QQI 6N2215 Positive Behavioural Support Assignment Brief 2026: Functional Analysis and Multi-Element Support Plan (Level 6)

QQI 6N2215 Positive Behavioural Support Assignment Brief (Level 6)

6N2215 Positive Behavioural Support is a 15-credit QQI Level 6 minor award for people supporting individuals whose behaviour challenges services. The brief covers the PBS model and non-aversive practice, describing target behaviour, functional analysis, environmental accommodations, skills teaching, reward contracts and crisis intervention, assessed mainly through a collection of work.

Purpose

The purpose of this award is to equip the learner with the knowledge, skill and competence in Positive Behaviour Support as a model for supporting individuals who present with challenging behaviour.

Learning Outcomes

Learners will be able to:

1. Outline the stages of the positive behaviour support model
2. Explain the rationale for non-aversive intervention
3. Identify the components of a multi-element positive behaviour support plan
4. Describe target behaviour in operational terms
5. Explain what is meant by functional analysis
6. Explain the rationale for environmental accommodations
7. List four categories of skills teaching and explain the rationale for each category
8. Complete a basic assessment of cognitive and communicative skills
9. Identify a functionally equivalent skill from assessment data
10. Explain the rationale of a direct intervention and identify different types of reward contracts
11. List the stages in the development of a crisis and the stages of verbal escalation
12. Explain the rationale of non-violent crisis intervention and reactive strategies
13. Develop a hypothesis about the function of the behaviour based on at least three strands of evidence
14. Give examples of environmental accommodations
15. Design an environmental accommodation based on the results of the behaviour assessment and functional analysis of a behaviour and using information from the person centred plan
16. Design a skills teaching programme based on assessment data and goals from the person centred plan, with a focus on community inclusion
17. Demonstrate skills in using prompts, reinforcers and fading techniques
18. Design a direct intervention based on assessment data
19. Demonstrate an understanding of behavioural reward contract, co-operation training, antecedent control and satiation
20. Design a reactive plan based on assessment evidence
21. Gather and record relevant background information on a person with challenging behaviour
22. Design an incident analysis based on information from the behaviour assessment
23. Carry out a functional analysis of the behaviour
24. Demonstrate skills in including team members in the observation and recording of data
25. Design a multi-element positive behaviour support plan based on the behavioural assessment and functional analysis of the behaviour. The plan should incorporate the person-centred goals and promote community inclusion
26. Communicate the elements of the plan to team members and families
27. Develop a plan for the implementation of an environmental accommodation and Implement an environmental accommodation
28. Plan an augmentative communication skills teaching programme
29. Plan the implementation of a direct intervention
30. Observe and record incidents of challenging behaviour and create graphical representations of the incidents
31. Complete a periodic service review and write a progress report.

Assessment General Information

Details of FET assessment requirements are set out in Assessment Guidelines for Providers.

All FET assessment is criterion referenced. Successful achievement of the award is based on learners attaining the required standards of knowledge, skill or competence.

The techniques set out below are considered the optimum approach to assessment for this component. In exceptional circumstances providers may identify alternative assessment techniques through the provider’s application for programme validation which are reliable and valid but which are more appropriate to their context.

Assessment of a number of components may be integrated across programmes for delivery, provided that the learning outcomes of each minor award are assessed.

Group or team work may form part of the assessment, provided each learner’s achievement is separately assessed.

All providers are required to submit an assessment plan as part of their application for programme validation. Assessment Plans will include information relating to scheduling and integration of assessment. See current FET validation guidelines at www.qqi.ie.

Assignment – Portfolio / Collection of Work (70%)

A portfolio or collection of work is a collection and/or selection of pieces of work produced by the learner over a period of time that demonstrates achievement of a range of learning outcomes.  The collection may be self-generated or may be generated in response to a particular brief or tasks/activities devised by the assessor.

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The highest marks go to work that follows one person through the full PBS cycle. Describe the target behaviour in measurable terms, build a hypothesis about its function from at least three strands of evidence, and then make every part of the plan, from environmental changes to the functionally equivalent skill and reactive strategies, follow from that hypothesis.

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