Poster Session

Authors

Chloe Heritage

Affiliation

Kameleon Group

Abstract

The core principle of Applied Behaviour Analysis is that behaviour needs to be observable and measurable for it to be valid, but personality is rarely considered within these terms. Personality is often viewed as a combination of behaviour and environmental relations (Phelps, 2000) but in the context of dissociative identity disorder (DID) the impact of personality becomes the target behaviour that is measurable and observable as defined by these principles.
This author presents data of a participant with the DID diagnosis, tracked over 2 years whilst engaging in positive behaviour supports. An in-depth analysis for a 3-month period identified a consistent pattern over this time in which 15 personalities per month presented. Interestingly, this did not include the same 15 personalities consistently but rather a mixture of longstanding alters and newly presenting alters. When new alters presented, they were often in clusters of 3 over a short period of time often triggered by a significant antecedent in which there is a link to historical setting events of trauma.
The purpose of this poster is to express the importance of further research in the field of dissociative identity disorder and the implementation of applied behaviour analysis techniques to target socially significant personality changes.

Authors

Amber Paneccasio

Affiliation

Griffith University as academic affiliation. Though Multicap is the company I will be represented with

Abstract

Quality clinical supervision is central to Positive Behaviour Support (PBS), as it influences practitioner decision-making, function-based practice, and the quality of supports delivered in disability services (Bayley et al., 2022; Goodall et al., 2024). However, supervision within Australian PBS settings is frequently reported as inconsistent and shaped by operational, administrative, and compliance demands rather than structured capability development (Fisher et al., 2024; Goodall et al., 2024). This will explore preliminary findings as to whether an Organisational Behaviour Management informed supervision package improves supervision fidelity and practitioner capability in function-based case formulation. A multiple baseline design across three PBS supervisors and nine PBS practitioners will be used, with data collected during routine supervision sessions. A brief pre-intervention assessment informed by the Performance Diagnostic Checklist-Human Services will guide the selection of target supervision behaviours and intervention components (Brand et al., 2022). The intervention includes a structured supervision tool, supervisor coaching, and ongoing performance feedback. Supervision fidelity will be measured as the percentage of specified supervision behaviours implemented per session, while practitioner capability will be assessed using repeated function-based case formulation probes. This project may offer a feasible, behaviourally grounded approach to improving supervision quality and practitioner capability in applied PBS services.

Authors

Amanda Green

Affiliation

Multicap

Abstract

Challenging behaviour in individuals with developmental disabilities is frequently maintained by social functions and may be reduced through the implementation of Functional Communication Training (FCT; Carr & Durand, 1985). Despite strong empirical support, direct support staff and behaviour practitioners often lack the training required to implement augmentative communication strategies such as key word signing (KWS) with high treatment fidelity.

The current study evaluated the effects of Behavioural Skills Training (BST) on practitioner implementation of KWS within a Positive Behaviour Support (PBS) framework in a community disability service. A multiple baseline design across practitioners was used. Participants were practitioners supporting adults and children with developmental disabilities who engaged in challenging behaviour.

The independent variable was a BST package including instruction, modelling, rehearsal, and feedback. Dependent variables included percentage of correct KWS implemented, treatment fidelity, frequency of challenging behaviour, and rates of independent functional communication responses.
Results demonstrated immediate and sustained increases in accurate KWS implementation and overall treatment fidelity following BST.

Findings support BST as an effective, practical, and scalable approach for improving staff implementation of communication-based interventions in applied disability settings.

Authors

Melissa Murphy

Affiliation

Complex Behaviour Support Practitioner

Abstract

Care refusal and associated challenging behaviours in individuals with dementia are frequently maintained by negative reinforcement in the form of escape from task demands, particularly during personal care routines (Gore et, al., 2024). While antecedent-based interventions are widely recommended within a Positive Behaviour Support (PBS) framework, variability in staff implementation remains a significant barrier to effective outcomes (Gore et, al., 2024). This case study examines the effects of staff-mediated antecedent strategies and treatment fidelity on escape-maintained behaviour.
A functional behaviour assessment identified escape from care demands as the primary maintaining variable for behaviours including verbal and physical aggression. Baseline data were collected using ABC recording and direct observation, measuring frequency of refusal behaviours and percentage of successful care task completion across staff interactions.
Staff behaviour was conceptualised as the primary independent variable. High-fidelity implementation of antecedent strategies included pre-task social engagement, use of preferred stimuli, delivery of simplified and paced instructions, interspersal of demands and provision of choice. Lower fidelity interactions were characterised by rapid task presentation, increased directive prompting and reduced engagement. Treatment fidelity was monitored across shifts, with in-the-moment coaching and performance feedback provided to support consistency.
A comparison analysis across staff interaction and pre- and post-intervention phases demonstrated a clear functional relation: higher levels of treatment fidelity were associated with reduced rates of refusal behaviour and increased successful care task completion, while lower fidelity interactions were associated with escalation and engagement in challenging behaviours. These findings highlight the role of antecedent manipulations in altering the establishing operations for escape-maintained behaviour and highlight treatment fidelity as a critical mechanism of behaviour change (Fisher et al, 2024).
This case study demonstrates that consistent implementation of function-based antecedent strategies can significantly improve care outcomes and reduce reliance on reactive or restrictive practices in dementia care settings.

Authors

David Stevenson, James Neill, Kayla Ball, Rebecca Smith, Melena Shores

Affiliation

University of Canberra and Billy Cart Behaviour; University of Canberra; Australian Capital Territory Government

Abstract

Student violence directed at school educators appears to be increasing; thus it is important to identify practical strategies that educators use to prevent and cope with occupational violence. This observational study surveyed 369 government primary school staff in the Australian Capital Territory. Sixty per cent of respondents reported abusive language, 42% physical aggression, and 43% experienced other threatening behaviour from students at least weekly. More than one-third of respondents rated the impact of these experiences as moderate or higher. The most effective prevention strategies, according to respondents, were the educator’s response to the threat, focusing on the student’s needs, working collaboratively, and using antecedent control. The most effective coping strategies were debriefing, self-care, and work support. The most helpful sources of support were workplace colleagues, partners, school leaders, and friends. This study offers a solution-focused perspective about what works in preventing and coping with occupational violence from educators’ points of view.

Authors

Ellena Vancov

Affiliation

Multicap, Townsville, Queensland, Australia

Abstract

The reduction of restrictive practices is a central ethical, legal, and clinical priority within Positive Behaviour Support (PBS) frameworks. While PBS is grounded in applied behaviour analysis (ABA), trauma informed practice is increasing when supporting individuals with disability, particularly those with complex trauma histories. Current studies indicate that exposure to restrictive practices can itself be traumatic and may unintentionally maintain or escalate behaviours of concern, highlighting the need for approaches that prioritise psychological safety alongside functional behaviour assessment (Kelly et al., 2023).
This study explores behaviour practitioners’ perspectives on integrating trauma informed practices within behaviour support to reduce the use of restrictive practices in disability services. A cross-sectional questionnaire was distributed to behaviour practitioners to examine current practice, perceived effectiveness, and barriers to implementation. The questionnaire focused on practitioner knowledge, confidence, and consistency in applying trauma informed strategies within ABA informed PBS, as well as organisational and systemic factors influencing practice fidelity.
Findings indicate that practitioners largely endorse trauma informed principles as compatible with PBS and ABA, particularly when applied to environmental modification, proactive support strategies, and collaborative goal setting. This aligns with recent conceptual and empirical work demonstrating that trauma informed care can be intentionally integrated into behaviour analytic service delivery. However, significant barriers were identified, including inconsistent organisational support, workforce turnover, limited training, and completing legislative and risk management pressures (Kelly et al., 2023).
The results suggest that trauma informed practice does not replace ABA but rather informs how behaviour support is delivered, strengthening practitioner responsiveness and reducing reliance on restrictive practices. These findings support calls for clearer practice guidance, targeted training, and organisational leadership to ensure trauma informed principles are embedded within PBS implementation frameworks. Further research is recommended to establish standardised models for integrating trauma informed practice within ABA informed PBS and to evaluate long term outcomes related to restrictive practice reduction (Spivakovsky, Steele, & Wadiwel, 2023).

Authors

Esther Odukwe

Affiliation

Vertaview

Abstract

Self-Management is personal application of behaviour change tactics that produces a desired improvement in behaviour (Erhard et al.,2022; Sandjojo et al., 2020 & Lin et al.,2021). This can be demonstrated using a single case study of a 25-year-old female with multiple disabilities, presented with challenges with low task initiation and reliance on external support for daily living activities, despite having the skills to complete them.
Quality-of-life assessment completed with the participant to identify her quality-of-life goals which informed the designing of a multi-component self-management program incorporating goal setting, frequency self- recording (every Thursday), and self-reinforcement. Practitioner and participant discussed the achievement criteria and self‑selected reinforcement. Data showed significant improvement, with hair washing increasing from 0 to 12 instances in three months. Consequently, service manager reported reduced dandruff and odour. Additionally, Participant noted “I’m very happy with my hair wash, my support workers now braid my hair happily”
This intervention had social validity, showing the participant’s autonomy in selecting goals, self-recording, and self-reinforcement, while also addressing support team’s concerns regarding participant’s hygiene and health impact on her support workers (dirty hair with dandruff and significant odour). Self‑recording was completed via a QR code, and data was verified by the support workers. Findings highlight the importance of self-management as an evidence-based applied behaviour analysis strategy that enhances independence and improves quality of life of NDIS participants. The next step is to train other professionals on embedding self-management interventions in everyday support of NDIS participants to increase their quality of life.

Authors

Ma. Niña R. Quimpo, Rebecca L. Beights, Geoff Potter

Affiliation

The Centre for Positive Behaviour Support (CPBS)

Abstract

Frontline staff play a central role in the implementation of behaviour support plans, yet their perspectives are not always systematically captured to inform practice and training. This project aimed to explore staff experiences in implementing Multi-Element Behaviour Support and to use these insights as a guide for understanding what staff identify as helpful, challenging, and needed in practice. A 15-item questionnaire was distributed to staff working across home, Supported Independent Living, community, and school settings. Fourteen responses were collected from staff in Australia with experience supporting children through adults for less than 1 year to over 10 years. Results largely align with previous literature evaluating staff perspectives (e.g., Brady et al., 2025; Bruinsma et al., 2025). Most staff reported consistent data collection and use of BSP strategies. Staff indicated they felt confident in implementation and comfortable seeking help when required. Despite these strengths, staff identified challenges with competing demands and the need for more practical, accessible strategies. Staff also reported a preference for hands-on training. Results highlight the importance of incorporating staff perspectives and can be used to guide practitioners in developing more targeted, relevant, and contextually responsive training and supports.

Authors

Chelsea McArthur, Helder Gusso

Affiliation

University of Technology Sydney

Abstract

Positive Behaviour Support (PBS) is widely implemented in educational settings to reduce challenging behaviour; however, its capacity to advance the social inclusion of students with disabilities remains insufficiently understood. This systematic review and meta-analysis examined the effects of PBS interventions on social outcomes for children and young people with developmental disabilities in educational contexts. A total of 622 records were identified, of which 18 studies met the inclusion criteria and five contributed sufficient data for meta-analysis. Outcomes were categorised into peer engagement, social skills, behavioural outcomes, and implementation fidelity, and methodological quality was appraised using What Works Clearinghouse (WWC) standards. PBS was associated with moderate improvements in peer engagement and classroom participation; however, evidence relating to broader relational outcomes, generalisation, and wellbeing was inconsistent. These findings suggest that, although PBS may facilitate the conditions necessary for social participation, the current evidence base does not demonstrate consistent effects on the deeper relational dimensions of inclusion. Further methodologically rigorous and socially focused research is required to clarify the extent to which PBS can foster meaningful inclusion in educational settings.

Authors

James Rankin

Affiliation

Multicap Ltd

Abstract

Evidence is growing that arriving at a well-defined function of behaviour in PBSPs is critical for participant outcomes (Weber et al., 2012; Wardale et al., 2018). It will be examined whether the implementation of a training program applying 4-term contingencies influences practitioner self-reported confidence and skills in formulating logically sequenced behaviour contingencies. Also, of interest is whether this will be supported by higher quality scores on the BSP-QEII. To test this, five core practitioners (5F) participated in two workshops provided by a BCBA Supervisor, covering the 4-term contingency. Practitioners then practiced formulating the contingency diagrams using four scenarios, with direct feedback from their supervisor. The practitioners completed a self-report form prior to and following the training intervention and the same was done for BSP-QEII scores obtained for two of their PBSPs. As predicted, the results from the study indicate that prior to the intervention, the practitioners were not familiar with the 4-term contingency and did not use it in practice. This was supported by weak scores on domains A-E of the BSP-QEII (weak score = 1.00). It is expected that the practitioners will build self-reported confidence and skills, and that this would be supported by an increase in scoring on the BSP-QEII.

Authors

Preeti Vogel, Rebecca L. Beights, Geoff Potter

Affiliation

The Centre for Positive Behaviour Support (CPBS)

Abstract

Given the influence of culture on behaviour, service engagement and outcomes, it is essential that behaviour support is responsive to an individual's cultural context and support needs. The literature provides recommendations for delivering culturally responsive services (e.g., Beauliet et al., 2019; Dennison et al., 2019; Jimenez-Gomez & Beaulieu, 2022). However, there is limited empirical research demonstrating the measurable effects of implementing a contextually responsive framework sensitive to cultural contingencies (Kwak et al., 2024). The present case study evaluates the effects of implementing a multi-element behaviour support (MEBS; LaVigna et al., 2022) framework on behavioural outcomes and social validity. The participant was a 21-year-old young adult who identified as Ethiopian-African and received services across home, community, and day program settings. A functional behavioural and an ecological assessment was conducted with the participant, followed by the implementation of a behaviour plan with consistent stakeholder mediation. Results showed reductions in the rate and severity of outburst behaviours and increases in tolerance skills. Social validity indicated the intervention was acceptable and culturally aligned, supporting its effectiveness for a culturally and linguistically diverse participant. Service outcomes and culturally sensitive components within the MEBS framework will be discussed.

Authors

Preeti Vogel, Rebecca L. Beights, Geoff Potter

Affiliation

The Centre for Positive Behaviour Support (CPBS)

Abstract

Effective supervision is essential for ensuring high-quality implementation of behavior support. Although recommended practice guidelines for supervision have been outlined in the literature (e.g., Helvey et al., 2021; Sellers et al., 2016), empirically evaluated approaches for assessing supervisee skill development and supervision effectiveness remain limited, particularly those that are competency-based and socially valid (Kranak et al., 2023; Sellers et al., 2019). This study examined the effects of a bi-directional supervision feedback system on the implementation of Multi-Element Behaviour Support (MEBS; LaVigna et al., 2022) for two newly recruited behaviour support practitioners. The purpose of the study was to identify supervisees’ support needs, monitor the acquisition of job-related skills, and concurrently evaluate supervisory practices. Supervision evaluation consisted of two components: (a) supervisees’ self-ratings of knowledge and skills across core job-related competencies and feedback on supervision quality, and (b) supervisor evaluations of supervisees’ demonstrated skills across corresponding domains. Three probes were conducted at 3-month intervals using a Likert scale. Results indicated increases in supervisee competence across domains and high levels of supervisee satisfaction with the supervision process. Findings support the use of bi-directional supervision feedback as a socially valid approach to onboarding and professional development of the newly recruited practitioners.

Authors

Anne Macaskill

Affiliation

Te Herenga Waka- Victoria University of Wellington

Abstract

Vividly imagining positive, personal, , future events (Episodic Future Thinking, EFT) reliably reduces delay discounting in lab experiments, suggesting it promotes future-focused choice. A meta analysis by Ye et al. (2022) suggested that EFT might not reduce delay discounting across delays less than six months, which would hinder its application in some important real-world behaviour change contexts. This study evaluated the effect of EFT on delay discounting in two contexts in which shorter delays might be important - student procrastination, and decisions about waiting. Across two experiments, university student participants completed a hypothetical choice task assessing delay discounting. In Experiment 1, choices were in an academic context with delays up to two weeks. In Experiment 2, choices were in a waiting context with delays up to 24 hours. In both experiments we assessed delay discounting rate (the dependent variable), an index of future-focused choice. EFT reduced delay discounting rate across both contexts, suggesting that it is an effective strategy across a range of choice contexts. Results are consistent with emerging evidence that EFT is an effective strategy in important real-world choice contexts like addiction and healthy eating.

Authors

Elizabeth Cheadle

Affiliation

Bright Eyes Early Intervention

Abstract

Social media has become a primary source of information about neurodevelopmental disorders, making the accuracy and framing of autism-related content increasingly important. Emerging evidence suggests that platforms such as TikTok and Instagram contain substantial misinformation and stigma related to autism spectrum disorder (ASD), with analyses of highly viewed content indicating that a minority of videos are factually accurate and many contain overgeneralised or inaccurate claims (Ononuju & Ujari, 2025). Reported concerns include misleading statistics, incorrect explanations of causation, conspiracy theories, false treatments, and the reinforcement of negative stereotypes.
These findings point to the need to better understand how autistic young people experience and interpret autism-related content online. This poster presents a qualitative case study exploring the lived experience of social media exposure for a 16-year-old individual diagnosed with ASD, using semi-structured interviews. The study considers how exposure to online content may influence emotional responses, self-perception, identity, and confidence in advocating for support needs. Implications for clinical practice include the importance of supporting autistic young people to critically evaluate social media content, recognise misinformation and stigma, and develop skills for confident self-advocacy.

Authors

Dr. Malini Singh, Dr. Becca Beights

Affiliation

Change for Life; Centre for Positive Behaviour Support

Abstract

Culturally and linguistically diverse (CALD) families caring for children with developmental disabilities face significant barriers to accessing and engaging in evidence-based interventions, making culturally responsive approaches critical for equitable outcomes. Parent training is a core component of early intervention, with strong evidence demonstrating improvements in child behaviour, parenting practices, and family functioning when delivered with fidelity and appropriate adaptation. This paper synthesises current evidence on the effectiveness of parent training in CALD contexts, with a focus on engagement and acceptability. Data from Change for Life (CFL), a Melbourne-based service where approximately 90% of clients identify as CALD, highlight the importance of culturally tailored implementation. A preliminary evaluation was conducted with a small sample (N = 5) of parents who completed a CALD-specific Treatment Acceptability Scale, developed from the Treatment Acceptability Rating Form. Results indicated a statistically significant increase in acceptability scores from pre- to post-intervention (p < .05), with trends suggesting improved parent adherence and reductions in child behaviour concerns. While findings are limited by sample size, they provide early support for the role of culturally responsive adaptations in enhancing engagement and intervention effectiveness in CALD populations.

Authors

Ellie Picking

Affiliation

Multicap Limited

Abstract

Positive Behaviour Support Plans (PBSP’s) are underpinned by a person-centred and context-driven approach which emphasises data collection as an essential component for assessment, evaluation, and decision making (Mahon et al, 2025). In real-world settings, data collection is frequently inconsistent, low quality, or absent altogether (Fisher et al., 2024). Current approaches commonly adopt QR codes or generic “tick-and-flick” forms. These may fail to account for contextual realities of the person’s environment impacting data collection, including carer burnout, competing demands (Ferretti et al., 2025), and the cognitive/emotional load associated with managing behaviours of concern (Mahon et al., 2025). This case study demonstrates a collaborative, person-centred approach developed due to a prolonged absence of data. Supports indicated previous methods were time-consuming to complete due to carer burnout and the high frequency of behaviour. Therefore, collection focused on individualised, contextually appropriate recording of behaviours and restrictive practices. Following implementation, data collection increased to daily recording over a period of five months, demonstrating improved feasibility when systems were adapted to context. Meaningful data was obtained even in the absence of more comprehensive, commonly used tools. Individualised, contextualised systems focused on accessibility, co-design, and responsiveness support more effective, data-informed interventions and improved engagement with supports.

Authors

Nicole Sara

Affiliation

EmpowerBx

Abstract

This poster presents a qualitative case study of three families engaged in a Positive Behaviour Support (PBS) approach grounded in connected relationships and parent-reported outcomes. The purpose of this project was to explore how prioritising relational safety and connection between parents and children, as well as between behaviour support practitioners and children/clients, influences emotional regulation and reduces distress-based behavioural expressions. Parental surveys are being used to measure these outcomes. This project is continuing to explore these relationships to better inform these compassionate practices for children and youth receiving behaviour support between the ages of 11-19 years of age.

The target population included three families with children receiving behaviour support services in a community-based setting. The program was delivered within the home environment, with support from a behaviour support practitioner working collaboratively alongside parents. This naturalistic setting allowed for interventions to be embedded into everyday routines and relationships.

The program centred on a relational, trauma-informed framework that reconceptualises behaviour as communication of distress rather than “behaviours of concern.” Families were supported to shift from behaviour management strategies focused on the individual child, toward a team-based approach where parents and children co-create safe, predictable environments that foster secure attachment and nervous system regulation. Core practices included: (1) adopting a low arousal approach, (2) prioritising connection before correction, and (3) scheduling child-led time for a minimum of 15 minutes, at least three times per week. These strategies were designed to build trust, enhance co-regulation, and strengthen relational attunement. These strategies align with evidence-based approaches that emphasise motivation, communication, and contextual influences on behaviour (Hanley et al., 2003; Lucyshyn et al., 2002), while extending them through a relational lens focused on co-regulation and emotional safety.

The program was informed by an integration of PBS, Applied Behaviour Analysis (ABA), and trauma-informed, neurodevelopmental frameworks. Consistent with functional communication perspectives within ABA (Carr & Durand, 1985), behaviour was understood as communication of distress and unmet need, rather than framed as “behaviours of concern.” Families were supported to move away from individualised behaviour-change models toward a relational, team-based approach, where parents and children co-create safe, predictable environments that support nervous system regulation and secure attachment.

Parent-reported data to date indicates positive outcomes associated with this approach. Families described a reduction in distress-driven behavioural expressions, increased capacity for emotional co-regulation, and improved quality of parent–child relationships. Practitioners who emphasised connection were also perceived as more effective in engaging children and supporting regulation.

Key lessons learned highlight the importance of consistency, practitioner modelling, and supporting parents to adopt a neurodevelopmental lens. Families benefited from reframing behaviour as communication and from practical, relationship-focused strategies that could be sustained within daily life.

The implications for the sector include a need to further embed relationship-centred, low arousal, and trauma-informed practices within PBS frameworks. This project supports a broader philosophical shift away from compliance-based models toward approaches that prioritise safety, connection, and regulation.

Next steps include expanding the program to a larger cohort, incorporating additional data sources beyond parent report (e.g., practitioner observations), and further evaluating long-term outcomes. Continued advocacy and training for practitioners and families will be essential to support systemic adoption of relational approaches within behaviour support services.

Authors

Claire McIvor, Rebecca L. Beights, Geoff Potter

Affiliation

The Centre for Positive Behaviour Support (CPBS)

Abstract

Multi-Element Behaviour Support (MEBS; LaVigna et al., 2022) emphasises constructional, person-centred intervention that builds meaningful repertoires and reduces reliance on restrictive practices. This case study describes the use of a co-designed contingency contract as a preventative, focused support strategy within a comprehensive MEBS plan. “George” is a 45 year old man with artistic strengths. He is autistic and lives in supported accommodation with a co-tenant. George benefits from support with complex concepts and skills, including social relationships and emotional experiences. A dynamic contract was co-designed additive to ongoing intervention. The contract emphasised autonomy, reinforcement density, and engagement with MEBS, while improving safety for George and all around him. The contract incorporated a nonlinear perspective and participant-defined reset, allowing return to reinforcement based on terms to reduce escalation and support re-engagement without loss of dignity. Contract parameters were continuously adapted to maintain effectiveness, including participant choice in reinforcement exchange and terminal activities aligned with preferences. Results show reductions in target behaviour alongside use of coping and replacement responses, with corresponding improvements in community engagement and maintenance of accommodation placement. Findings highlight contingency contracting as a practical, preventative MEBS strategy supporting autonomy, safety, and durable, meaningful outcomes without restrictive practices.

Authors

Mary Katherine Allen

Affiliation

Woodbury Autsim Education and Research

Abstract

Clinical staff were frequently called-out to classrooms multiple times per day to support behaviours of concern, ranging from low to high intensity. A review of school-wide operations identified key contributing factors, including misalignment between staff and administrative expectations, uniform expectations applied across learners with differing behavioural needs, and limited staff confidence in responding to behaviours of concern. In response, Universal Protocols were implemented across the school, alongside clarified staff expectations and the introduction of a three-tiered student grouping system: Happy Relaxed Enageged (HRE), Learning to Learn, and Ready to Learn. Each group was defined by clear baseline expectations and skill-development goals, enabling staff to make rapid, consistent decisions and support students alongside peers with similar needs. Following implementation, teaching staff demonstrated increased confidence in reinforcing precursor behaviours, responding effectively to behaviours of concern, and maintaining reinforcement contexts, resulting in a reduction in clinical call outs. This shift has allowed clinical staff to focus more effectively on students requiring individualized behaviour intervention programs, tailoring student goals, staff supervision and training. Key outcomes highlight the importance of clearly defined expectations, structured school wide systems, and the integration of Universal Protocols with curriculum planning to support calmer, more confident learning environments. Next steps include focusing on sustaining these improvements and implementing individual student goals to support student progression between groups.

Authors

Srijana Sharma

Affiliation

Bright Eyes Blue Mountains, Katoomba, NSW

Abstract

Families navigating National Disability Insurance Scheme review-related processes are often required to organise complex information about support needs, functional impact, goals, current funding, provider recommendations, and changes in circumstances. Existing literature has identified barriers such as limited understanding of NDIS processes, confusing language, high family workload, and emotional burden during planning and review-related processes. This poster presents a retrospective reflective practice case series based on de-identified work completed alongside four families seeking changes to their child’s disability-related supports.

Practice records, including family correspondence, provider reports, submitted documentation, and available outcome information, were reviewed to identify common barriers, preparation strategies, and practice reflections. Across cases, the work focused on helping families bring together relevant information, describe the day-to-day impact of their child’s support needs, identify gaps between current funding and current needs, and prepare clear information for review-related communication.

Of the four families, two received outcomes aligned with the requested support changes, one did not, and one process had recently commenced. Reflections highlighted the value of structured preparation, plain-language communication, collaborative documentation, and maintaining a family-led process. This poster highlights how behaviour support practitioners can contribute to clearer, more organised, and clinically meaningful information during NDIS review-related processes.

Authors

Lisa Findlay

Affiliation

Multicap

Abstract

The future of Positive Behaviour Support (PBS) practice requires greater recognition of neurodivergent practitioners within professional workplaces. Research indicates rates of diagnosis of Autism Spectrum Disorder (ASD) and/or Attention-Deficit/Hyperactivty Disorder (ADHD) are increasing in Australia (ABS, 2022), alongside rising disclosure within tertiary education and professional pathways (Universities Australia, 2020), highlighting an opportunity to examine how the workforce may inform the next phase of PBS practice. Further research is required to better understand practitioners’ lived experiences of ASD and ADHD within the PBS workforce, and the ways in which these perspectives may inform trauma-informed and compassionate practice. This case study addresses the identified evidence gap through an exploratory survey of Multicap-employed PBS practitioners, with a focus on how reflexive awareness and organisational support may influence the evolution and integrity of PBS practice. The survey examines rates of formal diagnosis and self-identified neurodivergence within the PBS workplace, alongside perceived impacts on trauma-informed and compassionate practice. It is anticpated that findings will provide preliminary quantitative data to inform future research on the prevalence of neurodivergent practitioners in Australia. Collectively, a neurodiversity-informed lens and recognition of lived experience may support the ongoing evolution of PBS toward more inclusive, reflexive, and compassionate practice.

Authors

Joanna Katychow

Affiliation

Multicap Limited

Abstract

Supporting practitioners to develop psychological flexibility alongside applied skills may
improve both staff wellbeing and client outcomes (Flexman et al., 2013). This study examines the effects of a brief Acceptance and Commitment Therapy (ACT) training on Positive Behaviour Support practitioners, focusing on changes in psychological flexibility, confidence, and reported use of ACT-consistent strategies. The program consists of six weekly 20-minute sessions introducing core ACT processes, each paired with an experiential exercise and additional resources to support skill generalisation. Emphasis is placed on experiential learning to promote both personal contact with ACT processes and their translation into applied practice. Outcomes are measured using the Acceptance and Action Questionnaire-II (AAQ-II) at pre-and post-intervention, as well as weekly reflections measuring perceived skill acquisition, confidence, and implementation in applied settings. It is anticipated that practitioners will demonstrate increased psychological flexibility, and a secondary outcome of greater confidence and likelihood of implementing ACT-informed, values-based interventions. Results collated so far demonstrate the effectiveness of brief, experiential ACT training as a practical approach to expanding practitioner skills and promoting flexible, values-guided practice.