Positive Behaviour Support Job Description — and Why It’s So Much More Than Just a Job

A Positive Behaviour Support practitioner working collaboratively with a young person, using visual aids in a calm, inclusive environment.

When people ask what I do for work, I sometimes pause. Saying “I work in Positive Behaviour Support” doesn’t always paint the full picture — it sounds a bit like I spend my days giving pep talks. In reality, a Positive Behaviour Support job is about understanding people, their environment, and what helps them flourish.

It’s work that combines evidence, ethics, and empathy — and it’s quietly life-changing, both for the people you support and for you.

What Positive Behaviour Support Actually Means

Positive Behaviour Support (PBS) is an evidence-based approach rooted in the science of behaviour analysis and guided by strong ethical principles. Its goal is simple but powerful: to improve a person’s quality of life while reducing behaviours that challenge.

The UKSBA Code of Ethical Conduct emphasises respect for autonomy, dignity, and meaningful outcomes — and research supports this. Gore et al. (2013) and LaVigna & Willis (2012) show that PBS is most effective when it’s person-centred, proactive, and focused on long-term wellbeing, not short-term compliance.

At its best, PBS helps people experience more success, more inclusion, and more choice.

The Role in Practice

A PBS practitioner’s responsibilities vary depending on the setting, but they usually include:

Assessment: Observing and listening to understand what drives certain behaviours.
Analysis: Using frameworks like ABC (Antecedent–Behaviour–Consequence) analysis to identify why a behaviour happens.
Planning: Designing individualised strategies that teach new skills, adjust environments, and reduce barriers to success.
Implementation: Supporting families, carers, and teams to apply these strategies consistently and compassionately.
Monitoring: Collecting and analysing data to ensure support remains effective, ethical, and meaningful.

The role blends structure with creativity. Some days you’re analysing graphs; other days, you’re helping someone learn a new way to communicate.

The Values Behind the Work

The best PBS isn’t just about reducing behaviour — it’s about increasing opportunities for a good life. It’s values-led, meaning it promotes independence, inclusion, and dignity.

In my experience, the most effective practitioners stay curious and reflective. They collaborate closely with families and staff, listen before acting, and balance scientific rigour with genuine care. I’ve always valued that balance — I’m naturally a quiet person, so the idea of making a positive difference without being the loudest voice in the room really resonates with me.

The Role of Data and Reflection

Data is essential in PBS — not as a box-ticking exercise, but as a way to check if what we’re doing actually helps.

Objective data supports ethical decision-making and accountability. It ensures that we respond to what works, not what we assume will work. And, for those of us who enjoy a good spreadsheet (guilty — my background in maths occasionally sneaks through), it’s satisfying to see meaningful change backed by clear evidence.

What Makes a Great PBS Practitioner

From research and real-world experience, a few qualities stand out:

Empathy and respect: Behaviour is communication; we can only support change by understanding the person first.
Curiosity: Effective PBS starts with questions, not assumptions.
Collaboration: Sustainable change comes from working with people, not doing things to them.
Ethical awareness: Every plan and decision should reflect dignity, consent, and inclusion.

As Allen et al. (2005) found, PBS is most successful when it’s collaborative and grounded in positive relationships.

Why This Work Matters

A career in PBS isn’t about fixing people — it’s about creating the conditions where people can thrive.

When we get it right, challenging behaviour often fades naturally. Families feel less stressed, staff feel more confident, and the person at the centre gains more control over their own life.

It’s not glamorous work, and progress can be slow, but the impact is real. And for me, that’s what makes it worthwhile — helping others, even in small ways, is the most meaningful thing I can do.

(That, and maybe trying a new recipe on the weekend — I have far too many cookbooks, and behaviour science hasn’t yet solved my “buying more of them” habit.)

References

Allen, D., James, W., Evans, J., Hawkins, S., & Jenkins, R. (2005). Positive behaviour support: Definition, current status and future directions. Tizard Learning Disability Review, 10(2), 4–11.

Gore, N. J., McGill, P., Toogood, S., et al. (2013). Definition and scope for positive behavioural support. International Journal of Positive Behavioural Support, 3(2), 14–23.

LaVigna, G. W., & Willis, T. J. (2012). The efficacy of positive behavioural support with the most challenging behaviour: The evidence and its implications. Journal of Intellectual and Developmental Disability, 37(3), 185–195.