Quality of Life & Behaviour of Concern Checklist PBSG – Quality of Life & Behaviours of Concern Checklist PBSG – Quality of Life & Behaviours of Concern Checklist Tick items as you verify them. Progress saves locally on this device. Print Clear all Universal – Least Restrictive Practice & Safeguards Know what is/isn’t a Restrictive Practice (RP); RPs require authorisation & reporting; focus on preventing and eliminating RP. Supports know what is and is not an RP in this setting (e.g., seclusion; physical/chemical/mechanical/environmental restrictions). If an action may be restrictive, supports recognise it and escalate for authorisation and reporting; the team’s focus is on preventing the need for any RP. RPs require authorisation and reporting under NDIS/state requirements; supports know the local pathway. If the participant is distressed, positive and communication supports are implemented to prevent the need for any RP. If uncertainty exists, supports use the RP decision pathway and escalate; no RP is enacted without required authorisation. If PRN medication would constitute a chemical restraint, non-pharmacological strategies are prioritised and authorisation/reporting requirements are followed; clinical review is arranged. If the environment contributes to risk, environmental modifications are implemented to reduce risk and avoid RP. If the participant objects, voice/advocacy is facilitated and recorded. If a restrictive incident is recorded historically, exit/fade criteria and a data-based reduction trajectory toward elimination are documented. If an RP occurs, a participant + supports debrief is completed the same shift to identify prevention strategies. If an RP occurs, an incident form and required reporting are completed. If the participant’s identity/culture/faith matters, these considerations are embedded and checked with family/community. If guardianship exists, roles and limits are clarified and respected. If emergency risk is imminent, 000 is called and the safest non-restrictive response is used while awaiting help. Quality of Life The participant is as involved as possible in choosing their activities and frequency, timing, and companions. A participant communicates or demonstrates enjoyment in their chosen activities. Community access/outtings match a participant's preferred activities and sensory needs. (Ask, why are we visiting here?) If the participant values routine, a predictable daily schedule is co-designed. If rest is needed, quiet/private time is protected daily. If sensory interests exist, a sensory kit/zone is available. If sleep is difficult, participant is supported with a wind-down plan (light, noise, screens) nightly. If food preferences exist, choice and dignity at meals are respected. If movement is beneficial, participant is supported with daily exercise in a form they enjoy. Social contact is enabled as preferred. If culture/faith is important, observances are enabled. If money choice is important, safe decision-making opportunities are built in. Participant has collaborated in designing their space and decorating their environment. Communication If the participant uses speech/AAC/gestures, that method is always available. If AAC is used, charging, access, and mounting are ensured daily. If visuals help, core boards are visible in key locations. If processing is slower, 5–10 seconds wait time is used consistently. If comprehension is unclear, check-back (show/point) is used. If needs are unmet, FCT targets (help/stop/break/finished/no) are taught and reinforced. If pain/illness is suspected, health communication tools are offered. All supports are trained to be proficient communication partners for the participant. Skill-Building & Independence If the participant can learn a task, a task analysis is written. If prompts are needed, a least-to-most approach with a fade plan is used. If reinforcement helps, preferred, ethical reinforcers are identified and scheduled. If generalisation is needed, people/places/materials vary by plan. If self-management is possible, checklists/timers/self-rating are taught. If progress is important, weekly measures are graphed and reviewed. If family wish to help, coaching is scheduled and documented. Behaviour of Concern – Absconding If the participant scans exits or paces, an early cue response (offer break/choice) is used. If demands trigger leaving, task adjustments (shorten/choice/first-then) are applied. If sensory overload triggers leaving, a quiet space is offered proactively. If boredom triggers leaving, engagement at peak times is scheduled. If supervision feels overbearing, least restrictive monitoring is reviewed. If boundaries are unclear, visual maps/rules are displayed and taught. If road safety is limited, road skills teaching is scheduled. If safe exits are needed, supervised walks are built in often. If the participant goes missing, a local search protocol is enacted. If not located or risk is high, 000 is called and a missing persons report is filed. If found, the report is cancelled only after sighting the participant safe. If absconding occurs, timeline, triggers, and function are documented that shift. If patterns emerge, environmental and schedule changes are actioned. Behaviour of Concern – Physical Aggression If the participant is trying to obtain something allowable, it is provided proactively / with a plan. An OT sensory profile is available (e.g, if participant is seeking deep joint pressure). If fatigue triggers events, rest and pacing are adjusted. If supports hair/jewellery pose risk, hair up, lanyards off, safe attire are used. If space is tight, supports positioning near exits/away from hazards is used. If escalation begins, calm tone + distance + few words are used. If risk is imminent, assistance is called immediately. If serious harm risk exists, 000 is called. If a restrictive strategy is used as a last resort, it is approved, documented, and time-limited. If an incident occurs, a medical check is considered. If an incident occurs, ABC data + injury details are captured the same shift. If triggers are identified, replacement communication (help/break) is taught. Behaviour of Concern – Verbal Aggression If demands/changes trigger outbursts, advance warning + visuals/timers are used. If frustration builds, a break/choice is offered early. If the participant shouts or threatens, a low voice + minimal words are used. If emotion is high, validate feeling and reduce audience. If risk escalates, end interaction safely and re-approach later. If calm returns, repair statements reinforced. If de-escalation works, the strategy is logged for reuse. Behaviour of Concern – Property Damage If ripping/smashing meets a sensory need, safe alternatives (rip box, crash mat, stress items) are supplied. If fragile/dangerous items are around, safest alternatives are provided without restricting. If boredom triggers incidents, engagement blocks are scheduled. If damage risks gas/electrical/fire, 000 is called and the area is made safe. If incidents occur, use calm limit-setting (no power struggles). If restitution is possible, it is only supportive/instructional not punitive (e.g., let's fix/clean together). Health & Environment If pain/illness is suspected, a GP review is arranged. Side-effects and purpose of all medications is known and documented. If sleep is poor, a sleep plan (timing, light, routine) is implemented. If noise/light/crowding affect behaviour, sensory adjustments are made. If a calm area helps, a safe space is identified and respected. If transport is needed, a seatbelt/route/breaks plan is in place.
