{"id":2825,"date":"2019-01-27T17:45:06","date_gmt":"2019-01-27T09:45:06","guid":{"rendered":"http:\/\/scc.sg\/e\/?page_id=2825"},"modified":"2019-01-27T17:59:12","modified_gmt":"2019-01-27T09:59:12","slug":"positive-behaviour-support-for-children-youth-with-special-needs","status":"publish","type":"page","link":"https:\/\/scc.sg\/e\/positive-behaviour-support-for-children-youth-with-special-needs\/","title":{"rendered":"Positive Behaviour Support for Children\/Youth with Special Needs"},"content":{"rendered":"
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Positive Behaviour Support for Children\/Youth with Special Needs<\/h3>
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Overview<\/h2>\n

Does your child\/ward have special needs and is exhibiting challenging behaviour at home and in school? Are you facing difficulty in managing it and communicating with the child effectively?<\/p>\n

Fret not. We believe that we can help you and the child with\u00a0Positive Behaviour Support<\/span>.<\/p>\n<\/div><\/section>
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What is Positive Behaviour Support (PBS)?<\/h2>\n

Positive Behaviour Support (PBS) is grounded on the theory of learning, with a growing\u00a0evidence base as an effective method in dealing with challenging behaviours. PBS also has a\u00a0strong values base and is a person-centred approach, where its focus is on the individual and his or her unique needs.<\/p>\n

It is positive as it enhances and strengthens the helpful and suitable\u00a0behaviours\u2014this gives more focus on the positive behaviours in dealing with challenging\u00a0behaviours. PBS is likewise preventive as it proactively anticipates when things may go wrong\u00a0and avoid it from happening.<\/p>\n

Ten Components of PBS<\/h3>\n

These components are divided into values<\/strong>, theory<\/strong>, and process.<\/strong><\/p>\n<\/div><\/section>
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Values <\/span><\/span><\/span><\/p>

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  1. PBS is about improving the quality of life of the young individual and of those around him or her. It takes place within the context of inclusion and participation in roles valued by\u00a0the community and society as a whole.<\/li>\n
  2. PBS works through constructive practices which develop and build skills and not through aversive and restrictive practices.<\/li>\n
  3. Practitioners work in partnership with the child or adolescent and those people who are important to him or her, such as family.<\/li>\n<\/ol>\n <\/div> <\/div> <\/div><\/section>\n

    Theory <\/span><\/span><\/span><\/p>

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    1. There is an understanding that all behaviour is for a reason, thus challenging behaviour\u00a0serves a function for the child or adolescent with special needs.<\/li>\n
    2. PBS utilises the techniques of applied behaviour analysis, where observable behaviour is objectively analysed to make changes to the challenging behaviours.<\/li>\n
    3. Complementary evidence-based approaches may be included in PBS plans to support behaviour change.<\/li>\n<\/ol>\n <\/div> <\/div> <\/div><\/section>\n

      Process <\/span><\/span><\/span><\/p>

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      1. PBS is a data-driven approach, where decisions at every stage are based on facts and\u00a0research.<\/li>\n
      2. A formal assessment is made to create a clear plan of action.<\/li>\n
      3. A PBS plan informs concerned parties what to do to proactively prevent the challenging behaviour from taking place and manage it well reactively if it does.<\/li>\n
      4. PBS should ensure the child or adolescent is actively supported in the long term to\u00a0maintain their quality of life.<\/li>\n<\/ol>\n <\/div> <\/div> <\/div><\/section>\n<\/div>
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        Our Services<\/h2>\n