The fundamental outcome of PBS is improvement in a person's quality of life. What is considered a “good” quality of life can only be defined by the people who are receiving support.

PBS operates in the context of positive professional relationships. This includes positive regard, respect, trust, knowing people well, and focussing on a person's strengths and interests.

PBS takes a whole person perspective and is delivered in the real world – where people live, work, learn and play.

PBS includes all stakeholders in each step of the process. This begins with the individual, and includes their family/guardian/carers and others who know them well.

PBS prioritises proactive prevention of behaviours of concern through the adaptation and avoidance of known stressors for people on the autism spectrum and for the individuals supporting the person.

PBS uses positive and motivating reinforcement to build functional behaviours and skills. PBS does not use punitive consequences such as response cost or negative consequence-based approaches.

PBS is a problem-solving process. The process includes goal setting, PBS assessment, multi-element supports, implementation and review.

Behaviours of concern communicate information. An essential part of PBS is understanding this function and supporting new replacement behaviours or skills that will reduce behaviours of concern in the future.

PBS manages crisis situations through careful detailed plans that emphasise prevention, dignity, de-escalation, meeting a person's wants and needs, calm flexible staff behaviours and ongoing learning.

PBS aims to prevent, minimise and reduce the use of restrictive practices, using them only as a last resort, in the least restrictive way, where fading strategies are implemented and requirements are met for monitoring. Restrictive practices include, but are not limited to:

• chemical restraint: the planned use of psychotropic medication to manage behaviour and/or the use of reactive PRN medication (given 'as needed')
• physical restraint: where movement of any part of the person's body is prevented, restricted or subdued, including physically escorting someone to go somewhere against there will
• mechanical restraint: the use of travel harnesses, seat belt buckle covers, specific clothing such as body suits, onesies, gloves or helmets
• seclusion or exclusionary time out: where a person is solely contained in an area and is unable to leave for a fixed or open amount of time
• environmental restraint: restricted access beyond normally accepted community practices, restricting access to services or school, and includes locking doors, cupboards or removing access to specific items and activities (such as food or drink).

Positive, trusting relationships are built on a thorough understanding of the individual and a perspective that values their strengths and interests while prioritising their dignity, respect and independence. This approach results in increased positive behaviors and decreased behaviors of concern. Aspect staff can use the Five Point Star profile and/or the Individual Profile (Green Form).

Autism-friendly environments use structured supports, communication supports and meet the sensory needs of the person to minimise the likelihood of behaviours of concern. Education staff can refer to the PBS Good Practice Classroom Checklist. Aspect ICS also has Environmental Checklists for adult day programs, adult at home or community settings and child at home or education settings. These checklists can be utilised to assess for autism-friendly environments. In schools, Tier 1 supports focus on defining, teaching and reinforcing school-wide values and positive behaviour expectations. School values are broad categories of positive behaviour expresses as a short statement, for example, We are Respectful, We are Kind, We are Safe. School values (which are co-produced with the whole school community), enable everyone to have a shared language across all areas of the school Aspect schools teach school values through positive behaviour expectations.

When behaviours of concern occur, the following steps can be followed (note if a person has an individual Behaviour Response Plan that should be followed):

Observation: Carefully observe and describe the behaviour of concern in specific, measurable terms (e.g. instead of "aggressive," specify "hitting peers").

Baseline data: Collect data on the frequency, duration, and intensity of the behaviour to establish a baseline.

Gather information: Use interviews, questionnaires and direct observations to understand the context of the behaviour.

Identify setting conditions: Setting conditions refer to the various environmental, social, and internal factors that may be contributing to the occurrence of behaviours of concern.

Identify triggers and any maintaining factors: Determine what happens before (antecedents) and after (consequences) the behaviour.

Hypothesise function: Identify the function of the behaviour (e.g. seeking attention for help, regulation, avoiding tasks, sensory stimulation).

Set clear goals: Define specific, measurable, achievable, relevant, and time-bound (SMARTE) goals for behaviour change.

Prevention and stress reduction strategies: Adjust the environment to better support the person. This can be done by providing supports for known setting conditions and triggers.

Replacement behaviour and new skills: Identify and teach alternative behaviours or skills that support the person to meet the same need as the behaviour of concern.

Supporting change: Develop a plan to reinforce the replacement behaviour (and make it more likely to occur in the future), this includes how others will respond to ensure the replacement behaviour is effective.

Consistency: Ensure all stakeholders (e.g., family, teachers, caregivers, support workers, therapists) are consistent in implementing the plan.

Training: Provide training and support to those involved in implementing the plan.

Documentation: Keep detailed records of the implementation process and any changes observed.

Regular monitoring: Continuously collect data on the behaviour and the implementation of the BSP.

Review meetings: Hold regular meetings with all stakeholders (including the person) to review progress and make necessary adjustments to the plan.

Adjustments: Modify the BSP based on data (both incident and implementation of supports data) and feedback to improve effectiveness.

Generalisation: Ensure the replacement behaviours and new skills are practised in different settings and situations.

Maintenance: Develop strategies to maintain positive behaviours over time, even after the initial support is reduced.

Outcome evaluation: Assess whether the goals of the BSP were achieved and the overall impact on the individual's quality of life.

Reflect: Reflect on what worked, what didn't, and why. Use this information to improve future supports.