Positive Behaviour Support; What's the Message?

e-learning Course on MEBS

Do you want to learn about positive ways to change behaviour with children and adults with an intelllectual disability and behaviour of concern?

If the answer is 'yes' this foundation course is for you.

Positive Behaviour Support is an applied science used to 'find the message' hidden in the behaviour of concern, to not only change behaviour but also to improve a person's quality of life.

This course provides an understanding of Positive Behaviour and the Multi-Element Behaviour Support (MEBS) Model.

This course is suitable for all people working with, or supporting, people with intellectual disability and behaviours that challenge.
Tutor support will be available for the duration of the course.

Time Commitment: 2-3 hours per week over a 12-14 week period.

Cost:    €200.00 (group discount available)
           (free to Saint John of God Community Services clg.)

Contact:email:  callan@sjog.ie or Ph: 01 821 4139/ 533 3322

Module Overview

The module is dived into to two sections with section 1 containing 11 units in total. The 11 units in this section provide information on the development of a MEBS plan from start to finish.

his course is a pre-requisite for the Practice Certificate in the Application of Positive Behaviour Support using the Multi-Element Model (formally known as MEBS).  The student who completes part 1 and 2 can proceed to Module 1 of the MEBS course.

The units in part 1 are summarised below:

  • Unit 1. - Gives an overview and introduction to Callan Institute and how to navigate the site.
  • Unit 2.  - Looks at behaviour and how it is linked to our mental processes. This unit examines how and why people engage in behaviours that challenge and the functionality of behaviour.
  • Unit 3.  - Is an introduction to Positive Behaviour Support in the broad context and where this fits with Multi Element Behaviour Support.
  • Unit 4.  - Background assessment brings the student through the experience of doing a comprehensive behaviour assessment with a person.
  • Unit 5. - Behaviour observing and recording. Emphasising the need for evidence based practice and how to collect and use data to this end.
  • Unit 6. - Functional assessment. Furthers the process of looking at behaviour in context and provides information on how to analyse behavioural data.
  • Unit 7. - Environmental accommodations. The first stage in developing interventions, adapting the environment to meet the persons needs.
  • Unit 8. - Skills teaching. Focuses on the types of skills that are taught in MEBS plans.
  • Unit 9. - Direct interventions. Explores the strategies that can be used to get rapid control of the behaviour.
  • Unit 10. - Reactive strategies. Looks at responding to behaviour in a functionally based way that is non-aversive and non-restrictive.
  • Unit 11. - Student support. This section looks at study skills and study planning.

Part two of the course contains the following units:

  • Unit 1. - Professional and ethical relating. This unit emphasises the importance of behaving in a professional and ethical way.
  • Unit 2. - Intellectual disability. This unit provides information on what intellectual disability is and how this differentiates from acquired brain injury.
  • Unit 3. - Principals of behaviourism. This unit investigates how classical and operant conditioning can be used to develop new skills.
  • Unit 4. - Building capacity and obtaining informed consent. Topics to be discussed include why consent is important, what constitutes consent, how capacity can be assessed and how capacity can be promoted.
  • Unit 5. - Systematic instruction: Systematic instruction is a way of teaching which is characterised by the methodical reduction of the frequency and intrusiveness of prompts.
  • Unit 6.  - Monitoring interventions: This unit looks at the importance of monitoring the implementation of all interventions that are in a MEBS plan