An FBA is a systematic process used to understand the function or purpose of challenging behaviours. It involves gathering information about the antecedents (what triggers the behaviour), the behaviour itself, and the consequences (what reinforces the behaviour). The goal is to identify patterns and develop targeted interventions.

A BSP is a detailed document that outlines strategies to address challenging behaviours. It includes information from the FBA and provides specific interventions, replacement behaviours, and environmental modifications aimed at increasing an individuals quality of life. The plan aims to improve the individual’s quality of life while reducing problem behaviours.

These are temporary or short-term plans put in place while waiting for a comprehensive BSP. They often contain Restrictive Practices, providing immediate strategies to manage behaviours and reduce risk until a more thorough assessment can be completed.

These focus on understanding sleep patterns, disruptions, and related behaviours. Assessments may involve tracking sleep duration, quality, and any underlying issues (e.g., insomnia, sleep apnea). Interventions aim to improve sleep hygiene and address sleep-related challenges.

Early intervention provides support and services to children with developmental delays or disabilities at an early age (typically birth to seven years). It aims to enhance developmental outcomes and minimise the impact of delays.

Skill-based treatment involves teaching adaptive skills (e.g., communication, social, self-help) to replace problem behaviours. Practical functional analysis focuses on identifying the function of behaviours in real-world settings to inform targeted interventions.

FCT teaches alternative communication skills to replace challenging behaviours. For example, if a person engages in aggression to gain access to certain people,, FCT would teach them to use appropriate communication (e.g., asking for help).

Naturalistic teaching occurs in the individual’s natural environment (e.g., home, school). It emphasises teaching skills within everyday routines and activities, promoting generalisation and functional use of skills.

These interventions involve training parents or caregivers to implement behaviour strategies at home. Parents learn how to manage behaviours, reinforce positive actions, and create supportive environments.

These interventions focus on modifying the environment or antecedents to prevent or reduce problem behaviours. By altering what happens before the behaviour occurs, we can influence the behaviour’s likelihood.