Understanding the Role of a PBS Practitioner in Schools

What we are doing when we observe, ask questions, and gather information

Schools are often key partners in supporting children and young people with disability.

When a Positive Behaviour Support (PBS) practitioner becomes involved, it’s common for school staff to wonder:

“What is their role?”“Why are they mostly observing or asking questions?”

This guide is designed to provide clarity around:

• The role of a PBS practitioner

• What a Functional Behaviour Assessment (FBA) involves

• What the NDIS requires us to assess and report on

• How we work alongside schools to support students

What Is a PBS Practitioner?

A PBS practitioner is an NDIS-funded specialist who supports children and young people where behaviours of concern are impacting:

• Learning

• Participation

• Safety

• Relationships

Our role is not to “manage behaviour” in isolation.

Our role is to understand behaviour in context and support the environments around the student to better meet their needs.

Why PBS Looks Different in Schools

Unlike some therapy models, PBS practitioners may not begin with direct intervention straight away.

Instead, the first stage is a Functional Behaviour Assessment (FBA).

This often involves:

• Classroom observations

• Conversations with teachers, support staff, and families

• Reviewing routines, expectations, and environments

• Identifying patterns over time

This can sometimes appear as though we are “not doing much yet.”

In reality, this stage is essential.

What Is a Functional Behaviour Assessment (FBA)?

An FBA is a structured process used to understand:

👉 What is happening

👉 Why it is happening

👉 What supports are needed

The NDIS requires PBS practitioners to base all recommendations on this level of understanding.

Without it, strategies are unlikely to be effective or sustainable.

What Are We Assessing in a School Environment?

When working in schools, we are looking at multiple domains that influence behaviour:

1. Communication

• How the student understands and expresses information

• Whether communication demands match their abilities

• Use of visuals, AAC, or alternative supports

2. Sensory Environment

• Noise levels, lighting, movement, and classroom setup

• Sensory triggers or sources of overwhelm

• Opportunities for regulation throughout the day

3. Classroom Expectations

• How tasks and instructions are presented

• Flexibility within routines

• Transition demands

• Alignment between expectations and the student’s capacity

4. Learning and Processing Style

• How the student best engages with information

• Processing time required

• Executive functioning differences (e.g., planning, shifting attention)

5. Regulation and Emotional Safety

• Early signs of distress

• Escalation patterns

• Opportunities for co-regulation and support

• Whether the student feels safe and understood

6. Skill Development

• Skills that may still be developing (e.g., communication, coping, social understanding)

• Whether behaviours reflect a skill gap rather than non-compliance

7. Relationships and Connection

• Student-teacher relationships

• Peer interactions

• Sense of belonging within the classroom

8. Patterns of Behaviour

• When behaviours occur

• What happens before and after

• Frequency, intensity, and duration

• Differences across environments or times of day

How This Supports Schools

The outcome of this process is a Behaviour Support Plan (BSP) that provides:

• Practical, classroom-relevant strategies

• Adjustments to reduce distress and increase engagement

• Clear guidance for staff responses

• Consistent approaches across home and school

Importantly, these strategies are:

✔ Individualised

✔ Evidence-informed

✔ Aligned with NDIS requirements

How PBS Differs from Other Supports in Schools

PBS practitioners work alongside, not instead of, educators and therapists.

Our role is to:

• Provide a whole-environment perspective

• Focus on the function of behaviour

• Support team consistency

• Reduce risk and improve participation

This complements the work of teachers, education assistants, and therapists who are supporting curriculum access and skill development.

Working in Partnership with Schools

We recognise the demands on educators and the complexity of classroom environments.

Our goal is to:

• Work collaboratively

• Respect teacher expertise

• Provide practical, achievable recommendations

• Support staff to feel confident in responding to behaviour

We value open communication and shared understanding.

Our Approach at Grow Therapy Services

Our work is guided by a neuroaffirming approach and the GROW™ Framework, which focuses on:

• Understanding identity rather than changing the person

• Recognising unmet needs and regulation

• Seeing behaviour as communication

• Supporting the whole environment around the student

This ensures that supports are not only effective, but also respectful and sustainable.

In Summary

When a PBS practitioner is:

• Observing in the classroom

• Asking detailed questions

• Taking time to understand the student

They are completing a Functional Behaviour Assessment.

This is the foundation for:

👉 Meaningful strategies

👉 NDIS-compliant reporting

👉 Improved outcomes for the student

If you would like to better understand how PBS can support your school, or how to implement strategies effectively, we welcome the opportunity to collaborate.

Because when we understand the why behind behaviour, we can create environments where all students can participate, learn, and feel safe.