AC0799 - Leading PBS in Organisations

What will I learn on this module?

This module will enable you to lead PBS in your organisation. You will have developed your knowledge and proficiency in PBS in the previous two modules including the ability to contribute to assessing behaviour, as well the development, implementation and review of behaviour support plans. This module enables you to critically analyse and apply the most effective strategies to facilitate learning in adults and act as a leader of learning within your organisation to others who are learning about and developing their proficiency in PBS. You will do this through a coaching approach providing support, supervision and feedback to others as they learn

You will analyse how adults develop knowledge, understanding and skills and values for PBS, and how to best facilitate the development of each. You will learn the importance of modelling good practice, how to coach and support others when they are learning, and how to give effective feedback on performance. You will observe and assess proficiency in PBS of staff within your organisation, applying your understanding of factors which improve the validity and reliability of assessment. You will analyse and apply theories and models of supervision demonstrating ability to provide effective ongoing supervision to others utilising PBS plans and providing feedback, which is supportive, constructive and helps individuals reflect upon and develop their own practice. You will learn about other system wide aspects which influence the ability of the workforce to use PBS in practice; these include leadership, allocating resources effectively, and understanding, developing and utilising policies and practices central to safe effective PBS. As well as to meeting the requirements of a Northumbria Award it also enables you to demonstrate the behaviour specialist/supervisor/manager competencies in the PBS Coalition Competence Framework (2015) nationally recognised as best practice for those who support people with learning disabilities /autism with challenging behaviour.

How will I learn on this module?

This module will take a blended approach, including learning in a classroom setting, directed learning using on-line learning materials and assessment, peer learning and work-based learning and assessment in the practice setting.
As an adult learner, you will be expected to take responsibility for your own learning and use the materials and opportunities effectively within your guided learning time. You will be expected to engage with the blended learning materials, which include online learning activities, independent and guided study activities and further reading to enable you to engage with relevant evidence and appraise its application to your practice. The classroom and practice-based group learning sessions will be interactive and will be designed to encourage you to explore your own experiences of learning and how best to support and supervise others who are learning about PBS. You will use peer learning and group coaching to develop your expertise and practice the skills of supervision. You will also be expected to apply your learning in the practice setting by effectively supporting, observing, coaching and assessing others within your organisation to develop their ability to effectively use a PBS approach with people they are supporting, providing effective feedback on their learning and achievement of proficiency. You will be supported and assessed in practice by a regional workforce development and practice development manager in PBS.

How will I be supported academically on this module?

You will be supported by the module teacher who will guide your academic learning and assessment throughout the module. You will have local support from a regional workforce development and practice development manager in PBS who will be involved in academic and practice-based learning and assessment. Both have PBS expertise plus teaching and learning in professional practice experience and qualifications
You will also have an allocated personal tutor who will provide advice and support in relation to your welfare during the programme. You will have access to 24/7 generic IT support and student support services provided by Northumbria University. Support from the programme team will also be available with any specific issues related to your learning journey and progress, and with any difficulty accessing or using the e learning package. You will also have access to the full range of student administration and support services offered by Northumbria University that includes library and learning support outlined fully in the programme handbook.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at:
(Reading List service online guide for academic staff this containing contact details for the Reading List team –

List is above in what will I read on this module.

Beadle-Brown, J., Bigby, C. & Bould, E. (2015) Observing Practice Leadership in Intellectual and Developmental Disability Services. Journal of Intellectual Disability Research, Vol 59 Part 12 p. 1081-1093.

Bluteau, P. and Jackson, A. (eds) (2009) Interprofessional Education: Making it Happen Basingstoke: Palgrave

Clement, T. & Bigby, C. (2010) Group Homes for People with Intellectual Disabilities: encouraging inclusion and participation. London: Jessica Kingsley Publishers

Clouder, L. (2004). Reflective practice and clinical supervision: an interprofessional perspective. Journal of Advanced Nursing. 46:3 262-269

Deveau, R. & McGill, P. (2016) Impact of practice leadership management style on staff experience in services for people with intellectual disability and challenging behaviour: a further examination and partial replication.

Dolan,B Hinchliff, S. (2017) The Practitioner as Teacher. 4th edn. Updated Edinburgh: Churchill Livingstone

Gopee, N. (2015) Mentoring and Supervison in Healthcare. 3rd edn. London: Sage Publications

Mansell, J., and Beadle-Brown, J. (2012) Active Support: Enabling and Empowering People with Intellectual Disabilities. London: Jessica Kingsley Publishers

Mansell, J., Beadle-Brown, J., Ashman, B. & Ockenden, J. (2004) Person Centred Active Support: A Multi-Media Resources for Staff to Enable Participation, Inclusion and Choice for People with Learning Disabilities. Brighton: Pavilion Publishing.

Stuart, C.C. (2007) Assessment, Supervision and Support in Clinical Practice 2nd edn Churchill-Livingstone

Toogood. S. (2010) Interactive Training: Supporting people with severe and profound intellectual disabilities in meaningful activity. Brighton: Pavilion Publishing and Media Ltd

PBS Academy (2016) Support Workers doing Positive Behavioural Support well: A competence checklist
Available at:

PBS Coalition (2015) Positive Behavioural Suppprt Competence Framework
Available at:

Skills Plus Resources, Northumbria University Library
Toogood. S. (2010) Interactive Training: Supporting people with severe and profound intellectual disabilities in meaningful activity. Brighton: Pavilion Publishing and Media Ltd.
United Response (2016) Practice Leadership. London: United Response
Available at:

University of Kent and United Response (2017). What does good look like? A guide to observing in services for people with learning disabilities and/or autism
Available at:


Centre for the Advancement of Positive Behavioural Support:

North East and Cumbria Positive behavioural Support Community of Practice:

The Challenging Behaviour Foundation:

The PBS Academy:

United Response:

What will I be expected to achieve?

Learning Outcomes:
By the end of this module the student will be able to:

Knowledge & Understanding:
1. Appraise learner needs and develop evidence based approaches to facilitate learning, valid & reliable assessment and ongoing supervision for those learning PBS skills, values and competence in practice.

Intellectual / Professional skills & abilities:
2. . Lead the learning, teaching and professional development of others developing proficiency in Positive Behavioural Support through the critical application of evidence-based teaching, learning, assessment, coaching and supervision.
3.Critically analyse the factors influencing the ability of the workforce within your organisation to use a PBS approach

4. Lead relevant developments to address these factors to improve practice standards within your organisation

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):

5. Develop effective relationships with staff you are supporting, teaching, assessing and supervising to enable collaborative learning, assessment and supervision in practice

How will I be assessed?

Formative exercises
Reflect on your own learning gained through participation in facilitating the development of others to effectively use a PBS approach.
Carry out an assessment of the competencies displayed in a team member in practice and give feedback to that staff member in a constructive way.
Reflect upon this experience with your peers using group coaching and develop an action plan to address your learning needs.

(MLO’s, 1, 2, 3, 4, 5)

Summative assessment .
Submit a 3000 word written reflective discussion outlining your learning related to leading the development of PBS in your own organisation at both an individual and system wide level. The work should be informed by relevant evidence, referenced using Harvard system
Submit a brief action plan (2 sides A4) outlining organisational developments initiated as a result of your learning

(MLO’s 1, 2,3, 4, 5)
1. Work based assessment of identified competencies within the PBS Coalition Competency Framework for leaders (2016)

These will be assessed by your regional workforce development and practice development manager Pass/ refer grade
(MLO’s 2, 3, 4, 5)


In order to undertake this module, you must be working within a team of staff supporting a person or people at risk of or with behaviour that challenge


In order to achieve the Postgraduate Certificate in Leading Positive Behavioural Support, you must successfully complete modules AC7000, AC0798

Module abstract

This module builds upon your understanding of Positive Behavioural Support (PBS) to give you the knowledge, understanding and skills to facilitate learning of those within your organisation to effectively use a PBS approach to support people with learning disability at risk of, or demonstrating behaviours that challenge. You will apply your understanding of adult learning to help the people you supervise and support, understand and effectively use a PBS approach in practice with people they are supporting. Working collaboratively with a practice leader/ supervisor/specialist in PBS in your organisation, you will coach and support others when they are learning, review and observe others practice and to give feedback which is supportive, constructive and helps them to develop their own proficiency and practice. The module directly reflects the PBS Coalition Competence Framework (2015) and PBS is a required aspect of good support therefore may improve your employability.

Course info

Credits 20

Level of Study Postgraduate

Mode of Study 1 year Part Time (Distance Learning)

Location Coach Lane Campus, Northumbria University

City Newcastle

Start September 2024

Fee Information

Module Information

All information is accurate at the time of sharing. 

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