
In Positive Behaviour Supports (PBS), reports are an essential tool to monitor, evaluate, and communicate progress on behavioural interventions, particularly for individuals with challenging behaviour. These reports help inform stakeholders (teachers, parents, therapists, etc.) about the effectiveness of interventions and guide decisions on whether changes need to be made.
Table of Contents
Key components typically found in PBS reports include:
1. Introduction/Background Information
- Individual Profile: Basic information about the person receiving support (age, diagnosis, background, etc.).
- Referral Reason: Why the PBS plan was created, including the specific behavioural challenges being addressed.
- Context/Setting: The environment or situation in which behaviours occur (e.g., home, school, workplace).
2. Assessment of Behaviour
- Functional Behavioural Assessment (FBA): A detailed description of the behaviour(s) of concern, including frequency, intensity, duration, and context. The FBA identifies triggers (antecedents) and consequences of the behaviour and helps determine the function of the behaviour (e.g., attention-seeking, escape, sensory).
- Behavioural Observations: Notes and analysis of observed behaviour in various settings.
- Data Collection: Quantitative data (such as frequency counts, duration, or rating scales) showing how often behaviours occur.
3. Intervention Plan
- Behavioural Goals: Clear, measurable objectives for reducing or modifying the behaviour.
- Intervention Strategies: Specific strategies and techniques to encourage positive behaviours, such as reinforcement, teaching alternative skills, or modifying the environment.
- Positive Reinforcement: Strategies to reinforce desired behaviours (e.g., verbal praise, rewards, token systems).
- Preventive Strategies: Modifications to the environment or routine to prevent challenging behaviours from occurring.
- Skills Training: Teaching new, more adaptive behaviours to replace challenging ones.
4. Implementation
- Support Plan Details: Explanation of the interventions being used, including any changes to the environment, teaching strategies, or use of reinforcement.
- Roles and Responsibilities: Who is responsible for implementing specific parts of the PBS plan (e.g., teachers, parents, therapists).
5. Progress Monitoring
- Data on Behaviour Change: Regular updates on the behaviour(s) of concern, comparing pre- and post-intervention data. This could include a reduction in problem behaviours or an increase in desired behaviours.
- Behaviour Tracking Tools: Graphs or charts showing progress toward meeting behavioural goals.
- Challenges and Adjustments: A description of any difficulties encountered in implementing the plan, along with any adjustments made to the intervention.
6. Review and Analysis
- Outcomes: A summary of whether the goals of the PBS plan have been achieved. This may include a comparison of baseline data and current progress.
- Effectiveness of Interventions: Analysis of what strategies worked or didn’t work and why.
- Recommendations for Future Action: Whether the plan should be continued, adjusted, or discontinued. Possible recommendations might include further training for staff, changes to the intervention, or a focus on a new behavioural target.
7. Stakeholder Feedback
- Teacher, Parent, or Caregiver Input: Feedback from those involved in the implementation, including observations, suggestions, and concerns.
- Participant Feedback (if applicable): Input from the individual receiving support, if they are able to communicate their experience.
Example of a PBS Report Outline:
1. Background
- Name of Individual: John Doe
- Age: 10
- Diagnosis: Autism Spectrum Disorder (ASD)
- Referral Reason: Difficulty with transitions from preferred activities to non-preferred tasks.
2. Assessment
- Functional Behavioural Assessment (FBA): John engages in disruptive behaviour (e.g., yelling, throwing objects) when asked to transition from video games to homework.
- Antecedents: A demand for a transition to a non-preferred task.
- Consequences: Escape from the non-preferred task, attention from peers.
3. Intervention Plan
- Goal: Decrease the frequency of disruptive behaviours to less than once per day.
- Strategies: Use a visual schedule for transitions, offer a 5-minute warning before transitions, and reinforce calm behaviour with preferred activities.
- Reinforcement: Provide positive reinforcement (e.g., extra video game time) for appropriate transitions.
4. Implementation
- Roles: Teacher to provide 5-minute warning, therapist to monitor behaviours during transitions.
- Timeline: 6 weeks.
5. Progress Monitoring
- Data: Disruptive behaviours decreased from 5 times per day to 2 times per day over 4 weeks.
- Graph: A line graph showing a decrease in frequency of disruptive behaviours.
6. Review and Analysis
- Conclusion: The PBS plan has resulted in a significant reduction in disruptive behaviour.
- Recommendations: Continue with current interventions but introduce further social skills training to improve John’s ability to request breaks.
Summary
A concise summary of the success of the PBS plan, the challenges faced, and any final thoughts on the behaviour support process.
Effective PBS reports ensure that interventions are transparent, data-driven, and responsive to the individual’s needs. They also serve as a collaborative tool for continuous improvement in behavioural support.

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