation"}],external:['<a href="https://www.promotingpbspractice.com/resources/library/Critical%20thinking%20and%20positive%20behaviour%20support.pdf" target="_blank">Critical thinking and positive behaviour support</a> (opens PDF), by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a>','<a href="https://www.promotingpbspractice.com/resources/library/Rights%20in%20Positive%20Behaviour%20Support.pdf" target="_blank">Rights in positive behaviour support</a> (opens PDF), by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a>','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://decidingwithsupport.flinders.edu.au/" target="_blank">Deciding with Support</a> provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-practitioner/" target="_blank">information for behaviour support practitioners</a> about supporting participants to make their own decisions throughout the behaviour support process']}}]}]},{id:"understanding-communication-and-engagement-video",slug:"understanding-communication-and-engagement#video",title:"Understanding communication and engagement (video)",subtitle:"Understanding communication and engagement (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=-9gI18P_xvs",button:"Watch",tags:["all"],categoryIds:["watch-or-listen"],description:"All stages of behaviour support planning",exploreIds:["all"],image:r.understanding_communication_and_engagement},{id:"understanding-communication-and-engagement-video-transcript",slug:"understanding-communication-and-engagement-video-transcript",title:"Understanding communication and engagement (video audio transcription) ",subtitle:"Understanding communication and engagement (video audio transcription) ",type:"download",filepath:"/downloads/understanding-communication-and-engagement/understanding_communication_and_engagement_video_audio_transcription.pdf",button:"Download",tags:["all"],
1categoryIds:["watch-or-listen"],description:"All stages of behaviour support planning",exploreIds:["all"],image:r.understanding_communication_and_engagement}],v=[{id:"using-discussion-mats",slug:"using-discussion-mats",type:"page",button:"View this topic",title:"Using discussion mats in behaviour support planning",description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],subtitle:"Engaging effectively using 2-way communication",tags:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners","tools-for-participants"],anchors:[{label:"Different communication techniques: Using discussion mats (video)",anchorId:"video"},{label:"Different communication techniques: Using discussion mats (video audio transcription)",anchorId:"video-transcript"},{label:"Engaging effectively using discussion mats",anchorId:"using-discussion-mats"}
1,{label:"What is a discussion mat?",anchorId:"what-is-a-discussion-mat"},{label:"How to set up a discussion mat",anchorId:"setting-up-a-discussion-mat"},{label:"Why do discussion mats work?",anchorId:"why-do-discussion-mats-work"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.using_discussion_mats,downloads:["using-discussion-mats-video-youtube","using-discussion-mats-video-transcript","using-discussion-mats-in-behaviour-support-planning","different-communication-techniques-discussion-mat-and-picture-card-template-a3","different-communication-techniques-picture-cards-template-a3","different-communication-techniques-picture-cards-template-a4","different-communication-techniques-large-picture-cards-template-a4"],pages:[{id:"video",content:[{type:"video",value:{caption:"Different communication techniques: Using discussion mats",src:"https://www.youtube.com/embed/ZqPA2enyrRc",thumbnail:"/downloads/using-discussion-mats/different_communication_techniques_using_discussion_mats_video_still.jpg",transcript:{title:"Transcript",text:"<p><strong>Dr Jennifer Frean</strong>, Communication and Inclusion Specialist<br>(The University of Melbourne; Melbourne, Victoria)</p>\n <p>Something that can be a helpful way of communicating with people is a discu
1ssion mat. Discussion mats provide a structured way to progress the decision-making process or conversation with someone. </p>\n <p>For example, this discussion mat has 4 columns and focuses on behaviours of concern. </p>\n <p>The first column is, âWhen I feel upset...â and it progresses through âWhen I'm feeling upset I might...â, âTo feel better...â, âUntil...â </p>\n <p>You can give the person options using pre-prepared photos, picture cards, or even drawing or writing key words on the paper. </p>\n <p>So, for example, in this situation we might choose to pop a card on here and then progress the decision through âUntil...â, the next column. </p>\n <p>Start with the easier discussions and decisions so that you can get used to using the mat together. </p>\n <p>Allow space for thinking, give options such as allowing the participant multiple cards to look at and choose and be flexible in how you use the board. </p>\n <p>
1It's a great way to engage in a discussion in a very person-centred way and it's also a great way to record a discussion and come back to it for later reference. So, take a photo or keep the board if you're able to. </p>\n <p><strong>Closing credits</strong> (text presented on screen) </p>\n <p>How will you use these ideas to improve engagement in your behaviour support practice? </p>"}}}]},{id:"using-discussion-mats",title:"Engaging effectively using discussion mats",content:[{type:"text",value:"<p>We all have opinions about what we like or donât like and what we want or do not want. Based on our opinions, feelings and preferences, this is how we make choices.</p>\n <p>People can have preferences about:</p>"},{type:"list",className:"lg:ml-8",value:["who they want in their support networks,","where they want to live,","what clothes they like to wear,","what they like and donât like doing (eg: at a day service), and","sensory input."]},{type:"text",value:'<p>To make a choice we have to know our options, balance those options in our mind and make a decision. </p>\n <p>This is very important when it comes to developing and implementing a behaviour support plan. </p>\n <p>People need to know their options about their behaviour support and also understand how they will be supported to make those decisions. </p>\n <p>This could include making decisions about: </p>\n <p class="lg:ml-8 pl-8">1)<span class="ml-2">their daily routine,</span> </p>\n <p class="lg:ml-8 pl-8">2)<span class="ml-2">activities they get to do,</span> </p>\n <p class="lg:ml-8 pl-8">3)<span class="ml-2">places they get to go,</span> and </p>\n <p class="lg:ml-8 pl-8">4)<span class="ml-2">people who they spend time with (including who is going to support them).</span> </p>\n <p>Importantly, the personâs decisions about their behaviour support plan should be respected, even if the decision is not what a family member, support worker or behaviour support practitioner might have chosen (see <a href="/resources/support-networks">working with support networks</a> and <a href="/resources/support-networks-and-change">engaging others in change</a>). </p>\n <p>Sometimes, the decision this might involve taking risks. It is important the person understands any risks as part of the decision-making process. </p>\n <p>It is also important to remember that <a href="/resources/communication-rights#peoples-commnication-rights-list">people have rights</a> that behaviour support practitioners need to uphold and communicate, such as making choices. </p>\n <p>For many people with disability, decisions have always been made for them by other people. As such, being able to express those choices are skills that not everyone has had an opportunity to learn. It is possible that is could even be contributing to the personâs behaviours of concern. </p>\n <p><a href="/resources/communication-rights">Learning about their rights</a>, having an opportunity to express their opinions, and building the skills to make good choices could be an important part of a personâs behaviour support plan. </p>\n <p>A discussion mat is <a href="/resources/different-communication-techniques">one tool of many</a> that could be used by a behaviour support practitioner when talking with a person with disability about their behaviour support plan and introducing the options.</p>'}]}
1,{id:"what-is-a-discussion-mat",title:"What is a discussion mat?",content:[{type:"text",value:'<p>A discussion mat is a visual communication tool that supports people with different communication needs or complex communication needs to express their feelings and views.<br/>\n <br/>\n You can find a <a href="/downloads/using-discussion-mats/different_communication_techniques_discussion_mat_and_picture_cards_template_A3.docx" download>discussion mat template</a> (shown below) as part of <a href="/">The Right Direction resources</a> and also find some examples to use when <a href="/resources/behaviours-of-concern">talking about behaviours of concern</a> and <a href="/resources/restrictive-practices">restrictive practices</a> if this technique is useful for you in engaging your participants in the behaviour support process. </p>'},{type:"image",link:"/downloads/using-discussion-mats/different_communication_techniques_discussion_mat_and_picture_cards_template_A3.docx",value:"/downloads/using-discussion-mats/discussion_mat-template_image.JPG",alt:"Discussion mat template"}]},{id:"setting-up-a-discussion-mat",title:"How to set up a discussion mat",content:[{type:"list",listType:"decimal",className:"lg:ml-8",value:["<p>Choose a topic for your discussion and write it in the space on the board.</p>",'<p>Use each column as a part of the discussion, moving the decision-making process forward. Write simple discussion starters at the top of each column, for example: </p>\n <p><a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.pdf" download><img src="/downloads/using-discussion-mats/discussion_mat-example_image.JPG" alt="Discussion mat template" class="align-top inline-block border-purple border-2" /></a></p>\n <p>See more information in <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.pdf" download>this example mat for talking about behaviours of concern</a> <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.docx" download>(download Word version for desktop)</a>.</p>',"Use each column heading to start or continue the discussion. You can each respond using picture cards, drawings or words in the column, to note key information and show thoughts and feelings relating to the topic. ","Make sure you give the participant the options one at a time and ask them to think about each one. Give them time the time they need and make sure they donât feel rushed."]}]},{id:"why-do-discussion-mats-work",title:"Why do discussion mats work?",content:[{type:"text",value:"<p>There are several reasons why discussion mats work. They improve the engagement between participant and practitioner because they support comprehension by providing an additional communication method that can either support or replace verbal words, which strengthens and improves the quality of information. </p>\n <p>This can be used to help communication and further conversation, by:</p>\n "},{type:"list",className:"lg:ml-8",value:["reducing memory demands by breaking information down into small, manageable units,","allowing the participant more control in the engagement,","enabling the participant to process information and respond in their own time, and ","providing a structured framework for open questions."]},{type:"text",value:"<p>These features can also help to reduce anxiety during the conversation and support the participant to express how they really feel. </p>\n <p>You should start by using the discussion mat on small decisions so the person can get used to them and you can establish mutual trust and engagement using the mat, before using them on more important decisions.</p>"}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Communicating about behaviours of concern",extra:"(with discussion mats)",href:"/resources/behaviours-of-concern"},{label:"Communicating about restrictive practices",extra:"(with discussion mats)",href:"/resources/restrictive-practices"},{label:"Adapting communication for different people",href:"/resources/adapting-communication"},{label:"Engaging effectively through 2-way communication",href:"/resources/engaging-effectively"}
1,{label:"Different communication techniques",href:"/resources/different-communication-techniques"},{label:"Using Key Word Sign in behaviour support planning",href:"/resources/using-key-word-sign"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS Participant fact sheet: Understanding your rights</a>','<a href="https://www.ndiscommission.gov.au/sites/default/files/2024-09/Easy%20Reaf%20Fact%20Sheet%202%20-%20Understanding%20your%20rights.pdf" target="_blank">NDIS Easy read: Understanding your rights</a> (Word download)','Talk about restrictive practices in a meaningful way that upholds participants\' rights using the <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/talking-to-participants-about-restrictive-practices#paragraph-id-107348" target="_blank">NDIS Restrictive Practices and Me</a> resources','<a href="https://ndiscommission.easyread.com.au/safe-transport-and-restrictive-practices/" target="_blank">NDIS Safe transport and restrictive practices</a> (easy read)','Find out more about using a similar technique, <a href="https://www.talkingmats.com/" target="_blank">Talking Mats</a>, and associated further training','<a href="https://picturemyfuture.com/modules/module-5/" target="_blank">Using pictures to explore hopes and dreams</a>, by <a href="https://picturemyfuture.com/" target="_blank">Picture My Future</a>']}}]}]},{id:"using-discussion-mats-video-youtube",slug:"using-discussion-mats#video",title:"Different communication techniques: Using discussion mats (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=ZqPA2enyrRc",button:"Watch",tags:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_discussion_mats},{id:"using-discussion-mats-video-transcript",slug:"using-discussion-mats-video-transcript",title:"Different communication techniques: Using discussion mats (video transcript) ",subtitle:"Different communication techniques: Using discussion mats (video transcript) ",type:"download",filepath:"/downloads/using-discussion-mats/different_communication_techniques_using_discussion_mats_video_audio_transcription.pdf",button:"Download",tags:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_discussion_mats},{id:"using-discussion-mats-in-behaviour-support-planning",slug:"using-discussion-mats-in-behaviour-support-planning",title:"Using discussion mats in behaviour support planning ",subtitle:"Using discussion mats in behaviour support planning ",type:"download",filepath:"/downloads/using-discussion-mats/using_discussion_mats_in_behaviour_support_planning",isPdf:!0,button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_discussion_mats},{id:"using-discussion-mats-in-behaviour-support-planning-docx",slug:"using-discussion-mats-in-behaviour-support-planning-docx",title:"Using discussion mats in behaviour support planning (Word for desktop)",subtitle:"Using discussion mats in behaviour support planning ",type:"download",filepath:"/downloads/using-discussion-mats/using_discussion_mats_in_behaviour_support_planning.docx",button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_discussion_mats},{id:"different-communication-techniques-discussion-mat-and-picture-card-template-a3",slug:"different-communication-techniques-discussion-mat-and-picture-card-template-a3",title:"Different c
1ommunication techniques: Discussion mat and picture card (template, A3)",subtitle:"Different communication techniques: Discussion mat and picture card (template, A3)",type:"download",filepath:"/downloads/using-discussion-mats/different_communication_techniques_discussion_mat_and_picture_cards_template_A3",isPdf:!0,button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_discussion_mats},{id:"different-communication-techniques-discussion-mat-and-picture-card-template-a3-docx",slug:"different-communication-techniques-discussion-mat-and-picture-card-template-a3-docx",title:"Different communication techniques: Discussion mat and picture card (template, A3 - editable Word for desktop)",subtitle:"Different communication techniques: Discussion mat and picture card (template, A3)",type:"download",filepath:"/downloads/using-discussion-mats/different_communication_techniques_discussion_mat_and_picture_cards_template_A3.docx",button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_discussion_mats},{id:"different-communication-techniques-picture-cards-template-a3",slug:"different-communication-techniques-picture-cards-template-a3",title:"Different communication techniques: Picture cards template (A3)",subtitle:"Different communication techniques: Picture cards template (A3)",type:"download",filepath:"/downloads/using-discussion-mats/different_communication_techniques_picture_cards_template_A3",isPdf:!0,button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_discussion_mats},{id:"different-communication-techniques-picture-cards-template-a3-docx",slug:"different-communication-techniques-picture-cards-template-a3-docx",title:"Different communication techniques: Picture cards template (A3 - editable Word for desktop)",subtitle:"Different communication techniques: Picture cards template (A3)",type:"download",filepath:"/downloads/using-discussion-mats/different_communication_techniques_picture_cards_template_A3.docx",button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_discussion_mats},{id:"different-communication-techniques-picture-cards-template-a4",slug:"different-communication-techniques-picture-cards-template-a4",title:"Different communication techniques: Picture cards template (A4)",subtitle:"Different communication techniques: Picture cards template (A4)",type:"download",filepath:"/downloads/using-discussion-mats/different_communication_techniques_picture_cards_template_A4",isPdf:!0,button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_discussion_mats},{id:"different-communication-techniques-picture-cards-template-a4-docx",slug:"different-communication-techniques-picture-cards-template-a4-docx",title:"Different c
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The point isn't to teach people âto Signâ, but if this technique is helpful for you, you can learn Signs that help both of you communicate more clearly. </p>\n<p>For example, research shows that Key Word Sign can help you focus on every word â which leads to simpler sentences and plain language; speak more slowly â because you're also signing; emphasise important words or concepts... and that makes your communication clearer. </p>\n<p>Now on our website we have two Key Word Sign documents, each with diagrams and descriptions to help you Sign. </p>\n<p>Here's a couple of Signs that I've picked up in just a short time. </p>\n<p>âLearnâ. âYesâ. âNoâ. âSadâ. âUnderstandâ. âGoodâ. </p>\n<p>Pick the ones that work best for you and your participant and use those to strengthen your communication. </p>\n<p><strong>Closing credits</strong> (text presented on screen) </p>\n<p>How will you use these ideas to improve engagement in your behaviour support practice? </p>"}}}]},{id:"key-word-sign",title:"What is Key Word Sign (KWS)?",content:[{type:"text",value:"<p>Key Word Sign is sometimes called KWS. It is a tool or strategy that can be used to support children and adults who communicate differently. </p>\n <p>Sometimes, people may already know how to use Key Word Sign to communicate. Or, together, you may choose to try Key Word Sign. </p>\n <p>Key Word Sign allows people to add a physical sign for key words or information to help supp
1ort spoken conversation. Key Word Sign is a form of unaided augmentative and alternative communication (AAC).</p>"}]},{id:"in-behaviour-support",title:"How can Key Word Sign help with behaviour support?",content:[{type:"text",value:"<p>Key Word Sign can be used to communicate information (sometimes called an âexpressiveâ communication strategy) and to support someone in understanding information (sometimes called a âreceptiveâ communication strategy).</p>\n <p>Key Word Sign can help by:</p>"},{type:"list",listType:"decimal",className:"lg:ml-8",value:["reducing frustration by providing an effective way to communicate your message","helping people understand spoken words and","encouraging eye contact and attention between people in a conversation"]},{type:"text",value:' <h4 class="text-3xl pb-40">1. Reducing frustration</h4> \n <p>Imagine how you would feel if you were trying to communicate and no one could understand you. </p>\n <p>You might become frustrated and, over time, you might even give up. </p>\n <p>This could mean that you withdraw from social interaction or only communicate about your basic needs. </p>\n <p>If there was pressure for you to communicate information, eventually you may resort to behaving in a certain way to demonstrate the frustration you are feeling. </p>\n <p>Key Word Sign can give some people a way of communicating how they feel or what they think without the need to point to pictures, photos or rely on speech. Being able to communicate effectively reduces frustration and hopefully facilitates conversations about peopleâs rights, needs, choices and goals, all of which are essential during the behaviour support planning process.</p>\n <h4 class="text-3xl pb-40">2. Helping people understand spoken words</h4>\n <p>Speech is often delivered quickly, with speakers naturally using many words and sometimes complex ideas.</p>\n <p>For this to be effective in engagement, it relies on a person who can process this information at speed and without any concrete or static visual cues. It can therefore be difficult for people who need these supports to understand communication using spoken words. </p>\n <p>Key Word Sign adds visual cues, slows the speed of spoken words and encourages people to speak in shorter phrases of sentences, often naturally also using words that are easier to understand. This provides more time for others to process and understand information and is fundamental to successful engagement in the behaviour support planning process.</p>\n <h4 class="text-3xl pb-40">3. Encouraging eye contact and attention</h4>\n <p>For many people, eye contact is an important part of engagement during conversation. </p>\n <p>When we sign as we speak, we become more visually interesting to look at. Inviting this eye contact from the person we are communicating with can help them stay focused on the conversation. </p>\n <p>Equally, some people may prefer not to make eye contact or find eye contact difficult to maintain. Using Key Word Sign provides communication in a way that doesnât require the person to look at the communication partnerâs face.</p>\n '}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Adapting communication for different people",href:"/resources/adapting-communication"},{label:"Engaging effectively through 2-way communication",href:"/resources/engaging-effectively"},{label:"Different communication techniques",href:"/resources/different-communication-techniques"},{label:"Using discussion mats in behaviour support planning",href:"/resources/using-discussion-mats"},{label:"Communicating about behaviours of concern",href:"/resources/behaviours-of-concern"},{label:"Communicating about restrictive practices",href:"/resources/restrictive-practices"}],external:['<a href="https://kwsa.org.au/" target="_blank">Key Word Sign Australia</a>','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS Participant fact sheet: Understanding your rights</a>','<a href="https://www.ndiscommission.gov.au/sites/default/files/2024-09/Easy%20Reaf%20Fact%20Sheet%202%20-%20Understanding%20your%20rights.pdf" target="_blank">NDIS Easy read: Understanding your rights</a> (PDF download)']}}]}]},{id:"using-key-word-sign-video-video",slug:"using-key-word-sign#video",title:"Using Key Word Sign (KWS) in behaviour support planning (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=2t_p--FzdK4",button:"Watch",categoryIds:["watch-or-listen"],tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_key_word_sign},{id:"using-key-word-sign-video-transcript",slug:"using-key-word-sign-video-tran",title:"Different c
1ommunication techniques: Using Key Word Sign (video transcript)",subtitle:"Different communication techniques: Using Key Word Sign (video transcript)",type:"download",filepath:"/downloads/using-key-word-sign/different_communication_techniques_using_key_word_sign_video_audio_transcription.pdf",button:"Download",categoryIds:["watch-or-listen"],tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_key_word_sign},{id:"using-key-word-sign-video-support-planning",slug:"using-key-word-sign-video-support-planning",title:"Using Key Word Sign (KWS) in behaviour support planning",subtitle:"Using Key Word Sign (KWS) in behaviour support planning",type:"download",filepath:"/downloads/using-key-word-sign/using_key_word_sign_in_behaviour_support_planning",isPdf:!0,button:"Download",categoryIds:["ideas-for-practitioners"],tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_key_word_sign},{id:"using-key-word-sign-video-support-planning-docx",slug:"using-key-word-sign-video-support-planning-docx",title:"Using Key Word Sign (KWS) in behaviour support planning (Word for desktop)",subtitle:"Using Key Word Sign (KWS) in behaviour support planning",type:"download",filepath:"/downloads/using-key-word-sign/using_key_word_sign_in_behaviour_support_planning.docx",button:"Download",categoryIds:["ideas-for-practitioners"],tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_key_word_sign},{id:"key-word-sign-communication-rights-in-behaviour-support-planning",slug:"key-word-sign-communication-rights-in-behaviour-support-planning",title:"Key Word Sign: Communication rights in behaviour support planning ",subtitle:"Key Word Sign: Communication rights in behaviour support planning ",type:"download",filepath:"/downloads/using-key-word-sign/key_word_sign_communication_rights_in_behaviour_support_planning.pdf",button:"Download",categoryIds:["ideas-for-practitioners","tools-for-participants"],tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.using_key_word_sign},{id:"key-word-sign-key-terms-for-behaviour-support-planning",slug:"key-word-sign-key-terms-for-behaviour-support-planning",title:"Key Word Sign: Key terms for behaviour support planning",subtitle:"Key Word Sign: Key terms for behaviour support planning",type:"download",filepath:"/downloads/using-key-word-sign/key_word_sign_key_terms_in_behaviour_support_planning.pdf",button:"Download",categoryIds:["ideas-for-practitioners","tools-for-participants"],tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],description:"Writing or reviewing a plan",image:r.using_key_word_sign}],y=[{id:"yarning",slug:"yarning",type:"page",button:"View this topic",title:"Applying First Nations' Yarning: Good practice for everyone",description:"All stages of behaviour support planning",exploreIds:["all"],subtitle:"Building trust and communication in behaviour support through principles of Yarning",tags:["all"],categoryIds:["watch-or-listen","ideas-for-practitioners"],anchors:[{label:"Applying First Nationsâ Yarning: Good practice for everyone (video)",anchorId:"video"},{label:"Applying First Nationsâ Yarning: Good practice for everyone (video audio transcription)",anchorId:"video-transcript"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.yarning,downloads:["yarning-video","yarning-transcript-video"],pages:[{id:"video",content:[{type:"video",value:{src:"https://www.youtube.com/embed/L56iqocwNvA",caption:"Applying First Nationsâ Yarning: Good practice for everyone",thumbnail:"/downloads/yarning/yarning_video_still.jpg",transcript:{title:"Transcript",text:"<p><strong>Doug Payne,</strong> Senior Clinical Consultant, Behaviour Support Practitioner<br>(SAL Consulting â Darwin, Northern Territory)</p>\n <p>So today we're going to talk about Yarning. Meeting up with families. So what do you think is a benefit from a Yarning-type model?</p>\n <p><strong>Hanna Lewis,</strong> Social and Emotional Wellbeing (SEWB) Practitioner, Behaviour Support Practitioner<br>Descendant of Larrakia / Jawoyn / Torres Strait Islander (Mabuiag Island) Groups<br>(SAL Consulting â Darwin, Northern Territory) </p>\n <p>It's making it a bit more a relaxed environment for the people who weâre Yarning with and making them feel more comfortable to be able to open up and tell us more about themselves, their family, their way of living. </p>\n <p>I also think it's a bit better than sitting there with a notepad and pen and having direct questions. </p>\n <p>It's sort of having that narrative approach when we're having our Yarn and I think we find out a lot more information through Yarning than we would going in with that pen and paper and going through a checklist. </p>\n <p><strong>Doug Payne</strong></p>\n <p>And Mike?</p>\n <p><strong>Michael Manski,</strong> Social and Emotional Wellbeing (SEWB) Practitioner, Behaviour Support Practitioner<br>
1Uwynmil Clan Group; McKinley, Mary River Region<br>(SAL Consulting â Darwin, Northern Territory) </p>\n <p>Yeah, I guess building that connection with the locals out at remote communities. One of the benefits is gaining trust, also opening doorways and opportunities and having that mutual connection to the mob out at community, seriously isolated where there's not much services, not much providers, and being consistent and maintaining a good connection with the communities that's remote. </p>\n <p><strong>Doug Payne</strong></p>\n <p>Yarning is integral to what we do. It's the most, probably the most important thing.</p> \n <p>That's my view, and I think that's mostly because to come in and do things very formally, particularly in remote communities, is they're not comfortable with that. And I think people are more comfortable sitting and talking. </p>\n <p>So if you take a âYarning approachâ, which is sitting and chatting, it's just more natural and comfortable for people. That's my view. </p>\n <p><strong>Hanna Lewis</strong></p>\n <p>Like you were saying, it's about building that trust and not just with the participant, just having that holistic approach where we're involving family and community members that should be involved in those conversations. </p>\n <p>And I think it's important because when it comes to behaviour support, it's a person-centred approach and I guess to build an individual's plan and tell their story, that's how we're going to get it, is through those Yarns and yeah, connecting with them the proper way. Yeah.</p>\n <p><strong>Doug Payne</strong></p>\n <p>So from my view, I think whether you're working with Indigenous or non-Indigenous people, sitting and talking is important. </p>\n <p>That's what humans do, sit and talk, and I think sometimes behaviour support practitioners use tools like assessments and, and when they go in and talk with families, it's very clunky because you've got a form in front of you and as the personâs talking, you're ticking boxes or writing things down and it distracts from the conversation. </p>\n <p>So, my view â I'd be interested to hear what you think, a good behaviour support practitioner just sits and talks. </p>\n <p>Beforehand you have a bit of an idea where you want to steer the conversation, the type of information you want. But it's not formal, it's not checklists, and you say stop to someone, hang on a second, I've got to write that down and the flow of the conversation has gone. </p>\n <p><strong>Hanna Lewis</strong></p>\n <p>You get a lot more information out of a Yarn, sitting there and just having a Yarn than you would sitting there with a checklist and it's not about asking a million questions or trying to keep the conversation going. </p>\n <p>It's, you know, you talk a bit and you might be sitting in silence for a bit and then you might make a comment about the surroundings and then that could start a new conversation or a story and then, you might sit there for a bit again and it might be a bit quiet. </p>\n <p>And I think just being comfortable in that space where they may not be talking for a while because you're still building that connection with that person, even though you're not necessarily talking the whole time. </p>\n <p><strong>Michael Manski</strong></p>\n <p>Sometimes Yarning may not even be Yarning, it could just be sitting there in the presence of an individual and just having that connection around that area, you know, slowly building that trust, slowly building their confidence as well, you know, to open up and speak more around, you know, their worries. You know, their commitment to their family. </p>\n <p><strong>Doug Payne</strong></p>\n <p>So what you're saying, Yarning is more than talking itâs sitting, itâs sitting with people. </p>\n <p><strong>Hanna Lewis</strong></p>\n <p>Sitting and being yeah. </p>\n <p><strong>Michael Manski</strong></p>\n <p>Yeah, yeah. </p>\n <p><strong>Doug Payne</strong></p>\n <p>Which is one of the things I find interesting because a lot of behaviour support practitioners are uncomfortable in silence. They feel like they've got to take the initiative and fill the space. And I think sometimes and what I've learnt is sitting and being with someone in silence is important. And sometimes that's very uncomfortable for practitioners to sit in that silence. </p>\n <p><strong>Hanna Lewis</strong></p>\n <p>And it might just look like sitting there and having a cup of tea or coffee with the participant and not saying anything. Just being with them and keeping them company and you might play some music as well or nothing, just silence, just enjoying the serenity. </p>\n <p><strong>Doug Payne</strong></p>\n <p>Yeah. </p>\n <p><strong>Hanna Lewis</strong></p>\n <p>Just being there with them. And I think that means a lot to our participants as well. Just having that company of someone else who, I think in that moment they're feeling like, âOh, this person wants to sit here, I'm not talking to them, I'm not interacting to them, but they're still here. So they must really want to get to know me and be here.â </p>\n <p><strong>Doug Payne</strong></p>\n <p>Thanks, Hanna and Michael for chatting with us about Yarning and how important it is
1when you go out into community, particularly remote communities, and we hope that it helps other behaviour support practitioners feel a bit more comfortable going out into community and gives them advice and maybe some skills and knowledge. </p>\n <p><strong>Michael Manski</strong></p>\n <p>No worries Doug. Thanks for having us here today. </p>\n <p><strong>Doug Payne</strong></p>\n <p><strong>Closing credits</strong> (text presented on screen) </p>\n <p>How will you use these ideas to improve engagement in your behaviour support practice? </p>"}}}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Engaging effectively in 2-way communication",href:"/resources/engaging-effectively"},{label:"Working effectively with support networks",href:"/resources/working-together-support-networks"},{label:"Communication rights in behaviour support planning",href:"/resources/communication-rights"},{label:"Adapting communication for different people",href:"/resources/adapting-communication"},{label:"Effective behaviour support: Learning from First Nations practice",href:"/resources/first-nations-practice"}],external:['<a href="https://cid.org.au/wp-content/uploads/2024/03/health-lets-yarn-factsheet.pdf" target="_blank">Council for Intellectual Disabilityâs Letâs Yarn</a> â 12 inclusive communication tips for working with First Nations People with Intellectual Disability','<i><a href="https://openlibrary.org/books/OL3990559M/Issues_facing_Australian_families" target="_blank">Issues facing Australian families</a></i> edited by Wendy Weeks and Marjorie Quinn. See: Chapter 8, âAntunypa Wiru Malparara Malparara: The strength of working togetherâ (pages 91 â 100) for more information about working cross-culturally. Specifically, the âMalparara Way of workingâ (Malpa meaning friend and Malparara meaning a person together with a friend or a companion) discusses ways of working with and learning between First Nations colleagues partnering with non-First Nations colleagues.','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://decidingwithsupport.flinders.edu.au/" target="_blank">Deciding with Support</a> includes further worksheets on this topic and provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-supporter/" target="_blank">information for participant support networks</a> about supporting participants to make their own decisions throughout the behaviour support process']}}]}]},{id:"yarning-video",slug:"yarning#video",title:"Applying First Nationsâ Yarning: Good practice for everyone (video)",subtitle:"Building trust and communication through principles of Yarning",type:"redirect",filepath:"https://www.youtube.com/watch?v=L56iqocwNvA",button:"Watch",categoryIds:["watch-or-listen"],tags:["All"],description:"All stages of behaviour support planning",exploreIds:["all"],image:r.yarning},{id:"yarning-transcript-video",slug:"yarning-transcript-video",title:"Applying First Nationsâ Yarning: Good practice for everyone (video audio transcription)",subtitle:"Building trust and communication through principles of Yarning",type:"download",filepath:"/downloads/yarning/applying_first_nations_yarning_good_practice_for_everyone.pdf",button:"Download",categoryIds:["watch-or-listen"],tags:["All"],description:"All stages of behaviour support planning",exploreIds:["all"],image:r.yarning}],k=[{id:"behaviours-of-concern",slug:"behaviours-of-concern",type:"page",button:"View this topic",title:"Communicating about behaviours of concern",description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],subtitle:"Tools and advice for behaviour support planners talking about behaviours of concern",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],categoryIds:["ideas-for-practitioners","tools-for-participants"],anchors:[{label:"Using discussion mats to communicate about behaviours of concern ",anchorId:"using-discussion-mats"}
1,{label:"What does this discussion mat include?",anchorId:"what-does-this-mat-include"},{label:"How do behaviour support practitioners get started with the discussion mat?",anchorId:"getting-started"},{label:"The conversation",anchorId:"the-conversation"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.behaviours_of_concern,downloads:["behaviours-of-concern-instructions","communicating-about-behaviours-of-concern-example-discussion-mat-a3","communicating-about-behaviours-of-concern-picture-cards-a4","communicating-about-behaviours-of-concern-large-picture-cards-a4","communicating-about-behaviours-of-concern-picture-cards-template-a4","communicating-about-behaviours-of-concern-large-picture-cards-template-a4"],pages:[{id:"using-discussion-mats",title:"Using discussion mats to communicate about behaviours of concern",content:[{type:"text",value:'<p>As a practitioner, engaging with people with disability about behaviours of concern is the focus of <a href="/" target="_blank">The Right Direction resources</a>. </p>\n<p><a href="/resources/using-discussion-mats">A discussion mat</a> can be <a href="/resources/using-discussion-mats#video">a useful and adaptable tool</a> for exploring behaviours of concern and speaking with people who have different communication needs or who respond positively to visual aids when communicating about their behaviours of concern. </p>\n<p>Engaging the person in exploring the cause and effect of their behaviours of concern and also how to best manage any safety concerns is a crucial part of the behaviour support process and it is <a href="/resources/communication-rights">the personâs right</a> to be <a href="/resources/spectrum-of-participation">as involved in this process</a> as they wish to be. </p>\n<p>This will help you gather the relevant information to support behaviour support planning and create a successful plan that meets the personâs needs. </p>\n<p>You should use The Right Direction <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.pdf" download>example discussion mat for communicating about behaviours of concern</a> <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.docx" download>(download Word version for desktop)</a> with the participant and any trusted person who they have chosen to be part of the discussion. </p>\n<p>This resource can also be used together with <a href="/resources/restrictive-practices">communicating about restrictive practices using discussion mats</a>, if necessary.</p>'},{type:"image",link:"/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.pdf",value:"/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_image.JPG",alt:"Example discussion mat for communicating about behaviours of concern"},{type:"text",value:'<p>Download the <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.pdf" download>example discussion mat for talking about behaviours of concern</a> <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.docx" download>(download Word version for desktop)</a></p>'}]},{id:"what-does-this-mat-include",title:"What does this discussion mat include?",content:[{type:"text",value:'<p>Use the <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.pdf" download>example discussion mat for talking about behaviours of concern</a> <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.docx" download>(download Word version for desktop)</a> to guide your conversation or <a href="/resources/using-discussion-mats">create your own discussion mat</a>, for example using other materials, such as a spiral-bound sketch book.</p>\n <p>The example mat provided has four columns: </p>'},{type:"list",className:"lg:ml-8",listType:"decimal",value:["<strong>I feel upset when...</strong><br/>(This relates to what are âtriggersâ for the behaviour of concern?)","<strong>When I feel upset, I might...</strong><br/>(This relates to what is the behaviour of concern that requires a response?)","<strong>To feel better...</strong><br/>(This relates to what does the person do to calm themselves?)","<strong>Until...</strong><br/>(This relates to how do they know they have calmed down, e.g., period time, emotional state, etc.?)"]}]},{id:"getting-started",title:"How do behaviour support practitioners get started with the discussion mat?",content:[{type:"text",value:"<p>The suggestions in the discussion mat under each column are conversation starters. As a behaviour support practitioner, you will discuss these one after another, to lead you through the process of behaviours of concern and how best to self-manage the behaviour of concern so everyone remains safe.</p>\n <p>
1In some cases, this discussion about behaviours of concern will continue past self-soothing techniques and you might need to discuss the potential for restrictive practices.</p>\n <p>It might therefore be a good idea to familiarise yourself with the following resources as part of your preparation and bring the information you need to the meeting with the participant.</p>\n <p>See:</p>"},{type:"list",className:"lg:ml-8",value:['<a href="/resources/restrictive-practices">Communicating about restrictive practices</a>,','<a href="/downloads/restrictive-practices/restrictive_practices_example_discussion_mat_A3.pdf" download>Communicating about restrictive practices: Example discussion mat</a> <a href="/downloads/restrictive-practices/restrictive_practices_example_discussion_mat_A3.docx" download>(download Word version for desktop)</a>, and ','Communicating about restrictive practices videos: <a href="/resources/restrictive-practices#video">an overview</a> and <a href="/resources/restrictive-practices#video-advice-from-peers">advice from peers.</a>']},{type:"text",value:'<p>In terms of using the <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.pdf" download>example discussion mat for communicating about behaviours of concern</a> <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.docx" download>(download Word version for desktop)</a>, the mat itself has several examples of how the discussion might progress that you can draw on.</p>'},{type:"image",value:"/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_image.JPG",alt:"Example discussion mat for communicating about behaviours of concern"},{type:"text",value:'<p>This image is an example of what you\'ll see in the <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.pdf" download>example discussion mat for communicating about behaviours of concern</a> <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.docx" download>(download Word version for desktop)</a>.</p>'},{type:"image",value:"/downloads/using-discussion-mats/discussion_mat-template_image.JPG",alt:"Discussion mat template"},{type:"text",value:'<p>You may wish to use <a href="/downloads/using-discussion-mats/different_communication_techniques_picture_cards_template_A3.pdf" download>The Right Direction discussion mat template</a> <a href="/downloads/using-discussion-mats/different_communication_techniques_picture_cards_template_A3.docx" download>(download Word version for desktop)</a>, so you have a blank/customisable version to complete according to your needs.</p>\n <p>Prepare picture cards with possible examples/options for each column. We have several examples you may wish to use, including:</p>'},{type:"list",className:"lg:ml-8",value:['Communicating about behaviours of concern picture cards (<a href="/downloads/behaviours-of-concern/behaviours_of_concern_picture_cards_A4.pdf" download>A4 discussion mat size</a>, <a href="/downloads/behaviours-of-concern/behaviours_of_concern_large_picture_cards_A4.pdf" download>A4 large size</a>), and','Communicating about restrictive practices picture cards (<a href="/downloads/restrictive-practices/restrictive_practices_picture_cards_A4.pdf" download>A4 discussion mat size</a>, <a href="/downloads/restrictive-practices/restrictive_practices_large_picture_cards_A4.pdf" download>A4 large size</a>). ']},{type:"text",value:"<p>You should bring some blank cards to allow visual representations of other options that come up in your conversation. You can also draw straight onto the paper or write key words in the columns, depending on what works best in the moment.</p>"},{type:"list",className:"lg:ml-8",value:['<a href="/downloads/behaviours-of-concern/behaviours_of_concern_picture_cards_template_A4.docx" download>A4 template</a> (our editable discussion-mat template size), ','<a href="/downloads/behaviours-of-concern/behaviours_of_concern_large_picture_cards_template_A4.docx" download>A4 template</a> (editable large-size cards), and','<a href="/downloads/using-discussion-mats/different_communication_techniques_large_picture_cards_template_A4.docx" download>A3 template</a> (editable discussion-mat template size).']},{type:"image",value:"/downloads/behaviours-of-concern/behaviours_of_concern_picture_cards_image.jpg",alt:"Behaviours of concern picture cards image"},{type:"text",value:'<p>This image is an example of what youâll see in the behaviours of concern picture cards (<a href="/downloads/behaviours-of-concern/behaviours_of_concern_picture_cards_A4.pdf" download>A4 discussion mat size</a>, <a href="/downloads/behaviours-of-concern/behaviours_of_concern_large_picture_cards_A4.pdf" download>A4 large size</a>).</p>'}]},{id:"the-conversation",title:"The conversation",content:[{type:"text",value:"<p>
1Using the discussion mat is reasonably simple, once you become familiar with it. </p>\n <p>Each column progresses the discussion toward the decision â in this case, identifying the trigger, how it influences the personâs feelings and behaviours, and how it can be managed so the person feels calmer.</p>"},{type:"text",value:' <h4 class="text-3xl pb-40">I feel upset when...</h4><p>To use this column:</p>'},{type:"list",className:"lg:ml-8",value:["Start by talking about things that might make the person feel upset. <br/><br/>You might say: âEveryone has different feelings sometimes. There are things that might make us feel happy and things that might make us feel upset. Something that makes me feel upset is [provide example]. I want to find out about things that make you feel upset.â ","Show the relevant option cards to the person. Explain that the blank cards can be used to add other options. If the person suggests another option, write/draw this on a blank card.","Place the relevant option cards on the board in the âI feel upset when...â column. "]},{type:"text",value:' <h4 class="text-3xl pb-40">When Iâm upset, I might...</h4><p>To use this column:</p>'},{type:"list",className:"lg:ml-8",value:["You might say: âWhen Iâm upset, I might [provide example]. I want to find out about things that you might do when youâre upset.â ","Show the relevant option cards to the person. Explain that the blank cards can be used to add other options. If the person suggests another option, write/draw this on a blank card. ","Place the relevant option cards on the board in the When Iâm upset, I might column. ","Summarise: âYou told me that [X] makes you feel upset. When youâre upset, you might [Y].â ","Explain to the person why the behaviour is considered a behaviour of concern â for example, the behaviour is not safe for the participant, or not safe for the people around the participant, or both. "]},{type:"text",value:' <h4 class="text-3xl pb-40">To feel better...</h4><p>To use this column:</p>'},{type:"list",className:"lg:ml-8",value:["You might say: âEveryone that lives/works with you cares about you and wants to make you feel better when youâre upset. I want to talk about the things you do or that others do/could do to make you feel better when youâre upset.â ","Show the relevant option cards to the person. Explain that the blank cards can be used to add other options. If the person suggests another option, write/draw this on a blank card. ","Place relevant card on the board in the âTo feel betterâ column.","You might say to summarise: âWhen you feel upset and [Y â the behaviour], we could do [Z] to support you to feel better.â "]},{type:"text",value:' <h4 class="text-3xl pb-40">Until...</h4><p>To use this column:</p>'},{type:"list",className:"lg:ml-8",value:["You might say: âItâs helpful to know when we feel better after becoming upset. I want to find out what this looks like for you. ","Show the relevant option cards to the person. Explain that the blank cards can be used to add other options. If the person suggests another option, write/draw this on a blank card. ","Place relevant option card on the board in the âUntil...â column.","You might say to summarise: âWe would [Z â the thing that makes the person feel better] until [certain goal is achieved], or for [specified time period].â "]},{type:"text",value:'<p>You can find some further examples on the <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.pdf" download>example discussion mat for communicating about behaviours of concern</a> <a href="/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.docx" download>(download Word version for desktop)</a>.</p>\n <p>You can also watch a short video about <a href="/resources/using-discussion-mats#video">how to use discussion mats.</a></p>\n '}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Communication rights in behaviour support planning",href:"/resources/communication-rights"},{label:"Communicating about restrictive practices",href:"/resources/restrictive-practices"},{label:"Building and maintaining a team",href:"/resources/building-and-maintaining-a-team"},{label:"About us: Getting to know each other ",href:"/resources/getting-to-know-each-other"},{label:"Applying First Nations' Yarning: Good practice for everyone",href:"/resources/yarning"},{label:"Working effectively within support networks and with Circles of Support",href:"/resources/support-networks"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: Developing behaviour support plans</a>, outlines the NDIS Commissionerâs expectations of for developing behaviour support plans that contain regulated restrictive practices','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: The safe reduction and elimination of regulated restrictive practices</a>','Talk about restrictive practices in a meaningful way that upholds participants\' rights using the <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/talking-to-
1participants-about-restrictive-practices#paragraph-id-107348" target="_blank">NDIS Restrictive Practices and Me</a> resources','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS Information about regulated restrictive practices</a> (scroll down to find the documents), includes easy-read versions with about this topic and also information specific to children and young people with disability','<a href="https://www.ndiscommission.gov.au/sites/default/files/2023-10/Regulated%20Restrictive%20Practices%20Summary%20and%20Protocols%20-%20October%202023.DOCX" target="_blank">NDIS Regulated restrictive practices summary and protocols</a> (Word download) outlines what information should be included when using regulated restrictive practice(s) and â importantly â working to reduce and eliminate them','NDIS resources on <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8552" target="_blank">Evidence-informed practice</a> and <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-11362" target="_blank">Person-centred practice</a> outline what is expected of NDIS providers, including: what the practices are; why they are important; how they can be implemented by NDIS providers; and where to find further information','<a href="https://ndiscommission.easyread.com.au/what-are-high-risk-practices/" target="_blank">NDIS What are high-risk practices?</a> is an easy-read resource that provides examples of practices that are <strong>never okay</strong> and <strong>must not ever be used</strong> in behaviour support practice']}}]}]},{id:"behaviours-of-concern-instructions",slug:"behaviours-of-concern-instructions",title:"Communicating about behaviours of concern: Using discussion mats (instructions)",type:"download",filepath:"/downloads/behaviours-of-concern/behaviours_of_concern_instructions.pdf",button:"Download",tags:["preparing-for-a-home-visit","writing-or-reviewing-a-plan","meeting-with-a-person-with-disability"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.behaviours_of_concern},{id:"communicating-about-behaviours-of-concern-example-discussion-mat-a3",slug:"communicating-about-behaviours-of-concern-example-discussion-mat-a3",title:"Communicating about behaviours of concern: Example discussion mat (A3)",type:"download",filepath:"/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3",isPdf:!0,button:"Download",tags:["preparing-for-a-home-visit","writing-or-reviewing-a-plan","meeting-with-a-person-with-disability"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.behaviours_of_concern},{id:"communicating-about-behaviours-of-concern-example-discussion-mat-a3-docx",slug:"communicating-about-behaviours-of-concern-example-discussion-mat-a3-docx",title:"Communicating about behaviours of concern: Example discussion mat (A3 - Word for desktop)",type:"download",filepath:"/downloads/behaviours-of-concern/behaviours_of_concern_example_discussion_mat_A3.docx",button:"Download",tags:["preparing-for-a-home-visit","writing-or-reviewing-a-plan","meeting-with-a-person-with-disability"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.behaviours_of_concern},{id:"communicating-about-behaviours-of-concern-picture-cards-a4",slug:"communicating-about-behaviours-of-concern-picture-cards-a4",title:"Communicating about behaviours of concern: Picture cards (A4)",type:"download",filepath:"/downloads/behaviours-of-concern/behaviours_of_concern_picture_cards_A4.pdf",button:"Download",tags:["preparing-for-a-home-visit","writing-or-reviewing-a-plan","meeting-with-a-person-with-disability"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.behaviours_of_concern},{id:"communicating-about-behaviours-of-concern-large-picture-cards-a4",slug:"communicating-about-behaviours-of-concern-large-picture-cards-a4",title:"Communicating about behaviours of concern: Large picture cards (A4)",type:"download",filepath:"/downloads/behaviours-of-concern/behaviours_of_concern_large_picture_cards_A4.pdf",button:"Download",tags:["preparing-for-a-home-visit","writing-or-reviewing-a-plan","meeting-with-a-person-with-disability"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.behaviours_of_concern},{id:"communicating-about-behaviours-of-concern-picture-cards-template-a4",slug:"communicating-about-behaviours-of-concern-picture-cards-template-a4",title:"Communicating about behaviours of concern: Picture cards template (customisable, A4)",type:"download",filepath:"/downloads/behaviours-of-concern/behaviours_of_concern_picture_cards_template_A4.docx",button:"Download",tags:["preparing-for-a-home-visit","writing-or-reviewing-a-plan","meeting-with-a-person-with-disability"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.behaviours_of_concern},{id:"communicating-about-behaviours-of-concern-large-picture-cards-template-a4",slug:"communicating-about-behaviours-of-concern-large-picture-cards-template-a4",title:"Communicating about behaviours of concern: Large picture cards template (customisable, A4)",type:"download",filepath:"/downloads/behaviours-of-concern/behaviours_of_concern_large_picture_cards_template_A4.docx",button:"Download",tags:["preparing-for-a-home-visit","writing-or-reviewing-a-plan","meeting-with-a-person-with-disability"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.behaviours_of_concern}],_=[{id:"behaviour-support-goals",slug:"behaviour-support-goals",type:"page",button:"View this topic",title:"My behaviour support goals workbook",description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],subtitle:"Planning to help participants achieve their goals for a good life",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["workbooks-for-participants"],anchors:[{label:"Before starting this workbook",anchorId:"before-starting"},{label:"Workbook sections",anchorId:"sections"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.behaviours_support_goal,downloads:["behaviour-support-goals-workbook"],pages:[{id:"#",content:[{type:"text",value:'<p>The My behaviour support goals workbook is a tool for behaviour support practitioners to use with participants who show behaviours of concern.</p>\n <p>It is not intended for the participant to complete on their own, but instead as a workbook completed with your support. </p> \n<p>This workbook builds on what you already know about the person. It also builds on the plans you made together in <a href="/resources/my-good-life-goals">What a good life looks like for me</a>
1, which focused on understanding the personâs long-term goals for their future. </p> \n<p>In the workbook, you will work together to plan goals that align with the personâs ideas of what they want more of in their life and what a good life looks like for them. </p> \n<p>It is designed to help you understand strengths and challenges from the participantâs perspective and work together on identifying how behaviour support planning can help make changes that achieve their needs and wants for a good life in the short-to-mid-term. </p> \n<p>The workbook provides conversation-starters and should be used together with follow-up questions. Take notes in this workbook and keep it as a record of your conversation to guide you when <a href="/resources/writing-plans-everyone-understands">writing the behaviour support plan</a>.</p>'},{type:"image",link:"/downloads/behaviour-support-goals/my_behaviour_support_goals.pdf",value:"/downloads/behaviour-support-goals/behaviour_support_goals_image.JPG",alt:"Example of My behaviour support goals"}]},{id:"before-starting",title:"Before starting this workbook",content:[{type:"text",value:'<p><a href="/downloads/behaviour-support-goals/my_behaviour_support_goals.pdf" download>You can download the workbook</a> <a href="/downloads/behaviour-support-goals/my_behaviour_support_goals.docx" download>(download Word version for desktop)</a> in Word format, meaning you can edit it to suit your participant\'s needs or situation. </p> \n<p>You are likely to build on information you have already learned about your participant, through <a href="/resources/yarning">Yarning</a> and <a href="/resources/getting-to-know-each-other">getting to know each other.</a> </p> \n<p>You may wish to use the following tools that have either been completed previously or bring them with you to this session in case theyâre needed.</p>'},{type:"list",className:"lg:ml-8",value:['<a href="/resources/getting-to-know-each-other">Getting to know each other </a>','<a href="/resources/spectrum-of-participation">The Spectrum of Participation in behaviour support planning</a>','<p><a href="/resources/spectrum-of-participation">Your support network</a>, including:</p>\n <ul class="ml-4 lg:ml-8 list-circle">\n <li class="mb-4"><a href="/resources/your-support-network#hand-of-trust">the Hand of Trust</a></li>\n <li><a href="/resources/your-support-network/#participants-relationship-to-support-network">support networks</a> (and the participantâs relationship to them), and </li>\n </ul>\n ','<a href="/resources/my-good-life-goals">What a good life looks like for me</a>.']}]},{id:"sections",title:"Workbook sections",content:[{type:"text",value:"<p>This workbook is a guide to support the behaviour support plan goal setting; you donât need to complete all sections.</p>"},{type:"list",className:"lg:ml-8",value:["<strong>Interests and strengths</strong> â Discover what the person enjoys and is good at. ","<strong>Daily life and routines</strong> â Discuss routines, activities and support needs. ",'<strong>A good life</strong> â Revisit the personâs needs for <a href="/resources/my-good-life-goals">a good life</a> and broader life goals. ',"<strong>Goals for the future</strong> â Explore work, volunteering, and community involvement. ","<strong>Independence</strong> â Talk about living skills, decision-making and transport. ","<strong>Challenges and support needs</strong> â Identify triggers and calming strategies.","<strong>Health and wellbeing</strong> â Address medical needs and staying healthy.","<strong>Dreams and aspirations</strong> â Discuss hopes and future goals.","<strong>Coping and behaviour support</strong> â Find ways to manage stress and emotions.","<strong>Setting goals</strong> â Work together to establish behaviour support goals that will help the person address any behaviours of concern and contribute to achieving their needs for the future."]},{type:"text",value:'<p>Download the <a href="/downloads/behaviour-support-goals/my_behaviour_support_goals.pdf" download>My behaviour support goals</a> <a href="/downloads/behaviour-support-goals/my_behaviour_support_goals.docx" download>(download Word version for desktop)</a> workbook to get started.</p>'}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"What a good life looks like for me ",href:"/resources/my-good-life-goals"},{label:"Toward your goals ",href:"/resources/toward-your-goals"},{label:"Preparing for and conducting inclusive behaviour support planning ",href:"/resources/preparing-and-conducting-behaviour-support-planning"},{label:"Engaging support networks in change ",href:"/resources/support-networks-and-change"},{label:"Including my support network in my plan ",href:"/resources/including-my-support-network"},{label:"Sharing this plan and staying connected",href:"/resources/sharing-and-staying-connected"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: Developing behaviour support plans,</a> outlines the NDIS Commissionerâs expectations of for developing behaviour support plans that contain regulated restrictive practices','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: The safe reduction and elimination of regulated restrictive practices</a>','Talk about restrictive practices in a meaningful way that upholds participants\' rights using the <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/talking-to-
1participants-about-restrictive-practices#paragraph-id-107348" target="_blank">NDIS Restrictive Practices and Me</a> resources','<a href="https://www.ndiscommission.gov.au/sites/default/files/2023-10/Regulated%20Restrictive%20Practices%20Summary%20and%20Protocols%20-%20October%202023.DOCX" target="_blank">NDIS Regulated restrictive practices summary and protocols</a> (Word download) outlines what information should be included when using regulated restrictive practice(s) and â importantly â working to reduce and eliminate them','NDIS resources on <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8552" target="_blank">Evidence-informed practice</a> and <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-11362" target="_blank">Person-centred practice</a> outline what is expected of NDIS providers, including: what the practices are; why they are important; how they can be implemented by NDIS providers; and where to find further information','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://ndiscommission.easyread.com.au/what-are-high-risk-practices/" target="_blank">NDIS What are high-risk practices?</a> is an easy-read resource that provides examples of practices that are never okay and must not ever be used in behaviour support practice']}}]}]},{id:"behaviour-support-goals-workbook",slug:"behaviour-support-goals-workbook",title:"My behaviour support goals (workbook)",type:"download",filepath:"/downloads/behaviour-support-goals/my_behaviour_support_goals",isPdf:!0,button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["workbooks-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.behaviours_support_goal},{id:"behaviour-support-goals-workbook-docx",slug:"behaviour-support-goals-workbook-docx",title:"My behaviour support goals (workbook - Word for Desktop)",type:"download",filepath:"/downloads/behaviour-support-goals/my_behaviour_support_goals.docx",button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["workbooks-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],image:r.behaviours_support_goal}],x=[{id:"building-and-maintaining-a-team",slug:"building-and-maintaining-a-team",type:"page",button:"View this topic",title:"Building and maintaining a team",description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],subtitle:"The key to effective behaviour support planning and implementation",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","writing-or-reviewing-a-plan","meeting-with-a-service-provider"],categoryIds:["ideas-for-practitioners"],anchors:[{label:"Key steps in building a team",anchorId:"key-steps"},{label:"Why is the âteamâ mindset important?",anchorId:"team-mindset"},{label:"Six stages of building and maintaining a team in behaviour support planning",anchorId:"six-stages"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.building_and_maintaining_a_team,downloads:["building-and-maintaining-a-team-download"],pages:[{id:"#",content:[{type:"text",value:'<p>Every behaviour support plan needs a team working together to make it effective. This will include paid people within <a href="/resources/support-networks">
1the participantâs support network</a> and â for plans to work best â unpaid people from <a href="/resources/support-networks#circles-of-support">the personâs Circle of Support</a>, if they have one in place.</p> \n<p>This page outlines a process you can use as a tool for building a team around the behaviour support plan and ways for maintaining the team effectively over an extended period.</p>'}]},{id:"key-steps",title:"Key steps in building a team",content:[{type:"text",value:"<p>As the behaviour support practitioner, engagement with the participant and those who will support this plan is vital to provide consistent, high-quality, effective and ethical support.</p> \n<p>Consistency is key to the success of behaviour support plans and also to effective behaviour change in the longer-term. </p> \n<p>To build a team as part of the planning process, you should therefore: </p>"},{type:"list",className:"lg:ml-8",listType:"decimal",value:["<strong>involve the participant</strong> as much as possible in forming and connecting the team,","<strong>identify who the plan needs</strong> to involve in drafting, implementing, monitoring, and refining the behaviour support plan,","<strong>connect these people</strong> as a team with the overarching goals of the plan and their benefit for all involved,","<strong>illustrate their role</strong> in the team and why they are important,","<strong>connect key people</strong> with others in the team, and",'<strong><a href="/resources/making-this-plan-work">check in with the team</a></strong> at key intervals to motivate them, keep them on track, celebrate successes and identify any issues that may need to be factored into the plan.']},{type:"text",value:"<p>A behaviour support practitioner needs to do more than just write a plan, you need to be an active contributor to implementing, maintaining and refining the plan. </p>\n<p>The success of the plan â as well as the safety and wellbeing of the participant â relies on you to initiate and maintain clear communication and coaching for those who will help make this plan work effectively. </p>\n<p>Combined with data-driven decision-making and a commitment to reducing restrictive practices, behaviour support planning can take great steps toward improving the personâs overall quality of life.</p>"},{type:"image",value:r.building_and_maintaining_a_team,alt:"A behaviour support practitioner sits on a blue mat with First Nations artists painting outside, engaging with a participantâs community and support network. In the background is tree trunks, dappled sunlight and grass"}]},{id:"team-mindset",title:"Why is the âteamâ mindset important?",content:[{type:"text",value:"<p>Building and maintaining a functional, connected team takes active work, but it can also save you time. </p> \n<p>The right people in the right roles can help you identify issues early on and adjust the plan as you go. </p> \n<p>Identifying roles (champions) and responsibilities from the start, will help you when you draft, implement, monitor and refine the behaviour support plan, for the long-term. </p> \n<p>Trust and communication are essential for maintaining effective engagement and take time. It might seem like a challenge to in a busy day, but building an effective team is best for everyone involved, most importantly, the participant.</p> \n<p>An effective behaviour support practitioner engages with the person with disability and builds a team around the person with disability.</p>"}]},{id:"six-stages",title:"Six stages of building and maintaining a team in behaviour support planning",content:[{type:"text",value:"<p>Six stages you can use as a behaviour support practitioner to build and maintain a team, include:</p>"},{type:"accordion",className:"lg:ml-16",value:{title:'<span class="flex gap-[11px]">1. <span>Involve the participant</span></span>',content:[{type:"text",value:'<p>Involving the person with behaviours of concern in understanding who needs to be involved in their behaviour support plan â and seeking their help in choosing who else they might like to include â is important in engaging them in the process and upholding <a href="/resources/communication-rights">their rights</a>. </p>\n<p>Using <a href="/resources/your-support-network">
1the participantâs support network</a> mapping will help identify who might be able to help and also who are <a href="/resources/your-support-network#hand-of-trust">the participantâs most trusted people</a> available as part of the support plan team.</p>'}]}},{type:"accordion",className:"lg:ml-16",value:{title:'<span class="flex gap-[11px]">2. <span>Identify who the plan needs</span></span>',content:[{type:"text",value:'<p>Identifying early who you might need as part of your plan â including as part of information finding and longer-term implementation â will help you gather information, increase collaboration and connectedness among people who work to support the person with disability, and help you make better (evidence-informed) decisions. </p>\n<p>Key people to consider when forming the team will depend on the roles and responsibilities required as part of the plan. </p>\n<p>An important step is engaging the participant to find out who they wish to be involved, how, and when. Keep them informed according to their level of desired involvement on the <a href="/resources/spectrum-of-participation">Spectrum of Participation in behaviour support planning.</a> </p>\n<p>In addition to people in the personâs support network, consider other paid professionals, community members, clubs or associations the person may benefit from having involved. </p>\n<p>You need to ask if a self-advocacy association is involved or could be involved. An organisation such as this would provide independent advocacy and increase the quality and efficacy of the behaviour support plan.</p> \n<p>Mainstream services will also have a place, for example emergency responders, community services, and other essential networks that interact with the person when needed.</p>'}]}},{type:"accordion",className:"lg:ml-16",value:{title:'<span class="flex gap-[11px]">3. <span>Connect these people with the idea of a team </span></span>',content:[{type:"text",value:'<p>Explaining to people involved with the plan who else is involved and what their roles are can help with <a href="/resources/support-networks-and-change#video-engaging-others-in-change">engaging the team in change</a>. </p>\n<p>Effective communication, ensuring everyone understands the <a href="/resources/understanding-communication-and-engagement">personâs communication preferences</a> and <a href="/resources/communication-rights">decision-making rights.</a> </p>\n<p>People might also struggle at times with the requirements of the plan. Being part of a connected team and reminding them they are not alone is an essential part of supporting them in doing a good job. Remind them you are there, the team is there and support is available. </p>\n<p>Connect people with contact details, where appropriate. Make sure they know how to contact you, too, and when you plan to next contact them. </p>\n<p>Make sure the person is connected to an independent self-advocacy organisation, and that the self-advocacy organisation is part of the behaviour support planning process. </p> \n<p>Involving a self-advocacy organisation is one way you can demonstrate engagement with the person with disability in the behaviour support planning process.</p>'}]}},{type:"accordion",className:"lg:ml-16",value:{title:'<span class="flex gap-[11px]">4. <span>Illustrate each memberâs role in the team</span></span>',content:[{type:"text",value:'<p>Connecting with the right people and explaining why they are important in starting the plan and keeping it in track will underpin a successful plan. </p>\n<p>Always remember that there is one person who is at the heart of this plan â the person who is using behaviours of concern. </p>\n<p>As such, they also need to clearly understand their role in the plan, what othersâ roles are, what they can expect to happen and why. You can do this effectively using model explained in how to <a href="/resources/support-networks-and-change">engage support networks in change</a>. </p>\n<p>Things to keep in mind:</p>'},{type:"list",className:"lg:ml-8",value:["Check that they understand their role, the reason for it and why it is important.","Listen to any questions or concerns and address these so the plan can progress. ","When making sure they can do what is asked of them by the plan, you can support staff with coaching and reflective practice to maintain high-quality implementation. ","You may also choose to connect them with training and support, so that they can gain or refine their skills and implement the plan well. ","Engage in problem-solving sessions to address concerns and adjust strategies when needed."]},{type:"text",value:"<p>Make sure the person is connected with an independent self-advocacy organisation as part of the engagement process.</p>"}]}},{type:"accordion",className:"lg:ml-16",value:{title:'<span class="flex gap-[11px]">5. <span>Connect key people with others in the team</span></span>',content:[{type:"text",className:"lg:ml-8",value:'<p>Key ways to connect can include making note of availability, agreeing on meeting schedules and confirming communication strategies. </p>\n<p><a href="/resources/sharing-and-staying-connected">Sharing this plan and staying connected</a> is a good way to unite the people who will be working together on this plan, allowing them to contact each other, share information and rely on each other for support where needed. </p>\n<p>This team will form a valuable base for sharing accurate information, which is useful for other team members when working with the participant and adjusting to various situations or triggers. </p>\n<p>You can also benefit from this information through collecting data and monitoring the participantâs progress to assess the effectiveness of the behaviour support plan. </p>\n<p>The people in the personâs behaviour support team will also need to know when to escalate information to include community and system supports, such as NDIA and regulatory bodies (ie the NDIS Quality and Safeguards Commission), so that you can ensure compliance with policies, such as restrictive practice reporting.</p>'}]}},{type:"accordion",className:"lg:ml-16",value:{title:'<span class="flex gap-[11px]">6. <span>Check in with the team</span></span>',content:[{type:"text",value:'<p>Staying connected is key to <a href="/resources/making-this-plan-wor
1k">making a plan work effectively</a>. Make your plan for checking in, ensuring people can contact each other (where necessary) and establishing a schedule for reviewing how the plan is working. </p>\n<p>Let the people in the team know the details of this plan, as it relates to them, and what their part in the review will be and why they are important. </p>\n<p>Checking in at key intervals also helps to:</p>'},{type:"list",className:"lg:ml-8",value:["keep people accountable ","motivate them ","keep them on track ","increase connectedness, and ","dentify any issues that may need to be factored into the plan."]},{type:"text",value:"<p>It also provides a forum for celebrating successes and sharing information, adjustments and incident reviews. </p>\n<p>Keping the team connected in this way also aligns more complete behaviour support practices, ensuring that situations such as debriefs and identifying areas for improvement include all the people required, after managing a reportable incident.</p> \n<p>Make sure that the person and their team have a regular connection with an independent self-advocacy organisation as part of the engagement and behaviour support planning process</p>"}]}}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Working effectively within support networks ",href:"/resources/support-networks"},{label:"Working together as a support network ",href:"/resources/working-together-support-networks"},{label:"Engaging support networks in change ",href:"/resources/support-networks-and-change"},{label:"Your support network",href:"/resources/your-support-network"},{label:"Including my support network in my plan ",href:"/resources/including-my-support-network"},{label:"Sharing this plan and staying connected",href:"/resources/sharing-and-staying-connected"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8480" target="_blank">NDIS Regular access to healthcare</a> practitioner guide outlines barriers some people with disability face in accessing healthcare and the importance of participantsâ health and wellbeing','NDIS resources on <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8552" target="_blank">Evidence-informed practice</a> and <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-11362" target="_blank">Person-centred practice</a> outline what is expected of NDIS providers, including: what the practices are; why they are important; how they can be implemented by NDIS providers; and where to find further information','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about:<br/><br/>\n <ul class="ml-8 list-circle">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>','<a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-person-of-disability/worksheets/" target="_blank">Deciding with Support</a> includes further worksheets on this topic']}}]}]},{id:"building-and-maintaining-a-team-download",slug:"building-and-maintaining-a-team-download",title:"Building and maintaining a team",type:"download",filepath:"/downloads/building-and-maintaining-a-team/building_and_maintaining_a_team.pdf",button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","writing-or-reviewing-a-plan","meeting-with-a-service-provider"],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],image:r.building_and_maintaining_a_team}],I=[{id:"getting-to-know-each-other",slug:"getting-to-know-each-other",type:"page",button:"View this topic",title:"Getting to know each other",description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],subtitle:"Building trust and rapport: An essential step",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],categoryIds:["tools-for-participants"],anchors:[{label:"Trust as central to successful behaviour support",anchorId:"trust"},{label:"Using the worksheets and conversation cards",anchorId:"worksheets-conversation-cards"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.getting_to_know_each_other,downloads:["getting-to-know-each-about-me-a3","getting-to-know-each-about-us-a3","getting-to-know-each-conversation-card-a4","getting-to-know-each-customisable-conversation-card-a4"],pages:[{id:"#",title:"Trust as central to successful behaviour support",content:[{id:"trust",type:"text",value:'<p>As a behaviour support practitioner, building trust is a central part of ensuring a successful behaviour support process, where participants feel able to ask questions, ask for information, offer ideas and say ânoâ â all of which uphold <a href="/resources/communication-rights">their rights in communicating about their behaviour support</a>.</p> \n<p>It\'s important to remember that getting to know someone is a 2-way process. You can find out more about establishing trust through <a href="/resources/yarning">practices such as Yarning</a> and, when the time is right, progress to using The Right Direction resources designed to help you get to know each other, including: </p>'},{type:"list",className:"lg:ml-8",value:['<a href="/downloads/getting-to-know-each-other/getting_to_know_each_other_about_me_A3.pdf" download>Getting to know each other: About me (A3)</a>,','<a href="/downloads/getting-to-know-each-other/getting_to_know_each_other_about_us_A3.pdf" download>Getting to know each other: About us (A3)</a>,','<a href="/downloads/getting-to-know-each-other/getting_to_know_each_other_conversation_cards_A4.pdf" download>Getting to know each other: Conversation cards (A4)</a>, and','<a href="/downloads/getting-to-know-each-other/getting_to_know_each_other_customisable_conversation_cards_A4.docx" download>Getting to know each other: Customisable conversation cards (A4)</a>.']},{type:"text",value:'<p>This will help you build the foundation you need to have the open, supportive and productive conversations that underpin positive relationships between yourself, the participant and <a href="/resources/your-support-network">their support network</a>. You will need these relationships to write a practical and effective behaviour support plan that genuinely improves quality of life. </p>\n<p>This rapport also equips you to <a href="/resources/having-difficult-conversations">have the difficult conversations</a> that can be required as part of the behaviour support planning and implementation process.</p>'}]},{id:"worksheets-conversation-cards",title:"Using the worksheets and conversation cards",content:[{type:"text",value:"<p>The Right Direction set of getting to know each other worksheets and conversation cards are intended to be used by behaviour support practitioners as a tool to use with participants.</p> \n <p>
1Behaviour support practitioners can use one of 2 printable worksheets:</p>"},{type:"list",listType:"none",value:['<div class="flex gap-4">1) <div><a href="/downloads/getting-to-know-each-other/getting_to_know_each_other_about_me_A3.pdf" download>The âabout meâ worksheet</a> is intended for <strong><i>both</i></strong> the behaviour support practitioner and the participant to complete together. \n<br>Having separate sheets allows flexibility in terms of where you sit, enabling a more flexible approach to personal space. You can print a copy for everyone in the conversation (if others from the participantâs support network are present), if you wish. </div></div>','<div class="flex gap-4">2) <div><p><a href="/downloads/getting-to-know-each-other/getting_to_know_each_other_about_us_A3.pdf" download>The âabout usâ worksheet</a> enables the behaviour support practitioner and the participant to complete the sheet together, encouraging a collaborative approach</p>\n <p class="text-center"><a href="/downloads/getting-to-know-each-other/getting_to_know_each_other_about_me_A3.pdf" download><img src="/downloads/getting-to-know-each-other/about-me-image.png" class="align-top inline-block max-w-[100%] border-purple border-2" /></a></p></div></div>']},{type:"text",value:"<p>There are also 2 sets of conversation cards, which can be updated with images of your own, if you have some available that are specific to the participantâs life and situation.</p>"},{type:"list",listType:"none",value:['<div class="flex gap-4">3) <div><a href="/downloads/getting-to-know-each-other/getting_to_know_each_other_conversation_cards_A4.pdf" download>The conversation cards (A4)</a> are downloadable and printable, and</div></div>','<div class="flex gap-4">4) <div><a href="/downloads/getting-to-know-each-other/getting_to_know_each_other_customisable_conversation_cards_A4.docx" download>The customisable conversation cards (A4 - Word version for desktop)</a> can be edited in line with your needs.</div></div>']},{type:"text",value:"<p>You may even wish to enter some information you already know, to show you have been listening and work together to ensure itâs correct and build on it.</p> \n <p>These worksheets should be used as conversation starters and provide space to write key words, draw pictures or take notes. </p> \n<p>The conversation cards provide more space, in which you can write words, draw images or insert photos in the conversation cards, either before or after printing.</p> \n<p>Of note, the card relating to âI donât want you to know thisâ can be used to note down any difficult topics that the people involved donât want to talk about. Noting down these shows that you have listened and respected each otherâs decision and gives you both a reminder for your later visits.</p>"}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Applying principles of Yarning in behaviour support",href:"/resources/yarning"},{label:"Talking about behaviour support in ways everyone can understand",href:"/resources/talking-about-behaviour-support"},{label:"Engaging effectively through 2-way communication",href:"/resources/engaging-effectively"},{label:"Communicating about behaviours of concern: Using discussion mats ",href:"/resources/behaviours-of-concern"},{label:"Communicating about restrictive practices ",href:"/resources/restrictive-practices"}],external:['NDIS resources on <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8552" target="_blank">Evidence-informed practice</a> and <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-11362" target="_blank">Person-centred practice</a> outline what is expected of NDIS providers, including: what the practices are; why they are important; how they can be implemented by NDIS providers; and where to find further information','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about: <br/><br/>\n <ul class="ml-8 list-circle">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://decidingwithsupport.flinders.edu.au/who-are-you
1-here-as-today/i-am-a-person-of-disability/worksheets/" target="_blank">Deciding with Support</a> includes further worksheets on this topic, as well as <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-practitioner/" target="_blank">information for behaviour support practitioners</a> about supporting participants to make their own decisions throughout the behaviour support process','<a href="https://picturemyfuture.com/modules/module-5/" target="_blank">Using pictures to explore hopes and dreams,</a> by <a href="https://picturemyfuture.com/modules/module-5/" target="_blank">Picture My Future</a>']}}]}]},{id:"getting-to-know-each-about-me-a3",slug:"getting-to-know-each-about-me-a3",title:"Getting to know each other: About me (A3)",type:"download",filepath:"/downloads/getting-to-know-each-other/getting_to_know_each_other_about_me_A3.pdf",button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.getting_to_know_each_other},{id:"getting-to-know-each-about-us-a3",slug:"getting-to-know-each-about-us-a3",title:"Getting to know each other: About us (A3) ",type:"download",filepath:"/downloads/getting-to-know-each-other/getting_to_know_each_other_about_us_A3.pdf",button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.getting_to_know_each_other},{id:"getting-to-know-each-conversation-card-a4",slug:"getting-to-know-each-conversation-card-a4",title:"Getting to know each other: Conversation cards (A4)",type:"download",filepath:"/downloads/getting-to-know-each-other/getting_to_know_each_other_conversation_cards_A4.pdf",button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.getting_to_know_each_other},{id:"getting-to-know-each-customisable-conversation-card-a4",slug:"getting-to-know-each-customisable-conversation-card-a4",title:"Getting to know each other: Customisable conversation cards (A4 - Word for desktop)",type:"download",filepath:"/downloads/getting-to-know-each-other/getting_to_know_each_other_customisable_conversation_cards_A4.docx",button:"Download",tags:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.getting_to_know_each_other}],S=[{id:"restrictive-practices",slug:"restrictive-practices",type:"page",button:"View this topic",title:"Communicating about restrictive practices",description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],subtitle:"Tools and advice for behaviour support planners talking about restrictive practices ",tags:[],categoryIds:["tools-for-participants","ideas-for-practitioners","watch-or-listen"],anchors:[{label:"Communicating about restrictive practices (video)",anchorId:"video"},{label:"Communicating about restrictive practices (video transcript)",anchorId:"video-transcript"},{label:"Communicating about restrictive practices: Advice from peers (video)",anchorId:"video-advice-from-peers"},{label:"Communicating about restrictive practices: Advice from peers (video transcript)",anchorId:"video-advice-from-peers-transcript"},{label:"Using discussion mats to communicate about restrictive practices",anchorId:"using-discussion-mats"},{label:"What do behaviour support practitioners need to consider first? ",anchorId:"what-to-consider-first"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.restrictive_practices,downloads:["communicating-about-restrictive-practices-video","communicating-about-restrictive-practices-video-transcript","communicating-about-restrictive-practices-video-advice-from-peers","communicating-about-restrictive-practices-video-transcript-advice-from-peers","communicating-about-restrictive-practices-using-discussion-mats","communicating-about-restrictive-practices-using-discussion-mats-a3","communicating-about-restrictive-practices-picture-card-a4","communicating-about-restrictive-practices-customisable-picture-card-a4","communicating-about-restrictive-practices-large-picture-card-a4","communicating-about-restrictive-practices-customisable-large-picture-card-a4"],pages:[{id:"video",content:[{type:"video",value:{src:"https://www.youtube.com/embed/QoFFcYOkZW8",caption:"Communicating about restrictive practices",thumbnail:r.restrictive_practices,transcript:{title:"Transcript",text:"<p><strong>Dr Jennifer Frean</strong>, Communication and Inclusion Specialist<br>(The University of Melbourne; Melbourne, Victoria)</p>\n<p>Restrictive practices can only ever be used under particular conditions. They must be the least restrictive alternative to keep people safe from serious harm, and all other options have to have been exhausted.</p>\n<p>So how do we communicate about restrictive practices? </p> \n<p>The person with a disability needs to know in advance what is proposed why and what their options are. Unfortunately, restrictive practices can do more harm than good, and it's possible that the person and the people in their support network have experienced trauma due to a restrictive practice. </p>\n<p>So, think carefully about how you manage that when you're engaging with them and how that's going to be managed into the plan. </p>\n<p>Our video and Yarning is an excellent example of how you can engage with people in a really authentic way.</p>\n<p>Think about where these conversations take place. Who's in the conversation space? And make sure you go slowly and build trust.</p>\n<p>Take cues from the person and try different techniques to make sure that they're fully engaged. </p>\n<p>Ensure that they have choices and make sure they're included in the decision making.</p>\n<p>Remember, restrictive practices must be appropriately authorised, regularly monitored, and are subject to review. And most importantly, they must be discussed with everyone involved. </p>\n<p><strong>Closing credits</strong> (text presented on screen) </p>\n<p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}}]},{id:"video-advice-from-peers",title:" Communicating about restrictive practices: Advice from peers",content:[{type:"video",value:{src:"https://www.youtube.com/embed/rv2wKMZLu8A",thumbnail:"/downloads/restrictive-practices/restrictive_practices_advice_from_peers_video_still.jpg",caption:"Communicating about restrictive practices: Advice from peers",transcript:{id:"video-advice-from-peers-transcript",title:"Transcript",text:"<p><strong>Sarah Bingley</strong>, Core Positive Behaviour Support Practitioner<br>(Marathon Health; Albury, New South Wales) </p>\n<p>If you mention restrictive practices, just out of the blue to a parent or carer, it can be really scary. </p>\n<p><strong>Doug Payne</strong>, Senior Clinical Consultant, Behaviour Support Practitioner<br>(SAL Consulting â Darwin, Northern Territory) </p>\n<p>They are things that if it happened to you and I would be illegal. Chemical restraint. Physical restraint. Unlawful imprisonment. Taking something from another person without their consent â stealing. </p>\n<p>And these are some of the things we need to do in order to keep people safe. And that's our job as a behaviour support practitioner to justify clinically why we need to do these things. </p>\n<p><strong>Heather Lambert</strong>, Clinical Lead â Positive Behaviour Support<br>(Marathon Health; Albury, New South Wales) </p>\n<p>It is very scary for a lot of people, it can really get people's defences up. And creates this kind of judgemental, âUs and themâ kind of attitude. </p>\n<p><strong>Nandita Patel</strong>, Team Lead â Positive Behaviour Support <br>(Marathon Health; Albury, New South Wales) </p>\n<p>Restrictive practices in behaviour support is very confusing and complex for the participants and their carers. </p>\n<p>All in all, it's about the person's quality of life and their safety. But it is there and it's about the reporting. </p>\n<p><strong>Heather Lambert </strong></p>\n<p>It's terminology that we can't really avoid because it's included in all of the documents, it's included everywhere. And so the best that we can do is use a really compassionate and gentle approach to actually having that conversation and broaching that with the participants.</p> \n<p>And really helping them feel that, âYes, there is this term â but it's actually not the term that I would prefer to use either, but we're using it!</p>\n<p>This is what I would prefer to use, and here's how I'm going to talk to you about itâ. </p>\n<p><strong>Doug Payne</strong></p>\n<p>It's not a language that people outside behaviour-support land understand, this ârestr
1ictive practiceâ thing. </p>\n<p>What most people, and it's just common sense, sometimes you have to put practices in place to keep people safe. </p>\n<p><strong>Dr Jennifer Frean</strong>, Communication and Inclusion Specialist<br>(The University of Melbourne; Melbourne, Victoria) </p>\n<p>Having a conversation about what we will do to keep the person safe and remembering that engagement is communicating with the person to build their understanding, not talking at them.</p> \n<p><strong>Keith McVilly</strong>, Professor of Disability and Inclusion<br>(The University of Melbourne; Melbourne, Victoria) </p>\n<p>It might be that we need to take the person out down their driveway and near the road, show them when a car is coming and show them what we'll do to keep them safe, to bring them back from the road. </p>\n<p><strong>Doug Payne</strong> </p>\n<p>If they can't cross the road we say, we need to lock the gate because John you don't know how to cross the road safely. </p>\n<p><strong>Closing credits</strong> (text presented on screen) </p>\n<p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}}]},{id:"using-discussion-mats",title:"Using discussion mats to communicate about restrictive practices",content:[{type:"text",value:'<p>As a practitioner, an important and delicate part of engaging with people with disability about behaviours of concern can be talking about restrictive practices, explaining what they are, why they may be necessary and deciding on a plan for how they will be used when they are required. </p>\n<p><a href="/resources/using-discussion-mats">A discussion mat</a> can be <a href="/resources/using-discussion-mats#video">a useful and adaptable tool</a> for exploring how restrictive practices might be necessary when behaviours of concern escalate and people become unsafe. </p>\n<p>Engaging the person in exploring the cause and effect of their behaviours of concern and also how to best manage any safety concerns is a crucial part of the behaviour support process and it is <a href="/resources/communication-rights">the personâs right</a> to be <a href="/resources/spectrum-of-participation">as involved in this process</a> as they wish to be.</p>'},{type:"image",link:"/downloads/restrictive-practices/restrictive_practices_example_discussion_mat_A3.pdf",alt:"Restrictive practices discussion mat A3 example image",value:"/downloads/restrictive-practices/restrictive_practices_example_discussion_mat_image.jpg"},{type:"text",value:'<p>Download the <a href="/downloads/restrictive-practices/restrictive_practices_example_discussion_mat_A3.pdf" download>example discussion mat for talking about restrictive practices</a> <a href="/downloads/restrictive-practices/restrictive_practices_example_discussion_mat_A3.docx" download>(download Word version for desktop)</a>.</p>'}]},{id:"what-to-consider-first",title:"What do behaviour support practitioners need to consider first?",content:[{type:"text",value:'<p>Remember that ârestrictive practices limit a personâs freedom and should be used as a last resort when positive support strategies fail to ensure safetyâ (NDIS Quality and Safeguards Commission, 2024). <strong><i>The goal is always to reduce or eliminate the need for restrictive practice.</i></strong></p>\n <p>The option cards provided with this example discussion mat for conversations about restrictive practices include <i>examples</i> of restrictive practice. This is not an endorsement or recommendation of these practices.</p>\n <p>Read more about <a href="/downloads/restrictive-practices/restrictive_practices_instructions.pdf" download>using discussion mats to talk about restrictive practices</a> <a href="/downloads/restrictive-practices/restrictive_practices_instructions.docx" download>(download Word version for desktop)</a>.</p>'},{type:"image",link:"/downloads/restrictive-practices/restrictive_practices_picture_cards_A4.pdf",alt:"Restrictive practices picture cards image",value:"/downloads/restrictive-practices/restrictive_practices_picture_cards_image.jpg"},{type:"text",value:'<p>Download example picture cards for talking about restrictive practices â <a href="/downloads/restrictive-practices/restrictive_practices_picture_cards_A4.pdf" download>
1standard size cards</a> and <a href="/downloads/restrictive-practices/restrictive_practices_large_picture_cards_A4.pdf" download>larger size cards</a>, both for A4 printing.</p>'}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Communication rights in behaviour support planning ",href:"/resources/communication-rights"},{label:"Communicating about behaviours of concern: Using discussion mats",href:"/resources/behaviours-of-concern"},{label:"Building and maintaining a team ",href:"/resources/building-and-maintaining-a-team"},{label:"About us: Getting to know each other ",href:"/resources/getting-to-know-each-other"},{label:"Applying First Nations' Yarning: Good practice for everyone ",href:"/resources/yarning"},{label:"Working effectively within support networks and with Circles of Support",href:"/resources/support-networks"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS Participant fact sheet: Understanding your rights</a>','<a href="https://www.ndiscommission.gov.au/sites/default/files/2024-09/Easy%20Reaf%20Fact%20Sheet%202%20-%20Understanding%20your%20rights.pdf" target="_blank">NDIS Easy read: Understanding your rights</a> (Word download)','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: The safe reduction and elimination of regulated restrictive practices</a>','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: Developing behaviour support plans,</a> outlines the NDIS Commissionerâs expectations of for developing behaviour support plans that contain regulated restrictive practices','Talk about restrictive practices in a meaningful way that upholds participants\' rights using the <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/talking-to-participants-about-restrictive-practices#paragraph-id-107348" target="_blank">NDIS Restrictive Practices and Me</a> resources','<a href="https://www.ndiscommission.gov.au/sites/default/files/2023-10/Regulated%20Restrictive%20Practices%20Summary%20and%20Protocols%20-%20October%202023.DOCX" target="_blank">NDIS Regulated restrictive practices summary and protocols</a> (Word download) outlines what information should be included when using regulated restrictive practice(s) and â importantly â working to reduce and eliminate them','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://ndiscommission.easyread.com.au/what-are-high-risk-practices/" target="_blank">NDIS What are high-risk practices?</a> is an easy-read resource that provides examples of practices that are <strong>never okay</strong> and <strong>must not ever be used</strong> in behaviour support practice','<a href="https://ndiscommission.easyread.com.au/safe-transport-and-restrictive-practices/" target="_blank">NDIS Safe transport and restrictive practices</a> (easy read)']}}]}]},{id:"communicating-about-restrictive-practices-video",slug:"restrictive-practices#video",title:"Communicating about restrictive practices (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=QoFFcYOkZW8",button:"Watch",tags:[],categoryIds:["ideas-for-practitioners","watch-or-listen"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.restrictive_practices},{id:"communicating-about-restrictive-practices-video-transcript",slug:"communicating-about-restrictive-practices-video-transcript",title:"Communicating about restrictive practices (video transcript)",type:"download",filepath:"/downloads/restrictive-practices/restrictive_practices_transcription.pdf",button:"Download",tags:[],categoryIds:["ideas-for-practitioners","watch-or-listen"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.restrictive_practices},{id:"communicating-about-restrictive-practices-video-advice-from-peers",slug:"restrictive-practices#video-advice-from-peers",title:"Communicating about restrictive practices: Advice from peers (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=rv2wKMZLu8A",button:"Watch",tags:[],categoryIds:["ideas-for-practitioners","watch-or-listen"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.restrictive_practices_video},{id:"communicating-about-restrictive-practices-video-transcript-advice-from-peers",slug:"communicating-about-restrictive-practices-video-transcript-advice-from-peers",title:"Communicating about restrictive practices: Advice from peers (video transcript) ",type:"download",filepath:"/downloads/restrictive-practices/restrictive_practices_advice_from_peers_transcription.pdf",button:"Download",tags:[],categoryIds:["ideas-for-practitioners","watch-or-listen"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.restrictive_practices_video},{id:"communicating-about-restrictive-practices-using-discussion-mats",slug:"communicating-about-restrictive-practices-using-discussion-mats",title:"Communicating about restrictive practices: Using discussion mats (instructions)",type:"download",filepath:"/downloads/restrictive-practices/restrictive_practices_instructions",isPdf:!0,button:"Download",tags:[],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.restrictive_practices},{id:"communicating-about-restrictive-practices-using-discussion-mats-docx",slug:"communicating-about-restrictive-practices-using-discussion-mats-docx",title:"Communicating about restrictive practices: Using discussion mats (instructions - Word for desktop)",type:"download",filepath:"/downloads/restrictive-practices/restrictive_practices_instructions.docx",button:"Download",tags:[],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.restrictive_practices},{id:"communicating-about-restrictive-practices-using-discussion-mats-a3",slug:"communicating-about-restrictive-practices-using-discussion-mats-a3",title:"Communicating about restrictive practices: Example discussion mat (A3)",type:"download",filepath:"/downloads/restrictive-practices/restrictive_practices_example_discussion_mat_A3",isPdf:!0,button:"Download",tags:[],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.restrictive_practices},{id:"communicating-about-restrictive-practices-using-discussion-mats-a3-docx",slug:"communicating-about-restrictive-practices-using-discussion-mats-a3-docx",title:"Communicating about restrictive practices: Example discussion mat (A3 - Word for desktop)",type:"download",filepath:"/downloads/restrictive-practices/restrictive_practices_example_discussion_mat_A3.docx",button:"Download",tags:[],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.restrictive_practices},{id:"communicating-about-restrictive-practices-picture-card-a4",slug:"communicating-about-restrictive-practices-picture-card-a4",title:"Communicating about restrictive practices: Picture cards (A4)",type:"download",filepath:"/downloads/restrictive-practices/restrictive_practices_picture_cards_A4.pdf",button:"Download",tags:[],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.restrictive_practices},{id:"communicating-about-restrictive-practices-large-picture-card-a4",slug:"communicating-about-restrictive-practices-large-picture-card-a4",title:"Communicating about restrictive practices: Large picture cards (A4)",type:"download",filepath:"/downloads/restrictive-practices/restrictive_practices_large_picture_cards_A4.pdf",button:"Download",tags:[],categoryIds:["tools-for-participants","ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.restrictive_practices},{id:"communicating-about-restrictive-practices-customisable-picture-card-a4",slug:"communicating-about-restrictive-practices-customisable-picture-card-a4",title:"Communicating about restrictive practices: Picture cards template (customisable, A4)",type:"download",filepath:"/downloads/restrictive-practices/restrictive_practices_picture_cards_template_A4.docx",button:"Download",tags:[],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.restrictive_practices},{id:"communicating-about-restrictive-practices-customisable-large-picture-card-a4",slug:"communicating-about-restrictive-practices-customisable-large-picture-card-a4",title:"Communicating about restrictive practices: Large picture cards template (customisable, A4)",type:"download",filepath:"/downloads/restrictive-practices/restrictive_practices_large_picture_cards_template_A4.docx",button:"Download",tags:[],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability"],image:r.restrictive_practices}
1],A=[{id:"support-networks",slug:"support-networks",type:"page",button:"View this topic",title:"Working effectively within support networks and with Circles of Support",description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],subtitle:"Holistic practice for engaging people in behaviour support",tags:["Writing or reviewing a plan","meeting-with-a-service-provider","meeting-with-a-family-member","meeting-with-a-person-with-disability","preparing-for-a-home-visit"],categoryIds:["tools-for-participants","ideas-for-practitioners","watch-or-listen"],anchors:[{label:"Working effectively within support networks (video)",anchorId:"video"},{label:"Working effectively within support networks (video audio transcription)",anchorId:"video-transcript"},{label:"Engaging within support networks ",anchorId:"engaging-support-networks"},{label:"What are support networks?",anchorId:"support-networks"},{label:"What are Circles of Support?",anchorId:"circles-of-support"},{label:"10 tips for engaging support networks in behaviour support planning",anchorId:"10-tips"},{label:"Next steps",anchorId:"next-steps"}],duration:"5 - 10 mins",image:r.support_networks,downloads:["support-networks-video","support-networks-video-transcript","support-networks-10-tips","support-networks-picture-card-a4","support-networks-large-picture-card-a4","support-networks-circles-of-support"],pages:[{id:"video",content:[{type:"video",value:{src:"https://www.youtube.com/embed/xKtu4dAgy34",thumbnail:r.support_networks,caption:"Working effectively within support networks",transcript:{title:"Transcript",text:"<p><strong>Teresa Micallef</strong>, Building Community Networks Manager <br>(Belonging Matters Inc.; Melbourne, Victoria) </p>\n<p>It might be described that a person has a network of support around them that might be made up of paid workers, professionals and family and friends. </p>\n<p>And all of those people provide support in some manner. </p>\n<p>A Circle of Support is distinct in that it is informal support who are unpaid that intentionally come around, a person with a disability, with a specific focus and purpose. And often that's to enhance their life and provide a good life for and with them. </p>\n<p><strong>Cherry Reynolds</strong>, Director / Senior Clinician <br>(Woollybutt Specialist Services; Darwin, Northern Territory) </p>\n<p>They are the ones that are there day to day. They're the ones that actually work closely with the person as a behaviour support practitioner where often there maybe once a week if you're lucky, you might come in once a month and you may read a lot of information about the person in between, but you're not there in their lives, you're not the expert on their lives. The people who are there supporting them are. </p>\n<p><strong>Heather Lambert</strong>, Clinical Lead â Positive Behaviour Support (Marathon Health; Albury, New South Wales) </p>\n<p>They're also the ones that are going to be here for a lot longer than any of the formal supports. Formal supports will come and go. The informal supports last and we want to strengthen those and build on those so that they do last and we can sustain them throughout the participantâs life because they're the ones that they'll lean on when it's outside of working hours really, or it's on the weekends, the formal support network isn't there forever. </p>\n<p><strong>Keith McVilly</strong>, Professor of Disability and Inclusion <br>(The University of Melbourne; Melbourne, Victoria) </p>\n<p>Where behaviour support practitioners fail to meaningfully and authentically engage with their clients, they run a grave risk of missing out on a lot of essential knowledge and wisdom that needs to be built into and incorporated into the behaviour support plan. </p>\n<p><strong>Sarah Bingley</strong>, Core Positive Behaviour Support Practitioner (Marathon Health; Albury, New South Wales) </p>\n<p>If you develop a behaviour support plan without gaining that extra knowledge and understanding from the people that are around the participant, the plan you develop will be useless because it won't actually apply to that person. </p>\n<p><strong>Teresa Micallef</strong> </p>\n<p>You're going to miss the vital information about a person. You're going to miss the depth of knowing who they are at the core of their being. </p>\n<p>And often people have a history as well, they know the history of a person. And those stories and anecdotal information can be pivotal pieces of information in a behavioural support plan. </p>\n<p><strong>Dariane McLean</strong>, Haydenâs Mum </p>\n<p>What has really enriched Hayden's life is that behaviour support practitioners have taken the time to get to know him and to interact with the people around him who support him and know him really well. </p>\n<p><strong>Jodie Zutt</strong>, Heydenâs Friend and Art Mentor </p>\n<p>I donât work with Hayd, I hang out with Hayd. He's my friend. </p>\n<p>His entire existence is about his creating of art, making of art. </p>\n<p>We started communicating with each other with drawings, so he'd ask me to do a drawing and I'd ask him to do drawing. </p>\n<p>And in that way we kind of formed this collaboration that was a functional tool to communicate to the rest of the team. </p>\n<p>And I could then show them the drawings and go, hey look, this is what Hayd needs, this is what he wants.</p>\n<p>I could become a bit of a translator because Hayd was decoding the drawings for me, so I could then explain the drawings to the speech therapist, to the other members of his MDT [multidisciplinary] team.</p>\n<p><strong>Dariane McLean</strong>, Haydenâs Mum </p>\n<p>So it's really critical for a behaviour support practitioner to authentically engage with the support circle that gathers around a person. And that shouldn't just include support workers. You know, they're a critical part, but it definitely should include family and any other informal relationships that they have.</p>\n<p>And that is really critical because otherwise a behaviour support practitioner will revert to their training and it will become very clinical or pathological rather than looking at the person as a whole.</p>\n<p><strong>Teresa Micallef</strong> </p>\n<p>Remember that this is a person's life that we're talking about and that they are the centre of that life, regardless of how complex their needs or their behaviour is at the core of their humanity, they have the capacity for autonomy and control over the direction of their own life. </p>\n<p><strong>Sarah Bingley</strong></p>\n<p>People with disabilities are people. Every person should be able to have their own decision making and their own choice and control of their lives. </p>\n<p>People with disabilities are not different than that. Their lives are just more challenging. </p>\n<p><strong>Cherry Reynolds</strong></p>\n<p>
1To support autonomy comes back to communication. It comes back to listening to them, to taking time to really understanding who they are and what's important to them. </p>\n<p><strong>Teresa Micallef</strong> </p>\n<p>They have needs and aspirations, to hear that is vital and to find ways to access that is the responsibility of the professional sitting on the other side of them. </p>\n<p><strong>Closing credits</strong> (text presented on screen) </p>\n<p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}}]},{id:"engaging-support-networks",title:"Engaging within support networks",content:[{type:"text",value:'<p>As a behaviour support practitioner, you will need to consider how best to engage with participants, especially those with high and complex communication support needs. </p>\n<p>For participants with behaviour support needs, active networks of people who know and care for them are very important, in addition to service providers. </p>\n<p>Ideally, the people who love and support the person with disability will interact with paid practitioners, forming <a href="/resources/support-networks#video">a support network that works together</a> to create a successful behaviour support environment. </p>\n<p>There are several ways this can work effectively, including a group called <a href="/resources/support-networks#circles-of-support">a Circle of Support</a>. While this means different things to different people, in positive behaviour support, âCircle of Supportâ has a distinct and important meaning, which we explore here.</p>'}]},{id:"support-networks",title:"What are support networks?",content:[{type:"text",value:'<p>Support networks are essential in a successful behaviour support plan and there are several different ways of thinking about how people might come together for a person with disability to <a href="/resources/your-support-network">work effectively as a support network or Circle of Support.</a> </p>\n<p>While paid practitioners are important, a person with disability is likely to have a more successful outcome when also supported by personal connections. </p>\n<p>Through conversation, you can get an idea of whether the person with disability has a personal Circle of Support in place (or the people who might form one) or whether they rely more on paid people for their support network. </p>\n<p>You can also work together with the person with disability using a tool called <a href="/resources/your-support-network#hand-of-trust">the Hand of Trust</a> to identify people who they trust most. </p>\n<p>This is an important part of the process of engagement with the person with disability before you begin any clinical assessments or start on a behaviour support plan, because it can alert you to the presence or absence of personal connections who provide (or can provide) support to the person with disability. As such, it is an important part of informing your work as a behaviour support practitioner. </p>\n<p>Understanding who they trust most is also important when <a href="/resources/writing-plans-everyone-understands">writing the behaviour support plan</a> and can also be used to initiate an effective Circle of Support, to both inform the development of the behaviour support plan and support its longer-term implementation. </p>\n<p>People with disability will have different ideas of <a href="/resources/your-support-network">what their support network looks like</a>, depending on how they see themselves in relation to it and where they position various groups. </p>\n<p>Keep in mind this is dynamic and may change from day to day or even from hour to hour, depending on their situation and needs. </p>'},{type:"image",alt:"An older couple sitting around a table with a person with disabilities and support practitioners.",value:"/downloads/support-networks/support_networks_image2.JPG"}]},{id:"circles-of-support",title:"What are Circles of Support?",content:[{type:"text",value:"<p>In behaviour support planning, a Circle of Support is a group of people who love and support a person with disability. They choose to come together as a Circle to supp
1ort the person because they care about them and have their best interests at heart.</p> \n<p>Circles of Support are important for several reasons, as they can: </p>"},{type:"list",className:"lg:ml-8",value:["hold a positive vision for a good life for the person with disability, journey with them, listen deeply to them, and develop an understanding of the person with disability.","support the person with disability to explore their options, try new things and realise their ambitions for a good life.","help the person to speak up for themselves and","give voice to the personâs preferences and ambitions where the person finds it difficult to do so themselves"]},{type:"text",value:"<p>Circles of Support can include people who add value to a personâs quality of life, such as:</p>"},{type:"list",className:"lg:ml-8",value:["family members,","friends (including peers with disability), ","others who have a long-term personal connection with the person with disability."]},{type:"text",value:"<p>Some members of the Circle might bring professional expertise, but their primary reason for membership in the Circle is because of their personal connection and commitment to the person with disability.</p>\n<p>Members who are well connected to community or who share similar interests and passions may be called upon to become more involved and over time develop a deeper connection with the person.</p>"},{type:"image",alt:"A support practitioner holds out their hand with their thumb up while a person with disabilities holds the thumb.",value:"/downloads/support-networks/support_networks_image3.JPG"},{type:"text",value:'<p>Circle membership is a nuanced thing, as having the right people around is vital to the circles success and capacity to hold the person at the centre. </p>\n<p>A Circle of Support can be vital in providing holistic advice to you as a practitioner about how to ensure a behaviour support plan supports the participantâs experience of <a href="/resources/my-good-life-goals">what a good life looks like for them</a> beyond your involvement in their support network. </p>\n<p>In addition to engaging with service providers, behaviour support practitioners would also engage with a personâs Circle: </p>'},{type:"list",className:"lg:ml-8",value:["to understand a person with disabilityâs supp
1ort needs and longer-term aspirations, ","when proposing a behaviour support plan and the associated strategies, and ","to discuss any proposed regulated restrictive practices. "]},{type:"text",value:'<p>Circles of Support primarily exist to ensure the person has a good life. They can advise service providers and others about what is important for the person with disability, and what the person with disability needs to have a good life.</p>\n<p>Importantly, a Circle might also need to hold service providers and others to account, <a href="/resources/communication-rights">upholding the person with disabilityâs rights</a> and ensuring the person with disabilityâs voice is heard and acted upon. </p>\n<p>A Circle of Support can work on many of the issues and life-building factors that are not directly addressed by a behaviour support plan, but that still affect the person with disabilityâs health, wellbeing and quality of life, and which can, in turn, affect their behaviour. </p>\nBeyond the behaviour support plan, <a href="/resources/support-networks-and-change">a Circle of Support that is successfully engaged</a> can act as one important safeguard against both: </p>'},{type:"list",className:"lg:ml-8",value:["<strong>support services</strong> reverting to old ways of working, and","<strong>the person</strong> with disability being placed in a restrictive environment, and"]},{type:"text",value:'<p>Find out more about Circles of Support and how to create and/or strengthen one from <a href="https://www.belongingmatters.org/">Belonging Matters</a>.</p>'},{type:"image",alt:"A support practitioner kneeling on the ground while person with disabilities is his knee in front.",value:"/downloads/support-networks/support_networks_image4.JPG"}]},{id:"10-tips",title:"10 tips for engaging support networks in behaviour support planning",content:[{type:"text",value:'<p>When supporting a person with a behaviour support plan, engaging people in their support network â or, where present, a Circle of Support â when planning and implementing their behaviour support plan can be a powerful way to create lasting, positive change. </p>\n<p>This person-centred approach to engagement respects <a href="/resources/communication-rights">the individual and their rights</a> and increases the chance of long-term success.</p>'},{type:"list",className:"lg:ml-8",listType:"decimal",value:['<span class="flex flex-col"><h4 class="lg:text-2xl font-bold">The person is at the centre</h4>\n <span>Support plans should be developed with the person, not just for them. Their voice matters</span></span>','<span class="flex flex-col"><h4 class="lg:text-2xl font-bold">Building trust and relationships</h4>\n <span>The person will respond better to behaviour support strategies if they feel safe and understood by their support network</span></span>','<span class="flex flex-col"><h4 class="lg:text-2xl font-bold">Choosing the right people for support</h4>\n <span>The right people in the support network (or Circle of Support) need to understand and follow the behaviour support plan to create consistency.</span></span>','<span class="flex flex-col"><h4 class="lg:text-2xl font-bold">Clear goals and support strategies </h4>\n <span>The support network (or Circle of Support) can reinforce positive behaviours and help track progress toward behaviour goals.</span></span>','<span class="flex flex-col"><h4 class="lg:text-2xl font-bold">Open, honest and positive communication</h4>\n <span>Ensuring the support network (or Circle of Support) uses consistent language and positive reinforcement will encourage progress.</span></span>','<span class="flex flex-col"><h4 class="lg:text-2xl font-bold">Regular check-ins and flexibility </h4>\n <span>People in the support network (or Circle of Support) can provide feedback on whatâs working and suggest adjustments to improve the plan.</span></span>','<span class="flex flex-col"><h4 class="lg:text-2xl font-bold">Encouraging independence and choice </h4>
1\n <span>This level of engagement provides the person with stronger opportunities to be involved in creating and adjusting their behaviour support plan, empowering them to take control of their progress.</span></span>','<span class="flex flex-col"><h4 class="lg:text-2xl font-bold">Respecting privacy and confidentiality</h4>\n <span>Only those who need to know should have access to the behaviour support strategies, ensuring dignity and respect.</span></span>','<span class="flex flex-col"><h4 class="lg:text-2xl font-bold">Using positive, proactive approaches</h4>\n <span>he support network (or Circle of Support) can help model and reinforce positive behaviour strategies in daily life.</span></span>','<span class="flex flex-col"><h4 class="lg:text-2xl font-bold">Long-term commitment to growth</h4>\n <span>The support network (or Circle of Support) provides consistent, long-term support, ensuring that positive behaviour strategies continue over time. </span></span>']}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Building and maintaining a team",href:"/resources/building-and-maintaining-a-team"},{label:"Working together as a support network ",href:"/resources/working-together-support-networks"},{label:"What does your support network look like? ",href:"/resources/your-support-network"},{label:"Engaging support networks in change",href:"/resources/support-networks-and-change"},{label:"Including my support network in my plan",href:"/resources/including-my-support-network"},{label:"Sharing this plan and staying connected",href:"/resources/sharing-and-staying-connected"}],external:['<a href="https://www.belongingmatters.org/" target="_blank">Belonging Matters</a> provides more information about creating and maintaining formal <a href="https://www.belongingmatters.org/circles-of-support" target="_blank">Circles of Support</a>','<a href="https://www.promotingpbspractice.com/resources/library/Positive%20Behaviour%20Support%20as%20a%20team%20approach.pdf" target="_blank">Positive behaviour support as a team approach,</a> by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a>','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about: <br/><br/>\n <ul class="ml-8 list-circle">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>','<a href="https://decidingwithsupport.flinders.edu.au/" target="_blank">Deciding with Support</a> includes further worksheets on this topic and provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-supporter/" target="_blank">information for participant support networks</a> about supporting participants to make their own decisions throughout the behaviour support process']}}]}]},{id:"support-networks-video",slug:"support-networks#video",title:"Working effectively within support networks (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=xKtu4dAgy34",button:"Watch",tags:["Writing or reviewing a plan","meeting-with-a-service-provider","meeting-with-a-family-member","meeting-with-a-person-with-disability","preparing-for-a-home-visit"],categoryIds:["watch-or-listen"],description:"Preparing for a home visit; 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Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],image:r.support_networks},{id:"support-networks-circles-of-support",slug:"support-networks-circles-of-support",title:"Working effectively within support networks and with Circles of Support",type:"download",button:"Download",filepath:"/downloads/support-networks/working_effectively_within_support_networks_and_with_circles_of_support",isPdf:!0,tags:["Writing or reviewing a plan","meeting-with-a-service-provider","meeting-with-a-family-member","meeting-with-a-person-with-disability","preparing-for-a-home-visit"],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],image:r.support_networks},{id:"support-networks-circles-of-support-docx",slug:"support-networks-circles-of-support-docx",title:"Working effectively within support networks and with Circles of Support (Word for desktop)",type:"download",button:"Download",filepath:"/downloads/support-networks/working_effectively_within_support_networks_and_with_circles_of_support.docx",tags:["Writing or reviewing a plan","meeting-with-a-service-provider","meeting-with-a-family-member","meeting-with-a-person-with-disability","preparing-for-a-home-visit"],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],image:r.support_networks},{id:"support-networks-10-tips",slug:"support-networks-10-tips",title:"Working effectively within support networks: 10 tips for behaviour support practitioners ",type:"download",button:"Download",filepath:"/downloads/support-networks/working_effectively_within_support_networks_10_tips.pdf",categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],image:r.support_networks},{id:"support-networks-picture-card-a4",slug:"support-networks-picture-card-a4",title:"Working effectively within support networks: Picture cards (A4)",type:"download",button:"Download",filepath:"/downloads/support-networks/working_effectively_within_support_networks_picture_cards_template_A4.pdf",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",image:r.support_networks},{id:"support-networks-large-picture-card-a4",slug:"support-networks-large-picture-card-a4",title:"Working effectively within support networks: Large picture cards (A4)",type:"download",button:"Download",filepath:"/downloads/support-networks/working_effectively_within_support_networks_large_picture_cards_template_A4.pdf",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",image:r.support_networks}],P=[{id:"about-behaviour-support-planning",slug:"about-behaviour-support-planning",type:"page",button:"View this topic",title:"Talking about behaviour support and the planning process",anchors:[{label:"Explaining whatâs involved",anchorId:"explaining-whats-involved"},{label:"How do I communicate this information to engage effectively?",anchorId:"engage-effectively"},{label:"Embedding new routines",anchorId:"new-routines"},{label:"Communicating in plain language",anchorId:"plain-language"},{label:"Visual tools and supports to improve engagement",anchorId:"visual-tools"},{label:"Next steps",anchorId:"next-steps"}],subtitle:"A guide to communication and resources for engaging with behaviour support participants and their support networks",categoryIds:["ideas-for-practitioners"],duration:"5 - 10 mins",de
1scription:"All stages of behaviour support planning",exploreIds:["all"],image:r.about_behaviour_support_planning,downloads:["about-behaviour-support-planning-practitioner-guide"],pages:[{id:"intro",content:[{type:"text",value:'<p>The Right Direction resources do not aim to teach the clinical practice of behaviour support, but instead focus on integrating the principles of communication and engagement into behaviour support to help behaviour support practitioners engage with people throughout the process. </p>\n<p>When visiting a behaviour support participant or members of their support network, itâs important to remember that people may not know (or remember) who you are and what you do. </p>\n<p>Behaviour support planning and implementation is a process that involves a lot of people and is a process that takes place over a long period of time. It can be difficult to find the best way to communicate about what behaviour support planning is and how the process works. </p>\n<p>Making sure participants and their support networks feel confident they understand why youâre there and how youâre going to help is central to upholding <a href="/resources/communication-rights">the participantâs communication rights</a> and underpins the trust required for successful behaviour support planning.</p>'}]},{id:"explaining-whats-involved",title:"Explaining whatâs involved",content:[{type:"text",value:'<p><a href="https://www.ndiscommission.gov.au/" target="_blank">The NDIS Quality and Safeguards Commission</a> provides information about behaviour support that can be helpful in terms of some language and information that helps you explain whatâs involved.</p>'},{type:"list",className:"lg:ml-8",value:['<a href="https://ourguidelines.ndis.gov.au/supports-you-can-access-menu/behaviour-support/what-do-we-mean-behaviour-support" target="_blank">What do we mean by behaviour support?</a>','<a href="http://ourguidelines.ndis.gov.au/supports-you-can-access-menu/behaviour-support/whats-behaviour-assessment" target="_blank">Whatâs a behaviour assessment?</a>','<a href="https://ourguidelines.ndis.gov.au/supports-you-can-access-menu/behaviour-support/whats-behaviour-support-plan" target="_blank">Whatâs a behaviour support plan?</a>','<a href="https://ourguidelines.ndis.gov.au/supports-you-can-access-menu/behaviour-support/what-if-you-need-behaviour-support-your-plan" target="_blank">What if you need behaviour support in your plan?</a>']}]},{id:"engage-effectively",title:"How do I communicate this information to engage effectively?",content:[{type:"text",value:'<p>As a behaviour support practitioner, you will communicate with a variety of people as part of the behaviour support planning process. </p>\n <p>It is critical that the participant and the people closest to them understand what this process is, why itâs important and what will happen during the process, as well as once the plan is in place. </p>\n <p>People need to know their rights. People need to know their options and the choices they can make. People need to know what they can expect of you as a practitioner; what you will do and how you will behave when working with them. </p> \n <p>This is fundamental to upholding <a href="/resources/communication-rights">the participantâs communication rights</a> during the behaviour support process and also central to ethical, effective behaviour support planning. </p>\n <p>Some key issues youâll need effective communication for include:</p>'},{type:"list",className:"lg:ml-8",value:["Formulating a plan for understanding who you need to engage as part of the process, including who you need to speak with and what you need to know from meeting with them.","Gaining background information to familiarise yourself with the participant, their needs and their situation by reading whatâs already available via reports or discussions with other key people. ","Understanding how best to use this information, including the boundaries of privacy and confidentiality.","Navigating how gathering all this information informs the behaviour support plan in a way that will benef
1it the person and improve their quality of life.",'<p>Consideration and planning for:</p><ul class="ml-8 list-circle">\n <li>how the participant communicates best, </li>\n <li>signs the participant may not understand what youâre saying, </li>\n <li>how to adjust the conversation to better meet their communication support needs, and </li>\n <li>how to build and maintain trust.</li></ul>']},{type:"text",value:"<p>Prepare yourself to switch communication tactics based on cues from the participant and anyone else involved in the discussion.</p>"}]},{id:"new-routines",title:"Embedding new routines",content:[{type:"text",value:"<p>One of the biggest challenges you may face in behaviour support planning is establishing new routines and getting people to follow the changes required as part of the behaviour support plan.</p>\n <p>You may wish to familiarise yourself with the following resources about effectively changing behaviour:</p>"},{type:"list",className:"lg:ml-8",value:['<a href="/resources/building-and-maintaining-a-team">Building and maintaining a team </a>','<a href="/resources/support-networks-and-change#video">Engaging others in change (video) </a>','<a href="/resources/support-networks-and-change">Engaging support networks in change </a>','<a href="/resources/preparing-and-conducting-behaviour-support-planning">Preparing for inclusive behaviour support planning</a>']}]},{id:"plain-language",title:"Communicating in plain language",content:[{type:"text",value:"<p>Familiarise yourself with vocabulary or key phrases that might be helpful in the discussion, considering the participant and their support networkâs communication needs.</p>\n <p>When preparing, consider:</p>"},{type:"list",className:"lg:ml-8",value:["the nature of the participantâs disability in terms of understanding and communication style, needs and preferences,","peopleâs culture, ","peopleâs first language, ","peopleâs English language knowledge, fluency and literacy, ","previous experiences with the behaviour support process (including the possibility they may have had negative experiences previously and how you will support them through this â adopting a trauma-informed approach)"]}]},{id:"visual-tools",title:"Visual tools and supports to improve engagement",content:[{type:"text",value:'<p>You can download the <a href="/downloads/about-behaviour-support-planning/talking_about_behaviour_support_and_the_planning_process.pdf" download>practitioner guide Talking about behaviour support and the planning process</a> <a href="/downloads/about-behaviour-support-planning/talking_about_behaviour_support_and_the_planning_process.docx" download>(download Word version for desktop)</a>, which guides you through key questions for engaging with participants and support networks. It also provides space for recording your thoughts and observations, while linking to The Right Direction resources for:</p>'},{type:"list",className:"lg:ml-8 mb-[1em]",value:["explaining behaviour support planning, ","communicating effectively, ","building trust, ","involving the right people, ","talking about behaviour support planning, and ","planning and implementing the behaviour support process."]}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"The need: Moving in The Right Direction ",href:"/about-us#video"},{label:"Communication rights in behaviour support planning ",href:"/resources/communication-rights"},{label:"Talking about behaviour support in ways everyone can understand",href:"/resources/talking-about-behaviour-support"},{label:"Understanding communication and engagement",href:"/resources/understanding-communication-and-engagement"},{label:"Spectrum of Participation in behaviour support",href:"/resources/spectrum-of-participation"},{label:"Engaging effectively through 2-way communication",href:"/resources/engaging-effectively"}],external:['View the Positive behaviour support video on the homepage of the <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a> website','<a href="https://www.promotingpbspractice.com/resources" target="_blank">Introducing positive behaviour support</a>, made by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a> provides several useful introductory resources','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: Developing behaviour support plans</a>, outlines the NDIS Commissionerâs expectations for developing behaviour support plans that contain regulated restrictive practices','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/talking-to-
1participants-about-restrictive-practices#paragraph-id-107348" target="_blank">NDIS Restrictive Practices and Me</a> includes resources to help you talk about restrictive practices in a meaningful way that upholds participants\' rights ','NDIS resources on <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8552" target="_blank">Evidence-informed practice</a> and <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-11362" target="_blank">Person-centred practice</a> outline what is expected of NDIS providers, including what the practices are, why they are important, how they can be implemented by NDIS providers, and where to find further information','<a href="https://learningplace.s3.ap-southeast-1.amazonaws.com/content/index.html#/" target="_blank">Working and walking together</a>, <a href="https://learningplace.s3.ap-southeast-1.amazonaws.com/content/index.html#/" target="_blank">National Disability Insurance Scheme Learning Place</a> provides information for Aboriginal and Torres Strait Islander practitioners to learn more about working under National Disability Insurance Scheme (NDIS) services ','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/how-develop-behaviour-support-plans" target="_blank">NDIS How to develop behaviour support plans</a>, talks about types of behaviour support plans, and provides: templates; guides and checklists; and information about submitting a behaviour support plan','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about: <br/><br/>\n <ul class="ml-8" style="list-style-type: circle;">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider </li>\n </ul>']}}]}]},{id:"about-behaviour-support-planning-practitioner-guide",slug:"about-behaviour-support-planning-practitioner-guide",title:"Talking about behaviour support and the planning process (practitioner guide)",type:"download",button:"Download",filepath:"/downloads/about-behaviour-support-planning/talking_about_behaviour_support_and_the_planning_process",isPdf:!0,categoryIds:["ideas-for-practitioners"],description:"All stages of behaviour support planning",exploreIds:["all"],image:r.about_behaviour_support_planning},{id:"about-behaviour-support-planning-practitioner-guide-word",slug:"about-behaviour-support-planning-practitioner-guide-word",title:"Talking about behaviour support and the planning process (practitioner guide - Word for desktop)",type:"download",button:"Download",filepath:"/downloads/about-behaviour-support-planning/talking_about_behaviour_support_and_the_planning_process.docx",categoryIds:["ideas-for-practitioners"],description:"All stages of behaviour support planning",exploreIds:["all"],image:r.about_behaviour_support_planning}],D=[{id:"improving-engagement-in-behaviour-support",slug:"improving-engagement-in-behaviour-support",type:"page",button:"View this topic",title:"Improving engagement in behaviour support planning",description:"All stages of behaviour support planning",exploreIds:["all"],subtitle:"Communication and engagement: Moving in The Right Direction",categoryIds:["watch-or-listen","tools-for-participants","ideas-for-practitioners"],anchors:[{label:"Improving engagement: Advice from the co-design team (video)",anchorId:"video-co-design"},{label:"Improving engagement: Advice from the co-design team (video audio transcription)",anchorId:"video-co-design-audio-transcription"},{label:"Improving engagement: Advice from behaviour support peers (video)",anchorId:"video-practitioner-peer-advice"},{label:"Improving engagement: Advice from behaviour support peers (video audio transcription)",anchorId:"video-practitioner-peer-advice-audio-transcription"},{label:"Next steps",anchorId:"next-steps"}],image:r.improving_engagement_in_behaviour_support_planning,downloads:["improving-engagement-in-behaviour-video","improving-engagement-in-behaviour-video-transcript","improving-engagement-in-behaviour-support-peers-video","improving-engagement-in-behaviour-support-peers-transcript"],pages:[{id:"video-co-design",title:"Improving engagement: Advice from the co-design team",content:[{type:"video",value:{src:"https://www.youtube.com/embed/jgtu4lUYz08",thumbnail:r.improving_engagement_in_behaviour_support_planning_co_design,caption:"Improving engagement in behaviour support planning",transcript:{title:"Transcript",id:"video-co-design-audio-transcription",text:"<p><strong>Liam Doyle</strong>, Project Assistant, Community Development<br />(VALID â Victorian Advocacy League for Individuals with Disability; Melbourne, VIC) </p>\n<p>My position in The Right Direction project was within the self-advocacy side of it, involvement with Heather, one of my colleagues and a few other self-advocates from around Australia.</p>\n<p><strong>Heather Forsyth</strong>, Senior Self Advocate <br />(VALID â Victorian Advocacy League for Individuals with Disability; Melbourne, VIC) </p>\n<p>I was involved in making sure that people with a disability were heard.</p>\n<p>We had the researchers and we had other partners that helped put this together.</p>\n<p>People with a disability were the most important people in it because we're the ones that live the experience.</p>\n<p><strong>Liam Doyle</strong></p>\n<p>So, The Right Direction was based on three focus groups in the early days of it.</p>\n<p>There were people involved in different settings, so we had two disability focus groups.</p>\n<p>One was more set on people in group homes and that's really where they see this sort of behaviour getting used by staff members.</p>\n<p><strong>Heather Forsyth</strong></p>\n<p>When we did the workshop here at the uni, was having all the self-advocates in the one room, and I think that made it a lot easier for people to â we felt comfortable saying how we felt.</p>\n<p>One of the quotes was, 'We're not robots'. </p>\n<p>We are people. So treat us like people. We're human beings.</p>\n<p><strong>Liam Doyle</strong></p>\n<p>Let's go back over the co-design aspect of this project.</p>\n<p>The co-design obviously was not just designed with people in the project doing the full research and that. Us with lived experience of disability, the lived experienced people, [were also] doing the focus groups.</p>\n<p>I was more focusing on what Iâve seen around the community. </p>\n<p>I think one of my main focuses was always going to everyone else on the project, 'Make sure we make the wording in a correct manner.'</p>\n<p>'Make sure that itâs easy to understand.'</p>\n<p><strong>Heather Forsyth</strong></p>\n<p>And making sure that everything that we put in the website is in plain English, and in easy read for people with a disability to make sure that they understand where it's all coming from.</p>\n<p><strong>Liam Doyle</strong></p>\n<p>I think my hope aligns with the uniâs and everyone else's. </p>\n<p>The hope that the general practitioner sees the point of view of the people with a disability, their support workers and their family and friends.</p>\n<p><strong>Closing credits</strong> (text presented on screen)</p>\n<p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}}]},{id:"video-practitioner-peer-advice",title:"Improving engagement: Advice from behaviour support peers",content:[{type:"video",value:{src:"https://www.youtube.com/embed/kPXpJyOLjbs",thumbnail:r.improving_engagement_in_behaviour_support_planning,caption:"Improving engagement: Advice from behaviour support peers",transcript:{id:"video-practitioner-peer-advice-audio-transcription",title:"Transcript",text:"<p><strong>Stuart Martin</strong>, Core Positive Behaviour Support Practitioner<br>(Marathon Health; Albury, New South Wales)</p>\n <p>Drawing on the knowledge of peers is something that's critical in your own professional development. Particularly for me being fairly new as a positive behaviour support practitioner.</p>\n <p><strong>Heather Lambert</strong>, Clinical Lead â Positive Behaviour Support <br>(Marathon Health; Albury, New South Wales)</p>\n <p>
1Practitioners working in rural and remote areas are going to bounce ideas off of each other. âHey, I came up with this barrier â did you have that before?â âWhat did you do in that situation?â</p>\n <p><strong>Stuart Martin</strong></p>\n <p>Having structures in place within the workplace to allow that to happen, that's critical. And where I work, we do that.</p>\n <p><strong>Doug Payne</strong>, Senior Clinical Consultant, Behaviour Support Practitioner <br>(SAL Consulting â Darwin, Northern Territory)</p>\n <p>Fortunately, the company I work for has people with lots of experience and a huge range of experience. There are seniors within our company that you can run ideas past.</p>\n <p><strong>Danielle Quinlan</strong>, Clinical Consultant, Speech Pathologist <br>(SAL Consulting â Darwin, Northern Territory)</p>\n <p>I've had lots of behaviour support clinicians reach out to me and ask for my specific input. We have this back-and-forth conversation always in the office about our shared clients, which is really lovely.</p>\n <p><strong>Heather Lambert</strong></p>\n <p>And really that collaborative approach amongst practitioners is what's going to strengthen the service as well and give everyone, those ideas of how to connect in more creative ways.</p>\n <p><strong>Danielle Quinlan</strong></p>\n <p>When we are all engaging together, we're all meeting, we're all connecting weâre all sharing our information, we're more likely to have better outcomes for our clients.</p>\n <p><strong>Closing credits (text presented on screen)</strong></p>\n <p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"The need: Moving in The Right Direction ",href:"/about-us"},{label:"Engaging effectively in 2-way communication",href:"/resources/engaging-effectively"},{label:"Working effectively with support networks",href:"/resources/support-networks"},{label:"Communication rights in behaviour support planning",href:"/resources/communication-rights"},{label:"Adapting communication for different people ",href:"/resources/adapting-communication"},{label:"Applying First Nations' Yarning: Good practice for everyone ",href:"/resources/yarning"}],external:['<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about: <br/><br/>\n <ul class="ml-8 list-circle">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>','<a href="https://decidingwithsupport.flinders.edu.au" target="_blank">Deciding with Support</a> provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-practitioner/" target="_blank">information for behaviour support practitioners</a> about supporting participants to make their own decisions throughout the behaviour support process','<a href="https://www.ndis.gov.au/policies/supported-decision-making-policy#:~:text=Supported%20decision%20making%20is%20the,%2C%20carers%2C%20peers%20and%20professionals." target="_blank">NDIS Supported Decision Making</a>']}}]}]},{id:"improving-engagement-in-behaviour-video",slug:"improving-engagement-in-behaviour-support#video-co-design",title:"Improving engagement: Advice from the co-design team (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=jgtu4lUYz08",button:"Watch or listen",exploreIds:["all"],
1categoryIds:["watch-or-listen","tools-for-participants","ideas-for-practitioners"],description:"All stages of behaviour support planning",image:r.improving_engagement_in_behaviour_support_planning_co_design},{id:"improving-engagement-in-behaviour-video-transcript",slug:"improving-engagement-in-behaviour-video-transcript",title:"Improving engagement: Advice from the co-design team (video audio transcription)",type:"download",button:"Download",filepath:"/downloads/improving-engagement-in-behaviour-support/improving_engagement_advice_from_the_co-design_team_video_audio_transcription.pdf",exploreIds:["all"],categoryIds:["watch-or-listen","tools-for-participants","ideas-for-practitioners"],description:"All stages of behaviour support planning",image:r.improving_engagement_in_behaviour_support_planning_co_design},{id:"improving-engagement-in-behaviour-support-peers-video",slug:"improving-engagement-in-behaviour-support#video-practitioner-peer-advice",title:"Improving engagement: Advice from behaviour support peers (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=kPXpJyOLjbs",button:"Watch or listen",exploreIds:["all"],categoryIds:["watch-or-listen","tools-for-participants","ideas-for-practitioners"],description:"All stages of behaviour support planning",image:r.improving_engagement_in_behaviour_support_planning},{id:"improving-engagement-in-behaviour-support-peers-transcript",slug:"improving-engagement-in-behaviour-support-peers-transcript",title:"Improving engagement: Advice from behaviour support peers (video audio transcription)",type:"download",button:"Download",filepath:"/downloads/improving-engagement-in-behaviour-support/improving_engagement_advice_from_behaviour_support_peers_video_audio_transcription.pdf",exploreIds:["all"],categoryIds:["watch-or-listen","tools-for-participants","ideas-for-practitioners"],description:"All stages of behaviour support planning",image:r.improving_engagement_in_behaviour_support_planning}],T=[{id:"including-my-support-network",slug:"including-my-support-network",type:"page",button:"View this topic",title:"Including my support network in my plan workbook",description:"Meeting a person with disability; Meeting with a family member; Meeting with a provider; Writing or reviewing a plan",subtitle:"Engaging participantsâ support networks in behaviour support planning",exploreIds:["meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["workbooks-for-participants"],anchors:[{label:"Engaging participantsâ support networks in behaviour support planning",anchorId:"engaging-support-networks"},{label:"Tips for effective engagement during the consent planning process",anchorId:"tips"},{label:"Workbook sections",anchorId:"sections"},{label:"Next steps",anchorId:"next-steps"}],image:r.including_my_support_network,downloads:["including-my-support-network-workbook"],pages:[{id:"engaging-support-networks",content:[{type:"text",value:'<p>The <a href="/downloads/including-my-support-network/including_my_support_network_workbook.pdf" download>Including my support network in my plan workbook</a> <a href="/downloads/including-my-support-network/including_my_support_network_workbook.docx" download>(download Word version for desktop)</a> is a tool for behaviour support practitioners and behaviour support participants to work through how best to engage the participant\'s support network in their behaviour support plan. </p>\n <p>The goal is to unite the right people as part of the plan, to help the participant reach the <a href="/resources/behaviour-support-goals">goals for their behaviour support plan</a> and progress toward <a href="/resources/my-good-life-goals">their goals for a good life</a>. </p>\n <p>The workbook can be edited as needed to suit your participantâs unique situation. </p>\n <p>The workbook can also form part of the formal documentation demonstrating engagement with the person at the beginning of the planning process and how you as a behaviour support practitioner gained consent for others to be involved. However, the workbook is designed to be the person with the behaviour support planâs re
1cord and behaviour support practitioners should consider leaving them with the original and taking a copy for official records.</p>'}]},{id:"tips",title:"Tips for effective engagement during the consent planning process",content:[{type:"text",value:"<p>Remember the following tips for effective engagement:</p>"},{type:"list",className:"lg:ml-8",value:['<strong>focus on rights</strong> â keep the poster <a href="/downloads/communication-rights/my_communication_rights_poster.pdf" download>My communication rights</a> prominent in the space.',"<strong>remind the participant it is okay</strong> if they have a different opinion and you care about what they think and feel. ","<strong>show the person you respect them</strong> and their choices by listening, responding to their ideas and thoughts, and taking them seriously.","<strong>work at the personâs pace</strong> â respect their needs and make decisions across multiple sessions if needed.","<strong>use trauma-informed language</strong> â gentle, validating and strengths-focused.","<strong>avoid assumptions</strong> â check in regularly to confirm, âIs this right?â or, âHow does this sound to you?â.","<strong>be curious</strong> â demonstrate interest in the person and whatâs important for them. Try phrases such as, âThatâs interesting, tell me more about that.â.","<strong>celebrate their choices</strong> â this is a real plan to support their life goals, not just paperwork."]}]},{id:"sections",title:"Workbook sections",content:[{type:"text",value:"<p>This workbook is a guide to help you as a behaviour support practitioner work through who is best suited from the participantâs support network to help with their behaviour support plan. Each step includes a focus on understanding and consent.</p>"},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<strong>1. <span class="ml-4">About me</span></strong>',content:[{type:"text",value:"<p>This section builds the participantâs ownership and connection to the plan.</p>"}]}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<strong>2. <span class="ml-4">My most trusted people</span></strong>',content:[{type:"text",value:'<p>Before you start this section, consider using the <a href="/resources/your-support-network#hand-of-trust">Hand of Trust</a> and <a href="/resources/your-support-network#participants-relationship-to-support-network">My support network: What does it look like?</a> from The Right Direction website if these tools are useful in talking about who the participant trusts most in their support network and why. </p>\n <p>These can be helpful tools for discussing who is in the personâs support network, who the most trusted people are, why they are trusted people and who will be best to help with particular needs and situations. </p>\n <p>Consider if using photos might help the person better understand and talk about who might be involved. You could ask the person to draw their own picture of each person they want to have involved. These images can then be included in the workbook. </p>\n <p>The activity in this document differs from these 2 activities in that it progresses the planning process by focusing specifically on identifying the trusted people <strong>who will be involved in their behaviour support plan</strong> to help meet the participantâs behaviour support needs. </p>'}]}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<strong>3. <span class="ml-4">Other people in my support network who can help me</span></strong>',content:[{type:"text",value:'<p>Building on the discussions you have had with the participant about their behaviour support needs, for example by using the discussion mats on our website (<a href="/resources/behaviours-of-concern">communicating about behaviours of concern</a> and â only if needed â <a href="/resources/restrictive-practices">communicating about restrictive practices</a>) list what the person needs help with and how others can support them best.</p>'}]}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<strong>4. <span class="ml-4">Do I consent (understand and agree)?</span></strong>',content:[{type:"text",value:"<p>You will need both the participantâs and the people in the support networkâs permission for others to be involved in the behaviour support plan. </p>\n <p>To do this, you might:</p>"},{type:"list",className:"sm:ml-4 lg:ml-8",value:["explain to the participant why you need permission from others to be involved in the behaviour support plan (eg: you could say, âBefore anyone helps with your plan, they need to know what they will be asked to do and to say âyesâ to helping. You help choose who that is.â","fill in the names together and ask if itâs okay for this person to be involved and asked for their permission. Again, photos or the personâs own drawing could be helpful to use at this point.","if the participant wants to ask the people in their support networkâs permission, support the person in doing this. Alternatively, you can ask the key people from the support networkâs permission on the participantâs behalf, with their consent.",'if the participant is able to sign their consent, ask them to do so and keep the documentation private and safe. Alternatively, you might record audio or video of the session, if appropriate; or you might have an advocate or independent person involved, who can help to establish consent in line with <a href="/resources/communication-rights">the participantâs rights</a> and wishes.']}]}},{type:"text",className:"mt-4",value:'<p>Download the <a href="/downloads/including-my-support-network/including_my_support_network_workbook.pdf" download>Including my support network in my plan</a> <a href="/downloads/including-my-support-network/including_my_support_network_workbook.docx" download>(download Word version for desktop)</a> workbook to get started.</p>'}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"What a good life looks like for me",href:"/resources/my-good-life-goals"},{label:"Toward your goals",href:"/resources/toward-your-goals"},{label:"Preparing for and conducting inclusive behaviour support planning",href:"/resources/preparing-and-conducting-behaviour-support-planning"},{label:"Revisiting the behaviour support plan",href:"/resources/revisiting-the-behaviour-support-plan"},{label:"Reviewing my behaviour support plan",href:"/resources/reviewing-my-plan"},{label:"Including my support network in my plan",href:"/resources/including-my-support-network"},{label:"Sharing this plan and staying connected",href:"/resources/sharing-and-staying-connected"}],external:['<a href="https://www.promotingpbspractice.com/resources/library/Positive%20Behaviour%20Support%20as%20a%20team%20approach.pdf" target="_blank">Positive behaviour support as a team approach</a>
1 (opens PDF), by <a href="https://www.promotingpbspractice.com/resources" target="_blank">Promoting Positive Behaviour Support Practice</a>','NDIS resources on <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8552" target="_blank">Evidence-informed practice</a> and <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-11362" target="_blank">Person-centred practice</a> outline what is expected of NDIS providers, including: what the practices are; why they are important; how they can be implemented by NDIS providers; and where to find further information','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about: <br/><br/>\n <ul class="ml-8 list-circle">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>','<a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-person-of-disability/worksheets/" target="_blank">Deciding with Support</a> includes further worksheets on this topic and <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-supporter/" target="_blank">information for participant support networks</a> about supporting participants to make their own decisions throughout the behaviour support process']}}]}]},{id:"including-my-support-network-workbook",slug:"including-my-support-network#engaging-support-networks",title:"Including my support network in my plan",type:"download",button:"Download",filepath:"/downloads/including-my-support-network/including_my_support_network_workbook",isPdf:!0,exploreIds:["meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["workbooks-for-participants"],description:"Meeting a person with disability; Meeting with a family member; Meeting with a provider; Writing or reviewing a plan",image:r.including_my_support_network},{id:"including-my-support-network-workbook-word",slug:"including-my-support-network#engaging-support-networks-word",title:"Including my support network in my plan (Word for desktop)",type:"download",button:"Download",filepath:"/downloads/including-my-support-network/including_my_support_network_workbook.docx",exploreIds:["meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["workbooks-for-participants"],description:"Meeting a person with disability; Meeting with a family member; Meeting with a provider; Writing or reviewing a plan",image:r.including_my_support_network}],C=[{id:"making-this-plan-work",slug:"making-this-plan-work",type:"page",button:"View this topic",title:"Making the plan work â effectively",description:"Writing or reviewing a plan",subtitle:"Engaging the people needed to make a behaviour support plan work",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],anchors:[{label:"Advice from behaviour support peer, Doug Payne",anchorId:"audio-advice-from-peer-Doug-Payne"},{label:"Engaging the right people at the right time",anchorId:"planning"},{label:"Preparing the plan",anchorId:"preparing-the-plan"},{label:"Key steps for preparing the behaviour support plan",anchorId:"key-steps"},{label:"Engaging with each person",anchorId:"engaging-each-person"},{label:"Next steps",anchorId:"next-steps"}],image:r.making_this_plan_work,downloads:["making-this-plan-wor
1k-audio-advice-from-peer-doug-payne","making-this-plan-work-from-peer-doug-payne-transcription","making-this-plan-work-effectively"],pages:[{id:"audio-advice-from-peer-Doug-Payne",content:[{type:"audio",value:{src:"/downloads/making-this-plan-work/making_this_plan_work_advice_from_peer_doug_payne.mp3",image:r.making_this_plan_work,caption:"Listen to advice from behaviour support peer, Doug Payne from SAL Consulting",transcript:{title:"Listen to advice from behaviour support peer, Doug Payne from SAL Consulting",text:"<p><strong>Doug Payne</strong>, Senior Clinical Consultant, Behaviour Support Practitioner<br>(SAL Consulting â Darwin, Northern Territory) </p>\n<p>So, this idea of having one plan that'll be everything, I think is naive. </p>\n<p>We, as behaviour support practitioners, need information. Either directly from the person â or from talking to a psychiatrist or file notes or whatever it might be â to try and get an understanding, to try and put ourselves into that person's shoes. </p>\n<p>Our job is a little bit different because, well â my view â as a behaviour support practitioner, my view is that if you're a psychologist and you're doing counselling with someone, you're working one-on-one with that person, you're an individual therapist, you're doing individual therapy. </p>\n<p>A behaviour support practitioner is very different because what we do is we work with the system; the person and all the things that envelope around that person: the family, the day program, the group home â whatever it might be. </p>\n<p>People who know me, you know, I say we are systems therapists. We work with the system. </p>\n<p>So, we need not only understand the client, but the group home, the system that is the group home, the staff that are in the group home. What are the things that hold them to the behaviours that they have in order to support the person? </p>\n<p>And so if you only work with the client and have a behaviour support plan that is written for the client alone⦠my view is you would make no difference. </p>\n<p>It has to be a systems approach. </p>\n<p>A behaviour support plan is the long game. Behaviour has taken a long time to develop in a person and it's become behaviour, which is just habituated ways of responding to a situation. </p>\n<p>Our job is to somehow change that habituation and some of it is working with the client and giving them skills. Some of it is working with the group-home staff or the parents or with the day program or whoever or the community. </p>\n<p>Because they need to change the way they respond to the client, because it may well be how the family responds is maintaining the challenging behaviour. </p>\n<p>So, working with the client and not working with the family is going to make little or no difference â and, in fact â probably will make things worse, more frustrating for the client. Because they have worked out new ways of thinking and responding. However, the people around them in their support system are still stuck. </p>\n<p>A behaviour support plan is ever evolving. And so, what you write is the best guess you can, now. </p>\n<p>There are things you don't put in the behaviour support plan because some people aren't ready to hear stuff, so you have to be strategic. So, behaviour supports, practitioners are strategists. And they have to think, âWhen is the right time?â </p>\n<p>And it sounds like⦠power hungry. However, you need to make a clinical decision about, âWhen do I raise certain things?â because not all people are ready to his stuff. </p>\n<p>So, when you're talking with a family who's just been informed that their son or daughter has a significant disability, you don't give them everything. </p>\n<p>And that sounds a bit harsh, but at the time theyâve been told they're going through grief and loss. And to overload them with information is not an appropriate thing to do. </p>\n<p>So, in terms of behaviour support, it's a strategy, It's a long game. Because what you're trying to do is undo years and years of habituated behaviour. </p>\n<p>So, it will take years and years and years to turn that ship around. And if you take a quality-of-life approach, then if the person's having a good life and they can see the benefits of going out now, I think, âWell, I either go out now or I stay at home. I'd rather go out.â </p>\n<p>It seems fairly simple. </p>\n<p>Closing thought for listeners: </p>\n<p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}}]},{id:"planning",title:"Planning for practitioners engaging the people needed to make a behaviour support plan work",content:[{type:"text",value:"<p>Ensuring the behaviour support plan works effectively once it has been prepared relies on the right people being involved in the plan and engaging with it at the right times in the right ways. </p>\n<p>Successfully engaging people in the behaviour change process that underpins a behaviour support plan is more likely to happen when you involve people (most importantly, the participant who the plan supports) in:</p>"},{type:"list",className:"lg:ml-8",value:["preparing the plan from the outset,","understanding the need for the plan, and believing in the plan and the difference it can make,","the details of the plan and what it might involve, ","
1what they need to do as part of the plan and identifying what they need to feel confident in implementing the plan, and ","checking in, celebrating successes and supporting needs."]},{type:"text",value:'<p>You can explore this further in terms of how to apply it to the behaviour support process in The Right Direction resources on <a href="/resources/preparing-and-conducting-behaviour-support-planning">engaging participants in change</a> and <a href="/resources/support-networks-and-change">engaging support networks in change</a>.</p>'}]},{id:"preparing-the-plan",title:"Preparing the plan",content:[{type:"text",value:"<p>Communicating the plan with the participant and other key members of their support network connects the people the plan needs and enables them to work together on the plan. </p>\n<p>By taking into consideration and addressing these key steps, you will be able to gain input and feedback about the plan. You will also be able to identify any required changes to the plan based on the insights gathered from the people who will be involved directly with the plan, through:</p>"},{type:"list",className:"lg:ml-8",value:["ensuring those involved understand the plan;","gauging peopleâs readiness and skills to implement the plan;","seeking constructive feedback; and","identifying any unforeseen barriers."]},{id:"key-steps",type:"heading",value:{title:"Key steps for preparing the behaviour support plan"}},{type:"list",listType:"decimal",className:"lg:ml-8",value:["<strong>Identify a complete list</strong> of the people required to make the plan successful. This includes the participant, people with active roles in the plan and other people who need to be aware of the plan.",'<strong>Review the participantâs wishes</strong> and input, including their needs and preferences about their degree of involvement (eg: using the <a href="/resources/spectrum-of-participation">Spectrum of Participation</a>) and their ideas and permissions for <a href="/resources/including-my-support-network">including their support network in their plan.</a>',"<strong>Consider how best to communicate</strong> with each person, based on their needs, preferences and role. What communication style is most likely to positively engage them in the behaviour support plan implementation? ","<strong>Clarify their contribution</strong> to the planâs success. Ensure you communicate to them their importance in the plan so that they understand the value of their contribution and what the value of that contribution is to the participant. ","<strong>Plan when and how often</strong> to communicate with people involved â starting with the participant and key trusted people, to embed engagement into the behaviour support plan and review process."]},{id:"engaging-each-person",type:"heading",value:{title:"Engaging with each person"}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<span class="flex gap-[11px]">1. <span>Check the planâs details and strategies with the participant</span></span>',content:[{type:"text",value:"<p>Always follow their agreed level of involvement and ensure they have a trusted member of their support network present if needed. This is especially important for people who need support from people who know them well to interpret their communication methods. </p>\n <p>You may need to include an independent advocate. Some states and territories require a formal independent person to be present. <br/><br/> </p>\n <p>The participant and other key members of their support network must have the plan explained to them and they must have the opportunity to ask questions and identify any issues. You must also explain to each person their rights to have the plan explained to them and reviewed. As the behaviour support practitioner, you must also communicate with them about any changes to the plan and ensure that they agree. </p>\n<p>Time and resourcing can be a barrier to implementing the behaviour support plan for many people involved in the process, including family carers and support workers. Speaking with them about the practicality of the proposed process is critical to successfully and consistently implementing the strategies.</p>"}]}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<span class="flex gap-[11px]">2. <span>Remember the power imbalance</span></span>',content:[{type:"text",value:'<p>As a behaviour support practitioner, you have a lot of influence over what will happen in the participantâs life. </p>\n <p>Without a solid basis of trust, people may not feel able to voice any disagreement with the plan or speak up if they donât understand. It is y
1our role to overcome this through <a href="/resources/engaging-effectively">engaging effectively in 2-way communication</a> and practices that promote respect and build trust <a href="/resources/yarning">such as Yarning</a> to ensure everyone can communicate honestly and openly to get the best outcome for the participant.</p>'}]}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<span class="flex gap-[11px]">3. <span>Show your respect for each person</span></span>',content:[{type:"text",value:"<p>You can show your respect for each person and their choices by listening, responding to their ideas and thoughts, and taking them seriously. Think about and prepare for the most suitable way to do this before any meetings.</p>"}]}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<span class="flex gap-[11px]">4. <span>Ask open-ended questions</span></span>',content:[{type:"text",value:"<p>Questions that can be answered with a simple âyesâ or ânoâ can prevent people from expressing how they really feel. </p>\n <p>It can be difficult to gauge their true views based on one word and people may not tell you they donât feel the plan will work or they donât like it. </p>\n <p>You could ask:</p>"},{type:"list",className:"lg:ml-8",value:["How do you feel about this plan?","What do you think will work?","What in here is unlikely, or least likely, to work? Why?","What can we do to change this to be more effective?","What would you add to the plan?","What would you change about the plan?","What do you need to help you with your part in the plan?","When is the best time for us to check in to see how youâre going with the plan? ","Can you explain back to me in y
1our own words your role in this plan?","When X happens, whatâs the plan?"]}]}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<span class="flex gap-[11px]">5. <span>Things can (and probably will) change.</span></span>',content:[{type:"text",value:"<p>Invite feedback, not only when the plan is first explained, but also as it is implemented. </p>\n <p>The plan can be adapted if things arenât working well â or if particular things are working very well â there are different strategies that can improve the behaviour support plan if you work together as a team and communicate successes and barriers. </p>\n <p>Emphasise you are open to change and that the plan can (and will) be reviewed, not only as part of a process but also if the designed plan isnât moving the participant toward achieving their goals over an agreed period of time. </p>\n <p>The participant and others in their support network should be aware of this timeframe and when/how to contact the practitioner. </p>\n<p>Ensure that people know how to contact you and also when you will next be in touch with them.</p>"}]}}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"The Spectrum of Participation in behaviour support planning",href:"/resources/spectrum-of-participation"},{label:"Your support network",href:"/resources/your-support-network"},{label:"Engaging support networks in change (using the ADKAR Model) ",href:"/resources/support-networks-and-change"},{label:"Engaging others in change (video)",href:"/resources/support-networks-and-change#video"},{label:"Preparing for and conducting inclusive behaviour support planning (using the ADKAR Model)",href:"/resources/preparing-and-conducting-behaviour-support-planning"}],external:['<a href="https://www.promotingpbspractice.com/resources/library/Positive%20Behaviour%20Support%20as%20a%20team%20approach.pdf" target="_blank">Positive behaviour support as a team approach</a> (opens PDF), by <a href="https://www.promotingpbspractice.com/resources" target="_blank">Promoting Positive Behaviour Support Practice</a>','See <a href="https://www.prosci.com/methodology/adkar" target="_blank">The Prosci ADKAR Model</a> for more information about the model and how to use it in different contexts','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: Developing behaviour support plans,</a> outlines the NDIS Commissionerâs expectations of for developing behaviour support plans that contain regulated restrictive practices','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about: <br/><br/>\n <ul class="ml-8 list-circle">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>','<a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-person-of-disability/worksheets/" target="_blank">Deciding with Support</a> includes further worksheets on this topic and <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-supporter/" target="_blank">information for participant support networks</a> about supporting participants to make their own decisions throughout the behaviour support process']}}]}]},{id:"making-this-plan-work-audio-advice-from-peer-doug-payne",slug:"making-this-plan-work-audio-advice-from-peer-doug-Payne",title:"Making the plan work: Advice from behaviour support peer Doug Payne (audio)",filepath:"/downloads/making-this-plan-work/making_this_plan_work_advice_from_peer_doug_payne.mp3",type:"download",button:"Download",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"Writing or reviewing a plan",image:r.making_this_plan_work}
1,{id:"making-this-plan-work-advice-from-peer-doug-payne-audio",slug:"making-this-plan-work#audio-advice-from-peer-Doug-Payne",title:"Making the plan work: Advice from behaviour support peer Doug Payne (audio)",type:"redirect",button:"Watch or listen",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"Writing or reviewing a plan",image:r.making_this_plan_work},{id:"making-this-plan-work-from-peer-doug-payne-transcription",slug:"downloads/making-this-plan-work/making_this_plan_work_advice_from_peer_doug_payne_transcription.pdf",filepath:"/downloads/making-this-plan-work/making_this_plan_work_advice_from_peer_doug_payne_transcription.pdf",title:"Making the plan work: Advice from behaviour support peer Doug Payne (audio transcription)",type:"download",button:"Download",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"Writing or reviewing a plan",image:r.making_this_plan_work},{id:"making-this-plan-work-effectively",slug:"downloads/making-this-plan-work/making_this_plan_work_effectively.pdf",filepath:"/downloads/making-this-plan-work/making_this_plan_work_effectively.pdf",title:"Making this plan work â effectively (A planning guide)",type:"download",button:"Download",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"Writing or reviewing a plan",image:r.making_this_plan_work}],N=[{id:"my-good-life-goals",slug:"my-good-life-goals",type:"page",button:"View this topic",title:"A good life for me: my life goals",description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",subtitle:"What my behaviour support practitioner needs to know about my needs for a good life for me",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners","workbooks-for-participants"],anchors:[{label:"Before starting this workbook",anchorId:"before-starting"},{label:"Workbook sections",anchorId:"sections"},{label:"Next steps",anchorId:"next-steps"}],image:r.my_good_life_goals,downloads:["what_a_good_life_looks_like_for_me_workbook"],pages:[{id:"#",content:[{type:"text",value:'<p>The <a href="/downloads/my-good-life-goals/what_a_good_life_looks_like_for_me_workbook.pdf" download>What does a good life look like for me workbook</a> <a href="/downloads/my-good-life-goals/what_a_good_life_looks_like_for_me_workbook.docx" download>(download Word version for desktop)</a> is a tool for behaviour support practitioners to use and with participants who show behaviours of concern. It is not intended for the participant to complete on their own, but instead as a workbook completed with your support. </p>\n <p>This workbook builds on what you already know about the person. It helps you understanding the person\'s long-term goals for their future and what they might want or need to change in order to get there. You will then work together on <a href="/downloads/behaviour-support-goals/my_behaviour_support_goals.pdf">setting behaviour support goals</a> that align with the person\'s ideas of what they want more of in their life and what a good life looks like for them. </p>\n <p>It is designed to help you understand strengths and challenges from the participantâs perspective and work together on identifying life goals so that behaviour support planning can then focus on making the changes needed to achieve their needs and wants for a long-term good life. </p>\n<p>This workbook provides conversation-starters and should be used together with follow-up questions. Take notes in this workbook and keep it as a record of your conversation to guide you when <a href="/resources/writing-plans-everyone-understands">writing the behaviour support plan</a>.</p>'},{type:"image",value:r.my_good_life_goals,link:"/downloads/my-good-life-goals/what_a_good_life_looks_like_for_me_workbook.pdf",alt:"A screenshot of the first question in the âlearning and growingâ section of the What does a good life look like for me workbook"}]},{id:"before-starting",title:"Before starting this workbook",content:[{type:"text",value:'<p><a href="/downloads/my-good-life-goals/what_a_good_life_looks_like_for_me_workbook.docx" download>You can download the workbook in Word format</a>, meaning you can edit it to suit your participant\'s needs or situation. </p>\n <p>You are likely to build on information you have already learned about your participant, through <a href="/resources/yarning">Yarning</a> and <a href="/resources/getting-to-know-each-other">getting to know each other</a>. </p>\n <p>You may wish to use the following tools that have either been completed previously or bring them with you to this session in case theyâre needed.</p>'},{type:"list",className:"lg:ml-8",value:['<a href="/resources/getting-to-know-each-other">Getting to know each other </a>','<a href="/resources/spectrum-of-participation">The Spectrum of Participation in behaviour support planning</a>','<p><a href="/resources/your-support-network">Your support network</a>, including:</p>\n <ul class="ml-8 list-circle">\n <li><a href="/resources/your-support-network#hand-of-trust">the Hand of Trust</a>, and </li>\n <li><a href="/resources/your-support-network/#participants-relationship-to-support-network">support networks</a> (and the participantâs relationship to them)</li>\n </ul>\n ']}]},{id:"sections",title:"Workbook sections",content:[{type:"text",value:"<p>This workbook is a guide and you donât need to complete all sections. It includes exploring:</p>"},{type:"list",className:"lg:ml-8",value:["<strong>Community</strong> â Explore how the person feels about and takes part in their community.","<strong>Making choices</strong> â Explore the personâs autonomy and how they feel about the choices they have and decisions they can make.","<strong>Learning and growing</strong> â What would the person like to learn more about, develop or try?","<strong>Feeling and being respected</strong> â Explore what makes the person feel valued and respected, as well as their feel about the people in their life.","<strong>Relationships</strong> â Understand who the most important people are in the personâs life, whether theyâd like more people in their life and who theyâd like to spend more â or less â time with.","<strong>Setting goals</strong> â Work together to establish long-term life goals that the person wants to achieve for the future."]},{type:"text",value:'<p>Download the <a href="/downloads/my-good-life-goals/what_a_good_life_looks_like_for_me_workbook.pdf" download>What does a good life look like for me workbook</a> <a href="/downloads/my-good-life-goals/what_a_good_life_looks_like_for_me_workbook.docx" download>(download Word version for desktop)</a> to get started.</p>'}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"My behaviour support plan goals",href:"/resources/my-good-life-goals"},{label:"Toward your goals",href:"/resources/toward-your-goals"},{label:"Preparing for and conducting inclusive behaviour support planning",href:"/resources/preparing-and-conducting-behaviour-support-planning"},{label:"Engaging support networks in change",href:"/resources/support-networks-and-change"},{label:"Including my support network in my plan",href:"/resources/including-my-support-network"},{label:"Sharing this plan and staying connected",href:"/resources/sharing-and-staying-connected"}],external:['<a href="https://cid.org.au/wp-content/uploads/2024/03/mtjj-cards-all-cards.pdf" target="_blank">Council for Intellectual Disabilityâs conversation cards for âinformation about meâ</a> (PDF download) focus on identifying strengths for work','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS Participant fact sheet: Understanding your rights</a>','<a href="https://www.ndiscommission.gov.au/sites/default/files/2024-09/Easy%20Reaf%20Fact%20Sheet%202%20-%20Understanding%20your%20rights.pdf" target="_blank">NDIS Easy read: Understanding your rights</a> (Word download)','NDIS resources on <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8552" target="_blank">Evidence-informed practice</a> and <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-11362" target="_blank">Person-centred practice</a> outline what is expected of NDIS providers, including: what the practices are; why they are important; how they can be implemented by NDIS providers; and where to find further information ','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia ','<a href="https://decidingwithsupport.flinders.edu.au/who-are-you
1-here-as-today/i-am-a-person-of-disability/worksheets/" target="_blank">Deciding with Support</a> includes further worksheets on this topic and includes a video <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-person-of-disability/making-decisions-about-my-behaviour-support-plan/what-will-help-me-live-a-good-life/" target="_blank">What will help me live a good life</a>. It also provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-practitioner/" target="_blank">information for behaviour support practitioners</a> about supporting participants to make their own decisions throughout the behaviour support process']}}]}]},{id:"what_a_good_life_looks_like_for_me_workbook",slug:"what_a_good_life_looks_like_for_me_workbook",filepath:"/downloads/my-good-life-goals/what_a_good_life_looks_like_for_me_workbook",isPdf:!0,title:"A good life for me: my life goals (workbook)",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners","workbooks-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.my_good_life_goals},{id:"what_a_good_life_looks_like_for_me_workbook-word",slug:"what_a_good_life_looks_like_for_me_workbook-word",filepath:"/downloads/my-good-life-goals/what_a_good_life_looks_like_for_me_workbook.docx",title:"A good life for me: my life goals (workbook - Word for desktop)",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners","workbooks-for-participants"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.my_good_life_goals}],W=[{id:"preparing-and-conducting-behaviour-support-planning",slug:"preparing-and-conducting-behaviour-support-planning",type:"page",button:"View this topic",title:"Preparing for inclusive behaviour support planning",description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",subtitle:"A practitioner checklist for embedding behaviour change",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners"],anchors:[{label:"A model for engaging behaviour change in behaviour support planning",anchorId:"behaviour-change"},{label:"Using the ADKAR Model with participants for effective change in behaviour support planning",anchorId:"effective-behaviour-change"},{label:"Next steps",anchorId:"next-steps"}],image:r.preparing_and_conducting_behaviour_support_planning,downloads:["preparing-and-conducting-behaviour-support-planning-checklist"],pages:[{id:"behaviour-change",title:"A model for engaging behaviour change in behaviour support planning",content:[{type:"text",value:'<p>Behaviour support practitioners should use <a href="/resources/preparing-and-conducting-behaviour-support-planning">this checklist</a> as a guide to consider to how to strategically set the behaviour support plan up for its best chance of success. </p>\n <p>Success doesnât just rely on a strong plan, but also on the participant and their support network implementing it successfully and consistently. This checklist is a guide only and should be used flexibly, according to what will work best for your participant and situation. </p>\n <p>Engagement must be at the heart of everything you do as a behaviour support practitioner for your participant and their behaviour support plan. </p>\n<p>As a behaviour support practitioner, you are a key member of your participant\'s support network and leading them through the process in a way that supports ongoing positive change is essential. </p>\n<p>Behaviours take years to develop and peopleâs responses to them can become ingrained. Likewise, change will take time. </p>\n<p>This checklist draws on the ADKAR Model* of behaviour change to propose a structured checklist you as a behaviour support practitioner might use to work with your participant and their support network through the changes required for a successful behaviour support plan. </p>\n<p>It draws on The Right Direction resources available to lead you through a successful engagement process as you prepare for writing and sharing the assessment. </p>\n<p>Our video on <a href="/resources/support-networks-and-change#video">engaging others in change</a> is a useful resource for using the ADKAR Model in behaviour support planning to help the participant change the way they do things and embedded behaviours. </p>\n<p>As a behaviour support practitioner, you are likely to have NDIS participants at all different stages of the planning process. This checklist is not prescriptive. As with most of our materials, we encourage you to use it as a guide, use it from any stage that suits your current situation and adapt it as needed for your participants. </p>\n<p><a href="/resources/support-networks-and-change">Engaging support networks in change</a> explains the ADKAR Model in more depth. This information focuses on adapting the model for participants in behaviour support planning. </p>\n<p>* The ADKAR Model was developed by Jeff Hiatt (2003). Find out more information at <a href="https://www.prosci.com/methodology/adkar?utm_term=prosci&utm_campaign=AUS_Search_OE_MOFU_Brand_General&utm_source=google&utm_medium=cpc&hsa_acc=8715922205&hsa_cam=20640290596&hsa_grp=158104415647&hsa_ad=676583923667&hsa_src=g&hsa_tgt=kwd-149880997&hsa_kw=prosci&hsa_mt=p&hsa_net=adwords&hsa_ver=3&gad_source=1&gad_campaignid=20640290596&gbraid=0AAAAAoLuDvZvDsbhAG15zJbOxRvng0Wxn&gclid=CjwKCAjwqKzEBhANEiwAeQaPVYdYbKKZT4HFIuf34isD_BR-pPzPQpHed_zfGZmmXIE0Ih7JmBu61xoCd3cQAvD_BwE" target="_blank">prosci.com</a>.</p>'}]},{id:"effective-behaviour-change",title:"Using the ADKAR Model with participants for effective change in behaviour support planning",content:[{type:"image",className:"mb-[1em]",value:r.preparing_and_conducting_behaviour_support_planning,link:"/downloads/preparing-for-behaviour-support-planning/preparing-for-inclusive-behaviour-support-planning.docx",alt:"Image of the ADKAR Model adapted for participants in behaviour support planning. Awareness means the participant needs to be aware of the need for changes. Desire means the participant needs to see the benefits and want to change. Knowledge means the participant needs to know how to change, who will be involved and what will happen as part of these changes. Ability means the participant needs the information, tools and support to change. Reinforcement means the participant needs supp
1ort in remembering the changes, such as their behaviour support practitioner and support network checking in, celebrating successes and adapting the plan if/when needed."},{type:"text",value:"<p>Download the checklist and keep it has part of your records of engaging the participant throughout the behaviour support process.</p>"}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Engaging support networks in change ",href:"/resources/support-networks-and-change"},{label:"Writing plans everyone understands ",href:"/resources/writing-plans-everyone-understands"},{label:"About behaviour support and the planning process",href:"/resources/about-behaviour-support-planning"},{label:"Including my support network in my plan ",href:"/resources/including-my-support-network"},{label:"Sharing this plan and staying connected",href:"/resources/sharing-and-staying-connected"},{label:"Communication rights in behaviour support planning",href:"/resources/communication-rights"}],external:['Submit and get feedback on a positive behaviour support plan through <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting positive behaviour support practice</a> (scroll to âPractitioners: Access your learningâ on the homepage, linked above, and create a free account to access free additional learning)','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: The safe reduction and elimination of regulated restrictive practices</a>','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: Developing behaviour support plans,</a> outlines the NDIS Commissionerâs expectations of for developing behaviour support plans that contain regulated restrictive practices','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/how-develop-behaviour-support-plans" target="_blank">NDIS How to develop behaviour support plans,</a> talks about types of behaviour support plans, and provides: templates; guides and checklists; and information about submitting a behaviour support plan','<a href="https://www.ndiscommission.gov.au/sites/default/files/2023-10/Regulated%20Restrictive%20Practices%20Summary%20and%20Protocols%20-%20October%202023.DOCX" target="_blank">NDIS Regulated restrictive practices summary and protocols</a> (Word download) outlines what information should be included when using regulated restrictive practice(s) and â importantly â working to reduce and eliminate them','Talk about restrictive practices in a meaningful way that upholds participants\' rights using the <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/talking-to-participants-about-restrictive-practices#paragraph-id-107348" target="_blank">NDIS Restrictive Practices and Me</a> resources','NDIS resources on <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8552" target="_blank">Evidence-informed practice</a> and <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-11362" target="_blank">Person-centred practice</a> outline what is expected of NDIS providers, including: what the practices are; why they are important; how they can be implemented by NDIS providers; and where to find further information','<a href="https://ndiscommission.easyread.com.au/what-are-high-risk-practices/" target="_blank">NDIS What are high-risk practices?</a> is an easy-read resource that provides examples of practices that are never okay and must not ever be used in behaviour support practice']}}]}]},{id:"preparing-and-conducting-behaviour-support-planning-checklist",slug:"preparing-and-conducting-behaviour-support-planning-checklist",filepath:"/downloads/preparing-for-behaviour-support-planning/preparing-for-inclusive-behaviour-support-planning",isPdf:!0,title:"Preparing for inclusive behaviour support planning (practitioner behaviour-change checklist)",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",image:r.preparing_and_conducting_behaviour_support_planning},{id:"preparing-and-conducting-behaviour-support-planning-checklist-word",slug:"preparing-and-conducting-behaviour-support-planning-checklist-word",filepath:"/downloads/preparing-for-behaviour-support-planning/preparing-for-inclusive-behaviour-support-planning.docx",title:"Preparing for inclusive behaviour support planning (practitioner behaviour-change checklist - Word for desktop)",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",image:r.preparing_and_conducting_behaviour_support_planning}
1],M=[{id:"restrictive-practices-preparing-to-engage",slug:"restrictive-practices-preparing-to-engage",type:"page",button:"View this topic",title:"Preparing to engage about restrictive practices",description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",subtitle:"An introduction for conversations about restrictive practices in behaviour support",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],anchors:[{label:"Preparing to engage about restrictive practices (video)",anchorId:"video"},{label:"Preparing to engage about restrictive practices (video audio transcription)",anchorId:"video-audio-transcription"},{label:"Next steps",anchorId:"next-steps"}],image:r.restrictive_practices_preparing_to_engage,downloads:["restrictive-practices-preparing-to-engage-video","restrictive-practices-preparing-to-engage-transcript"],pages:[{id:"video",content:[{type:"video",value:{src:"https://www.youtube.com/embed/_2n2JsjAHmI",alt:"Preparing to engage about restrictive practices",caption:"Preparing to engage about restrictive practices",thumbnail:r.restrictive_practices_preparing_to_engage,transcript:{id:"video-audio-transcription",title:"Transcript",text:"<p><strong>Dr Jennifer Frean</strong>, Communication and Inclusion Specialist<br/>(The University of Melbourne; Melbourne, Victoria) </p>\n<p>In terms of speaking with someone about restrictive practices, let's break it down. </p>\n<p>Firstly, use the Spectrum of Participation on our website to understand how involved the person wants to be in their plan and respect their wishes. </p>\n<p>So, assuming that they want to be involved and you've developed rapport and trust through Yarning and getting to know each other â what are restrictive practices? </p>\n<p>Finding the language around this can be challenging. </p>\n<p>We have a glossary of plain language on our website that you should take a look at before entering this type of discussion. Take it with you if you need it as a reference. </p>\n<p>Ultimately, a restrictive practice is to keep the person and the people around them safe when they do something that could be unsafe. </p>\n<p>Restrictive practices can include, for example, giving someone medication, holding them to restrict them, or using devices to restrict their movement or access. </p>\n<p>Be aware that restrictive practices that keep people safe can be scary for the person with disability, also confronting for their support network. </p>\n<p>It's a difficult thing to manage as a person leading the discussion, but it's really important when you're planning how to engage effectively on this topic. </p>\n<p>In terms of what they are, maybe start by taking a look at our micro-doc [micro-documentary] about tips from practitioners and hear some of the language that your peers use about restrictive practices. </p>\n<p>If you're looking for a tool, I'd also recommend using our discussion mat for conversations around restrictive practices because it has visual aids and it helps you in explaining these concepts step by step in a way that matches the person's support needs. </p>\n<p><strong>Closing credits</strong> (text presented on screen) </p>\n<p>How will you use these ideas to improve engagement in your behaviour support practice? </p>"}}}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"About behaviour support and the planning process",href:"/resources/about-behaviour-support-planning"},{label:"Writing plans everyone understands",href:"/resources/writing-plans-everyone-understands"},{label:"Preparing for and conducting inclusive behaviour support planning ",href:"/resources/preparing-and-conducting-behaviour-support-planning"},{label:"Communicating about behaviours of concern",href:"/resources/behaviours-of-concern"},{label:"Communicating about restrictive practices",href:"/resources/restrictive-practices"},{label:"Different communication techniques: Using discussion mats ",href:"/resources/using-discussion-mats"},{label:"Communication rights in behaviour support planning",href:"/resources/communication-rights"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS Participant fact sheet: Understanding your rights </a>','<a href="https://www.ndiscommission.gov.au/sites/default/files/2024-09/Easy%20Reaf%20Fact%20Sheet%202%20-%20Understanding%20your%20rights.pdf" target="_blank">NDIS Easy read: Understanding your rights</a> (Word download)','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: The safe reduction and elimination of regulated restrictive practices</a>','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: Developing behaviour support plans,</a> outlines the NDIS Commissionerâs expectations of for developing behaviour support plans that contain regulated restrictive practices','Talk about restrictive practices in a meaningful way that upholds participants\' rights using the <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/talking-to-
1participants-about-restrictive-practices#paragraph-id-107348" target="_blank">NDIS Restrictive Practices and Me</a> resources ','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://www.ndiscommission.gov.au/sites/default/files/2023-10/Regulated%20Restrictive%20Practices%20Summary%20and%20Protocols%20-%20October%202023.DOCX" target="_blank">NDIS Regulated restrictive practices summary and protocols</a> (Word download) outlines what information should be included when using regulated restrictive practice(s) and â importantly â working to reduce and eliminate them ','<a href="https://ndiscommission.easyread.com.au/what-are-high-risk-practices/" target="_blank">NDIS What are high-risk practices?</a> is an easy-read resource that provides examples of practices that are <strong>never okay</strong> and <strong>must not ever be used</strong> in behaviour support practice']}}]}]},{id:"restrictive-practices-preparing-to-engage-video",slug:"restrictive-practices-preparing-to-engage#video",title:"Preparing to engage about restrictive practices (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=_2n2JsjAHmI",button:"Watch or listen",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.restrictive_practices_preparing_to_engage},{id:"restrictive-practices-preparing-to-engage-transcript",slug:"restrictive-practices-preparing-to-engage-transcript",filepath:"/downloads/restrictive-practices-preparing-to-engage/preparing_to_engage_about_restrictive_practices_video_audio_transcription.pdf",title:"Preparing to engage about restrictive practices (video audio transcription)",type:"download",button:"Download",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.preparing_and_conducting_behaviour_support_planning}],j=[{id:"reviewing-my-plan",slug:"reviewing-my-plan",type:"page",button:"View this topic",title:"Reviewing my plan, my goals and staying on track",description:"Writing or reviewing a plan",subtitle:"Checking in or reviewing participants' behaviour support plan and goals",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["workbooks-for-participants"],anchors:[{label:"Checking in or reviewing participants' behaviour support plan and goals",anchorId:"checking-in-or-reviewing"},{label:"When using the workbook",anchorId:"using-the-workbook"},{label:"Workbook sections",anchorId:"workbook-sections"},{label:"Next steps",anchorId:"next-steps"}],image:r.reviewing_my_plan,downloads:["reviewing-my-plan-workbook"],pages:[{id:"checking-in-or-reviewing",content:[{type:"text",value:'<p><a href="/downloads/reviewing-my-plan/reviewing_my_plan_workbook.pdf" download>Reviewing my plan</a> <a href="/downloads/reviewing-my-plan/reviewing_my_plan_workbook.docx" download>(download Word version for desktop)</a>, <a href="/downloads/reviewing-my-plan/reviewing_my_plan_workbook.pdf" download>my goals and staying on track</a> is a workbook for behaviour support practitioners to use with participants who have a behaviour support plan in place. </p>\n<p>The document helps behaviour support practitioners engage with the participant and key members of their support network, when the time comes to review and refine the plan. </p>\n<p>It is essential to check that the behaviour support plan is being implemented appropriately, taking into consideration any changes in the persons preferences and support needs, and that people are making progress toward their planâs goals, whether they are ready for new goals and, importantly, assessing whether the plan is moving the person toward <a href="/resources/my-good-life-goals">their goals for a good life</a>. </p>\n<p>This process is about gathering information to involve the participant and the people who are working with them on their plan to understand what is working and why, as well as what is not working and why. </p>\n<p>This is also when you engage the participant and any important members of their support network in revisions to the plan, to ensure that the plan is dynamic, changing to do more of whatâs working, less of whatâs not, and also keeps the personâs safety, wellbeing and human rights at its core. </p>\n<p>Bring resources you may have already completed during your planning process, as you may wish to use them now, either to complete (if you havenât) or to check whether the participantâs needs for a good life have changed at all.</p>'}]},{id:"using-the-workbook",title:"When using the workbook",content:[{type:"text",value:"<p>Some simple steps to help you prepare for working together through this stage of the behaviour support plan, include:</p>"},{type:"list",className:"lg:ml-8",listType:"decimal",value:["<b>Create a comfortable space</b> â Ensure a quiet, relaxed environment with any needed support tools.",'<b>Provide information</b> â Make sure the participant understands who you are, why you are there, what this workbook aims to do and what the information will be used for before getting started (see <a href="/resources/communication-rights">Communication rights in behaviour support planning</a>). ','<b>Encourage participation</b> â Let the person take their time and involve a trusted person from their support network, if needed (see <a href="/resources/engaging-effectively">Engaging effectively</a>).','<b>
1Get consent</b> â Explain the purpose and reassure the person they can choose what they want to share (see <a href="/resources/communication-rights">My communication rights</a>). ','<b>Adapt as needed</b> â Allow different ways to respond, take breaks, and adjust or reword questions where helpful (see <a href="/resources/adapting-communication">Adapting communication for different people</a>, <a href="/resources/signs-of-successful-engagement">Signs of successful communication and engagement</a>, <a href="/resources/different-communication-techniques">Different communication techniques</a>).',"<b>Respect their choices</b> â Skip or change sections based on what you can see from the personâs communication (ie words, body language etc.). "]}]},{id:"workbook-sections",title:"Workbook sections",content:[{type:"text",value:'<p>Reviewing and assessing the behaviour support plan\'s progress and goals should be approached flexibly. While the <a href="/downloads/reviewing-my-plan/reviewing_my_plan_workbook.pdf" download>Reviewing my plan, my goals and staying on track</a> <a href="/downloads/reviewing-my-plan/reviewing_my_plan_workbook.docx" download>(download Word version for desktop)</a> workbook includes the sections listed below, you don\'t need to complete all sections and you can adapt the document as much as needed to include pictures, personalised photos, or drawings made by the person themselves. </p>\n<p>The workbook includes:</p>'},{type:"list",className:"lg:ml-8",value:["<b>Checking in</b> â Exploring what a good life looks like for the participant. ","<b>Good life goals</b> â Discussing the participantâs good life goals and whether they have changed; if so â how? ","<b>The behaviour support plan</b> â Talking through the current use of the plan, whatâs working and who is involved.","<b>Making changes</b> â Exploring what needs to change and how to do more of what helps, while reducing things that donât help.",'<b>Moving toward my goals</b> â Revisiting the personâs <a href="/resources/my-good-life-goals">needs for a good life</a> and broader life goals and how this behaviour support plan helps them achieve these goals. ',"<b>Next steps for my behaviour support plan</b> â Planning what happens next, including when the behaviour support practitioner will review the plan again."]}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"My communication rights ",href:"/downloads/communication-rights/my_communication_rights_poster.pdf"},{label:"Getting to know each other: About us ",href:"/about-us"},{label:"The Spectrum of Participation in behaviour support planning",href:"/resources/spectrum-of-participation"},{label:"What does my support network look like?",href:"/resources/your-support-network"},{label:"What a good life looks like for me ",href:"/resources/my-good-life-goals"},{label:"My behaviour support goals workbook",href:"/resources/behaviour-support-goals"},{label:"Making this plan work â effectively ",href:"/resources/making-this-plan-work"},{label:"Engaging support networks in change ",href:"/resources/support-networks-and-change"}],external:['Submit and get feedback on a positive behaviour support plan through <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting positive behaviour support practice</a> (scroll to âPractitioners: Access your learningâ on the homepage, linked above, and create a free account to access free additional learning)','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: Developing behaviour support plans,</a> outlines the NDIS Commissionerâs expectations of for developing behaviour support plans that contain regulated restrictive practices ','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/how-develop-behaviour-support-plans" target="_blank">NDIS How to develop behaviour support plans,</a> talks about types of behaviour support plans, and provides: templates; guides and checklists; and information about submitting a behaviour support plan','Talk about restrictive practices in a meaningful way that upholds participants\' rights using the <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/talking-to-
1participants-about-restrictive-practices#paragraph-id-107348" target="_blank">NDIS Restrictive Practices and Me</a> resources','<a href="https://www.ndiscommission.gov.au/sites/default/files/2023-10/Regulated%20Restrictive%20Practices%20Summary%20and%20Protocols%20-%20October%202023.DOCX" target="_blank">NDIS Regulated restrictive practices summary and protocols</a> (Word download) outlines what information should be included when using regulated restrictive practice(s) and â importantly â working to reduce and eliminate them','NDIS resources on <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8552" target="_blank">Evidence-informed practice</a> and <a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-11362" target="_blank">Person-centred practice</a> outline what is expected of NDIS providers, including: what the practices are; why they are important; how they can be implemented by NDIS providers; and where to find further information','<a href="https://ndiscommission.easyread.com.au/what-are-high-risk-practices/" target="_blank">NDIS What are high-risk practices?</a> is an easy-read resource that provides examples of practices that are <strong>never okay</strong> and <strong>must not ever be used</strong> in behaviour support practice']}}]}]},{id:"reviewing-my-plan-workbook",slug:"reviewing-my-plan-workbook",filepath:"/downloads/reviewing-my-plan/reviewing_my_plan_workbook",isPdf:!0,title:"Reviewing my plan, my goals and staying on track (workbook)",type:"download",button:"Download",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["workbooks-for-participants"],description:"Writing or reviewing a plan",image:r.reviewing_my_plan},{id:"reviewing-my-plan-workbook-word",slug:"downloads/reviewing-my-plan/reviewing_my_plan_workbook.docx",filepath:"/downloads/reviewing-my-plan/reviewing_my_plan_workbook.docx",title:"Reviewing my plan, my goals and staying on track (workbook - Word for desktop)",type:"download",button:"Download",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["workbooks-for-participants"],description:"Writing or reviewing a plan",image:r.reviewing_my_plan}],E=[{id:"revisiting-the-behaviour-support-plan",slug:"revisiting-the-behaviour-support-plan",type:"page",button:"View this topic",title:"Revisiting the behaviour support plan",description:"Writing or reviewing a plan",subtitle:"Preparing for a progress-check or review of the behaviour support plan",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners"],anchors:[{label:"A checklist for preparing to engage participants and their support networks",anchorId:"revisiting-plan-checklist"},{label:"Preparing for a progress-check or review of the behaviour support plan",anchorId:"revisiting-plan-checklist"},{label:"Checklist for effectively engaging during the review process",anchorId:"checklist"},{label:"Next steps",anchorId:"next-steps"}],image:r.revisiting_the_behaviour_support_plan,downloads:["revisiting-the-behaviour-support-plan-checklist"],pages:[{id:"revisiting-plan-checklist",content:[{type:"text",value:"<p>This checklist is a tool for behaviour support practitioners to use when preparing to engage participants and support networks in a progress-check or review of the behaviour support plan. </p>\n<p>It helps to refresh your memory to set you up for successful communication and engagement ahead of connecting with key people as part of this process.</p>"}]},{id:"checklist",title:"Checklist for effectively engaging during the review process",content:[{type:"text",value:'<p>You may wish to <a href="/downloads/revisiting-the-behaviour-support-plan/revisiting_the_behaviour_support_plan_checklist.docx" download>download a Word version of this checklist</a>, to save and record your preparation to engage with the participant and their support network.</p>'},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<span class="flex gap-[11px]">1. <span><strong>Consider how you will reconnect</strong></span></span>',content:[{type:"list",value:["People will have many services they engage with regularly and may have forgotten who you are, what you do and why youâre there.",'Consider how you will refresh peopleâs memory and which materials will be helpful in doing this (eg: the <a href="/resources/getting-to-know-each-other">Getting to know each other worksheets</a>).']}]}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<span class="flex gap-[11px]">2. <span><strong>Review each personâs needs and preferences</strong></span></span>',content:[{type:"list",value:["Remind yourself of each personâs communication needs and preferences. These include those of the person with disability, those providing direct support (family members or paid staff), and others involved including other professionals.",'Equip
1yourself with the tools you need to most effectively engage them in the process, such as drawing materials, picture cards, <a href="/resources/using-discussion-mats">discussion mats</a> or <a href="/resources/using-key-word-sign">Key Word Sign</a>.']}]}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<span class="flex gap-[11px]">3. <span><strong>Prepare materials for communicating and engaging</strong></span></span>',content:[{type:"list",value:['Establish (and prepare) the most suitable supporting materials, such as <a href="/downloads/communication-rights/my_communication_rights_poster.pdf" download>My communication needs poster</a> that will help you depending on your focus area for the session. Prepare plain language and picture-based resources as appropriate. It might be a good time to update the photo library or gather some short video of people involved in activities that could be used to prompt discussion.']}]}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<span class="flex gap-[11px]">4. <span><strong>Identify key people</strong></span></span>',content:[{type:"list",value:["Familiarise yourself with key people in the participantâs support network, their names, their connection to the person and their role(s) in the behaviour support plan and goals. It is possible that some people in the support network may have changed, especially paid professionals.","Look for any detail in available resources about these relationships that will support you in understanding the participantâs situation and the nuances of their situation.","You can check if these relationships have changed during this review, but preparing yourself ahead of time equips you to enter the participantâs situation with sensitivity and respect, reduces the participantâs need to repeat themselves, reinforces trust and improves your chances of a successful, positive interaction."]}]}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<span class="flex gap-[11px]">5. <span><strong>Gauge each personâs âstarting pointâ</strong></span></span>',content:[{type:"list",value:["Some people might be familiar with their behaviour support plan and its goals, others will need refreshing.","Consider if you need to meet with some people ahead of the main review, to check how they are going or if they need briefing ahead of any group meetings. Adopt a âno surprises policyâ.","Prepare yourself to respond to the participantâs âstarting pointâ with openness and be adaptable to ensure they have the information they need to review the behaviour support plan and goals, check they understand at each stage and remind them of their rights to ask questions, clarify, and say yes or no (including changing their mind, if they wish).","Remember this may take time and allow this time in the appointment planning. This will allow the person to take their time, resulting in a more relaxed, positive experience and connection.","Scope ahead of time whether the participant would like to involve a trusted person from their support network, if needed (see Engaging effectively)."]}]}},{type:"accordion",className:"sm:ml-8 lg:ml-16",value:{title:'<span class="flex gap-[11px]">6. <span><strong>Focus on rights</strong></span></span>',content:[{type:"list",value:["Refresh your familiarity with peopleâs communication rights and think about the best way to reinforce these with this participant throughout the approaching process, remembering that you may be needing to reestablish trust if you have been less-frequently in touch or you are taking over from a previous behaviour support practitioner.","Print copies of the poster My communication rights as a guide and come back to rights when needed. You can also leave this with the participant and key people in their support network for their reference.","Remember: Some people might feel anxious about disagreeing or saying ânoâ, for various reasons, meaning they might agree or say what they think you want to hear. Remind them that it is okay if they have a different opinion and you care about what they think and feel. ","Consider ahead of time how you will show the person you respect them and their choices (eg what ways can you show them you are listening, responding to their ideas and thoughts, and taking them seriously?). Prepare the most suitable way to do this before the meeting."]}]}}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"My communication rights",href:"/downloads/communication-rights/my_communication_rights_poster.pdf"},{label:"Getting to know each other: About us",href:"/about-us"},{label:"The Spectrum of Participation in behaviour support planning",href:"/resources/spectrum-of-participation"},{label:"Your support network",href:"/resources/your-support-network"},{label:"What a good life looks like for me",href:"/resources/my-good-life-goals"},{label:"My behaviour support goals workbook",href:"/resources/behaviour-support-goals"},{label:"Making this plan work â effectively ",href:"/resources/making-this-plan-wor
1k"},{label:"Engaging support networks in change ",href:"/resources/support-networks-and-change"}],external:['Submit and get feedback on a positive behaviour support plan through <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting positive behaviour support practice</a> (scroll to âPractitioners: Access your learningâ on the homepage, linked above, and create a free account to access free additional learning)','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: Developing behaviour support plans,</a> outlines the NDIS Commissionerâs expectations of for developing behaviour support plans that contain regulated restrictive practices','Talk about restrictive practices in a meaningful way that upholds participants\' rights using the <a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/talking-to-participants-about-restrictive-practices#paragraph-id-107348" target="_blank">NDIS Restrictive Practices and Me</a> resources','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/how-develop-behaviour-support-plans" target="_blank">NDIS How to develop behaviour support plans,</a> talks about types of behaviour support plans, and provides: templates; guides and checklists; and information about submitting a behaviour support plan','<a href="https://www.ndiscommission.gov.au/sites/default/files/2023-10/Regulated%20Restrictive%20Practices%20Summary%20and%20Protocols%20-%20October%202023.DOCX" target="_blank">NDIS Regulated restrictive practices summary and protocols</a> (Word download) outlines what information should be included when using regulated restrictive practice(s) and â importantly â working to reduce and eliminate them','<a href="https://ndiscommission.easyread.com.au/what-are-high-risk-practices/" target="_blank">NDIS What are high-risk practices?</a> is an easy-read resource that provides examples of practices that are <strong>never okay</strong> and <strong>must not ever be used</strong> in behaviour support practice']}}]}]},{id:"revisiting-the-behaviour-support-plan-checklist",slug:"downloads/revisting-the-behaviour-support-plan/revisiting_the_behaviour_support_plan_checklist.docx",filepath:"/downloads/revisiting-the-behaviour-support-plan/revisiting_the_behaviour_support_plan_checklist",isPdf:!0,title:"Checking in: Revisiting the behaviour support plan (checklist)",type:"download",button:"Download",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners"],description:"Writing or reviewing a plan",image:r.revisiting_the_behaviour_support_plan},{id:"revisiting-the-behaviour-support-plan-checklist-docx",slug:"downloads/revisting-the-behaviour-support-plan/revisiting_the_behaviour_support_plan_checklist-docx",filepath:"/downloads/revisiting-the-behaviour-support-plan/revisiting_the_behaviour_support_plan_checklist.docx",title:"Checking in: Revisiting the behaviour support plan (checklist - Word for desktop)",type:"download",button:"Download",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners"],description:"Writing or reviewing a plan",image:r.revisiting_the_behaviour_support_plan}],R=[{id:"sharing-and-staying-connected",slug:"sharing-and-staying-connected",type:"page",button:"View this topic",title:"Sharing this plan and staying connected",description:"Writing or reviewing a plan",subtitle:"Connecting the right people with this behaviour support plan",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],anchors:[{label:"Sharing this plan and staying connected (video)",anchorId:"video"},{label:"Sharing this plan and staying connected (video audio transcription)",anchorId:"video-transcript"},{label:"Next steps",anchorId:"next-steps"}],image:r.sharing_and_staying_connected,downloads:["sharing-and-staying-connected-video","sharing-and-staying-connected-transcript"],pages:[{id:"video",content:[{type:"video",value:{src:"https://www.youtube.com/embed/tQE-RPmoS9o",caption:"Sharing this plan and staying connected",thumbnail:r.sharing_and_staying_connected,transcript:{title:"Transcript",text:"<p><strong>Dr Jennifer Frean</strong>, Communication and Inclusion Specialist<br/>(The University of Melbourne; Melbourne, Victoria) </p>\n<p>When sharing the plan, it's important to connect with the people involved. Most importantly, the participant. And remember to keep everyone engaged on an ongoing basis. </p>\n<p>The core to success is having a really strong communication plan and building trust. </p>\n<p>And if you haven't already done so, take a look at our video on Yarning. </p>\n<p>If you include the right people and this includes the person with disability and then you keep your communication promises, that will go a long way toward an effective, connected team and a successful plan. </p>\n<p>And part of that is making sure they know how to contact you too. </p>\n<p>To start with, show people what they need to do to implement the plan. Demonstrate the strategies and provide coaching. Don't rely on people reading reports. </p>\n<p>And, also, remember that people forget â and staff come and go â so touch base regularly. Find a system that works well for staying in touch with your participant and their trusted people so that you know how they're going. </p>\n<p>If you can't be with the person and the entire team on a regular basis, consider options like short videos for the person and staff â kind of like this â so they can watch you speaking directly to them about their plan in a personal way. </p>\n<p>And this is a great way of engaging by distance and reminding people that you're there. It also helps them remember how to use key strategies and why they are so important. </p>\n<p>I find it also makes you more accessible, which is essential in cases where things may not be working so well. And you need that information to flow back to you so that the plan can be amended and you can get back on track. </p>\n<p><strong>Closing credits</strong> (text presented on screen) </p>\n<p>How will you use these ideas to improve engagement in your behaviour support practice? </p>"}}}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Engaging support networks in change",href:"/resources/support-networks-and-change"},{label:"Including my support network in my plan",href:"/resources/including-my-support-network"},{label:"Revisiting the behaviour support plan ",href:"/resources/revisiting-the-behaviour-support-plan"},{label:"Reviewing my behaviour support plan",href:"/resources/reviewing-my-plan"},{label:"What does your support network look like? ",href:"/resources/your-support-network"},{label:"Making this plan work â effectively",href:"/resources/making-this-plan-wor
1k"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about: <br/><br/>\n <ul class="ml-8 list-circle">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>','<a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-person-of-disability/worksheets/" target="_blank">Deciding with Support</a> includes further worksheets on this topic and a video <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-person-of-disability/making-decisions-about-my-behaviour-support-plan/what-information-should-people-have-about-me/" target="_blank">What information should people have about me</a>. It also provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-supporter/" target="_blank">information for participant support networks</a> about supporting participants to make their own decisions throughout the behaviour support process']}}]}]},{id:"sharing-and-staying-connected-video",slug:"sharing-and-staying-connected#video",title:"Sharing this plan and staying connected (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=tQE-RPmoS9o",button:"Watch or listen",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"Writing or reviewing a plan",image:r.sharing_and_staying_connected},{id:"sharing-and-staying-connected-transcript",slug:"downloads/sharing-and-staying-connected/sharing_this_plan_and_staying_connected_video_audio_transcription.pdf",filepath:"/downloads/sharing-and-staying-connected/sharing_this_plan_and_staying_connected_video_audio_transcription.pdf",title:"Sharing this plan and staying connected (video audio transcription)",type:"download",button:"Download",exploreIds:["writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"Writing or reviewing a plan",image:r.sharing_and_staying_connected}],q=[{id:"support-networks-and-change",slug:"support-networks-and-change",type:"page",button:"View this topic",title:"Engaging support networks in change",description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",subtitle:"Motivating change in support networks to support the participantâs behaviour support plan",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],anchors:[{label:"Engaging others in change (video)",anchorId:"video"},{label:"Engaging others in change (video audio transcription)",anchorId:"video-transcript"},{label:"Using the ADKAR Model* of change",anchorId:"using-adkar"},{label:"Motivating support networks to change using the ADKAR Model* in behaviour support planning",anchorId:"motivating-behaviour-change"},{label:"Change checklist",anchorId:"change-checklist"},{label:"Create AWARENESS of the need for change",anchorId:"awareness"},{label:"Create DESIRE to support the change",anchorId:"desire"},{label:"Raise KNOWLEDGE of how to change",anchorId:"knowledge"},{label:"Ensure their ABILITY to make the change",anchorId:"ability"},{label:"REINFORCE the change to make sure it happens",anchorId:"reinforce"},{label:"Next steps",anchorId:"next-steps"}],image:r.support_networks_and_change,downloads:["support-networks-and-change-video","support-networks-and-change-transcript","support-networks-and-change-docs"],pages:[{id:"video",content:[{type:"video",value:{src:"https://www.youtube.com/embed/g_nN_RbTGIY",caption:"Working effectively within support networks",thumbnail:r.support_networks_and_change,transcript:{title:"Transcript",text:"<p><strong>Dr Jennifer Frean</strong>, Communication and Inclusion Specialist<br>(The University of Melbourne; Melbourne, Victoria) </p>\n<p>Behaviour support planning is one thing, but implementing the plan needs people to change both the way they think about the person and their support and how they do things. </p>\n<p>Changing behaviour is actually quite challenging, but it can be straightforward with the trick or two. </p>\n<p>So, firstly bring the right people into the change. Think about the person's support network and their chosen Circle of Support. </p>\n<p>My favourite model is the ADKAR Model, which is both simple and useful. </p>\n<p>So, let me briefly explain. </p>\n<p>The A is for awareness. That something needs to change and people know why. </p>\n<p>The D is for desire. What will get better? We want people to want to do this. And this is about quality of life for everyone involved. </p>\n<p>The K is for knowledge. They need to know how to make the change. </p>\n<p>The second A is about ability. So people having the skills to do it. As a practitioner, that might be as simple as encouragement or coaching people to ensure that they have the skills they need to make the change. </p>\n<p>
1And finally, we have R, reinforcement. Behaviour change takes time and it can be easy to fall back into old habits. </p>\n<p>So, checking in to see how things are going and celebrating with people when things are going well. Reminding them of the things that they need to do to continue making a difference. </p>\n<p>This model can be used on others too. So, for example, with the participant, think carefully about when you use your resources and how you present the behaviour support planning process to them. </p>\n<p>The Right Direction resources have been deliberately provided in small parts to allow you to follow this process in your planning and implementation. </p>\n<p><strong>Closing credits</strong> (text presented on screen) </p>\n<p>How will you use these ideas to improve engagement in your behaviour support practice? </p>\n<p>Reference: ADKAR Model developed by Jeff Hiatt (2003), prosci.com</p>"}}}]},{id:"using-adkar",title:"Using the ADKAR Model* of change",content:[{type:"text",value:'<p>Introducing a behaviour support plan into a personâs life means they â and the people around them â will need to start doing things differently. </p>\n<p>This will mean change, not only for the person who has the behaviour support plan, but also for people in their support network â both personal connections, like friends and family, and paid professionals. </p>\n<p>The behaviour support plan can only be effective if everyone understands the need for the plan, the need for change and to do things differently, and their part in making it effective. </p>\n<p>The personâs support network will be essential in this process and â as a behaviour support specialist â you will need to engage them and provide them with the information they need to help this be a successful behaviour support plan for the participant. </p>\n<p>View our video about <a href="/resources/support-networks-and-change#video">using the ADKAR Model to influence behaviour change</a> with support networks for effective behaviour support implementation. </p>\n<p>You will need to:</p>'},{type:"list",className:"lg:ml-8",value:["<b>engage the personâs support network</b> to problem solve new ways of doing things and new routines.","<b>demonstrate how</b> these new ways of supporting the person will work.","<b>coach people</b> in these new ways of thinking and working so that the plan on paper becomes a lived experience for the person with disability."]},{type:"text",value:'<p>A simple tool that is often used by experts in behaviour change is called the âADKAR Modelâ of change. </p>\n<p>Using the ADKAR Model can help you to set the plan up for success. </p>\n<p>* The ADKAR Model was developed by Jeff Hiatt (2003). Find out more information at <a href="https://www.prosci.com/methodology/adkar?utm_term=prosci&utm_campaign=AUS_Search_OE_MOFU_Brand_General&utm_source=google&utm_medium=cpc&hsa_acc=8715922205&hsa_cam=20640290596&hsa_grp=158104415647&hsa_ad=676583923667&hsa_src=g&hsa_tgt=kwd-149880997&hsa_kw=prosci&hsa_mt=p&hsa_net=adwords&hsa_ver=3&gad_source=1&gad_campaignid=20640290596&gbraid=0AAAAAoLuDvZvDsbhAG15zJbOxRvng0Wxn&gclid=CjwKCAjwqKzEBhANEiwAeQaPVYdYbKKZT4HFIuf34isD_BR-pPzPQpHed_zfGZmmXIE0Ih7JmBu61xoCd3cQAvD_BwE" target="_blank">prosci.com</a>.</p>'}]},{id:"motivating-behaviour-change",title:"Motivating support networks to change using the ADKAR Model* in behaviour support planning",content:[{type:"text",value:"<p>The ADKAR Model gives you a flexible step-by-step process to ensure that the person with the behaviour support plan is surrounded by people who are working together to support their behaviour support goals.</p>"},{type:"image",value:"/downloads/support-networks-and-change/adkar_behaviour_support.JPG",link:"/downloads/support-networks-and-change/adkar_behaviour_support.JPG",alt:"Image of the ADKAR Model applied to support networks when behaviour support planning. Awareness means the person needs to be aware of the need for changes. Desire means the person needs to see the benefits and want to change. Knowledge means the person needs to know how to change, what their role is in the changes and what the changes will mean as a whole. Ability means the person needs the information, tools and support to change. Reinforcement means the person needs supp
1ort in remembering the changes, including the behaviour support practitioner or others in the support network checking in, celebrating successes and help adapting the plan if/when needed."}]},{id:"change-checklist",title:"Change checklist",content:[{type:"text",value:'<p>As part of the planning process, you are likely to have worked with the participant to identify the members of their <a href="/resources/your-support-network">individual support network</a>. This process will help you identify the key people in the personâs support network who have a role in the planâs development, implementation, and later in its evaluation and review. </p>\n<p>Use this checklist as an example of how to engage these people to make the plan successful. You can adapt it as needed to apply to your participantâs unique support network(s). </p>\n<p>Always gain consent from the participant <a href="/resources/including-my-support-network">(see Including my support network in my plan for help in doing this)</a> to discuss details of their behaviour and their plan with their support network before beginning this process. </p>\n<p>Also consider the personâs wishes under the <a href="/resources/spectrum-of-participation">Spectrum of Engagement for Behaviour Support Planning</a> when adapting this checklist for the personâs situation. </p>\n<p>You may also wish to see how you can <a href="/resources/preparing-and-conducting-behaviour-support-planning">use this model with participants</a> for effective behaviour support planning and implementation.</p>'},{id:"awareness",title:"Create AWARENESS of the need for change",classUl:"ml-16",isCheckBox:!0,type:"list",value:['<b>Emphasise the participantâs legal and human rights</b>, as well as <a href="/resources/communication-rights">their communication rights</a> as fundamental to the planning and implementation. ',"<b>Explain the participantâs wishes</b> and their needs. ",'<b>Talk about the function</b> of <a href="/resources/behaviours-of-concern">the current behaviours of concern</a>, and what the person with disability is trying to communicate and achieve when using these behaviours.','<b>Identify the goals</b> of the <a href="/resources/about-behaviour-support-planning">behaviour support plan</a> and what the changes might look like.',"<b>Discuss any established behaviours</b> that the people in the personâs support network need to change, focusing on why and the benefits of making these changes."]},{id:"desire",title:"Create DESIRE to support the change",classUl:"ml-16",isCheckBox:!0,type:"list",value:["<b>Explain the effects</b> of the behaviours of concern the plan aims to address (on the person with the plan and on the people around them).","<b>Highlight the positive impacts</b> making changes to these behaviours might have on the person with the behaviour support plan and those around them. ",'<b>Talk about the positive benefits</b> for the person with the behaviour support plan wants to change. This can include exploring <a href="/resources/my-good-life-goals">what the good life looks like for them</a> and <a href="/resources/behaviour-support-goals">talking about their behaviour support goals</a>.',"<b>Talk about the consequences</b> of not making the changes, and the impact this might have on the person and those around them â including the person from the support network."]},{type:"text",value:'<p><a href="/resources/revisiting-the-behaviour-support-plan">Regular follow-up</a> and sustained communication are key to engagement, maintaining momentum, addressing challenges, and celebrating successes.</p>'},{id:"knowledge",title:"Raise KNOWLEDGE of how to change",classUl:"ml-16",isCheckBox:!0,type:"list",value:["<b>Explain the relevant parts of the plan</b> and the person in the support networkâs part in it. Talk about how people can work together so that the person with disability does not need to enact the behaviours of concern. ","<b>Talk about what the changes involve</b>, including changes to the person with disabilityâs environment and routines. ","<b>Check whether they need to learn new skills</b> (the person with disability or the person in the support network), and how everyone involved is likely to use some new ways of communicating. ","<b>Discuss how to identify</b> when a behaviour is becoming concerning, and the agreed methods for addressing the situation. Talk about how people can work together to de-escalate an emerging situation.","<b>Be clear about the plan</b> for when behaviours of concern escalate, and how people can respond with the least restrictive alternative, respecting peopleâs rights and dignity and keeping people safe.","<b>Talk about steps for resolving any incidents</b> and what the agreed follow up will be â for the person, for those providing support, and for the organisation."]},{id:"ability",title:"Ensure their ABILITY to make the change",classUl:"ml-16",isCheckBox:!0,type:"list",value:["<b>Provide any information or tools</b> the person may need to enact their part in the plan. This may include connecting them with training and resources to ensure they have the ability to carry out their role effectively. ","<b>Explain what success looks like</b> in terms of this plan â and explain how to identify problems and what they should do to manage any challenges or obstacles that arise during the process. ",'<b>Connect the person</b> in <a href="/resources/sharing-and-staying-connected">the support network with anyone else they may need</a> as part of enacting this plan. Who can people contact for information and support? ',"<b>Allow space for questions</b> throughout the conversation and provide answers (or commit to follow up)."]}
1,{id:"reinforce",title:"REINFORCE the change to make sure it happens",classUl:"ml-16",isCheckBox:!0,type:"list",value:["<b>Provide your details</b> so the person can contact you.",'<b>Explain <a href="/resources/revisiting-the-behaviour-support-plan">the next steps</a></b> in the planning process, <a href="/resources/reviewing-my-plan">including the date of the next review</a> and what their role will be in that review.',"<b>Explain when and how</b> you will be in contact again.","<b>Explain what you will be looking for</b> in terms of positive change and challenges when you next contact them.",'<b>Keep your promise</b> to check in <a href="/resources/reviewing-my-plan#checking-in-or-reviewing">with the person in the support network</a>.',"<b>Recognise and celebrate</b> progress to ensure ongoing commitment and morale.","<b>Remember: change takes time.</b>"]},{type:"text",value:'<p>New ways of thinking about the person with disability and their behaviours, as well as successfully using new ways of responding to the behaviours, will take time to fine tune. Ask the person in the support network how they are doing with their part of the plan (in addition to the participantâs progress) and whether they need any additional support to make the plan a success. </p>\n<p><a href="/resources/revisiting-the-behaviour-support-plan">Regular follow-up</a> and sustained communication are key to engagement, maintaining momentum, addressing challenges, and celebrating successes. </p>\n<p>This comprehensive approach helps create a collaborative and supportive environment that enhances the likelihood of lasting, positive change for the person at the heart of this process â the person supported by the behaviour support planning process. </p>\n<p>Find out more about using the ADKAR Model as part of behaviour support planning in <a href="/resources/preparing-and-conducting-behaviour-support-planning">preparing for and conducting inclusive behaviour support planning</a>. </p>'}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Preparing for and conducting inclusive behaviour support planning",href:"/resources/preparing-and-conducting-behaviour-support-planning"},{label:"Building and maintaining a team ",href:"/resources/building-and-maintaining-a-team"},{label:"Working together as a support network",href:"/resources/working-together-support-networks"},{label:"What does your support network look like? ",href:"/resources/your-support-network"},{label:"Including my support network in my plan",href:"/resources/including-my-support-network"},{label:"Sharing this plan and staying connected ",href:"/resources/sharing-and-staying-connected"}],external:['<a href="https://www.promotingpbspractice.com/resources/library/Positive%20Behaviour%20Support%20as%20a%20team%20approach.pdf" target="_blank">Positive behaviour support as a team approach</a>, by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a>','See <a href="https://www.prosci.com/methodology/adkar" target="_blank">The Prosci ADKAR Model</a> for more information about the model and how to use it in different contexts','<a href="https://decidingwithsupport.flinders.edu.au/" target="_blank">Deciding with Support</a> includes further worksheets on this topic and provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-supporter/" target="_blank">information for participant support networks</a> about supporting participants to make their own decisions throughout the behaviour support process']}}]}]},{id:"support-networks-and-change-video",slug:"support-networks-and-change#video",title:"Engaging others in change (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=g_nN_RbTGIY",button:"Watch or listen",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",image:r.support_networks_and_change},{id:"support-networks-and-change-transcript",slug:"downloads/support-networks-and-change/engaging_others_in_change_video_audio_transcription.pdf",filepath:"/downloads/support-networks-and-change/engaging_others_in_change_video_audio_transcription.pdf",title:"Engaging others in change (video audio transcription)",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",image:r.support_networks_and_change},{id:"support-networks-and-change-docs",slug:"support-networks-and-change-docs",filepath:"/downloads/support-networks-and-change/engaging_support_networks_in_change",isPdf:!0,title:"Engaging support networks in change",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",image:r.support_networks_and_change},{id:"support-networks-and-change-docs-docx",slug:"downloads/support-networks-and-change/engaging_support_networks_in_change-docx",filepath:"/downloads/support-networks-and-change/engaging_support_networks_in_change.docx",title:"Engaging support networks in change (Word for desktop)",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","meeting-with-a-service-provider","writing-or-reviewing-a-plan"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Meeting with a service provider; Writing or reviewing a plan",image:r.support_networks_and_change}],L=[{id:"toward-your-goals",slug:"toward-your-goals",type:"page",button:"View this topic",title:"Toward your goals: Planning from here to there",description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",subtitle:"Working together on achieving participantsâ goals",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants","ideas-for-practitioners"],anchors:[{label:"Working together on achieving participantsâ goals",anchorId:"achieving-participants-goals"},{label:"Toward your goals visual rating scale",anchorId:"visual-rating-scale"},{label:"A conversation plan",anchorId:"conversation-plan"},{label:"Using a visual rating scale",anchorId:"using-visual-rating-scale"},{label:"Questions to get you started",anchorId:"questions"},{label:"Next steps",anchorId:"next-steps"}],image:r.toward_your_goals,downloads:["downloads/toward-your-goals/visual_rating_scale_template-docx","downloads/toward-your-goals/visual_rating_scale_template-pdf","downloads/toward-your-goals/toward_your_goals_guide"],pages:[{id:"achieving-participants-goals",content:[{type:"text",value:'\n <p>Working with behaviour support participants on a plan that moves from the participantâs current situation toward achieving their goals, and improving safety and wellbeing, is a pivotal step in the behaviour support planning process. </p>\n <p>The <a href="/downloads/toward-your-goals/toward_your_goals_guide.pdf">Toward your goals: Planning from here to there guide</a> <a href="/downloads/toward-your-goals/toward_your_goals_guide.docx" download>(download Word version for desktop)</a> focuses on how to have the discussion about connecting the behaviour support plan meaningfully with the goals it aims to achieve â a critical part of engagement for both the participant and their support network. </p>\n <p>Throughout this important step, refer back to the <strong>benefits</strong> of making these changes in their lives and how these changes move them toward their good life goals. This is a powerful motivational tool and can help you engage your participant in the behaviour changes because they can understand that these goals are positive things that help them achieve something important to them. </p>\n <p>
1Behaviour change and a process for successfully engaging people in it is discussed further in <a href="/resources/preparing-and-conducting-behaviour-support-planning">Preparing for and conducting inclusive behaviour support planning</a> and <a href="/resources/support-networks-and-change">engaging support networks in change</a>.</p>\n '}]},{id:"visual-rating-scale",title:"Toward your goals visual rating scale",content:[{type:"text",value:'<p>To help behaviour support practitioners speak with your participants about their proposed goals and improve communication between you, you may wish to use a rating scale. </p>\n <p>You can print a <a href="/downloads/toward-your-goals/visual_rating_scale_template.pdf">pre-designed rating scale</a> or <a href="/downloads/toward-your-goals/visual_rating_scale_template.docx">download an editable rating scale</a> that includes different options and also the chance to customise the scale according to your participantâs needs and preferences. </p>\n <p>Using a visual rating scale provides an additional visual resource to support communication and engagement for you to use together. </p>'},{type:"image",value:r.toward_your_goals,link:"/downloads/toward-your-goals/visual_rating_scale_template.pdf",alt:"Toward your goals visual rating scale example from PDF"}]},{id:"conversation-plan",title:"A conversation plan",content:[{type:"text",value:"<p>Some simple steps to guide you through the conversation of moving from âhereâ to âthereâ could include:</p>"},{type:"list",className:"lg:ml-8",listType:"decimal",value:['<strong>Introduce the agreed goal(s)</strong> <a href="/resources/behaviour-support-goals">for the behaviour support plan</a> and proposed/ possible strategies for achieving each goal. ','<strong>Talk about who</strong> will â or could be (if alternatives are practical) â using these strategies and <a href="/resources/sharing-and-staying-connected">who needs to be involved</a>.',"<strong>Confirm the participantâs consent</strong> for sharing any information with the person/people proposed to be involved (and be clear about what information you plan to share).","<strong>Agree on the strategies,</strong> timeframes and people involved.",'<strong>Communicate about reviewing the plan,</strong> including when you will begin working together on <a href="/resources/revisiting-the-behaviour-support-plan">reviewing the goal(s)</a> and your role in leading this process.']}]},{id:"using-visual-rating-scale",title:"Using a visual rating scale",content:[{type:"text",value:'<p>Make sure you have a copy of <a href="/downloads/toward-your-goals/visual_rating_scale_template.docx">a visual rating scale available</a>, either digitally (for example on an iPad) or a paper-based version.</p>\n '},{type:"image",className:"mb-[1em]",value:"/downloads/toward-your-goals/visual_rating_scale_image2.jpg",link:"/downloads/toward-your-goals/visual_rating_scale_template.docx",alt:"Toward your goals visual rating scale"},{type:"text",value:"<p>Ask guiding questions and offer the scale to the participant/person from their support network. There are example questions below that you can use as starting points and adapt according to your needs. </p>\n <p>During the conversation, take notes to document responses, as follow-up questions (if needed) and propose alternatives (if required).</p>"},{type:"heading",id:"questions",value:{title:"Questions to get you started"}},{type:"text",value:"<p><b>Do you agree with this goal?</b></p>\n<p>If the person does not agree, you might:</p>"},{type:"list",className:"lg:ml-8",value:["Ask what it is about the strategies that they do not agree with.","Discuss any changes that could be made to the environment to make these strategies more applicable.","Discuss alternative strategies you could try."]},{type:"text",value:"<p><b>Do you agree with who will help with this goal?</b> </p>\n<p>If the person does not agree, you might:</p>"},{type:"list",className:"lg:ml-8",value:['Ask about which people the person agrees to have involved or not involved, and why. <a href="/resources/your-support-network">
1The personâs support network and trusted people</a> might be a helpful resource.',"Clarify each personâs job/role in terms of the strategies for achieving the goal.","Discuss whether and how adjustments can be made to the people involved."]},{type:"text",value:"<p><b>Do you agree with the timeframe for working on/reviewing this goal?</b> </p>\n<p>If the person does not agree, you might:</p>"},{type:"list",className:"lg:ml-8",value:["Ask about whether the person feels the timeframe is too long or too short.","Discuss alternative timeframes.","Ask more question to understand the source of their discomfort â there could be something else about the goal or strategies on their mind."]}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"My communication rights",href:"/resources/communication-rights"},{label:"What a good life looks like for me",href:"/resources/my-good-life-goals"},{label:"My behaviour support goals workbook (PDF version)",href:"/downloads/behaviour-support-goals/my_behaviour_support_goals.pdf"},{label:"My behaviour support goals workbook (Word version for desktop)",href:"/downloads/behaviour-support-goals/my_behaviour_support_goals.docx"},{label:"What does my support network look like?",href:"/resources/your-support-network"},{label:"Reviewing my behaviour support plan workbook",href:"/resources/reviewing-my-plan"},{label:"Engaging support networks in change ",href:"/resources/support-networks-and-change"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS Participant fact sheet: Understanding your rights</a>','<a href="https://www.ndiscommission.gov.au/sites/default/files/2024-09/Easy%20Reaf%20Fact%20Sheet%202%20-%20Understanding%20your%20rights.pdf" target="_blank">NDIS Easy read: Understanding your rights</a> (Word download)','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/rules-behaviour-support-and#paragraph-id-8379" target="_blank">NDIS Policy guidance: Developing behaviour support plans,</a> outlines the NDIS Commissionerâs expectations of for developing behaviour support plans that contain regulated restrictive practices','<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-person-of-disability/worksheets/" target="_blank">Deciding with Support</a> includes further worksheets on this topic and provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-practitioner/" target="_blank">information for behaviour support practitioners</a> about supporting participants to make their own decisions throughout the behaviour support process','<a href="https://picturemyfuture.com/modules/module-5/" target="_blank">Using pictures to explore hopes and dreams,</a> by <a href="https://picturemyfuture.com/" target="_blank">Picture My Future</a>']}}]}]},{id:"downloads/toward-your-goals/visual_rating_scale_template-docx",slug:"downloads/toward-your-goals/visual_rating_scale_template-docx",filepath:"/downloads/toward-your-goals/visual_rating_scale_template.docx",title:"Visual rating scale (editable)",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants","ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.toward_your_goals},{id:"downloads/toward-your-goals/visual_rating_scale_template-pdf",slug:"downloads/toward-your-goals/visual_rating_scale_template-pdf",filepath:"/downloads/toward-your-goals/visual_rating_scale_template.pdf",title:"Visual rating scale (print only)",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants","ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.toward_your_goals},{id:"downloads/toward-your-goals/toward_your_goals_guide",slug:"downloads/toward-your-goals/toward_your_goals_guide",filepath:"/downloads/toward-your-goals/toward_your_goals_guide",isPdf:!0,title:"Toward your goals guide",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants","ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.toward_your_goals},{id:"downloads/toward-your-goals/toward_your_goals_guide-docx",slug:"downloads/toward-your-goals/toward_your_goals_guide-docx",filepath:"/downloads/toward-your-goals/toward_your_goals_guide.docx",title:"Toward your goals guide (Word for desktop)",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants","ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.toward_your_goals}
1],B=[{id:"working-together-support-networks",slug:"working-together-support-networks",type:"page",button:"View this topic",title:"Working together as a support network",description:"All stages of behaviour support planning",subtitle:"Resources for communicating effectively about support networks and their roles",exploreIds:["all"],categoryIds:["ideas-for-practitioners","tools-for-participants"],anchors:[{label:"Resources for communicating effectively about support networks and their roles",anchorId:"communicating-about-support-networks"},{label:"What is a support network? (Plain language)",anchorId:"plain-language-support-network"},{label:"What else is in these resources?",anchorId:"what-else"},{label:"Next steps",anchorId:"next-steps"}],image:r.working_together_support_networks,downloads:["working-together-support-networks/working_together_as_a_support_network_plain_language","working-together-support-networks/working_together_as_a_support_network_easy_read"],pages:[{id:"communicating-about-support-networks",content:[{type:"text",value:'<p><a href="/downloads/working-together-support-networks/working_together_as_a_support_network_plain_language.pdf">Working together as a support network (plain language)</a> <a href="/downloads/working-together-support-networks/working_together_as_a_support_network_plain_language.docx" download>(download Word version for desktop)</a> and <a href="/downloads/working-together-support-networks/working_together_as_a_support_network_easy_read.pdf">working together as a support network (easy read)</a> <a href="/downloads/working-together-support-networks/working_together_as_a_support_network_easy_read.docx" download>(download Word version for desktop)</a> â are intended for behaviour support practitioners to use as resources to communicate effectively about support networks and their importance in the behaviour support process with participants. </p>\n<p>You can also use this these as resources for <a href="/resources/support-networks">people in their support networks</a>, if helpful. </p>\n<p>These documents explain what a support network and Circle of Support is. They also focus on the value of a support network and its importance in the success of behaviour support planning and implementation. </p>\n <p>You may wish to use the <a href="/downloads/support-networks/working_effectively_within_support_networks_large_picture_cards_template_A4.pdf" download>picture cards resources</a> that feature people who might be part of a person\'s support network or <a href="/downloads/using-discussion-mats/different_communication_techniques_large_picture_cards_template_A4.docx" download>download picture templates</a> from <a href="/resources/using-discussion-mats">The Right Direction discussion mat resources</a> to create personally meaningful images or key words, based on what you already know about the participant and their situation, needs and preferences.</p>'},{type:"image",className:"mb-[1em]",value:"/downloads/working-together-support-networks/support_network_community_fishing_image.png",link:"/downloads/working-together-support-networks/support_network_community_fishing_image.png",alt:"A number of Indigenous on the shores of a lake talking or fishing."},{type:"text",value:"<p>Your support network includes people who might be family, friends, people you do activities with (eg: fishing) and people from your community.</p>"}]},{id:"plain-language-support-network",title:"What is a support network? (Plain language)",content:[{type:"text",value:'<p>When thinking about behaviour support planning, your support network is a group of people working together to help you with your plan. They are very important in helping your plan be successful and keeping both you (and others) safe. </p>\n<p>Your support network will include paid professionals and also people from your life who are unpaid. A behaviour support plan is usually more successful if both groups work together to support you and help your plan work. </p>\n<p>Your behaviour support practitioner will work with you to understand who could be part of your support network and what they will do to help with your plan. </p>\n<p>You may work together to understand what <a href="/resources/your-support-network">your support network</a> looks like, how you see yourself in your network and who are the most important people or groups for you. </p>\n<p>Itâs possible your support network will change, depending on your situation, needs and wants â sometimes this can change quickly (at different times of the same day, for example), which your practitioner will work with you to understand and plan for. </p>\n<p>Some days your family or friends might be the most important people in your support network. Other days, it might be a support worker or your doctor. The most important people from your network can even change from hour to hour, depending on what is happening and how you feel. </p>\n<p>The important thing is that you are always the most important person and your support network is there to help you, look after your wellbeing and keep you (and others) safe.</p>'}]}
1,{id:"what-else",title:"What else is in these resources?",content:[{type:"text",value:'<p>In addition to the details of what a support network is (above), the <a href="/downloads/working-together-support-networks/working_together_as_a_support_network_plain_language.pdf" download>working together as a support network (plain language)</a> <a href="/downloads/working-together-support-networks/working_together_as_a_support_network_plain_language.docx" download>(download Word version for desktop)</a> and <a href="/downloads/working-together-support-networks/working_together_as_a_support_network_easy_read.pdf" download>working together as a support network (easy read)</a> <a href="/downloads/working-together-support-networks/working_together_as_a_support_network_easy_read.docx" download>(download Word version for desktop)</a> documents also explain Circles of Support. </p>\n<p>They work through how support networks and Circles of Support differ, why each of these are important in the behaviour support planning and implementation process and who might be part of each of them. </p>\n<p>The resources are intended to be used for behaviour support practitioners and participants to use together, so consider downloading copies to take with you on home visits or using the plain language or easy read information to support you in explaining these ideas to participants as you work through other support network resources together.</p>'}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Working effectively within support networks",href:"/resources/support-networks"},{label:"Engaging support networks in change ",href:"/resources/support-networks-and-change"},{label:"Including my support network in my plan",href:"/resources/including-my-support-network"},{label:"Sharing this plan and staying connected",href:"/resources/sharing-and-staying-connected"}],external:['<a href="https://www.promotingpbspractice.com/resources/library/Positive%20Behaviour%20Support%20as%20a%20team%20approach.pdf" target="_blank">Positive behaviour support as a team approach</a> (opens PDF), by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a>','<a href="https://www.ndiscommission.gov.au/rules-and-standards/quality-practice#paragraph-id-8480" target="_blank">NDIS Regular access to healthcare</a> practitioner guide outlines barriers some people with disability face in accessing healthcare and the importance of participantsâ health and wellbeing','<a href="https://ndiscommission.easyread.com.au/what-are-high-risk-practices/" target="_blank">NDIS What are high-risk practices?</a> is an easy-read resource that provides examples of practices that are <strong>never okay</strong> and <strong>must not ever be used</strong> in behaviour support practice','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about: <br/><br/>\n <ul class="ml-8 list-circle">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>','<a href="https://decidingwithsupport.flinders.edu.au/" target="_blank">Deciding with Support</a> includes further worksheets on this topic and provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-supporter/" target="_blank">information for participant support networks</a> about supporting participants to make their own decisions throughout the behaviour support process']}}]}]},{id:"working-together-support-networks/working_together_as_a_support_network_plain_language",slug:"working-together-support-networks/working_together_as_a_support_network_plain_language",filepath:"/downloads/working-together-support-networks/working_together_as_a_support_network_plain_language",isPdf:!0,title:"Working together as a support network (plain language)",type:"download",button:"Download",exploreIds:["all"],
1categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"All stages of behaviour support planning",image:r.working_together_support_networks},{id:"working-together-support-networks/working_together_as_a_support_network_plain_language-docx",slug:"working-together-support-networks/working_together_as_a_support_network_plain_language-docx",filepath:"/downloads/working-together-support-networks/working_together_as_a_support_network_plain_language.docx",title:"Working together as a support network (plain language - Word for desktop)",type:"download",button:"Download",exploreIds:["all"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"All stages of behaviour support planning",image:r.working_together_support_networks},{id:"working-together-support-networks/working_together_as_a_support_network_easy_read",slug:"working-together-support-networks/working_together_as_a_support_network_easy_read",filepath:"/downloads/working-together-support-networks/working_together_as_a_support_network_easy_read",isPdf:!0,title:"Working together as a support network (easy read)",type:"download",button:"Download",exploreIds:["all"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"All stages of behaviour support planning",image:r.working_together_support_networks},{id:"working-together-support-networks/working_together_as_a_support_network_easy_read-docx",slug:"working-together-support-networks/working_together_as_a_support_network_easy_read-docx",filepath:"/downloads/working-together-support-networks/working_together_as_a_support_network_easy_read.docx",title:"Working together as a support network (easy read - Word for desktop)",type:"download",button:"Download",exploreIds:["all"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"All stages of behaviour support planning",image:r.working_together_support_networks}],O=[{id:"writing-plans-everyone-understands",slug:"writing-plans-everyone-understands",type:"page",button:"View this topic",title:"Writing plans everyone understands",description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Writing or reviewing a plan",subtitle:"Using plain language so that the people who use behaviour support plans can understand them",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners"],anchors:[{label:"Using plain language to improve engagement in behaviour support planning",anchorId:"using-plain-language"},{label:"Think of your audience...",anchorId:"your-audience"},{label:"Top tips for writing plain-language behaviour support plans",anchorId:"top-tips"},{label:"Testing your plain language plan",anchorId:"testing-the-language"},{label:"Measuring the effectiveness of your plan",anchorId:"measuring-the-effect"},{label:"Next steps",anchorId:"next-steps"}],image:r.writing_plans_everyone_understands,downloads:["writing-plans-everyone-understands/writing-plans-in-plain-language","writing-plans-everyone-understands/behaviour_support_planning_plain_language_glossary"],pages:[{id:"using-plain-language",title:"Using plain language to improve engagement in behaviour support planning",content:[{type:"text",value:"<p>Strong communication is not just about speaking with people, it also includes strong written communication. Plain language helps to foster relationships and connection with your audience (the people you expect â and need â to read your writing). </p>\n<p>While the terms âplain languageâ and âplain Englishâ are often used interchangeably, this document uses the term plain language. It should not be confused with the term âEasy Englishâ, which is intended for people who have low reading literacy. </p>\n<p>A behaviour support plan written in plain language is intended for people who have at least high-school level reading literacy. Plain language is communication with clear wording, structure and design. It is intended for the people who are the expected readers to easily:</p>"},{type:"list",className:"lg:ml-8",value:["find what they need,","understand what they find, and ","use that information."]},{type:"text",value:"<p>Plain language helps people understand what they need to do without needing technical or professional knowledge. Behaviour support practitioners should aim to use plain language when communicating with anyone who is not a specialist. Unless someone needs or prefers Easy English to suit their literacy level, you should assume all people who can read English will benef
1it from plain language.</p>"}]},{id:"your-audience",title:"Think of your audience...",content:[{type:"text",value:"<p>Writing in plain language takes self-reflection and self-awareness. You will become a better writer and communicator through this process of thinking about your communication carefully. </p>\n<p>Consider if your audience will:</p>"},{type:"list",className:"lg:ml-8",value:["be familiar with behaviour-support jargon? ","have limited time to read plans and reports?","be stressed from caring for multiple people?","be possibly experiencing burnout or be overwhelmed due to a crisis situation?","have English as a second language?","have access to a computer or a printer if needed?"]},{type:"text",value:"<p>Most of us would prefer to read plain language documents because they get straight to the point. We are usually time-poor and clear language helps us find key information and make decisions quickly. </p>\n<p>You need to be clear about:</p>"},{type:"list",className:"lg:ml-8",value:["who will be reading your plan,","what you want them to do,","what they want or need to know, and","what you want them to learn."]},{type:"text",value:"<p>Remember: the purpose of the plan is to clearly communicate information to an identified audience. Steer clear of complex technical language â it makes you a better communicator and, therefore, a better practitioner.</p>"}]},{id:"top-tips",title:"Top tips for writing plain-language behaviour support plans",content:[{type:"accordion",bodyClassName:"ml-4",value:{title:'<span class="flex gap-[11px]"><strong>1. <span>Write for your audience.</span></strong></span>',content:[{type:"text",value:"<p>Who is going to read the plan that you write? What will they need to know and what language will they understand? </p>\n<p>Who will be reading the behaviour support plan that you write? It will most likely be any of the following groups:</p>"},{type:"list",className:"lg:ml-8",value:["the person with a disability,","family members,","disability support staff,","teachers,","support coordinators, and/or ","other allied health professionals."]},{type:"text",value:"<p>Using an NDIS template can help to ensure compliance with legislation and regulations. But you may need a parallel version for family members and support staff to use; and a further version to share with the person with disability.</p>"}]}},{type:"accordion",bodyClassName:"ml-4",value:{title:'<span class="flex gap-[11px]"><strong>2. <span>Put important information first.</span></strong></span>',content:[{type:"text",value:"<p>For example, at the top of the page, at start of the paragraph or the start of a sentence. Follow with supporting information.</p>"}]}},{type:"accordion",bodyClassName:"ml-4",value:{title:'<span class="flex gap-[11px]"><strong>3. <span>Use words others will understand.</span></strong></span>',content:[{type:"text",value:'<p>This includes using familiar, everyday words (they are often shorter words that are commonly used by people in everyday discussion). Be consistent with the words and phrases you use, rather than using more than one term for the same thing. The Right Direction <a href="/downloads/writing-plans-everyone-understands/behaviour_support_planning_plain_language_glossary.pdf">behaviour support plain language glossary</a> <a href="/downloads/writing-plans-everyone-understands/behaviour_support_planning_plain_language_glossary.docx" download>(download Word version for desktop)</a> offers some suggestions to help. </p>\n<p>Be aware of language that might be only understood by people who are behaviour support specialists. Define words that are specific to the behaviour support profession.</p>'}]}},{type:"accordion",bodyClassName:"ml-4",value:{title:'<span class="flex gap-[11px]"><strong>4. <span>Identify jargon and avoid acronyms.</span></strong></span>',content:[{type:"text",value:"<p>This is especially important if the acronym is only familiar to specialists as shorthand and is not well known or might be confusing. Always spell an acronym out in the first use and consider if it needs to be used at all:</p>"},{type:"list",className:"lg:ml-8",value:["will the reader understand an instruction relating to âPRNâ?","will they know what BSP stands for? It could be âbehaviour support planâ or âbehaviour support practitionerâ","will the person understand PBS as âpositive behaviour supportâ or âPharmaceutical Benefits Schemeâ (or something else)?"]}]}},{type:"accordion",bodyClassName:"ml-4",value:{title:'<span class="flex gap-[11px]"><strong>5. <span>Use shorter sentences.</span></strong></span>',content:[{type:"text",value:"<p>
1Aim for sentences no longer than 15-20 words. Bullet points can be easier to read than multi-sentence paragraphs.</p>"}]}},{type:"accordion",bodyClassName:"ml-4",value:{title:'<span class="flex gap-[11px]"><strong>6. <span>Use active sentences.</span></strong></span>',content:[{type:"text",value:"<p>Avoid passive sentences. Usually, this will also shorten your sentences. </p>"}]}},{type:"accordion",bodyClassName:"ml-4",value:{title:'<span class="flex gap-[11px]"><strong>7. <span>Think about your readerâs perspective.</span></strong></span>',content:[{type:"text",value:"<p>This includes considering using humanising language. For example, consider whether a person with disability will understand, and how they might feel reading âthe PWDâ instead of their name in a report about them, their behaviour and their life.</p>\n <p>Avoid language that has negative connotations, such as âabscondingâ or âstalkingâ. </p>\n <p>Such language is not only disrespectful, but also shapes:</p>"},{type:"list",className:"lg:ml-8",value:["how people feel about themselves,","how they think you feel about them, and","how others think about them (and subsequently act towards the person)."]}]}},{type:"accordion",bodyClassName:"ml-4",value:{title:'<span class="flex gap-[11px]"><strong>8. <span>Keep the plan short.</span></strong></span>',content:[{type:"text",value:"<p>Consider if everything in the plan is needed. If not, remove it. Some parts might be important as secondary information, but not core to the plan. In this case, it may be better positioned as an appendix or a separate document.</p>"}]}},{type:"accordion",bodyClassName:"ml-4",value:{title:'<span class="flex gap-[11px]"><strong>9. <span>Use simple layout and design.</span></strong></span>',content:[{type:"text",value:"<p>This helps readers quickly read or scan to find the information they need. </p>\n<p>This includes using:</p>"},{type:"list",className:"lg:ml-8",value:["white space between lines and to break information into sections (eg: 1.5 line spacing),","consistent font,","font that is easily readable (eg: Arial),","font sized for the person (eg: opt for 14pt and avoid anything below 12pt),","typical upper- and lower-case writing (eg: avoid using only upper case letters to emphasise a point or underlining text for digital text, as this usually means text is hyperlinked),","bold or colour wisely to get your readerâs attention,","headings that allow scanning and help the reader quickly see what information is on the page or screen, and","bullet points lists."]}]}},{type:"accordion",bodyClassName:"ml-4",value:{title:'<span class="flex gap-[11px]"><strong>10. <span>Use headings to keep your structure logical.</span></strong></span>',content:[{type:"text",value:"<p>Structure the information using headings to provide a clear structure, prevent unnecessary repetition and guide the reader through your plan.</p>"}]}},{type:"accordion",bodyClassName:"ml-4",value:{title:'<span class="flex gap-[11px]"><strong>11. <span>Read your plan.</span></strong></span>',content:[{type:"text",value:"<p>Try reading the plan aloud. If it sounds difficult or unnatural, itâs likely the language includes jargon, difficult words and/or sentences that are too long. This can usually be revised into plainer language. Re-read it and see if you notice the improved flow. </p>\n<p>You should also try reading your plan with someone from your intended audience (the group of people you expect to read the report) to see if it is easily understood. Work together collaboratively to edit the plan.</p>"}]}}]},{id:"testing-the-language",title:"Testing your plain language plan",content:[{type:"text",value:"<p>When asking others to read your plan or when using the plan, you can ask:</p>"},{type:"list",className:"lg:ml-8",value:["who had time to read your plan?","were there parts of the plan they found most useful? Ask them to explain.","were there parts of the plan they would like you to explain further? Remember to create a safe space for readers where they feel they can ask questions and make open and honest comments."]},{type:"text",value:"<p>A checklist or feedback form could be another way to get feedback. You could include simple questions, such as:</p>"},{type:"list",className:"lg:ml-8",value:["was the plan too long?","did you have enough time to read the plan?","are you clear on what you need to do? ","were there any words that needed to be defined or better explained?"]},{type:"text",value:"<p>It can be difficult for people to speak up when they donât understand. You could suggest some alternatives and ask your reader to choose. </p>\n<p>
1While you may not have time to do this for every plan throughout your career, your skills in using plain language will become stronger the more your practice. This will make your writing faster and the feedback will help you see patterns in your writing that can be easily changed to plain language, which will become a good habit â both when talking about (and writing about) behaviour support.</p>"}]},{id:"measuring-the-effect",title:"Measuring the effectiveness of your plan",content:[{type:"text",value:"<p>Have the strategies or tasks in your plan been put into action? If not, your plan might need clarifying. </p>\n<p>You have written an accessible plan if your reader can:</p>"},{type:"list",className:"lg:ml-8",value:["find the information they need easily,","understand what they read, and","can act on the information."]}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Preparing for and conducting inclusive behaviour support planning",href:"/resources/preparing-and-conducting-behaviour-support-planning"},{label:"Preparing to engage about restrictive practices ",href:"/resources/restrictive-practices-preparing-to-engage"},{label:"Engaging support networks in change ",href:"/resources/support-networks-and-change"},{label:"Including my support network in my plan ",href:"/resources/including-my-support-network"},{label:"Sharing this plan and staying connected",href:"/resources/sharing-and-staying-connected"}],external:['<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9128" target="_blank">NDIS Easy read: What is positive behaviour support? </a>','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS Participant fact sheet: Understanding your rights</a>','<a href="https://www.ndiscommission.gov.au/sites/default/files/2024-09/Easy%20Reaf%20Fact%20Sheet%202%20-%20Understanding%20your%20rights.pdf" target="_blank">NDIS Easy read: Understanding your rights</a> (PDF download)','<a href="https://www.scopeaust.org.au/business-solutions/easy-read" target="_blank">Scopeâs information on easy read</a>','<a href="https://centerforplainlanguage.org/" target="_blank">Center for Plain Language</a> <br/><br/>\n <ul class="ml-8 list-circle">\n <li><a href="https://centerforplainlanguage.org/learning-training/" target="_blank">Learning and plain language tools</a></li>\n <li><a href="https://centerforplainlanguage.org/learning-training/five-steps-plain-language/" target="_blank">Five steps to plain language</a></li>\n </ul>','<a href="https://www.iplfederation.org/iso-standard/" target="_blank">ISO plain language standard</a>','Try the <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-service-provider/practice-toolkit/" target="_blank">practice toolkit,</a> by <a href="https://decidingwithsupport.flinders.edu.au/" target="_blank">Deciding With Support</a>','<a href="https://www.promotingpbspractice.com/resources/library/Rights%20in%20Positive%20Behaviour%20Support.pdf" target="_blank">Rights in positive behaviour support</a> (opens PDF), by <a href="https://www.promotingpbspractice.com/" target="_blank">Promoting Positive Behaviour Support Practice</a>','<a href="https://ndiscommission.easyread.com.au/safe-transport-and-restrictive-practices/" target="_blank">NDIS Safe transport and restrictive practices</a> (easy read)']}}]}]},{id:"writing-plans-everyone-understands/writing-plans-in-plain-language",slug:"writing-plans-everyone-understands/writing-plans-in-plain-language",filepath:"/downloads/writing-plans-everyone-understands/writing plans in plain language",isPdf:!0,title:"A guide for using plain language so the people who use the behaviour support plans can understand them",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Writing or reviewing a plan",image:r.writing_plans_everyone_understands},{id:"writing-plans-everyone-understands/writing-plans-in-plain-language-docx",slug:"writing-plans-everyone-understands/writing-plans-in-plain-language-docx",filepath:"/downloads/writing-plans-everyone-understands/writing plans in plain language.docx",title:"A guide for using plain language so the people who use the behaviour support plans can understand them (Word for desktop)",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Writing or reviewing a plan",image:r.writing_plans_everyone_understands},{id:"writing-plans-everyone-understands/behaviour_support_planning_plain_language_glossary",slug:"writing-plans-everyone-understands/behaviour_support_planning_plain_language_glossary",filepath:"/downloads/writing-plans-everyone-understands/behaviour_support_planning_plain_language_glossary",isPdf:!0,title:"Plain language glossary for behaviour support planning",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Writing or reviewing a plan",image:r.writing_plans_everyone_understands},{id:"writing-plans-everyone-understands/behaviour_support_planning_plain_language_glossary-docx",slug:"writing-plans-everyone-understands/behaviour_support_planning_plain_language_glossary-docx",filepath:"/downloads/writing-plans-everyone-understands/behaviour_support_planning_plain_language_glossary.docx",title:"Plain language glossary for behaviour support planning (Word for desktop)",type:"download",button:"Download",exploreIds:["preparing-for-a-home-visit","meeting-with-a-person-with-disability","meeting-with-a-family-member","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners"],description:"Preparing for a home visit; Meeting with a person with disability; Meeting with a family member; Writing or reviewing a plan",image:r.writing_plans_everyone_understands}],Y=[{id:"your-support-network",slug:"your-support-network",type:"page",button:"View this topic",title:"What does my support network look like?",description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",subtitle:"Working together to identify participantsâ support networks",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners","tools-for-participants"],anchors:[{label:"Understanding participantsâ support networks",anchorId:"working-together"},{label:"Participantsâ relationship to their support networks",anchorId:"participants-relationship-to-support-network"},{label:"The Hand of Trust",anchorId:"hand-of-trust"},{label:"Who should be in the Hand of Trust?",anchorId:"people-in-hand-of-trust"},{label:"Using the Hand of Trust help in behaviour support planning",anchorId:"hand-of-trust-in-behaviour-support"},{label:"Next steps",anchorId:"next-steps"}],image:r.your_support_network,downloads:["your-support-network/what_does_my_support_network_look_like","your-support-network/the_hand_of_trust","your-support-network/my_support_network_A3_templates"],pages:[{id:"working-together",content:[{type:"text",value:'<p>There are different ways of thinking about <a href="/resources/support-networks">
1someone with a behaviour support planâs support network</a>, including how they see themselves in relation to it and also who might be in <a href="/downloads/support-networks/working_effectively_within_support_networks_and_with_circles_of_support.pdf" download>their Circle of Support</a> <a href="/downloads/support-networks/working_effectively_within_support_networks_and_with_circles_of_support.docx" download>(download Word version for desktop)</a>. This is useful, because everyoneâs situation, needs and wants differ. </p>\n<p>Who is closest to (or most important to) a person in their support network might vary from day to day (or even from hour to hour) depending on their context and needs in any situation. Alternatively, a personâs support network might be relatively stable and have little change. </p>\n<p>Many people have relationships across various groups, and as they meet new people, those relationships may move into different groups over time.</p>'}]},{id:"participants-relationship-to-support-network",title:"Participantsâ relationship to their support networks",content:[{type:"text",value:"<p>Sometimes the person with disability might consider themselves at the centre of a circle, with their support network uniting around them to provide support.</p>"},{type:"image",className:"mb-[1em]",classLi:"w-[100%]",value:"/downloads/your-support-network/me_as_centre_of_support_network_image.svg",link:"/downloads/your-support-network/me_as_centre_of_support_network_image.svg",alt:"Participantsâ relationship to their support networks - me as centre of support"},{type:"text",value:"<p>Sometimes the person with disability prefers a support network that shows them as an equal, where things happen with them, not around them, such as this model:</p>"},{type:"text",value:'<p><a href="/downloads/your-support-network/what_does_my_support_network_look_like.pdf" download>What does my support network look like?</a> <a href="/downloads/your-support-network/what_does_my_support_network_look_like.docx" download>(download Word version for desktop)</a> includes templates for each of these models that you can discuss with a participant and complete together and you can also <a href="/downloads/your-support-network/my_support_network_A3_templates.pdf" download>download an A3 support network template</a> if you prefer a larger size.</p>'},{type:"image",className:"mb-[1em] w-[100%]",classLi:"w-[100%]",value:"/downloads/your-support-network/me_as_equal_support_network_image.svg",alt:"Participantsâ relationship to their support networks - me as equal support",link:"/downloads/your-support-network/me_as_equal_support_network_image.svg"}]},{id:"hand-of-trust",title:"The Hand of Trust",content:[{type:"text",value:'<p>As a behaviour support practitioner, engage the behaviour support participant to understand how they view themselves, their support network and their place in it. </p>\n<p>A valuable tool for identifying the most trusted people in the participant\'s support network is <a href="/downloads/your-support-network/the_hand_of_trust.pdf">the Hand of Trust</a> <a href="/downloads/your-support-network/the_hand_of_trust.docx" download>(download Word version for desktop)</a>. This can also be helpful visual tool for people who may not have a clear understanding of who is in their support network and what it looks like. </p>\n<p><a href="/downloads/your-support-network/the_hand_of_trust.pdf" download>The Hand of Trust</a> <a href="/downloads/your-support-network/the_hand_of_trust.docx" download>(download Word version for desktop)</a> can be used by itself, or as a tool to help build <a href="/resources/support-networks#circles-of-support">a Circle of Support</a>. It can help identify the people who will form part of the participant\'s \'inner circle\' (ie: the people they trust and would go to for advice and support). </p>\n<p>The people in The Hand of Trust are chosen by the participant. The result should include a small group of people the person trusts most and who are most important to them.</p>'},{type:"image",value:"/downloads/your-support-network/hand_of_trust_image.png",link:"/downloads/your-support-network/hand_of_trust_image.png",alt:"The Hand of Trust"}]},{id:"people-in-hand-of-trust",title:"Who should be in the Hand of Trust?",content:[{type:"text",value:"<p>The participant should choose people for their Hand of Trust because they provide a certain level of security in their lives. </p>\n<p>The participantâs Hand of Trust can include friends, family and other people in their support network. These people usually help the person, for example support with problem-solving and achieving personal goals. </p>\n<p>Importantly they can also provide emotional support, comfort and encouragement, especially where they are a peer with disability. A shared live experience can be an important part of building relationships of trust. </p>\n<p>The people chosen might be selected for a range of reasons. For example, they might provide the person with: </p>"},{type:"list",className:"lg:ml-8",value:["friendship,","understanding,","guidance,","encouragement,","practical support,","trust, and","confidentiality."]},{type:"text",value:"<p>People on the Hand of Trust might not know they have been chosen as one of the participantâs most trusted people. </p>\n<p>This does not matter; the important factor is the participant knows who they can trust and that the trusted people are there when needed.</p>"}]},{id:"hand-of-trust-in-behaviour-support",title:"Using the Hand of Trust help in behaviour support planning",content:[{type:"text",value:'<p>The Hand of Trust can be used during the behaviour support process to i
1dentify trusted people in the participantâs life. </p>\n<p>You can talk to the person about the people they want on their Hand of Trust. </p>\n<p>You can then check their level of comfort with you contacting those people as part of the behaviour support planning and implementation process. </p>\n<p>You can also talk to them about a Circle of Support. If the person doesnât have a Circle of Support, the Hand of Trust can be used to identify who might help to build one. </p>\n<p>Some people will not have a Circle of Support or be in a position to build one. In that case, <a href="/downloads/your-support-network/the_hand_of_trust.pdf" download>the Hand of Trust</a> <a href="/downloads/your-support-network/the_hand_of_trust.docx" download>(download Word version for desktop)</a> can help them to take ownership and control of their choices and decisions, without needing a more formalised Circle of Support. </p>'}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"Working effectively within support networks",href:"/resources/support-networks"},{label:"Working together as a support network",href:"/resources/working-together-support-networks"},{label:"Engaging support networks in change",href:"/resources/support-networks-and-change"},{label:"Including my support network in my plan ",href:"/resources/including-my-support-network"},{label:"Sharing this plan and staying connected",href:"/resources/sharing-and-staying-connected"}],external:['<a href="https://www.promotingpbspractice.com/resources/library/Positive%20Behaviour%20Support%20as%20a%20team%20approach.pdf" target="_blank">Positive behaviour support as a team approach</a> (opens PDF), by <a href="https://www.promotingpbspractice.com" target="_blank">Promoting Positive Behaviour Support Practice</a>','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about:<br/><br/>\n<ul class="ml-8 list-circle">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>','<a href="https://decidingwithsupport.flinders.edu.au/" target="_blank">Deciding with Support</a> includes further worksheets on this topic and provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-supporter/" target="_blank">information for participant support networks</a> about supporting participants to make their own decisions throughout the behaviour support process','<a href="https://picturemyfuture.com/modules/module-5/" target="_blank">Using pictures to explore hopes and dreams,</a> by <a href="https://picturemyfuture.com/" target="_blank">Picture My Future</a>']}}]}]},{id:"your-support-network/what_does_my_support_network_look_like",slug:"your-support-network/what_does_my_support_network_look_like",filepath:"/downloads/your-support-network/what_does_my_support_network_look_like",isPdf:!0,title:"What does my support network look like?",type:"download",button:"Download",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.your_support_network},{id:"your-support-network/what_does_my_support_network_look_like-docx",slug:"your-support-network/what_does_my_support_network_look_like-docx",filepath:"/downloads/your-support-network/what_does_my_support_network_look_like.docx",title:"What does my support network look like? (Word for desktop)",type:"download",button:"Download",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.your_support_network},{id:"your-support-network/the_hand_of_trust",slug:"your-support-network/the_hand_of_trust",filepath:"/downloads/your-support-network/the_hand_of_trust",isPdf:!0,title:"The Hand of Trust",type:"download",button:"Download",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.your_support_network},{id:"your-support-network/the_hand_of_trust-docx",slug:"your-support-network/the_hand_of_trust-docx",filepath:"/downloads/your-support-network/the_hand_of_trust.docx",title:"The Hand of Trust (Word for desktop)",type:"download",button:"Download",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["ideas-for-practitioners","tools-for-participants"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.your_support_network},{id:"your-support-network/my_support_network_A3_templates",slug:"your-support-network/my_support_network_A3_templates",filepath:"/downloads/your-support-network/my_support_network_A3_templates.pdf",title:"My support network (A3 templates)",type:"download",button:"Download",exploreIds:["getting-started","preparing-for-a-home-visit","meeting-with-a-person-with-disability","writing-or-reviewing-a-plan"],categoryIds:["tools-for-participants"],description:"Getting started; Preparing for a home visit; Meeting with a person with disability; Writing or reviewing a plan",image:r.your_support_network}],U=[{id:"spectrum-of-participation",slug:"spectrum-of-participation",type:"page",button:"View this topic",title:"The Spectrum of Participation in behaviour support",description:"All stages of behaviour support planning",subt
1itle:"Getting it right: Working with participants to establish levels of participation behaviour support planning",exploreIds:["all"],categoryIds:["ideas-for-practitioners","tools-for-participants","watch-or-listen"],anchors:[{label:"The Spectrum of Participation in behaviour support (video)",anchorId:"video"},{label:"The Spectrum of Participation in behaviour support (audio transcription)",anchorId:"video-audio-transcription"},{label:"The Spectrum of Participation levels",anchorId:"spectrum-levels"},{label:"The Spectrum of Participation in behaviour support planning",anchorId:"spectrum-table"},{label:"Next steps",anchorId:"next-steps"}],image:r.spectrum_of_participation,downloads:["spectrum-of-participation-video","spectrum-of-participation-transcript","spectrum_of_participation_practitioner_guide","spectrum_of_participation_easy_read","spectrum_of_participation_working_together_tool"],pages:[{id:"video",content:[{type:"video",value:{src:"https://www.youtube.com/embed/viSoO9BrldI",caption:"The Spectrum of Participation in behaviour support",thumbnail:r.spectrum_of_participation,transcript:{title:"Transcript",id:"video-audio-transcription",text:"<p><strong>Dr Jennifer Frean</strong>, Communication and Inclusion Specialist<br>(The University of Melbourne; Melbourne, Victoria)</p>\n <p>The Spectrum of Participation for behaviour support planning is a useful tool for respecting the person with disabilityâs right to be as involved as they wish to be â and it should be used right at the start of the planning process, and then at different times to make sure that youâre still meeting their needs and preferences. </p>\n <p>We have 2 versions of the Spectrum. </p>\n <p>One for practitioners that has a detailed breakdown of the content. </p>\n <p>The second is a more digestible tool that can be used with participants once you understand the Spectrum clearly. </p>\n <p>In terms of the purpose, it's all about choices for the participant and how involved they'd like to be in the process. Some people would like to be very involved and other people will be comfortable being less involved or not able to be as involved in the process.</p>\n <p>So, as you work through, make sure you continue those conversations with people around them who know them and that they trust to gather information and ensure that the plan stays on track and that you are respecting the participantâs wishes throughout. </p>\n <p>To check their needs and preferences, offer the Spectrum to the participant. </p>\n <p>There are 3 levels, from very involved to not very involved or indirectly involved. Ask the person roughly where they would sit on the scale. </p>\n <p>Then use the information that you know from: the information-gathering process, conversations with the participant and people that they care about and trust to work out exactly where they might be on that Spectrum. </p>\n <p>Remember to check in with them at any given time to see if it's changed and remember to always keep their support network involved in the discussion.</p>\n <p><strong>Closing credits</strong> (text presented on screen)</p>\n <p>How will you use these ideas to improve engagement in your behaviour support practice?</p>"}}}]},{id:"",title:"",content:[{type:"text",value:"<p>When a behaviour support plan is being developed, there are many people involved, such as the person with disability, their family, support workers and other professionals (e.g., health professionals). </p>\n<p>Itâs the responsibility of the behaviour support practitioner developing the plan to include the people who are important to the behaviour support planning process. </p>\n<p><strong>It is essential that the person with disability is included.</strong></p>\n<p>Meaningful participation in behaviour support planning for people with disabilities and their support networks can occur at varying levels. People with disabilities may not take part in these activities at all, whether through choice or ability, to not being directly involved, through to being very involved. </p>\n<p>It is recognised that it is appropriate to have varying levels of participation available to the person with disability across the different stages of the behaviour support plan. The level of participation will depend on the wants and needs of the participant, their individual context and their support network. The Spectrum of Participation is shown in a table later in this document and provides guidance, illustrating and describing these varied levels of participation. </p>\n<p>Understanding the Spectrum of Participation is useful in determining how a practitioner will support the person with disability to participate at their chosen level of involvement in the planning process. </p>\n<p>The idea is that people can take part in behaviour support planning on a continuum of participation, which can range from involvement through decision-making and freedom to act, to choosing only to receive information. </p>\n<p>This helps you as a practitioner adapt your approach according to the participantâs needs and wants â from situations where a participant finds it hard to take part in decision-making to situations to where the person is fully engaged and an agent of change in their own behaviour support planning. </p>\n<p>As a practitioner, you can use this Spectrum of Participation to reflect on the level of participation you have enabled to engage the person with disability throughout the process. </p>\n<p>This Spectrum of Participation can also highlight areas for improving or increasing the person with disabilityâs involvement in creating their plan, which will help make the plan as personalised and suitable as possible. </p>\n<p>Ask yourself:</p>"},{type:"list",className:"lg:ml-8",value:["Where on the spectrum does the person with disability currently sit in terms of their level of participation in the planning and implementation process? ",'<p>
1How can I support and empower the person I am supporting to successfully and authentically participate in making and using their plan to the best of their ability?</p>\n <ul class="ml-8 list-circle">\n <li>What are the barriers to achieving this? </li>\n <li>How can I overcome these barriers to enable greater participation?</li>\n </ul>']}]},{id:"spectrum-levels",title:"The Spectrum of Participation levels",content:[{type:"text",value:"<p>This spectrum has <b>3 levels</b>, with a total of <b>7 stages</b> across the three levels. </p>\n <p>The three levels are:</p>"},{type:"list",listType:"none",className:"lg:ml-8 reverse-decimal",value:["Very included (participation),","Partly included (consultation), and","Not included for now (lower participation)."]},{type:"text",value:"<p>The table below presents the levels and stages in more detail, with each page showing one of the 7 stages of involvement.</p>"}]},{id:"spectrum-table",title:"The Spectrum of Participation in behaviour support planning",content:[{type:"table",value:[{title:"Participation (Very included)",rowClassLi:"lg:w-[10%] side-row bg-purple text-white"},{title:"Stage",text:"<p>7. Co-creation</p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[20%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"Description of the stage",text:"<p>The person with disability and the practitioner work in equal partnership to develop and implement the plan and/or the practitioner supports the person with disability to make decisions about how the plan is developed and to remain in control of the planning process and content. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"What this stage looks like in practice ",text:"<p><strong>EMPOWER </strong><br>\nThe practitioner and person with disability develop and continuously review the plan and strategies together, involving the personâs support network. </p> \n<p><strong>Message to person with disability </strong><br>\nYou are in charge. We will support you to decide what happens at all stages of developing and reviewing your plan. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"}]},{type:"table",value:[{title:"Participation (Very included)",rowClassLi:"lg:w-[10%] side-row bg-purple text-white"},{title:"Stage",text:"<p>6. Co-production (with the person with disability)</p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[20%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"Description of the stage",text:"<p>The practitioner engages the person with disability to actively assist in the planning development and implementation process (e.g., to work collaboratively to develop support strategies), but only at certain stages of the process (i.e., stages chosen and prioritised by the practitioner). The practitioner leads this collaborative process. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"What this stage looks like in practice ",text:"<p><strong>COLLABORATE </strong><br>\nThe practitioner develops the plan by talking to the person with disability and their support network.<br>\nThe practitioner incorporates feedback from the participant and their supporter network into the plan in consultation. </p> \n<p><strong>Message to person with disability </strong><br>\nWe will make decisions about your plan together. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"}]},{type:"table",value:[{title:"Participation (Very included)",rowClassLi:"lg:w-[10%] side-row bg-purple text-white"},{title:"Stage",text:"<p>
15. Co-production only with the personâs support network (including the personâs family, support staff, other professionals), and not the person with disability. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[20%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"Description of the stage",text:"<p>The practitioner engages the person with disabilityâs support network to actively assist in the planning, development and implementation process (e.g., to work collaboratively to develop support strategies), but only at certain stages of the process (i.e., stages chosen and prioritised by the behaviour support practitioner). The practitioner leads this collaborative process. The practitioner may involve the person with disability also. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"What this stage looks like in practice ",text:"<p><strong>INVOLVE </strong><br>\nThe practitioner develops the plan mainly by talking to the personâs support network and may also choose to involve the person with disability.</p>\n<p>The practitioner incorporates feedback from the personâs support network (and the person with disability) into the plan in consultation. </p> \n<p><strong>Message to person with disability </strong><br>\nWe will talk to your support network about how to best help you. We may involve you by checking in before we make decisions, if you wish. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"}]},{type:"table",value:[{title:"Consultation (Partly included) ",rowClassLi:"lg:w-[10%] side-row bg-blue-light text-purple"},{title:"Stage",text:"<p>4. Consultation with the person with disability (in addition to any consultation with their support network, including the personâs family, support staff, other professionals) </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[20%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"Description of the stage",text:"<p>The practitioner consults with the person with disability to gather information to inform the development and implementation of the plan. </p>\n<p>This might include information about the nature and context of the personâs behaviours of concern, which will inform the functional behavioural assessment. </p>\n<p>They may also gain feedback on the clinical formulation and the strategies developed for the plan. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"What this stage looks like in practice ",text:"<p><strong>CONSULT</strong><br>\nThe practitioner develops the plan by talking to the person with disability and their support network. The practitioner tells the person and their support network what is in the plan. </p> \n<p><strong>Message to person with disability </strong><br>\nWe will talk to you and your support network about how to best help you. We will let you know the decisions and what is in the plan. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"}]},{type:"table",value:[{title:"Consultation (Partly included) ",rowClassLi:"lg:w-[10%] side-row bg-blue-light text-purple"},{title:"Stage",text:"<p>3. Consultation only with the personâs support network (including the personâs family, support staff, other professionals), and not the person with disability. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[20%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"Description of the stage",text:"<p>The practitioner consults only with the person with disabilityâs supp
1ort network to gather information to inform the development and implementation of the PBSP, e.g., information about the topography and context of the personâs behaviours of concern to inform the functional behavioural assessment, to gain feedback on the clinical formulation and the strategies developed for inclusion in the behaviour support plan. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"What this stage looks like in practice ",text:"<p><strong>CONSULT </strong><br>\nThe practitioner develops the plan by talking to the personâs support network. </p> \n<p>The practitioner doesnât talk to the participant while developing the plan. The practitioner tells the person and/or their support network what is in the plan. </p>\n<p><strong>Message to person with disability </strong><br>\nWe will talk to your support network about how to best help you. We will let you know the decisions and what is in the plan. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"}]},{type:"table",value:[{title:"Lower participation (Not included for now)",rowClassLi:"lg:w-[10%] side-row text-blue"},{title:"Stage",text:"<p>2. Informing </p>",titleClassLi:"bg-purple-dark text-white",bodyClassLi:"",rowClassLi:"lg:w-[20%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"Description of the stage",text:"<p>The practitioner mostly engages in one-way communication informing the person with disability and their support network (including the personâs family, support staff, other professionals) about the plan development and implementation process and the content of the developed plan. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"What this stage looks like in practice ",text:"<p><strong>INFORM </strong><br>\nThe plan is developed without talking to the person with disability.</p> \n<p>The practitioner tells the person and/or their support network what is in the plan. </p>\n<p><strong>Message to person with disability </strong><br>\nWe will let you know the decisions and what is in the plan. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"}]},{type:"table",value:[{title:"Lower participation (Not included for now)",rowClassLi:"lg:w-[10%] side-row text-blue"},{title:"Stage",text:"<p>1. Not participating for now </p>",titleClassLi:"bg-purple-dark text-white",bodyClassLi:"",rowClassLi:"lg:w-[20%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"Description of the stage",text:"<p>The practitioner develops and implements the plan based on reviewing reports and other documents. This does not involve active engagement with the person with disability. </p>\n <p>The practitioner may have directly observed the person at an appropriate place/time (e.g. at home, at work). They will also consult with people in the personâs support network to build an appropriate plan. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"},{title:"What this stage looks like in practice ",text:"<p><strong>OVERSEE</strong><br>\nThe plan is developed without talking to the person with disability.</p> \n<p>Instead, the practitioner might observe the person, read reports about them and talk to their support network. The plan isnât explained to the person or their support network unless they ask for it to be. </p>\n<p><strong>Message to person with disability </strong><br>\nDecisions will be made without you knowing what they are. You can ask to have this information or be more involved at any time. </p>",titleClassLi:"bg-purple-dark lg:border-l-[1px] text-white",bodyClassLi:"",rowClassLi:"lg:w-[35%] lg:border-l-[1px] border-purple bg-purple-light"}]},{type:"text",value:'<p>There are several resources to help you engage behaviour support participants with this Spectrum of Participation, including: <a href="/downloads/spectrum-of-participation/spectrum_of_participation_easy_read-1660L-216210-W.pdf" download>How involved do I want to be in my behaviour support planning? (easy read)</a> and <a href="/downloads/spectrum-of-participation/spectrum_of_participation_working_together_tool.pdf" download>Deciding how involved I want to be in my behaviour support planning (participant tool)</a> <a href="/downloads/spectrum-of-participation/spectrum_of_participation_working_together_tool.docx" download>(download Word version for desktop)</a>.</p>'}]},{id:"",title:"",content:[{type:"next_step",value:{internal:[{label:"The need: Moving in The Right Direction",href:"/about-us#video"},{label:"Improving engagement in behaviour support planning ",href:"/resources/improving-engagement-in-behaviour-support"},{label:"Talking about behaviour support in ways everyone can understand",href:"/resources/talking-about-behaviour-support"},{label:"Understanding communication and engagement ",href:"/resources/understanding-communication-and-engagement"},{label:"Engaging effectively through 2-way communication ",href:"/resources/engaging-effectively"},{label:"Communication rights in behaviour support planning",href:"/resources/communication-rights"}],external:['<a href="https://www.inclusionaustralia.org.au/resource/your-service-your-rights-conversation-cards/" target="_blank">Your Service, Your Rights: Conversation cards,</a> by Inclusion Australia','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices/how-develop-behaviour-support-plans" target="_blank">NDIS How to develop behaviour support plans,</a> talks about types of behaviour support plans, and provides: templates; guides and checklists; and information about submitting a behaviour support plan','<a href="https://www.ndiscommission.gov.au/rules-and-standards/behaviour-support-and-restrictive-practices#paragraph-id-9127" target="_blank">NDIS participant resources</a> also include easy read versions about: <br/><br/>\n<ul class="ml-8 list-circle">\n <li>Choosing a specialist behaviour support provider</li>\n <li>What to expect from your specialist behaviour support provider, and</li>\n <li>What to do if you are not happy with your specialist behaviour support provider</li>\n </ul>','<a href="https://decidingwithsupport.flinders.edu.au" target="_blank">Deciding with Support</a> provides <a href="https://decidingwithsupport.flinders.edu.au/who-are-you
1-here-as-today/i-am-a-supporter/" target="_blank">information for participant support networks</a> and <a href="https://decidingwithsupport.flinders.edu.au/who-are-you-here-as-today/i-am-a-practitioner/" target="_blank">information for behaviour support practitioners</a> about supporting participants to make their own decisions throughout the behaviour support process','<a href="https://www.ndis.gov.au/policies/supported-decision-making-policy#:~:text=Supported%20decision%20making%20is%20the,%2C%20carers%2C%20peers%20and%20professionals." target="_blank">NDIS Supported Decision Making</a>']}}]}]},{id:"spectrum-of-participation-video",slug:"spectrum-of-participation#video",title:"The Spectrum of Participation in behaviour support (video)",type:"redirect",filepath:"https://www.youtube.com/watch?v=viSoO9BrldI",button:"Watch or listen",exploreIds:["all"],categoryIds:["watch-or-listen","ideas-for-practitioners"],description:"All stages of behaviour support planning",image:r.spectrum_of_participation},{id:"spectrum-of-participation-transcript",slug:"downloads/spectrum-of-participation/spectrum_of_participation_video_audio_transcription.pdf",filepath:"/downloads/spectrum-of-participation/spectrum_of_participation_video_audio_transcription.pdf",title:"The Spectrum of Participation in behaviour support (video audio transcription)",type:"download",button:"Download",exploreIds:["all"],categoryIds:["ideas-for-practitioners"],description:"All stages of behaviour support planning",image:r.spectrum_of_participation},{id:"spectrum_of_participation_practitioner_guide",slug:"spectrum-of-participation-practitioner-guide",filepath:"/downloads/spectrum-of-participation/spectrum_of_participation_practitioner_guide",isPdf:!0,title:"The Spectrum of Participation (practitioner guide)",type:"download",button:"Download",exploreIds:["all"],categoryIds:["ideas-for-practitioners"],description:"All stages of behaviour support planning",image:r.spectrum_of_participation},{id:"spectrum_of_participation_practitioner_guide_docx",slug:"spectrum-of-participation-practitioner-guide_docx",filepath:"/downloads/spectrum-of-participation/spectrum_of_participation_practitioner_guide.docx",title:"The Spectrum of Participation (practitioner guide - Word for desktop)",type:"download",button:"Download",exploreIds:["all"],categoryIds:["ideas-for-practitioners"],description:"All stages of behaviour support planning",image:r.spectrum_of_participation},{id:"spectrum_of_participation_easy_read",slug:"spectrum-of-participation/spectrum_of_participation_easy_read-1660L-216210-W.pdf",filepath:"/downloads/spectrum-of-participation/spectrum_of_participation_easy_read-1660L-216210-W.pdf",title:"How involved do I want to be in my behaviour support planning? (easy read) ",type:"download",button:"Download",exploreIds:["all"],categoryIds:["tools-for-participants"],description:"All stages of behaviour support planning",image:r.spectrum_of_participation},{id:"spectrum_of_participation_working_together_tool",slug:"spectrum-of-participation-working-together-tool",filepath:"/downloads/spectrum-of-participation/spectrum_of_participation_working_together_tool",isPdf:!0,title:"Deciding how involved I want to be in my behaviour support planning (participant tool)",type:"download",button:"Download",exploreIds:["all"],categoryIds:["tools-for-participants"],description:"All stages of behaviour support planning",image:r.spectrum_of_participation},{id:"spectrum_of_participation_working_together_tool_docx",slug:"spectrum-of-participation-working-together-tool_docx",filepath:"/downloads/spectrum-of-participation/spectrum_of_participation_working_together_tool.docx",title:"Deciding how involved I want to be in my behaviour support planning (participant tool - Word for desktop)",type:"download",button:"Download",exploreIds:["all"],categoryIds:["tools-for-participants"],description:"All stages of behaviour support planning",image:r.spectrum_of_participation}]}},e=>{var t=t=>e(e.s=t);e.O(0,[593,792],()=>(t(92),t(6296))),_N_E=e.O()}]);
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