Positive Behaviour Support

Positive Behaviour Support Services

CCT Psychology & Positive Behaviour Support provides tailored behavioural services for children and teens, using a person-centred, evidence-informed approach that aims to improve quality of life for both the young person and their support network.

Positive Behaviour Support focuses on understanding the function behind behaviours—why they occur—and creating practical, sustainable strategies that foster safety, confidence, and connection.
Each plan is respectful, strengths-based, and designed to meet the everyday needs of the child, their family, and support team across home, school, and community settings.

Specialising in Support For:

• Children and adolescents with behavioural or emotional challenges
• School refusal, avoidance, or disengagement

• Sibling conflict
• Emotional outbursts and difficulties with self-regulation
• Aggression, non-compliance, or unsafe behaviours
• Family stress related to behavioural needs
• Adjustment to transitions, change, and community participation

PBS Services Include:

• Functional Behaviour Assessments (FBAs)
• Interim and Comprehensive Behaviour Support Plans
• Parent and carer coaching and training
• Collaborative consultation with schools and allied health teams
• Capacity-building for support workers and educators

The Approach

CCT’s PBS framework combines the science of behaviour with compassion and understanding.
By identifying the underlying needs driving behaviour, support focuses on skill-building, emotional regulation, and positive engagement rather than punishment or restriction.

Families are actively involved in every stage of the process—ensuring strategies are not only effective but meaningful, realistic, and consistent across environments.

The goal is lasting change: helping children and teens feel safe, understood, and empowered to reach their full potential—while restoring confidence and harmony at home and in daily life.

The Process

1. Getting Started

The first step involves meeting with the family and beginning to build a positive, respectful partnership. This is a chance to learn about the child's strengths, challenges, and daily routines. The Positive Behaviour Support process will be explained in a way that is easy to understand. Once everyone feels comfortable and ready, written consent is obtained so that support planning can officially begin.
2. Learning About the Child

This step focuses on gathering meaningful information about the child’s behaviours, needs, preferences, and environment. Information is collected through direct observation, conversations with family, educators, and therapists, and by reviewing existing documents such as school reports or assessments. This provides a complete picture of what life is like for the child and what support is already in place.
As part of this process, parent-led coaching may begin early to support confidence in observing behaviour, identifying triggers, tracking patterns and managing behaviours at home. Practitioners may guide parents through hands-on learning opportunities where appropriate.
3. Understanding the Behaviour

This stage is all about finding the reason behind the behaviours of concern. It includes identifying when the behaviour usually happens, what happens just before and after it, and what the child might be trying to say or achieve. Understanding the function of the behaviour helps in designing the right supports. Common reasons include wanting attention, avoiding a task, or needing a break.
4. Setting Goals

Clear, realistic goals are developed in partnership with the family. These goals aim to improve the child’s communication, reduce behaviours of concern, and enhance everyday participation. Goals are specific, measurable, and meaningful—such as learning to ask for help, participating more easily in school, or staying calm during changes in routine.
5. Creating the Support Plan

Using all the information gathered, a personalised Positive Behaviour Support plan is created. This plan includes proactive strategies to prevent behaviours of concern, skill-building activities to teach helpful alternatives, and safe, respectful responses for when behaviours occur. If restrictive practices are needed, they are clearly outlined and used only when absolutely necessary, with a goal of reducing their use over time.
6. Putting the Plan into Action

Once the plan is ready, training and support are provided to everyone involved—family, school staff, support workers, and others. Practical tools such as visual schedules, checklists, and communication aids are shared. Regular coaching and follow-up ensure the plan is used consistently in different settings like home, school, and the community.
7. Tracking Progress

Progress is tracked by collecting simple data about how often behaviours happen, when goals are achieved, and whether strategies are working well. Families and professionals are supported to monitor this regularly. Tracking helps identify improvements and shows when the plan needs to be adjusted to better support the child.
8. Reviewing the Plan

The plan is reviewed regularly—usually every few months—to check what’s working, what’s not, and what might need to change. The child’s growth, new skills, and changes in environment are considered. The aim is to ensure ongoing support that keeps improving the child’s quality of life and strengthens relationships in all areas of life.

Positive Behaviour Support