INFORMATION SHEET - Positive Behaviour Support Planning

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INFORMATION SHEET

Positive Behaviour Support Planning: Part 3

Introduction

This information sheet is a practical

guide to support family carers to

understand how to reduce challenging

behaviour. It explains what Positive

Behaviour Support is, what a Positive

Behaviour Support Plan is, why it is

useful and how to create one.

It also describes a wide range of

behaviour strategies you could include in

a Behaviour Support Plan. We have

included example copies of Behaviour Support Plans to show different formats for

plans and highlight information to include.

Positive Behaviour Support Planning is the third information sheet in this series. It is

recommended that it is read alongside ‘‘Understanding Challenging Behaviour: Part

1” and “Finding the Reasons for Challenging Behaviour: Part 2”.

What is Positive Behaviour Support?

Positive Behaviour Support (PBS) is an approach that is used to

support behaviour change in a child or adult with a learning

disability. Unlike traditional methods used, the focus is not on the

challenging behaviour itself or on ‘fixing’ the person. PBS never

uses punishment as a strategy for dealing with challenging

behaviour. PBS is based upon the principle that if you can teach

someone a more effective and more acceptable behaviour than

the challenging one, the challenging behaviour will reduce.

• PBS suggests challenging behaviour is learned, and so is open to being

changed.

• PBS teaches alternative behaviour and changes the environment to support

the person well.

• PBS believes there is nothing wrong with wanting attention, to escape from a

difficult situation, wanting certain items, or displaying behaviours which just

feel good.

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• PBS helps people to get the life they want by increasing the number of ways

of achieving these things: for example, by developing communication skills.

• PBS helps people to learn new skills. For these to be used regularly, they

have to be more effective than the challenging behaviour.

• PBS aims to understand the reasons people display challenging behaviour, to

ensure the new behaviour we want to teach is reinforced in the same way.

What is a Positive Behaviour Support (PBS) Plan?

A Positive Behaviour Support Plan is a document created to help

understand behaviour and support behaviour change in children and

adults who have learning disabilities.

A PBS plan provides carers with a step-by-step guide to making

sure the person not only has a great quality of life but also enables

carers to identify when they need to intervene to prevent or reduce

the likelihood of an episode of challenging behaviour.

A good PBS plan is based on the results of a functional assessment. The plan

contains a range of tailored PBS strategies which not only focus on the challenging

behaviour but also include ways to ensure the person has access to things that are

important to them. The strategies used are referred to as proactive strategies and

reactive strategies.

• Proactive strategies are intended to make sure the person has what they

need and want on a day-to-day basis and also includes ways to teach the

person appropriate communication and life skills.

• Reactive strategies are designed to keep the person and those around them

safe from harm. They provide a way to gain safe, rapid and effective control in

a situation where the person is distressed or anxious and displaying

challenging behaviour.

A good PBS plan has more proactive strategies than reactive ones. This helps to

ensure that the focus of the plan is not just on the challenging behaviour but provides

ways to support the person to have a good life, enabling them to learn new skills and

more effective ways of getting what they need and want. Feeling cared for and liked

by those around them is equally important as enjoyable activities and so warm and

positive relationships should be encouraged.

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Who is it for?

A PBS plan is for individuals who regularly display challenging behaviour to the

extent that it severely impacts on their life. For example, it may result in exclusion

from places like schools, day centres and mainstream community activities e.g.

swimming pool.

A PBS plan can be developed and used at any age. The earlier challenging

behaviour can be understood and strategies put in place to help reduce the

behaviours, the better it is for the person and those caring for them.

Why do you need one?

Everyone has different beliefs about what is right and wrong and how to respond to

behaviour based on their own experiences and understanding. Using a PBS Plan

means that everyone consistently uses the same techniques, rather than everybody

‘doing their own thing’ based on what they think is best. It’s a good idea to have the

strategies written down and formalised in a PBS plan and so everyone can agree to

follow it and be aware of amendments.

Where can it be used and who should use it?

A PBS Plan should be used in the settings a person goes to:

home, school/college, day service, short breaks/respite,

family members/friend’s homes, out in the community or on

holiday. Everyone who is supporting the person should

follow the behaviour support plan.

When everyone supporting the person uses the same

approaches it helps the development of more socially

acceptable ways of communicating needs. It is useful for

anyone caring for the child or adult to see what is and what isn’t working and enables

carers to adapt or change strategies as necessary.

How to create a behaviour support plan

Ideally a PBS plan will be based on the results of a ‘Functional Assessment’ which

will be carried out by a Clinical Psychologist or behaviour specialist. Functional

assessment is a very useful process that can increase our understanding of an

individual’s behaviour that may enable us to make changes in the person’s life that

will result in a reduction in challenging behaviour.

If the person you care for has not had a functional assessment, (or

is on a waiting list to get one) you can record the behaviour yourself,

using an ABC recording chart to help identify what the function of

behaviour might be. Information from completed recording charts

can help to identify strategies to include on the PBS Plan. Thinking

about what already works is also very useful.

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For more information about what a functional assessment is and further description

of the functions of behaviour see the CBF’s information sheet “Finding the causes of

challenging behaviour. ”

The following eight steps will help you to start creating a plan:

Step 1: Challenging Behaviour

The first thing to think about is the behaviour that you want to address. You might

decide to focus on one or two that you are most concerned about initially. It is

helpful to record four things about the challenging behaviour:

• “appearance” – what the behaviour looks like; what the person did

• “frequency” - how often the behavior occurs

• “severity” - how severe the impact of the behaviour is

• “duration” - how long the behaviour lasts.

For example:

Ben punches his nose with his left hand. He does this most days, but it

happens more frequently when he feels unwell, tired or not understood.

Ben often breaks the skin and draws blood, resulting in needing medical

help. Depending on the reason he is doing this it can happen once or

repeatedly for 10 minutes or more.

Step 2: Functions of the challenging behaviour

This section should describe the function(s) of the behaviour (the reason the

behaviour happens) which will be one or more of the following:

• To gain positive or negative attention

• To escape/avoid something/someone

• To get an object or item they want – a tangible

• To get sensory feedback or stimulation, often referred to as ‘sensory needs’

When writing a PBS plan you will be thinking about which strategies could be put in

place to help the person. You will also need to try to relate these to the different

functions of behaviour that you have identified.

The strategies you choose should be different depending on the function of the

behaviour.

Take the example of a person hitting care staff.

If the person is trying to get your Attention by hitting:

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• Teach the person how they can get your attention/the attention of others in a

more appropriate way. This could be by teaching them a sign, a vocalisation

or to gently tap your hand/arm.

• Make sure you notice when the person is trying to get your attention

appropriately and respond as soon as you can. This will help to reinforce the

behaviour you want.

• If the person goes to hit you, use a phrase such as “Gently” or “Hands down”.

Teach the person what this means.

• Interact with the person regularly, giving them plenty of opportunity to get

positive attention.

• Where possible ignore the hitting – but do not ignore the person.

If the person hits others to Escape/Avoid something or someone:

• Give the person an effective way to stop something they

don’t like; to remove them from a situation or person

they don’t like. This could be a sign/word or photo card

to say “Finish” or “Home”.

• Teach them to make choices and a way to say “yes” and

“no”.

• Let them know how long an activity will last and what they are doing next.

• Introduce them to a situation/activity gradually to help them become used to it

and understand what they have to do.

• Use agreed interventions to distract the person.

• Notice when they are displaying ‘early warning signs’ that they may be

becoming unhappy or anxious.

• Change the way you ask them to do something.

When the person hits others to get something Tangible:

• Teach the person how to communicate they want a

drink/toy/DVD etc.

• Give them what they’ve asked for as soon as

they’ve asked appropriately and give praise for

communicating. Make sure they have regular

access to what they need.

• Teach them how to get something for themselves

where possible. Make sure the person knows where their magazines are kept

or that juice is found in the fridge and make sure there is a cup in a cupboard

they can easily reach.

• Make sure they are not left without food or drink for too long, or without

something meaningful to do (offer these regularly).

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• As far as possible ignore the hitting (but not the person).

• If the situation escalates and people are at risk, give them what they want.

Where a person hits to get their Sensory needs met:

• Ask for a referral to a specialist Occupational Therapist (OT) who can do a

sensory assessment to clarify specific sensory needs.

• Be creative! Get a drum, box, cushion or other thing that they could hit.

• Try out different objects to see which they prefer, then use these to create

new activities.

• Use the person’s preferred items to help you engage with them.

• Make sure the person can get their sensory needs met but in a way that will

not isolate them further or leave them engaging in a self-stimulatory behaviour

for too long. If people have ritualistic activities that are very important to them,

try and support them to have at least some meaningful routine/structure in

their day, so that the ritualistic behaviour doesn’t ‘take over’

Stages of behaviour

A format which has been found to be particularly useful in helping carers to understand the

different stages of behaviour is based on a ‘Traffic light’ system:

Colour coding a behaviour support plan using this format can be a very useful way of

clarifying the different stages of the behaviour. Using the traffic lights analogy, an

individual’s behaviour moves from ‘typical’ or ‘baseline’ behaviour when they are calm

(green), to a level that indicates that problems are about to occur (amber) before

the

challenging behaviour itself (red). After an incident (blue), care must be taken to ensure

that the person returns to the green phase. This format helps carers to more easily identify

when they should intervene to prevent an escalation into an episode of challenging

behaviour.

Green = calm & relaxed

Amber = anxious, aroused or distressed

Red = challenging behaviour incident

(crisis)

Blue = calming down - but still need to be

careful

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Step 3: Proactive “Green” plan

The ‘green’ phase is when the child or adult is content and calm.

Their stress hormones are at a normal level. We should aim for

people to be in the green phase as much as possible. Developing a

warm and positive relationship with the person will help them to feel

relaxed and at ease.

Begin by thinking about what the person likes or has shown an interest in. Involve

the person directly whenever possible and try to talk to people that know the person

well and are really interested and enthusiastic about them. The longer the ‘likes list’

the better! Try to incorporate a lot of their ‘likes’ into their day.

Proactive Strategies are designed to meet the person’s needs without them

needing to rely on challenging behaviour. They are used when the person is in the

green phase. The green part of the plan should include any strategies that are aimed

at reducing the chances that the behaviour will happen and should focus on all

aspects of the person’s life.

Think about what the person looks like or does that lets you know that they are in the

green phase. Then write down any strategies you use to keep them in this place and

try to think of some others that might work using the ideas above:

“She will smile and giggle a lot when she is happy. She interacts with people more

when she is mellow and may try to get them involved by gently hitting her thighs in a

particular rhythm which she expects them to copy or clapping.”

Some examples of green strategies include:

• Teach and give opportunity to use communication the person prefers

• Use Intensive Interaction to develop communication and trust

• Teach replacement skills

• Give reminders of rules, routines and structures

• Provide choice but not an excessive amount (maybe 2 or 3 options) Praise

and reward positive behavior

• Change the environment to suit them (their bedroom, house or other spaces)

• Factor in healthcare, exercise and diet

• Keep language simple

• Use positive language (avoid ‘no’ and ‘don’t’)

• Use an individualized communication plan

• Be consistent

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• Put boundaries in place to teach the person what is and isn’t acceptable in

different situations. For example, masturbating is acceptable in the person’s

bedroom but not in the family sitting room or out in public.

Step 4: Early Warning Signs “Amber” plan

The amber phase is where a person displays the early warning signs before they

resort to challenging behaviour.

Behaviour is often described as being spontaneous (“It happened without any

warning”). However, assessment may reveal that the person shows some reliable

signals that all is not well prior to engaging in the behaviour. Many episodes of

challenging behaviour occur because the early warning signs are not recognised or

because we fail to change our own behaviour once we see the signs.

These signals may be subtle but will often include observable signs such as

increased pacing, increased heartbeat, sweating, changes in vocalisations, facial

expressions, or body language.

The behaviour indicates that the stress hormone adrenaline has started to kick in.

The body is preparing for a ‘fight or flight’ response to whatever has caused the

anxiety or distress. However, the feelings experienced aren’t always anxiety, anger

or sadness. Some people get over excited and this arousal can sometimes cause a

crisis if there is too much of it.

By clearly defining the behaviour seen at the amber stage, carers can be cued-in to

the need to take immediate action and avoid moving on to ‘red’.

Amber strategies are designed to support the person back down to the green

phase. This is called de-escalation.

Again, think about what the person you care for looks like when they are becoming

agitated. For example:

“She shows angry facial expressions and she does not smile. She will start to

aggressively pull at the flannel/paper that is in her hands and find more things to hold

in the same hand. If you asked for something that she is holding when she is in

amber behaviour, she will not give it to you.”

Some examples of amber strategies include:

 Take away the trigger

 Divert or distract

 Humour – sing something, dance – use your imagination

 Not responding to or ‘ignoring’ the behaviour only if it is safe to do so and not

ignoring the person

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 Give the person what they need

 Withdraw from the situation

 Change of person supporting them

 Stay as calm as possible

 Asking what is wrong (look at the context of the time of day, where the person

is etc.)

Step 5: Reactive “Red” plan

The red phase is where an incident of challenging behaviour

occurs, sometimes it is referred to as crisis. The person may feel

extremely anxious and out of control and due to the large

amounts of adrenaline released in the body they may experience

unpleasant sensations such as a racing heart and heat.

Reactive strategies are a way to respond to behaviour as safely

and quickly as possible, to keep the person and those around

them safe. This is where we need to do something quickly to

achieve safe and rapid control over the situation to prevent unnecessary distress and

injury.

Think about what the person you support does in the red, crisis phase. Their

behaviour will be more obvious than in the amber phase. Then think about support

strategies that you use that are helpful and try to think of some new ones using the

ideas below.

“She bangs her head on the door/wall in the house or the headrest/window in the

car.”

Some examples of red strategies include:

 Appear calm

 Use low arousal approaches – talk in a calm, monotone

voice

 Consider eye contact – do not stare

 Consider touch

 Consider noise

 Use space to create distance and reduce feeling of being threatened

 Be aware of your own body language

 Do not make any demands of the person or keep talking to them

 Distraction and redirection (e.g. using a technique such as a guided walk to

remove the person from the room to keep them and others safe)

Ideally a reactive plan should include step-by-step advice on how to reduce the

chance that the challenging behaviour will escalate and put people at risk. It should

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be guided by the principle of implementing the least intrusive and least restrictive

intervention first.

Restrictive interventions (such as physical restraint and medication) should be

a last resort.

Physical interventions, and medication that is used solely to calm people down, are

generally not considered a good long-term solution. When these restrictive

interventions are used a record should always be kept. If restrictive interventions are

frequently used the positive behaviour support plan should be reviewed. Physical

intervention should only be used following professional advice and relevant training,

and medication must be given according to medical guidance.

Please see the Challenging Behaviour Foundation information sheets: “Physical

Interventions for Challenging Behaviour” and “The Use of Medication in the

Treatment of Challenging Behaviour” for more information on these subjects

Step 6: Post Incident Support “Blue” plan

The blue phase follows the incident of challenging behavior or red phase. The aim in

this phase is to calm the person down and get them back to the green phase. The

person’s biological responses (‘fight or flight’) start to return to normal but could

easily rise again if the person is not given the time to recover fully. The person may

experience a ‘slump’ where they feel tired or drained.

Blue strategies: This is where the incident is over, and the person is starting to

recover and return to their baseline behaviour. We still need to be careful here as

there is a risk of behaviour escalating again quickly especially if they are reminded or

‘told off’ about it.

When a person is calming down and recovering from an incident of challenging

behaviour, think about what they look like, sound like and what they do. For

example:

“She makes a noise that sounds similar to “uuuuuuuu,” in a questioning voice while

quickly moving just the top of her head from left to right. She may give eye contact or

raise her eyebrows while doing this.”

Some examples of blue strategies include:

 Make no demands

 Move to different environment if appropriate

 Give the person more space

 Engage them in an activity

 Check their physical and emotional wellbeing (i.e. check for injuries).

 Check carers are alright and reflect on the incident together (in private)

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Step 7: Agreeing the Plan

Positive Behaviour Support Plans should be created with input from all

people involved with the person’s care. It is important that this includes

family carers, and whenever possible, the person themselves. The plan

should record who has been involved in its discussion and agreement, to

ensure a broad range of views have been considered.

Step 8: Reviewing the plan

Positive Behaviour Support Plans should be ‘living documents’. This means that

information in the plan should change to reflect changes in the person’s behaviour or

progress in other skills.

Plans should be regularly reviewed and updated (for example every 6 months).

When risks have been identified and behaviour strategies agreed to help minimise

those risks, it is important to feedback and review how effective the strategies are

and to reflect on their impact on the person and those caring for them.

However, there should also be a ‘contingency’ plan with clear guidelines explaining

when the plan should be reviewed more urgently. For example, the Plan should be

reviewed if self-injury increases or if the use of reactive strategies, particularly

physical interventions or PRN medication, increases.

Example PBS plans

In the next section we have included three example PBS plans. Two of the plans are

designed around specific behaviour - coping with car journeys and difficulties with

food. The third plan is based on the traffic light format and addresses more than one

behaviour.

Appendix 1: Example 1 PBS Plan to help with car journeys

Appendix 2: Example 2 PBS Plan around food

Appendix 3: Example 3 Gabriel’s traffic light PBS Support Plan

With thanks to:

Mark Addison, Consultant Clinical Psychologist, Rapid Intervention Team, Somerset

Partnership NHS and Social Care Trust

Reviewed February 2021

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Appendix 1

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My difficult situation

Car journeys, especially when:

• We have to stop at a red light

• We get stuck in traffic

• We take an unfamiliar route

• I misunderstand where we are going

• I don’t know where we’re going

Behaviour I might display

Early warning signs:

• Tense mouth

• Face looks

tense

• I will ignore you

if you try to talk

to me

• I will start to rock back and forward

If the early warning signs are not

noticed I may:

• Rock back and forward violently

• Try to get out of my seat

• Bang my head against the windows

• Try to pull the drivers hair, pull at

their clothes, or anything else I can

reach

• Try to kick the driver

• Scream and shout at the top of my

voice

• Throw anything that is within reach

in the car

Appendix 1

Registered charity no. 1060714. Registered office: The Old Courthouse, New Road Avenue, Chatham, ME4 6BE.

What you can do to avoid this difficult

situation

• Make sure I know exactly where we

are going and remind me throughout

the journey

• Give me a picture/symbol card of

where we are going so I can hold on

to this to remind myself throughout

the journey

• Slowly talk me through what will

happen on the route… “first we will go

past the cinema…”

• Take familiar routes whenever

possible

• If we have to go on an unfamiliar

road, warn me beforehand

• Provide a

running

commentary of

the journey,

e.g., if we’re

coming up to a

red light, say

“red for stop”, or

if we’re

approaching a queue of traffic say

“we’re going to stop behind this car”

• If something happens to alter the

route talk me through this too

• Play my favourite music to distract me

What can you do if I display challenging

behaviour

When I am showing early warning signs:

• Remind me where we are going

• Make sure I have hold of my picture

card to remind me where we’re

going

• Play my favourite music to try and

distract me

• Tell me about the fun things we are

going to do when we get to our

destination

If the situation has escalated:

• Talk in a calm voice

• Don’t use too many words

• If you can work out where I think we

are going (that is distressing me),

tell me where we are really going

• If I am trying to pull your hair/pull at

your clothes, say “sit on your

hands”

• If I am banging my head on the

window or getting very distressed,

find a safe place to stop, help me

out of the car

• Do not continue the journey until I

can sit calmly

Afterwards:

• Continue the journey, calmly talking

me through what is happening

Appendix 2

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My difficult situation

Being given foods I don’t like, including:

• Butter

• Cheese

• Fish pie

• Milk

• Eggs

• Bananas

• Ice cream

• Chicken

• Mashed Potato

• Sandwiches

Behaviour I might display

Early warning signs :

• Pursed mouth

• Face looks tense

• I will not engage with you

• I will wring my hands/pick at my fingers

• I will vocalise “nah” (translates as “No”)

• I will sign don’t like/don’t give me

If the early warning signs are not noticed I

may:

• Repeatedly sign “No” and may sign I

don’t like butter eggs cheese fish/list

foods I don’t like

repeatedly

• Start to cry

uncontrollably and

shout “nah nah

nah” repeatedly

• Attempt to hit or

kick

• Wet or soil myself

Appendix 2

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What you can do to avoid this difficult

situation

• Make sure you know what I do and don’t

like to eat, review this regularly as I may

change my mind

• Ask me what I would like

• Give me choices and respect my choices

• Don’t just expect me to eat what others

are eating

• Actively involve me in choosing meals,

buying, preparing and cooking. When

we are shopping encourage me to look

for foods on the shelves, put them in

basket, put them

on the conveyor

belt at the till, put

the shopping in

bags and paying

• Work on skills to

teach me to cook

foods that I do like

• Give me opportunities to try foods if I

want to

• I like different foods so help me to

look for foods and meals to make

from other countries – look in

magazines, the internet, shops, ask

people – be creative

What can you do if I display challenging

behaviour

When I am showing early warning signs:

• Reassure me that I don’t have to eat it

• If there is nothing I want to eat suggest

we go to the shop and find something I

do like

• Use humour to distract me: sign “Never

give me …..” and say it in a deep,

funny cross sounding voice with a

pretend cross face

• Ask me what I think of …… I will reply

“Eugh” – you repeat “Eugh” this makes

me laugh

If the situation has escalated:

• Talk in a calm voice

• Don’t use too many words

• Don’t offer me alternative food until I

have calmed down

• If I put my hand up as if I am going to

slap/hit you say “Hands down” or move

away from me and just say “Let me

know when you feel calmer”

Afterwards:

• Put some music on and give me a drink

and small snack - grapes or a couple of

chocolates

• Give me a hug if I want you to

Gabriel’s Green Strategy

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Appendix 3

Support strategies

The things that we can do or say to keep Gabriel

in the green for as much time as possible.

Behaviour

What Gabriel does, says and looks like that

gives us clues that he is calm and relaxed.

• Give Gabriel regular positive feedback and

encouragement

• Always try to use positive language even

when he is doing something you would

rather he didn’t e.g. “oh that is mummy’s

precious book, let’s find your book”

• Use simple, clear language

• Make sure that

Gabriel has the opportunity

to do something outside of the house at

least once a day

• Support Gabriel to access what he wants

using his PECS system or with his tablet

• Make sure that at least once an hour you

spend some one to one time with Gabriel

e.g. reading a book, a massage

•

Make sure that Gabriel has his chewy tube

to carry around

• Make sure that if you have to ask him for

his chewy tube for a certain period of time

e.g. meal time/bath that you tell him

clearly when he will get it back e.g. “dinner

and then chewy tube”

• Regularly practise using the PECS system

with Gabriel

• Give Gabriel plenty of opportunity to walk

independently and make sure if out for a

walk as a family/group you go somewhere

where he is going to have this opportunity

• Give Gabriel plenty of time to process

what you have said to him before asking

again

• Make sure that Gabriel has all his

medication so that he does not become

constipated

• Give plenty of opportunity to listen to

music

• Gabriel will smile and laugh

• He will happily make eye contact and

will communicate with you and

respond positively

• He will initiate contact and want to

join in with what others are doing.

• He will bounce up and down on his

knees

• His body language will be relaxed

• He may move around quite fast

whilst making an eeeeeeeeeeee kind

of sound

• He may dance

• He will bang his object on the floor

• He will blow raspberries on himself

and others

• He will do roly-polies!

Gabriel’s Amber Strategy

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Appendix 3

Support strategies

The things that we can do or say to stop

the situation from escalating further and

return Gabriel to the proactive phase as

soon as possible.

Behaviour

What Gabriel does, says and looks like that

gives us clues that he is becoming anxious

or aroused.

• Ask Gabriel if he would like help

with whatever it is he is struggling

with or trying to access

• Offer to scratch his back

• Ask him to blow a raspberry on

your hand/arm

• Support him to access what he

wants with his PECS system or

through Makaton

• Try to distract Gabriel by offering

an activity e.g. listening to music,

playing drums or reading a book

• Initiate some rough and tumble

play with Gabriel

• Place Gabriel in an upside down

position or swing him around

whilst supporting him under his

arms with his head against your

chest

• Ask him if he wants a bath

• Ask him if he wants to go to his

room and play his drums

• Cuddle up with the cuddle blanket

• Watch live music videos on the

iPad

• Sing songs with Gabriel or make

funny noises e.g. animal noises

• Distract Gabriel with some

different toys or read a book with

him

• Tickle him

• Bouncing on the trampoline

• Gabriel will shout

• He will clench his fists and vocalise

in a high pitched voice. He will

usually adopt a W sitting position at

these times

• He will come and seek you out if you

are not in the same room

• He may become tearful and want to

sit on your lap

• He will shake the stair gate

• He will cast things

• He will be unwilling to engage in

positive communication

• He will appear distracted and will be

unable to concentrate or make eye

contact

• He will lay his head on the side of the

sofa

Gabriel’s Red Strategy

Registered charity no. 1060714. Registered office: The Old Courthouse, New Road Avenue, Chatham, ME4 6BE.

Appendix 3

Support strategies

The things that we can do or say to quickly

manage the situation and to prevent

unnecessary distress, injury and

destruction.

Behaviour

What Gabriel does, says and looks like

when he is challenging.

• Stay calm and reassure Gabriel that

you are going to help him.

• Make sure only one person talks at

a time.

• If Gabriel is seeking to comfort

himself by banging his head

encourage him to cuddle his teddy

bear instead.

• Distract Gabriel with a favoured

object.

• If he is seeking sensory feedback

encourage him to bang his hands or

feet instead.

• If he is pulling hair or pinching etc

say to him ‘kind hands’ and support

him to stroke hair or arms etc.

• Say ‘LOOK’ in a really excited voice

and then distract him with a chosen

object.

• Don’t make reference to the

behaviour but stop him doing it. For

example if he is hitting himself take

his hand and say ‘high 5’

• Gabriel will rock against furniture or

the door etc.

• Gabriel will vocalise in a way which

sounds like a high pitched growl or

a very loud shout.

• He may be crying.

• He will cast objects.

• He will bang his head on the floor

or against the furniture.

• He may come up to you and bang

his head on you e.g. on your knee.

• His body language will be very

tense.

• He will usually be sitting bolt

upright.

•

He may hit himself on the head with

a closed fist.

• He may pull hair, pinch or slap bare

skin.

• Gabriel may become very clingy

and will want continual contact.

Gabriel’s Blue Strategy

Registered charity no. 1060714. Registered office: The Old Courthouse, New Road Avenue, Chatham, ME4 6BE.

Appendix 3

Support strategies

The things that we can do or say to support

Gabriel to become more calm again and

return to the proactive phase.

Behaviour

What Gabriel does, says and looks like

that tells us that he is becoming more

calm

• Have a cuddle with the cuddle blanket

• Offer a massage or scratchy back.

• Make sure Gabriel has a preferred

object

• Gabriel’s ‘blue’ phase appears to be

fairly quick and once he has had a

few of minutes of recovery he is

usually back in the green phase. The

exception to this is when he has been

struggling to communicate what he

wants. In these circumstances wait

until he is calm and communicative

and support him using PECS or

Makaton to access what he wants

• His posture will become more

relaxed

• He will make more eye contact

and will interact with you

• He will seek out attention from a

preferred person