Understanding the difference between behaviours of concern that require formal interventions and standard challenging behaviours is essential for educators, carers, and support professionals. While both types of behaviours may appear disruptive, they vary significantly in terms of severity, risk, and the strategies needed to address them.
Behaviours of concern often pose a serious risk to safety or wellbeing and demand tailored, evidence-based support plans, such as Positive Behaviour Support (PBS). In contrast, standard challenging behaviours, though sometimes disruptive, can usually be managed with universal strategies, clear expectations, and proactive guidance. Recognising these distinctions ensures the right level of support is provided, fostering safer, more inclusive environments.
Table of Contents
Behaviours of Concern That Require Interventions
- These are behaviours that pose a significant risk to the safety, wellbeing, or quality of life of the individual or others.
- They often include aggression, self-injury, property damage, or actions that disrupt participation in community or learning environments.
- Such behaviours typically require a formal, individualised intervention plan—often a Positive Behaviour Support plan—developed through functional assessment and in consultation with the individual, their family, and support network.
- Interventions may involve targeted strategies, skill development, environmental changes, and, where absolutely necessary, restrictive practices (which are closely regulated and monitored).
- These behaviours are generally persistent, severe, and have not responded to standard or universal behaviour management strategies.
Standard Behaviours That May Be Challenging
- These are everyday behaviours that can be difficult to manage (e.g., talking out of turn, mild non-compliance, occasional disruptions) but do not pose a significant risk or require intensive intervention.
- Standard challenging behaviours are typically addressed through universal or Tier 1 supports—school-wide or setting-wide strategies and expectations that apply to all individuals.
- These behaviours are usually managed by differentiated teaching, clear rules, and proactive classroom or community management, without the need for individualised plans or restrictive practices.
- They are generally less severe, less frequent, and do not significantly disrupt the individual’s or others’ safety or participation.
Summary Table
| Aspect | Behaviours of Concern (Require Intervention) | Standard Challenging Behaviours |
| Severity/Risk | High; risk to safety or wellbeing | Low to moderate; rarely risky |
| Frequency/Persistence | Persistent or escalating | Occasional or situational |
| Impact | Significant disruption or harm | Mild disruption |
| Response Required | Individualised PBS plan, possible restrictive practices | Universal/Tier 1 strategies |
| Assessment | Functional behaviour assessment | General observation |
| Involvement | Multidisciplinary team, family, individual | Teacher or carer |
Conclusion
Behaviours of concern that require interventions are distinguished by their severity, persistence, and impact, necessitating individualised, often multidisciplinary, responses. Standard challenging behaviours, while sometimes disruptive, are typically managed through universal strategies and do not require intensive or specialised intervention.
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