Assessment of behavioural needs

In-House services  

5.1   Before a person attends our In-House services, they will have worked with a member of the Adult Social Care Operations team to complete a care needs assessment and may already have a behavioural support plan in place. 

5.2   If a person begins to display behaviours that challenge after their initial care needs assessment, our In-House staff will make a recording in the person’s daily log including which strategies helped to restore calm. 

5.3   Staff will continue to monitor frequency and intensity of the behaviours that challenge and may complete an ABC Chart to see if a referral for an assessment of behavioural needs is required. 

5.4   We will listen to what the person enjoys and offer structured programmes of activities within resources and as appropriate to services, without restricting access. 

Everyone who has an assessment of behavioural needs 

5.5   If an adult lacks capacity to consent to a behavioural support assessment, decisions will be made in their Best Interests in accordance with the Mental Capacity Act 2005. 

Please see the Mental Capacity Act (MCA) Policy | Gloucestershire County Council 

5.6    When it is identified a person may benefit from behavioural support, an assessment of behavioural needs will be completed. We will work with the person, their family, friends and carers using evidence collected from reports and observations. 

5.7    This is the process which tries to establish the function of the behaviour that challenges, and any adverse outcomes it can have, such as social isolation.  

5.8    Staff will seek advice from the Positive Behavioural Support Service if it appears that a Functional Behaviour Assessment (a specialist assessment) may be required. 

Functional Behaviour Assessment 

5.9    Where a Functional Behaviour Assessment or specialist intervention is required, we will make a referral/s as appropriate to the person’s needs and situation, for example to:  

• The Positive Behavioural Support Service 
• The Learning Disabilities Intensive Support Service 
• The Community Learning Disabilities team 
• Psychology 

5.10   The functional assessment must be completed with:  

• A clear description of the behaviours that challenge
• Observational information from daily routines which may identify times, events and situations which may predict when behaviours that challenge occur
• Identify what the outcome of the behaviour is – the function it serves for the person 
• Summary of specific behaviours and specific situation and what maintains the behaviour, with direct observation data to confirm this

5.11    A functional assessment aims to: 

• Understand Behaviour: Identify the underlying causes and functions of a person's behaviour, especially when it is challenging or problematic. Functional assessments aim to go beyond surface-level observations and uncover the reasons why a behaviour occurs
• Develop Effective Interventions: Once the reasons for a behaviour are understood, professionals can design targeted interventions and strategies to address the behaviour effectively. This often involves creating behaviour intervention plans (BIPs) or treatment plans tailored to the individual's specific needs
• Improve Quality of Life: Functional assessments are often used in settings where individuals may have disabilities, behavioural issues, or mental health concerns. By understanding the function of behaviours, interventions can be designed to improve the individual's quality of life and help them achieve their goals
• Enhance Learning and Education: In educational settings, functional assessments can be used to identify barriers to learning and develop strategies to support students with diverse needs. This can lead to more inclusive and effective educational practices
• Make Informed Decisions: Functional assessments provide data-driven information that can guide decision-making. For example, they can help determine whether a change in environment, support, or treatment is needed
• Monitor Progress: Functional assessments are not just a one-time process. They are often used longitudinally to monitor the effectiveness of interventions over time and make necessary adjustments