About this resource
Good behaviour support depends on good information. This template guides observers to record what was happening before, what the person did and what happened after, in observable and respectful terms, plus a note on what the person may have been communicating. A weekly page supports team reflection.
Purpose
To collect clear, objective information about context and patterns that a behaviour support practitioner can use to understand what a behaviour may be communicating.
Who it is for
Primary profession: Positive behaviour support practitioners. Also relevant for disability support workers, educators and school support staff.
Client or participant group: Support workers, educators and support teams observing a person with behaviours of concern, under the guidance of a behaviour support practitioner.
Practice setting: Supported living, day programs, schools and community settings.
Suggested uses
- Gathering information requested by a behaviour support practitioner
- Noticing patterns across times, places and people
- Supporting team discussion and supervision
- Reviewing whether proactive strategies are helping
Instructions for practitioners
- Agree with the behaviour support practitioner what to record, and for how long.
- Train observers to describe what they saw and heard, without labels such as aggressive or attention-seeking.
- Record soon after the event, and record calm periods and what was going well too.
- Bring completed records to team reflection with the behaviour support practitioner.
Accessibility considerations
Large writing spaces and plain prompts. Where possible, involve the person in reflecting on what helps them, using their preferred communication method.
Scope and limitations
A general data collection template. It is not a functional behaviour assessment or a behaviour support plan, and it is not a record of restrictive practices. If any regulated restrictive practice is used, follow the person's behaviour support plan and your reporting obligations.
Research basis
Understanding what happens before and after behaviour is the basis of functional assessment, which guides support. Positive behaviour support aims to improve quality of life and reduce behaviours of concern by understanding their function and changing environments and skills.
- Allen, D., James, W., Evans, J., Hawkins, S., & Jenkins, R. (2005). Positive Behavioural Support: Definition, Current Status and Future Directions. Tizard Learning Disability Review, 10(2), 4–11. https://doi.org/10.1108/13595474200500014
- Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). FUNCTIONAL ANALYSIS OF PROBLEM BEHAVIOR: A REVIEW. Journal of Applied Behavior Analysis, 36(2), 147–185. https://doi.org/10.1901/jaba.2003.36-147
- NDIS Quality and Safeguards Commission. NDIS Practice Standards and Quality Indicators. https://www.ndiscommission.gov.au/rules-and-standards/ndis-practice-standards
What is included
A 3-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced. Reflects the widely used antecedent, behaviour and consequence (ABC) observation approach.
