Working With Individuals

Practical, positive, person-centred support for meaningful change

At PBS UK, we work alongside people, families, services, and commissioners to understand behaviour in context and to develop practical, sustainable support that improves quality of life.

Our work is always grounded in assessment, collaboration, and a commitment to meaningful and lasting change.

giveusashout@pbsuk.org | 01234 567890

What We Offer

Functional Behaviour Assessments

Positive Behaviour Support Plans

1:1 Direct Support Sessions

Family and Carer Coaching

Transition Planning

Multi-Team Collaboration

Who We Support

Supportive partnerships that create real change.

Children and Young People

We support children and young people across home, school, and community settings. Our work focuses on understanding the function of behaviour, strengthening relationships, and helping young people access education, social opportunities, and environments where they can thrive.

We work closely with families and education teams to build consistent, practical support strategies that are both compassionate and achievable.

Adults

We work with adults in a range of settings, including family homes, supported living, residential services, day services, and hospitals.

Our focus is on promoting autonomy, dignity, and meaningful participation in everyday life. We support teams to develop practical strategies that reduce distress and restriction, while increasing opportunities, skills, and quality of life.

Autistic People

We work with autistic children, young people, and adults using a neurodiversity-affirming and person-centred approach.

Our work focuses on understanding sensory differences, communication preferences, predictability, and environmental fit. We support others to adapt environments and expectations, reducing distress and increasing safety, connection, and independence.

People with Learning Disabilities

We have extensive experience supporting people with learning disabilities whose behaviour may be described as challenging.

Our approach prioritises understanding communication, unmet needs, and environmental influences. We work collaboratively with those around the person to develop proactive, skill-building approaches that improve wellbeing and safety for everyone involved.

People with Multiple or Complex Diagnoses

We support individuals who may have multiple diagnoses, including learning disabilities, autism, mental health diagnoses, and other co-occurring conditions.

In complex situations, we take a careful, integrated approach – working alongside multidisciplinary teams to ensure assessment is thorough and recommendations are coherent, practical, and ethically sound.

People Without Formal Diagnoses

A formal diagnosis is not required to access PBS support.

We work with individuals whose behaviour is impacting their quality of life or the sustainability of their support arrangements, regardless of whether a diagnosis is present. Our focus remains the same: understanding the person and developing meaningful, practical support.

Working With Commissioners

We work closely with commissioners on complex and high-risk cases, including situations involving hospital admission, delayed discharge, or service breakdown.

This may involve comprehensive assessment, risk formulation, service design input, and transition planning – including supporting individuals to move from hospital into community settings, or into new services when required.

Our role is to ensure that support arrangements are robust, values-led, and designed for long-term stability rather than short-term containment.

Families

Families are central to our work. We partner closely with parents, carers, and relatives to ensure that support strategies are realistic, respectful, and aligned with family values.

We aim to build confidence, reduce stress, and create consistency across home and other environments.

People with Dementia

We provide support to people living with dementia and to the teams and families who care for them.

Our work focuses on understanding changes in communication, cognitive processing, and environmental triggers. We help services develop compassionate, proactive approaches that reduce distress and enhance quality of life.

Not Sure If We Work With Your Situation?

If you feel PBS may be helpful to you, your family, or your organisation – even if your situation is not listed above – we encourage you to get in touch.
If we believe we can help, we will explore appropriate recommendations with you. If we are not the right fit, we will aim to guide you towards someone who is.

What We Offer

Our work with individuals is always grounded in careful assessment, collaborative planning, and practical implementation. Support is proportionate to need and designed to create meaningful, sustainable change.

Comprehensive Assessment

All individual work begins with assessment.

This may include functional behavioural assessment, review of historical information, direct observation, interviews with the person and those who know them well, and analysis of environmental and systemic factors.

Our aim is to develop a clear, shared understanding of why behaviour is occurring and what needs to change to improve quality of life.

Behavioural Formulation

We develop clear, accessible formulations that explain the interaction between communication, environment, skills, health, emotional wellbeing, and wider systems.

This ensures that support strategies are coherent, ethical, and rooted in understanding rather than reaction.

Individualised Positive Behaviour Support Plans

We create practical, person-centred PBS plans that include:

Proactive and preventative strategies
Skill development and communication support
Environmental adaptations
Clear, consistent responses to behaviour
Risk reduction strategies where required

Plans are designed to be usable in everyday practice — not documents that sit on shelves.

Implementation Support

Effective support requires more than a written plan.

We provide hands-on guidance to families and teams to help embed strategies into daily routines. This may include training, modelling, coaching/practice leadership, structured review meetings, and ongoing consultation.

Working Within Complex or High-Risk Situations

We are experienced in supporting complex cases, including situations involving:

High levels of risk
Restrictive practices
Service breakdown
Hospital admission or delayed discharge

Our focus is on stabilisation where needed, alongside longer-term planning to reduce restriction and increase quality of life.

Transition Planning

Where individuals are moving between settings – including from hospital to community, between services, or back to family homes – we provide structured transition planning (and direct support where appropriate).

This includes assessment of environmental fit, workforce capability, risk planning, and ongoing review to promote stability.

Review and Ongoing Monitoring

PBS is not a one-off intervention.

We establish clear review structures to monitor progress, adjust strategies, and ensure that change is meaningful and sustained over time.

Hear From the People We Support

Real stories, real outcomes, real change.

I recently worked with PBS UK when I was in post offering turnaround operational support to a specialist Autism and LD residential service in crisis. Rather than offering a ‘prescriptive’ process, they met with us and listened to where we felt we were failing and what we wanted to achieve. They presented us with several options and provided thorough feedback at each step of the process. There was continued open dialogue and they remained completely flexible in their approach. If they felt something wasn’t working, they approached us with evidence and an alternative solution. I can confidently say that the work PBS UK did with the people we support and the staff team, was key in driving up the standards of care delivered at the service and enabling the staff to support people to a better quality of life.

PBSUK are an extremely professional company. They have been able to create programs of work centred around the areas that were proving difficult for our family. The progress and achievements our daughter has made since PBSUK began working with her is phenomenal, way beyond what we could have ever hoped for.

“The feedback from both the training and the new fully embedded approach of the company has been 100% positive. Service users and/or their families have reported feeling listened too as well as understanding the approach. Other professionals have commented on the fact that all employees within the company appear informed and on board with this approach. In our team feedback and evaluation sessions the staff have all said they feel more supportive (less unprepared) for situations where their service users require extra support”.

“RIMES has literally saved me at least 2 full days every month with regards to data processing! That means I can spend more time in services working with teams and the people they support. I can now get all the information I need in one safe place (and I no longer get phone calls from managers regarding broken spreadsheets!)” The system gives me all the graphs that I need for my clinical work as standard, but the functions also enable me to search for any bespoke trends and patterns I might require on an individual basis”

Why Reinforcing Positive Behaviour Matters

At the heart of Positive Behaviour Support is the understanding that behaviour serves a function. People behave in ways that help them meet important needs — whether that is to communicate, to access something meaningful, to avoid distress, or to feel safe and understood.

When we talk about the importance of reinforcing positive behaviour with individuals, we are not referring to rewarding behaviour simply because it appears “good.” Rather, we focus on strengthening behaviours that are meaningful to the individual and that improve their quality of life and overall wellbeing.

For example, if someone does not yet have an effective way to ask for what they enjoy or need, behaviour that challenges may be the most reliable method available to them. If we teach and consistently reinforce a new communication system — such as using words, symbols, gestures, or technology — we can help that person access the same outcomes in a way that is safer, more effective, and more sustainable.

In this way, reinforcement becomes a tool for increasing autonomy, reducing distress, and expanding opportunities.

Reinforcement is always guided by assessment. We seek to understand:

What function a behaviour currently serves
What need is being met
What alternative skills could achieve the same outcome more effectively
What changes in the environment are required to support success

Sometimes this involves shaping new skills with the individual. At other times, it means shaping new behaviours with carers, families, and staff teams — such as responding more consistently, adjusting expectations, or increasing opportunities for choice and control. The same behavioural principles apply across the system.

When reinforcement is used thoughtfully and ethically, it can:

Increase access to meaningful activities and relationships
Strengthen communication and independence
Reduce reliance on restrictive or reactive approaches
Improve emotional wellbeing and long-term stability

Ultimately, reinforcing behaviours that matter to the person helps create environments where their needs can be met safely, consistently, and with dignity.

Techniques That Make a Difference

At the centre of effective Positive Behaviour Support are relationships.

Sustainable change happens when people feel understood, respected, and safe. Without trust and shared understanding, even well-designed strategies are unlikely to have lasting impact. For this reason, we prioritise relationship-building, psychological safety, and open dialogue in every piece of work we undertake.

Positive Behaviour Support is not a single technique – it is a framework, and in many ways a toolbox. The skill lies not in selecting tools for someone, but in working with them – and those around them – to reach shared agreement about what may be helpful in a particular situation.

Our approach is grounded in assessment, co-production, and an awareness of the power imbalances that often exist within services and systems. We recognise that behaviour occurs within relational and environmental contexts, and that misunderstandings – including those described within the “double empathy problem” – can contribute to distress, particularly for autistic people.

We therefore prioritise neuroaffirming, relationship-centred practice. This means adapting environments, expectations, and communication approaches, rather than focusing solely on changing the individual.

Some of the tools we may draw upon include:

Strengthening communication systems so the person can reliably access what matters to them
Shaping new skills through meaningful and carefully planned reinforcement
Adjusting environmental demands to increase predictability and reduce overwhelm
Using visual or structural supports to promote clarity and independence
Supporting consistent, relational responses from carers, families, and staff
Developing strengths-based formulations that focus on capacity and context

We apply the same behavioural principles across the whole system. Sometimes this means shaping new responses in adults and professionals – not just in the individual.

When these approaches are embedded within safe, respectful relationships, reinforcement becomes one part of a broader strategy to increase autonomy, reduce distress, and enhance long-term quality of life.

PBS is not about control. It is about partnership, understanding, and creating environments where people can meet their needs with dignity and stability.

FAQs | Working With Individuals

What is positive reinforcement, and why is it important?

In behavioural science, reinforcement refers to anything that increases the likelihood of a behaviour happening again. If something is reinforced, it will continue and/or increase.

Our role is to understand what is reinforcing for each individual and why. We only make decisions about reinforcement strategies once we understand the function a behaviour serves.

Positive reinforcement is not about handing out rewards or controlling behaviour. It is about strengthening behaviours that help a person access what matters to them – in ways that are aligned with their values and improve quality of life.

Where possible, we aim to move towards intrinsic reinforcement – where behaviour is sustained because it is meaningful, satisfying, or empowering in its own right, rather than dependent on external rewards.

When used thoughtfully and ethically, reinforcement can increase autonomy, communication, confidence, and long-term wellbeing.

What types of strategies do you use when working with individuals?

Every plan is tailored to the individual and shaped through assessment and collaboration.

The strength of relationships is central. Sometimes, simply improving understanding, increasing moments of shared enjoyment, and building trust can make a significant difference.

Depending on the situation, strategies may include:

Strengthening communication systems
Clarifying expectations and increasing predictability
Using meaningful and carefully planned reinforcement
Supporting consistent responses across settings
Developing strengths-based formulations
Adjusting environments to reduce distress

We also draw from related evidence-based approaches, including positive psychology, organisational behaviour management (OBM), and Acceptance and Commitment Therapy (ACT), where helpful.

In many cases, improving neuroaffirming practices and addressing relational misunderstandings can have a powerful impact.

How do you ensure support is truly person-centred?

We begin by listening to the individual, their family, and their wider support network.

We explore behaviour in context: communication styles, motivations, environmental demands, sensory differences, routines, goals, and relationships. We are also mindful of the power imbalances that can exist within systems.

Support is developed through co-production, ensuring strategies are practical, ethical, and aligned with the person’s values. The result is a plan that reflects the individual – not a generic model.

Can you involve parents, carers, and support staff?

Absolutely. Parents, carers, and support staff are partners throughout the process.

We work alongside you, becoming part of your team while we are involved. We provide practical tools, coaching, and guidance so strategies can be implemented confidently and consistently across environments.

Meaningful change is far more likely when everyone feels informed, respected, and supported.

Is this approach suitable for people with complex needs?

Yes. We regularly work with individuals with learning disabilities, autism, ADHD, mental health conditions, dementia, and other complex or overlapping needs.

PBS is a flexible framework. It can be adapted to different communication styles, cognitive profiles, environments, and levels of risk – always grounded in assessment and ethical practice.

How is positive reinforcement different from negative reinforcement or punishment?

Positive reinforcement involves adding something meaningful or valued following a behaviour, increasing the likelihood it will occur again.

Negative reinforcement involves removing something to increase behaviour. Punishment aims to reduce behaviour by introducing an adverse consequence.

At PBS UK, our emphasis is on strengthening skills, improving environments, and using reinforcement in ways that build trust, autonomy, and long-term stability – rather than relying on punitive or restrictive approaches.

How long does it take to see results?

Timeframes vary depending on complexity, history, and environment.

Some families and teams notice early shifts within weeks, particularly when consistency improves. However, our focus is on sustainable change – not short-term fixes.

What happens if the strategies don’t seem to work?

If something isn’t working, we revisit the assessment. Behaviour is communication, and lack of progress usually tells us something important.

We review data, refine hypotheses, and adjust strategies collaboratively. PBS is a dynamic process, not a fixed plan.

Do you work with children, adults, or both?

Both. We support individuals across the lifespan – from early years through to older adulthood.

Support is always tailored to developmental stage, environment, and personal goals.

Can you help with behaviour in school or work settings?

Yes. We regularly collaborate with schools, colleges, employers, and community teams to create joined-up plans that promote consistency across settings.

Do you offer ongoing support or just one-off assessments?

We offer flexible involvement depending on need – from one-off assessment and formulation to longer-term partnership and implementation support.

Our aim is to provide the level of input required to create meaningful, lasting change.

Still have questions?

Contact our team or call us on 01234 567890 — we’d be happy to discuss how we can help.

How We Work With Individuals

Take the First Step Today.

We’re here when you’re ready

No judgment — Practical support — Meaningful change

An example from our own published research

Implementing Skills-Based Support in Everyday Settings

This research explored whether an approach called Skills-Based Treatment (SBT) can be delivered successfully in everyday settings in the UK, such as family homes and schools, by PBS practitioners.

Some autistic children, particularly those with learning disabilities, may experience behaviours that are described as challenging or of concern. These behaviours are often linked to unmet needs or difficulties with communication, coping with change, tolerating delay, or transitioning between activities. When this happens, it can significantly affect the child’s safety, wellbeing and quality of life, as well as that of their family.

Although Skills-Based Treatment has a strong evidence base in the United States, it had not previously been studied in the UK or delivered in natural, everyday environments in this way. This study aimed to understand whether the approach was both feasible and acceptable when delivered in homes and schools by PBS practitioners.

Three autistic children aged 12 to 13, all with co-occurring learning disabilities, took part. Practitioners began by working closely with parents to understand what might be triggering distress and to identify early “warning signs.” A careful, safety-focused assessment was completed before moving into structured skills teaching. The children were supported to develop new skills in communication, tolerance, cooperation and participation in everyday activities. Sessions were delivered either at home, in school, or across both settings to help skills generalise. Parents were supported throughout so they could confidently continue using the strategies themselves.

All three children developed meaningful new skills. Two progressed through the full sequence of teaching, while the third experienced important improvements even though the teaching programme ended earlier than planned. During assessment and teaching sessions, no serious behaviours of concern occurred, and early warning signs reduced significantly once skills teaching began.

Before support started, families described frequent and severe distress, safety concerns and significant restrictions on daily life. Following the intervention, families reported feeling safer, more confident and better able to enjoy time together. Children showed greater flexibility and independence, with one returning to school full-time and others participating more fully in family and community life. Parents described their children as happier and better able to communicate their needs.

The approach prioritised safety, strong relationships and the child’s right to assent. Teaching progressed at each child’s pace, and sessions were adapted immediately if there were signs of discomfort. The focus was not simply on reducing behaviour, but on building meaningful skills that improve long-term quality of life.

This is the first known study to demonstrate that this approach can be delivered in naturalistic UK settings by PBS practitioners. The findings suggest that skills-based, values-led support can lead to meaningful, sustainable change for children and their families when grounded in safety, dignity and collaboration.

You can access the full article here: https://www.emerald.com/tldr/article-abstract/doi/10.1108/TLDR-09-2025-0038/1334941/Implementing-skills-based-treatment-in?redirectedFrom=fulltext