About this resource
Not knowing what is happening can cause real distress. This plan helps teams agree how the person will know what is happening, how changes will be signalled, which routines must stay consistent, how new events will be prepared for and what to do when unexpected changes happen.
Purpose
To reduce distress linked to uncertainty by building predictability into everyday life.
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: Teams supporting people who find uncertainty and change distressing.
Practice setting: Supported living, schools, day programs and family homes.
Suggested uses
- Behaviour support planning
- Transitions and new staff
- Preparing for events
- Team consistency
Instructions for practitioners
- Ask the person and family what helps them feel prepared.
- Agree one consistent way to share the schedule.
- Plan for unexpected changes before they happen.
- Review with the behaviour support practitioner.
Accessibility considerations
Use the person's preferred visual supports and communication.
Scope and limitations
A planning tool. It is not a behaviour support plan.
Research basis
Visual schedules and other visual supports are established evidence-based practices for autistic children and young people, and are widely used with others who benefit from visual information. 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
- Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 45(1), 157–178. https://doi.org/10.1007/s10803-014-2201-z
- NDIS Quality and Safeguards Commission. NDIS Practice Standards and Quality Indicators. https://www.ndiscommission.gov.au/rules-and-standards/ndis-practice-standards
- Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. FPG Child Development Institute, University of North Carolina. https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf
What is included
A 2-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.
