A Positive Behaviour Support Plan (PBSP), also commonly called a Behaviour Support Plan (BSP), is an individualised plan that explains how a person can be supported to improve quality of life, participate meaningfully in everyday activities, develop useful skills and reduce the need for behaviours of concern.
A good Positive Behaviour Support Plan should do more than describe behaviour or tell other people what to do when behaviour occurs. It should connect an understanding of the person and the function of behaviour with practical, preventative and person-centred support.
This guide explains what to include in a Positive Behaviour Support Plan, how to develop one step by step, provides a practical template checklist and example, and links Australian practitioners to the official NDIS Interim and Comprehensive Behaviour Support Plan templates.
What Is a Positive Behaviour Support Plan?
A Positive Behaviour Support Plan is a practical, person-centred plan informed by assessment and an understanding of why behaviour occurs.
Positive Behaviour Support (PBS) recognises that behaviour does not occur in isolation. Behaviour may be influenced by the interaction between the person and factors such as:
- communication
- physical and emotional wellbeing
- sensory experiences
- relationships
- trauma and previous experiences
- predictability and change
- demands and expectations
- access to meaningful activities
- opportunities for choice and control
- environmental conditions
- the skills and support available to the person
The purpose of the plan is therefore not simply to stop behaviour. It is to use this understanding to create more supportive environments, strengthen communication and other useful skills, reduce unnecessary triggers, improve quality of life and ensure that people know how to respond safely and respectfully.
Positive Behaviour Support Plan Template: What Should Be Included?
There is no single Positive Behaviour Support Plan template that suits every individual, organisation, setting or jurisdiction. However, a comprehensive plan commonly addresses the following areas.
1. About the Person
Begin with the person rather than their behaviour. Include relevant information about:
- strengths and abilities
- interests and preferences
- important relationships
- communication
- sensory preferences and needs
- routines
- culture and identity where relevant
- health and wellbeing
- important environments and activities
- what is important to and for the person
- goals and aspirations
The plan should provide enough information for someone supporting the individual to understand the person, not simply their behaviours of concern.
2. Behaviours of Concern
Each behaviour being addressed should be clearly defined in observable and measurable terms. Avoid vague labels such as “aggressive”, “challenging” or “non-compliant” without explaining what the person actually does.
For each behaviour, consider documenting:
- a clear description
- frequency
- duration
- intensity
- settings in which it occurs
- circumstances in which it is more or less likely
- known risks
- impact on the person and others
- relevant history
Clear definitions are particularly important when several people are collecting behaviour data or implementing the plan.
3. Functional Behaviour Assessment
A Positive Behaviour Support Plan should be informed by an understanding of why the behaviour occurs. A Functional Behaviour Assessment (FBA) may draw information from interviews, direct observations, ABC behaviour charts, frequency/intensity/duration data, questionnaires, previous reports, health and developmental information, communication assessment, environmental information and information from the individual and people who know them well.
The assessment should look across this information for patterns rather than relying on one incident or assumption.
4. Setting Events and Contributing Factors
Some factors may not immediately trigger behaviour but can make it more likely to occur. These are sometimes described as setting events or broader contributing factors.
- sleep and fatigue
- pain, illness or discomfort
- hunger or thirst
- sensory load
- significant changes
- unfamiliar people or environments
- previous stressful events
- communication difficulties
- reduced predictability
- prolonged demands
- limited access to preferred or meaningful activities
- changes in relationships or support
These factors should only be included where supported by information about the individual. Generic lists of possible factors should not be turned into assumptions.
5. Triggers and Antecedents
Triggers or antecedents are circumstances that occur before behaviour and may increase its likelihood. Examples can include an unexpected change, an activity ending, waiting, a difficult task, particular interactions, being misunderstood, being unable to communicate a need, an uncomfortable sensory environment or a transition.
The plan should identify circumstances that are actually relevant to the individual, based on assessment information.
6. Functional Behaviour Hypothesis
The functional hypothesis brings assessment information together. It should concisely explain when and where behaviour is most likely, what tends to happen before it, what the behaviour looks like, what typically happens afterwards, and what the behaviour may achieve, avoid, communicate or regulate for the person.
For example: When Sam arrives home tired after a demanding school day and is immediately asked to complete additional tasks, he is more likely to yell, push objects away and withdraw from interaction. These behaviours are frequently followed by demands being delayed and Sam being given space. The available information suggests that the behaviour may function, at least in part, to escape or delay demands and interaction when Sam is fatigued and requires time to regulate.
A functional hypothesis should reflect the strength of the available evidence. Where information is limited or competing explanations remain plausible, this should be acknowledged rather than presenting an uncertain hypothesis as fact.
How to Write a Positive Behaviour Support Plan: Step-by-Step
Step 1: Identify Meaningful Goals
Start by considering what meaningful improvement would look like for the person. Goals should not focus exclusively on reducing behaviour.
- greater independence
- improved communication
- increased participation
- stronger relationships
- increased choice and autonomy
- access to meaningful activities
- improved emotional regulation
- greater safety
- development of useful skills
- reduced frequency, duration or intensity of behaviours of concern
Wherever possible, goals should reflect what matters to the individual.
Step 2: Develop Preventative Strategies
Preventative strategies aim to reduce the likelihood that situations become unnecessarily difficult. They should arise from assessment findings rather than being selected from a generic list.
Supportive Environments
Consider whether noise, crowding, waiting, unpredictability, sensory demands, physical layout or other environmental factors contribute to difficulty.
Supportive Interactions
Consider how other people communicate, provide information, offer assistance, present choices and respond to the person’s communication.
Predictability
Where supported by the person’s needs, clearer information and preparation for change may help the person understand what is happening and what will happen next.
Choice and Control
Identify genuine opportunities for the person to make decisions and communicate preferences.
Supportive Activities
Ensure the person’s day includes activities, relationships and experiences that are meaningful to them rather than focusing exclusively on managing behaviour.
Preventative strategies should be individualised, practical and directly connected to assessment findings.
Step 3: Identify Skills to Develop
Positive Behaviour Support may involve helping the individual develop skills that increase independence, communication, participation and self-advocacy.
- requesting help
- requesting a break
- communicating discomfort
- saying no
- asking for more time
- making choices
- navigating transitions
- problem solving
- recognising and communicating emotions
- self-regulation
- participating in activities
- accessing preferred experiences in effective ways
Skill-development strategies should be realistic, meaningful and appropriate to the individual’s communication, cognitive, developmental and sensory profile. Environmental accommodation should not be withheld simply because a person is being taught a new skill.
Step 4: Develop Response and De-escalation Strategies
The plan should clearly explain how others should respond if behaviour of concern occurs. Response strategies should prioritise safety, dignity, calm communication, reducing unnecessary demands, avoiding escalation, meeting immediate needs and helping the person return to regulation.
Where useful, strategies can be organised according to stages such as Calm → Trigger → Agitation → Acceleration → Peak → De-escalation → Recovery. For each stage, describe what the person may look or sound like and what the people supporting them should do.
Step 5: Consider Risk and Safety
Where behaviours create a risk of harm, identify the nature of the risk, who may be affected, circumstances in which risk increases, preventative strategies, early intervention strategies and safe response strategies.
Safety planning should remain person-centred and use the least restrictive approach possible. Where restrictive practices are used, additional legal, regulatory, authorisation, reporting and reduction requirements may apply depending on the jurisdiction and service context.
Step 6: Plan for Implementation
A plan is only useful if the people supporting the individual understand how to use it. Consider who needs access to the plan, who requires training, who will implement particular strategies, whether strategies are realistic in everyday environments, how implementation issues will be identified, and how feedback from the individual and supporters will be incorporated.
Consistency does not mean responding rigidly or treating every situation identically. It means that supporters understand the underlying approach and can apply strategies responsively.
Step 7: Monitor, Evaluate and Review
A Positive Behaviour Support Plan should evolve as the person’s circumstances, needs and goals change. Monitoring may include:
- frequency, duration and intensity of behaviour
- ABC behaviour data
- progress towards individual goals
- use of new communication or coping skills
- participation
- safety outcomes
- implementation of strategies
- quality-of-life indicators
- feedback from the person and people supporting them
Do not measure success solely by whether behaviour has decreased. A successful plan should ultimately contribute to meaningful outcomes for the individual.
Positive Behaviour Support Plan Example
Consider Sam, who frequently becomes distressed when he arrives home from school.
Assessment information
Behaviour data indicates that Sam is more likely to yell, push objects away and withdraw when additional demands are placed on him immediately after school. He appears tired after school and manages the transition home more successfully when he has access to food, reduced interaction and time to engage in a preferred activity.
Functional hypothesis
Sam’s behaviour appears more likely when he is fatigued and additional demands or interaction occur immediately after school. The behaviour may help Sam delay demands and gain the reduced interaction he needs to regulate.
Preventative strategies
Sam is provided with a predictable low-demand transition after arriving home.
Communication and skill development
Sam is supported to communicate when he needs space, assistance or additional time before beginning an activity.
Response strategies
If Sam begins showing signs of distress, unnecessary verbal interaction and demands are reduced and he is given time and space to regulate.
Monitoring
The team monitors Sam’s successful transitions home, communication of his needs, participation in afternoon activities and occurrences of behaviour of concern.
This demonstrates the connection between Assessment → Understanding → Prevention → Skill Development → Response → Review.
See more Behaviour Support Plan Examples.
Positive Behaviour Support Plan Template Checklist
When developing or reviewing a Positive Behaviour Support Plan, consider whether it clearly includes:
- ✓ About the person
- ✓ Strengths, preferences and goals
- ✓ Communication and support needs
- ✓ Clear definitions of behaviours of concern
- ✓ Frequency, duration and/or intensity where relevant
- ✓ Risks associated with the behaviour
- ✓ Functional Behaviour Assessment information
- ✓ Setting events and contributing factors
- ✓ Triggers and antecedents
- ✓ Functional behaviour hypothesis
- ✓ Quality-of-life goals
- ✓ Preventative strategies
- ✓ Environmental supports
- ✓ Communication strategies
- ✓ Skill-development strategies
- ✓ Response and de-escalation strategies
- ✓ Safety strategies
- ✓ Implementation responsibilities
- ✓ Behaviour data collection and monitoring
- ✓ Review and evaluation arrangements
A template can help ensure important information is considered, but completing every box does not automatically create a good Positive Behaviour Support Plan. The quality of the plan depends on the quality of the assessment, the involvement of the individual and their supporters, and how well the strategies address the person’s actual needs.
Official NDIS Interim and Comprehensive Behaviour Support Plan Templates
For practitioners working within Australia’s National Disability Insurance Scheme (NDIS), the NDIS Quality and Safeguards Commission provides official templates and checklists for both Interim and Comprehensive Behaviour Support Plans.
The Commission describes an Interim Behaviour Support Plan as a shorter plan focused on safeguarding the person and reducing risk, while a Comprehensive Behaviour Support Plan is more detailed and is based on a behaviour support assessment. The Commission also provides separate checklists and regulated restrictive practice resources.
NDIS Quality and Safeguards Commission – How to develop behaviour support plans and access the current templates
NDIS Quality and Safeguards Commission – Behaviour support resources, tools and templates
Practitioners should use the current NDIS Commission resources and requirements rather than relying on an older downloaded copy of a template.
Interim Behaviour Support Plan
Within the NDIS context, an Interim Behaviour Support Plan is designed to address immediate behaviour support and safety needs while further assessment and comprehensive planning are undertaken. The exact content should follow current NDIS Commission requirements and the circumstances of the participant.
Comprehensive Behaviour Support Plan
A Comprehensive Behaviour Support Plan is more detailed and is informed by behaviour support assessment, including functional assessment where relevant. It should connect assessment findings with quality-of-life supports, environmental and preventative strategies, skill development, safe responses, monitoring and, where applicable, the reduction and elimination of regulated restrictive practices.
A Template Gives You the Structure – Assessment Tells You What Goes Into It
A Word or PDF template can be useful because it provides headings and a consistent structure. However, the more substantial professional task is gathering, analysing and interpreting the information needed to decide what should actually be written under those headings.
This is particularly important when information is spread across interview notes, reports, questionnaires, ABC behaviour charts, behaviour data, spreadsheets, graphs, risk information and previous plans.
How Behaviour Help Supports Behaviour Support Plan Development
The Behaviour Help App supports the professional work that informs a Behaviour Support Plan. It does not currently upload, replace or complete an organisation’s or the NDIS Commission’s Behaviour Support Plan template.
Instead, Behaviour Help supports practitioners to bring together information through a structured Functional Behaviour Assessment and Positive Behaviour Support process, including assessment information, behaviour data, analysis, functional hypotheses, strategies and monitoring.
The information developed within Behaviour Help can then be used by the practitioner when completing the Behaviour Support Plan template required by their organisation, setting or jurisdiction.
In other words: a template provides the structure; Behaviour Help supports the assessment and analysis that informs what goes into the plan.
Common Mistakes When Writing a Behaviour Support Plan
Using vague descriptions of behaviour – Terms such as challenging, aggressive or non-compliant are not sufficiently precise on their own. Describe observable behaviour so that people can recognise and record it consistently.
Choosing strategies before understanding the behaviour – Generic strategies may sound reasonable but can be ineffective or counterproductive if they are not connected to assessment findings and the person’s actual needs.
Treating the functional hypothesis as a fact – A hypothesis should reflect the available evidence. Where evidence is limited, mixed or still emerging, use appropriately cautious language and remain open to alternative explanations.
Focusing only on behaviour reduction – A plan should also address quality of life, communication, autonomy, participation, relationships, safety and meaningful skill development.
Writing strategies that are too vague to implement – Statements such as “use positive reinforcement” or “redirect the person” provide little practical guidance unless the plan explains what this means for the individual and when it should occur.
Creating a plan that cannot work in everyday settings – Strategies need to be practical for the environments and people implementing them. Consultation with the individual and relevant supporters is essential.
Failing to review whether the plan is working – Monitoring should inform clinical reasoning. If outcomes are not improving, revisit the assessment, hypothesis, implementation and strategies rather than simply continuing the same plan.
Frequently Asked Questions About Positive Behaviour Support Plans
What is a Positive Behaviour Support Plan?
A Positive Behaviour Support Plan is an individualised plan informed by an understanding of the person and the reasons behaviour occurs. It outlines strategies for prevention, skill development, safe responses, implementation, monitoring and review, with the broader aim of improving quality of life.
What should be included in a Positive Behaviour Support Plan?
A comprehensive plan commonly includes information about the person, behaviours of concern, assessment findings, setting events, triggers, functional hypotheses, goals, preventative strategies, communication and skill-development strategies, response strategies, risk and safety considerations, implementation, monitoring and review.
What is the difference between an FBA and a Positive Behaviour Support Plan?
A Functional Behaviour Assessment (FBA) is the assessment process used to understand behaviour and develop a functional hypothesis. A Positive Behaviour Support Plan uses that understanding to identify practical strategies for prevention, skill development, safe responses, implementation and review. Put simply: FBA = understanding why; PBS Plan = deciding what we will do with that understanding.
Does a Positive Behaviour Support Plan need an FBA?
Where a plan addresses behaviours of concern, strategies should be informed by adequate assessment of the person, behaviour and context. Without understanding why behaviour is occurring, there is a greater risk that strategies will be generic or poorly matched to the person’s needs.
Is a Positive Behaviour Support Plan the same as a Behaviour Support Plan?
Terminology differs between countries, sectors and service systems. Terms may include Positive Behaviour Support Plan (PBSP), Behaviour Support Plan (BSP), Positive Behavior Support Plan and Behavior Support Plan. Exact requirements also differ according to setting and jurisdiction.
Is a Positive Behaviour Support Plan only for children?
No. Positive Behaviour Support can be used with children, adolescents and adults across disability, education, community and other support settings. The plan should always be individualised.
How often should a Positive Behaviour Support Plan be reviewed?
A plan should be reviewed in accordance with applicable requirements and whenever significant changes occur in behaviour, risk, circumstances, support needs or assessment information. Review should be informed by data and feedback rather than simply changing the date on an existing document.
Can I use a Positive Behaviour Support Plan template?
Yes. A template can provide a useful structure and help ensure important areas are considered. However, it should guide professional reasoning rather than replace it. Content needs to be individualised and based on assessment evidence.
Where can I find the official NDIS Behaviour Support Plan templates?
The current Interim and Comprehensive Behaviour Support Plan templates and checklists are available through the NDIS Quality and Safeguards Commission. Use the official Commission pages linked above so that you access the current versions.
Final Thoughts
A Positive Behaviour Support Plan should never be just a document about managing behaviour. At its best, it provides a practical connection between understanding the person, understanding why behaviour occurs and changing the support around them.
A useful Positive Behaviour Support process moves through: Understand → Assess → Hypothesise → Prevent → Teach → Respond → Monitor → Review.
The ultimate goal is not simply fewer behaviours of concern. It is better support, greater participation, increased autonomy, improved safety and a better quality of life.