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Assessing the impact of the UK Positive Behavioural Support (PBS) Academy: An internet survey

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Background: The Positive Behavioural Support (PBS) Academy is a collective of organisations and individuals in the UK working together to promote PBS as a framework for working with children and adults with intellectual disabilities who are at risk of behaviour that challenges. This paper presents a stakeholder perspective of the activities of the PBS Academy as part of an overall evaluation and impact study of its work to date. Methods and materials: The study used an internet-based survey designed by the authors and members of the PBS Academy. Results: Over one third of participants rated the activities of the PBS Academy as being done 'well' or 'very well' and the resources developed by the Academy were rated as 'useful' or 'very useful' by over 70% of participants for all but one resource. The most frequently used resources were the PBS Competence Framework and the International Journal of Positive Behavioural Support (IJPBS) 2013 special edition articles by Gore et al and Hastings et al. The PBS Academy was rated as having done less well in bringing stakeholders together to share practice. Conclusions: The results suggest that there is a role for a national body for PBS in the UK, with a focus on facilitation and enablement, especially in relation to workforce and individual professional and service development.


Document Type: Research Article

Publication date: March 1, 2018

More about this publication?
  • Positive behavioural support (PBS) combines the conceptual framework of applied behaviour analysis with the values base of social role valorisation and framework of person-centred approaches. The International Journal of Positive Behavioural Support is a peer-reviewed publication that aims to:

    · define and promote good practice in relation to the use of PBS

    · add to the evidence base regarding such interventions

    · demonstrate how PBS interventions can support people to change their challenging behaviours, improve their quality of life, and result in reductions in the use of restrictive procedures (such as physical intervention, seclusion and as required medication)

    · bridge the gap between academic research and service practice
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