Direct behaviour support is hands-on, time-limited work focused on real situations, routines, and environments. Rather than only advising from a distance, we join teams where support is happening… observing, modelling, and shaping day-to-day interactions with the person at the centre.
The approach is grounded in applied behaviour analysis and positive behaviour support, but the emphasis is practical: what can staff and families do differently this week that will help the person feel safer, more in control, and better able to participate in the things that matter to them.
Direct behaviour support is usually delivered in clearly defined blocks so that expectations, boundaries, and goals are transparent from the outset.
Direct support is especially helpful when teams are facing frequent or high–impact incidents, when new staff are learning how to support someone, or when previous plans have not translated easily into everyday practice. It can also be useful at key transition points, such as moving home or starting a new service.
Before any direct work begins, we review existing risk assessments, crisis plans, and organisational procedures. Direct support is planned so that roles are clear, staff remain responsible for safety, and any modelling or coaching occurs within agreed boundaries.
No. Direct behaviour support is short term and designed to strengthen the skills of the people who will be there long term. Our goal is to leave teams feeling more confident and better equipped, not to become an ongoing day-to-day presence.
Wherever possible, we talk directly with the person about what support feels helpful and what does not, using communication methods that work for them. Family members and other key people are invited to share their knowledge and to be present during parts of the direct work if that feels appropriate and safe.
Brief case illustrations highlight collaboration with families, schools, and interdisciplinary teams to address high-risk behavior.
Through assessment, data-driven planning, and ongoing coaching, teams build confidence, improve safety, and increase meaningful participation in home, school, and community life.
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Examples include long-term collaboration with districts to support students with significant behavior challenges.
Consultation emphasizes teachable skills, positive supports, and sustainable practices that fit within real-world school environments.
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Collaborative projects with medical and psychiatric providers help align behavioral data with treatment decisions.
Shared understanding of behavior patterns, medication effects, and environmental factors supports safer, more effective care.
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