Implement the Positive Behavioural Support Model (Level 4)
Level 4 Unit: ‘Implement the Positive Behavioural Support Model’ (8 credits)
This Level 4 unit-only programme is designed for those working with individuals who have complex needs, require continuing healthcare support, or who display behaviours of concern. This unit provides the knowledge, understanding, and skills required to implement a person centred Positive Behavioural Support (PBS) approach in practice.
This course is a unit-only programme. Successful completion results in the achievement of 8 Regulated Qualifications Framework (RQF) credits for the Level 4 unit Implement the Positive Behavioural Support Model. It does not constitute a full Level 4 qualification.
Key Features
- Fully online learning with 24/7 access
- Content structured into manageable, bite-sized modules
- Delivered by qualified assessors who support each learner individually
- Achievement of 8 credits on successful completion of the unit
Learning Outcomes
By the end of the unit, learners will be able to:
- Explain how PBS has been influenced by Applied Behaviour Analysis (ABA) and Social Role Valorisation (SRV)
- Summarise current legislation and policy guidance relevant to PBS
- Define the term ‘challenging behaviour’ and analyse factors leading to its identification
- Identify environmental risk factors, triggers, and reinforcement processes maintaining behaviours of concern
- Contribute to functional behaviour analyses and accurate recording
- Describe key characteristics of the PBS approach, including prevention and non‑aversive reactive strategies
- Implement agreed primary prevention strategies respecting dignity and rights
- Use person‑centred planning to increase participation, choice and quality of life
- Recognise early signs of escalation and implement least restrictive secondary prevention strategies
- 1Implement non‑aversive reactive strategies and contribute to post‑incident support
- Explain and implement PBS plans, identify components, and review procedures
Assessment Requirements
Assessment is conducted in line with Skills for Care & Development RQF principles. For practice‑based learning outcomes, assessment must take place in a real work environment or through validated simulation. Learners typically complete the course in around three months, with flexible pacing between two and six months.
Work At Your Own Pace
The unit is designed to be achievable for busy professionals. Learners receive person-centred support from a dedicated NAPPI assessor throughout the programme, including regular contact and guidance. This approach is particularly supportive for learners returning to study, managing complex work schedules, or living abroad.
Dates
A start date can be set that best suits your requirements. Please contact NAPPI for more information.
IPBSM Award Price
The cost of completing the Level 4 unit ‘Implement the Positive Behavioural Support Model’ (8 credits) is £600.00 plus VAT.
Training Qualifications UK Recognised Centre
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We are a Training Qualifications UK Recognised Centre.
Training Qualifications UK (TQUK) are a UK-based awarding body. The qualifications offered by TQUK are recognised by the UK Government, who also officially regulates the sector. TQUK is also recognised as an awarding body by Ofqual and they only provide qualifications that sit on the Regulated Qualifications Framework (RQF). |
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Methods of Assessment
To achieve the Level 4 unit-only programme ‘Implement the Positive Behavioural Support Model’ (8 credits), learners must meet all assessment criteria. Assessment is holistic and may include:
- Written assignments
- Reflective journals
- Professional discussions
- Recorded tutorials
- Workplace observation (where applicable)
Learner Feedback
“How will the learning you have undertaken change your working practice? – I have gained more knowledge in regards to PBS as a whole and legislation relating to PBS.”
Stuart
“How will the learning you have undertaken change your working practice? – It already has, I had a very basic knowledge when I started the course but as I have progressed my confidence in application has increased ten-fold. I have been developing PBS plans alongside the course and involving both the service user and the relevant teams and am already starting to see the benefits of a consistent and enabling approach. Thank you.”
Emma Carver
“I believe the IPBSM course is the most important course I have done in my 20 year career in care. The course materials gave good examples of good practice and how this benefits service users and also gave realistic examples of mindsets that care workers should avoid. The importance of a scientific approach using accurate methods of data collection from stakeholders and how to inteprate record keeping without bias was emphasised as a means of gaining insights into an individual’s purpose for behaviours. Every unit gave me insight into the work I do and also how I deal with people in every day life.”
Alex H Parker
EQA Feedback
Feedback from our External Verifiers at TQUK – March 2023 visit:
“The learner portfolios reviewed as part of this sample were all held on the centre’s secure e-portfolio system. A variation of learner evidence was sampled across the qualifications, which consisted of learner written responses and submitted performance evidence. The evidence viewed confirmed all of the learners meeting of the requirements for their respective qualifications. The standard of assessment practice was very good, it is standardised across the units, with learners receiving clear, supportive and developmental feedback when appropriate.
IQA activity was evident across all of the portfolios sampled. Feedback was supportive, developmental and reflected those decisions made by the assessors. Assessment practice is consistent with the qualification requirements. During the visit, the IQA demonstrated a very good understanding of the centre’s policies, processes, and procedures and those in relation to TQUK.
Decisions made by the assessors I found to be VACSR. Well done!”
Annual EQA Report May 2021:
“The centre continues to ensure that their current processes and practices in terms of delivery and assessment are robust. Centre policies and procedures are appropriate and relevant in the context of their delivery model. Staff are sufficiently competent and experienced to deliver TQUK qualifications, with evidence of continuing compliance and continual improvement being promoted by a robust and well managed internal quality assurance system.”
Feedback from our External Verifiers at TQUK – February 2021:
“The learner has produced excellent evidence and is at a high standard and fully meets the criteria. The assessor gives supportive feedback which is detailed and confirms achievement. The IQA has given constructive feedback and confirmed the assessment decision. I agree with the centre’s findings.”
Feedback from our External Verifiers at TQUK – November 2019:
“The learner has submitted their evidence via an online portal and is clearly identified to the learning outcomes. Feedback from the assessor to the learner is very detailed and provides the learner with praise and encouragement. Any additional work has been assessed and the assessor again provides the learner with feedback and confirmation if the learning outcome is complete. The detail within the feedback is clear, concise and of a very high standard. IQA activities have been conducted and the IQA’s detail within the report is also very clear and concise, with recognition of good practices from the assessor recognised. I agree with the judgments of both the assessor and the IQA for this learner evidence.”
Feedback from our External Verifiers at Pearson – March 2019 visit:
Centre Recognition Criteria:
“Staff have appropriate teacher training qualifications to effectively deliver the courses and CPD was evident on the day of the visit. Staff are appropriately qualified and staff who delivered on the programmes were experienced and competent in Teacher Training. The centre has the appropriate resources to effectively deliver the qualifications and all learner work is kept in e-portfolios, these are held securely and safe. Records of learners are kept confidential, password protected and therefore data protected.”
Learner Support:
“Learners were supported well on the courses and received suitable information advice and guidance. Learners complete diagnostic assessments as part of the entry requirements. Individual support is given and communication with learners was regular and very good. There were very good communication and effective policies in place to support the learners and effectively deliver the qualification.”
Assessment and Verification:
“Assessments were carried out by qualified staff and assessment decisions are recorded. The centre provided the learners with detailed information explaining what must be completed within the e-portfolio. All learning outcomes and assessment criteria were evident. Assessment methods included written work, reflective accounts, micro teach, reflective journals, and classroom assessments. It was also evident during the visit learners had presented the work in an organised manner and portfolios were presented well. Feedback by the tutors was detailed and feedback overall was excellent for the micro teach/observation, constructive comments were evident: giving learners areas for improvement and targeted developments.
The IV process is in place and it is evident the procedures were completed as paperwork was given on the visit. A full IV plan was evident on the day and used consistently in the department to show planned sampling. The IV documentation is detailed and includes specific targets and constructive comments including clear guidance for assessors to improve. IQA is timely and robust. All records are in place and there is an effective system in place to monitor all learners registered on the courses in line with Pearson requirements. No significant failings were identified at the centre for this visit.”
Contact Us
For further information, please contact the team on:
Call 01723 353353 to speak to NAPPI uk