4
In-depth modules
Opening The Smiling Monad…
SM-PBS-001 · Version 1.0.0
Positive Behaviour Support for Support Workers
Complete worker-level non-accredited package. It does not qualify a learner to develop NDIS behaviour support plans or practise as a behaviour support practitioner.
3
Assessment instruments
14
Audited learning hours
8
Supervised practice hours
68
Source-linked and applied questions
Certifier-visible duration control
How the 14 learning hours are justified
The displayed hours are no longer justified by opening a page or reading a brief overview. Every minute is allocated to a defined learning activity and must produce evidence of active participation. The complete module allocations total 14 h, exactly matching the course nominal learning hours. Supervised practice is recorded separately and cannot be replaced by video or written questions.
3 h 40 min
Structured concept teaching and source reading
Counted only when the required learner evidence is submitted and accepted.
2 h 48 min
Authoritative video and transcript annotation
Counted only when the required learner evidence is submitted and accepted.
2 h 32 min
Guided analysis and professional reasoning
Counted only when the required learner evidence is submitted and accepted.
2 h 12 min
Applied scenarios and changing conditions
Counted only when the required learner evidence is submitted and accepted.
1 h 24 min
Smiling Monad app practice and evidence production
Counted only when the required learner evidence is submitted and accepted.
1 h 24 min
Knowledge assessment, feedback and reflection
Counted only when the required learner evidence is submitted and accepted.
Non-negotiable evidence rule
Passive screen time, an opened browser tab, skipped media or generic answers do not establish learning hours. The record must show source use, active responses, applied reasoning, feedback and correction. Critical safety questions require a satisfactory answer and cannot be averaged out.
Status and authority
This is a certifier-ready Smiling Monad internal learner and assessment package for formal review. It may be used for non-accredited provider training, vocational preparation and participant-specific induction. Authoritative external videos and eLearning are linked and assessed, but they are not falsely represented as Smiling Monad-owned or automatically accredited. A nationally recognised result, licence or clinical authorisation may only be issued through the responsible authorised body after its own approval, delivery and assessment requirements are met.
Who this course is for
- Support workers implementing an authorised behaviour support plan
- Workers building positive, trauma-informed and communication-centred practice
- Workers preparing for further RTO training or supervised behaviour-support roles
Before learning begins
- Access to organisation safeguarding, incident and restrictive-practice procedures
- Participant-specific plan training before implementing a real plan
- Human supervision for any scenario involving significant risk or restrictive practice
Course outcomes
Understand behaviour as meaningful communication influenced by the person and environment.
Use rights-based, person-centred, strengths-based and trauma-aware approaches.
Collect objective observations without diagnosis, blame or stigmatising labels.
Implement proactive supports and communication strategies from an authorised plan.
Respond to distress using the least restrictive safe approach within role.
Recognise restrictive practices and follow authorisation, reporting and escalation requirements.
Full learner materials and evidence plan
Learning sequence
Module 1 · PBS-M1
Rights, communication and quality of life
3 h 30 min audited learning17 questions
Module time and evidence plan
55 min
Structured concept teaching and source reading
Work through the expanded teaching notes, official source extracts and terminology. Build a glossary and distinguish worker actions from clinical or authorised decisions.
Evidence: Completed guided notes, glossary and source acknowledgement.
42 min
Authoritative video and transcript annotation
Study the assigned authoritative media or certifier-selected sections for the allocated time. Record exact source locations and complete the source-linked questions.
Evidence: Media completion log plus timestamped or transcript-referenced annotations.
38 min
Guided analysis and professional reasoning
Analyse why each principle matters, identify common failure modes and explain where the worker must stop, seek clarification or escalate.
Evidence: Written, oral or AAC responses to the depth prompts with reasoning.
33 min
Applied scenarios and changing conditions
Complete case scenarios in which information, risk, consent, equipment or the person's condition changes. Explain the safe response rather than selecting an answer by recognition alone.
Evidence: Scenario responses, decision rationale and corrected attempt where required.
21 min
Smiling Monad app practice and evidence production
Complete the module's app workflow using fictional or approved de-identified information and produce an objective record, handover, checklist or escalation.
Evidence: Saved practice artefact or assessor-observed app demonstration.
21 min
Knowledge assessment, feedback and reflection
Answer the video-linked and applied questions, receive feedback, correct misconceptions and state the limits of current competence.
Evidence: Question responses, feedback record, corrections and learner declaration.
Observable outcomes
- Recognise behaviour as communication rather than a character flaw.
- Connect support decisions to rights, preferences, relationships and quality of life.
Core teaching propositions
Positive behaviour support starts with understanding what matters to the person and what the behaviour may communicate or achieve.
Labels such as manipulative, attention-seeking or non-compliant conceal information and can increase harm.
The worker's first question is what changed, what the person communicated and what support or environment may help.
In-depth learning — not overview material
Principle 1: analyse, apply and defend
Positive behaviour support starts with understanding what matters to the person and what the behaviour may communicate or achieve.
- 1.Explain why this principle matters for the person, the worker and the service.
- 2.Describe a realistic failure mode if this principle is ignored or applied mechanically.
- 3.Identify the exact point at which a worker must stop, seek clarification or escalate.
- 4.Show how the principle changes when consent, communication, equipment, staffing or the person's condition changes.
Required output: Produce one safe example, one unsafe example and one corrected record or handover using objective language.
Principle 2: analyse, apply and defend
Labels such as manipulative, attention-seeking or non-compliant conceal information and can increase harm.
- 1.Explain why this principle matters for the person, the worker and the service.
- 2.Describe a realistic failure mode if this principle is ignored or applied mechanically.
- 3.Identify the exact point at which a worker must stop, seek clarification or escalate.
- 4.Show how the principle changes when consent, communication, equipment, staffing or the person's condition changes.
Required output: Produce one safe example, one unsafe example and one corrected record or handover using objective language.
Principle 3: analyse, apply and defend
The worker's first question is what changed, what the person communicated and what support or environment may help.
- 1.Explain why this principle matters for the person, the worker and the service.
- 2.Describe a realistic failure mode if this principle is ignored or applied mechanically.
- 3.Identify the exact point at which a worker must stop, seek clarification or escalate.
- 4.Show how the principle changes when consent, communication, equipment, staffing or the person's condition changes.
Required output: Produce one safe example, one unsafe example and one corrected record or handover using objective language.
Integration: outcomes, safety boundary and professional judgement
The learner must integrate the observable outcomes with this non-negotiable boundary: Punishment, humiliation, retaliation or withholding ordinary rights to control behaviour is a critical failure.
- 1.Demonstrate how the learner would produce evidence for: Recognise behaviour as communication rather than a character flaw.
- 2.Demonstrate how the learner would produce evidence for: Connect support decisions to rights, preferences, relationships and quality of life.
- 3.Explain why a high quiz score cannot compensate for a critical safety failure.
- 4.Identify what evidence a human assessor would need before accepting safe performance.
Required output: Submit a one-page professional reasoning summary or complete an assessor-recorded oral conversation.
Assigned authoritative media · PBS-V1
Participant fact sheets for behaviour support
NDIS Quality and Safeguards Commission
Authority and approval control
Australian NDIS regulator; participant-facing behaviour support and rights resource.
Official regulator video — reviewer records the current transcript version.
Source review: Check the NDIS Commission page, transcript and linked participant resources before delivery.
What the learner must locate
- • positive behaviour support as rights- and quality-of-life focused practice
- • participant rights and understandable communication
- • what participants should expect from providers
- • restrictive practices and safeguards
Accessibility evidence
- • Transcript available on the source page.
- • Easy Read resources should be supplied where appropriate.
The learner must record the exact media title, provider, access date and the timestamps or transcript sections used. The assessor checks the cited source before accepting the answers.
10 questions directly tied to the assigned video
PBS-M1-PBS-V1-Q1
1. Using Participant fact sheets for behaviour support, explain what the source teaches about positive behaviour support as rights- and quality-of-life focused practice. Cite the exact timestamp or transcript section and connect it to Rights, communication and quality of life.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains positive behaviour support as rights- and quality-of-life focused practice, identifies the source location and makes a relevant module connection without inventing content.
PBS-M1-PBS-V1-Q2
2. Using Participant fact sheets for behaviour support, explain what the source teaches about participant rights and understandable communication. Cite the exact timestamp or transcript section and connect it to Rights, communication and quality of life.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains participant rights and understandable communication, identifies the source location and makes a relevant module connection without inventing content.
PBS-M1-PBS-V1-Q3
3. Using Participant fact sheets for behaviour support, explain what the source teaches about what participants should expect from providers. Cite the exact timestamp or transcript section and connect it to Rights, communication and quality of life.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains what participants should expect from providers, identifies the source location and makes a relevant module connection without inventing content.
PBS-M1-PBS-V1-Q4
4. Using Participant fact sheets for behaviour support, explain what the source teaches about restrictive practices and safeguards. Cite the exact timestamp or transcript section and connect it to Rights, communication and quality of life.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains restrictive practices and safeguards, identifies the source location and makes a relevant module connection without inventing content.
PBS-M1-PBS-V1-Q5
5. Identify one action shown or described in Participant fact sheets for behaviour support that protects the person's rights, dignity or involvement. Explain how a worker would demonstrate it in practice.
Response form: Applied response with source reference
Satisfactory benchmark: Uses a genuine example from the media and translates it into observable, person-centred worker behaviour.
PBS-M1-PBS-V1-Q6
6. Identify one risk, omission or system weakness raised by Participant fact sheets for behaviour support. State the safe control and who is responsible for action.
Response form: Risk analysis
Satisfactory benchmark: Names a source-based risk, selects a proportionate control and assigns responsibility without shifting blame to the person receiving support.
PBS-M1-PBS-V1-Q7Critical safety question
7. Compare the media with this module's critical safety boundary: Punishment, humiliation, retaliation or withholding ordinary rights to control behaviour is a critical failure. Where do they reinforce each other?
Response form: Comparative analysis
Satisfactory benchmark: Makes a defensible comparison using evidence from both the media and the module boundary.
PBS-M1-PBS-V1-Q8Critical safety question
8. A key condition changes immediately after the situation shown in Participant fact sheets for behaviour support. Explain the first safe action, the stop point and the escalation pathway.
Response form: Changed-condition scenario
Satisfactory benchmark: Does not guess or work beyond role; identifies immediate safety, stopping and human escalation actions.
PBS-M1-PBS-V1-Q9
9. Write the objective Smiling Monad app record that should follow the event in Participant fact sheets for behaviour support. Include only necessary information and identify the correct audience.
Response form: Professional record
Satisfactory benchmark: Record is timely, factual, relevant, privacy-aware and directed only to people who need the information.
PBS-M1-PBS-V1-Q10Critical safety question
10. State one limitation of Participant fact sheets for behaviour support. What current plan, policy, clinical instruction, law or supervised assessment must also be checked before practice?
Response form: Source evaluation
Satisfactory benchmark: Recognises that external media is not participant-specific authority and names an appropriate controlling source.
7 extended knowledge and application questions
PBS-M1-K1
1. What is lost when a worker uses a label instead of an observation? Give the rule, explain why it matters, then apply it to a realistic changed situation.
Response form: Extended applied response
Satisfactory benchmark: Answer is accurate, explains reasoning and applies the principle without exceeding worker role or authority.
PBS-M1-K2
2. How can environment and communication influence distress? Give the rule, explain why it matters, then apply it to a realistic changed situation.
Response form: Extended applied response
Satisfactory benchmark: Answer is accurate, explains reasoning and applies the principle without exceeding worker role or authority.
PBS-M1-K3Critical safety question
3. What does a quality-of-life outcome look like? Give the rule, explain why it matters, then apply it to a realistic changed situation.
Response form: Extended applied response
Satisfactory benchmark: Answer is accurate, explains reasoning and applies the principle without exceeding worker role or authority.
PBS-M1-S1Critical safety question
4. Construct a safe decision pathway for a routine situation, then revise it when consent is withdrawn or communication becomes unclear.
Response form: Decision pathway
Satisfactory benchmark: Respects the person's decision, preserves immediate safety and uses the correct clarification or escalation pathway.
PBS-M1-S2
5. Analyse a near miss relevant to this module using person, task, environment, equipment, communication and system factors. Propose controls and review triggers.
Response form: Near-miss analysis
Satisfactory benchmark: Analysis is systems-based, non-blaming, proportionate and includes responsibility and review.
PBS-M1-S3Critical safety question
6. Explain what a competent worker would say to a participant, family member and supervisor when the requested action is outside the worker's competence or authority.
Response form: Professional communication
Satisfactory benchmark: Communication is calm, respectful, transparent about limits and offers a safe next step.
PBS-M1-S4
7. Design one observation checklist for a human assessor. Separate observable performance, knowledge questions, critical failures and evidence-authenticity checks.
Response form: Assessment design task
Satisfactory benchmark: Checklist produces valid observable evidence and does not infer practical competence from written answers alone.
Practice activities
- Rewrite ten judgemental notes as objective observations.
- Identify possible unmet needs and communication barriers in three fictional stories.
Real app practice
Turn a fictional emotional note into an objective observation and send it only to the relevant plan team.
Module evidence checklist
- • Identity-confirmed learner activity log showing actual start, finish and active participation.
- • Completed guided notes and glossary rather than an opened-page timer.
- • Video completion record with title, provider, access date, duration and timestamped or transcript-linked annotations.
- • All video-linked questions answered from the assigned media; generic answers without source evidence are not satisfactory.
- • Applied scenario responses showing reasoning, changed-condition decisions and correction of unsafe answers.
- • Module app-practice artefact using fictional, approved or appropriately de-identified information.
- • Human feedback, learner correction record and declaration of current competence limits.
Critical safety boundary: Punishment, humiliation, retaliation or withholding ordinary rights to control behaviour is a critical failure.
Module 2 · PBS-M2
Observation, patterns and collaborative understanding
3 h 30 min audited learning17 questions
Module time and evidence plan
55 min
Structured concept teaching and source reading
Work through the expanded teaching notes, official source extracts and terminology. Build a glossary and distinguish worker actions from clinical or authorised decisions.
Evidence: Completed guided notes, glossary and source acknowledgement.
42 min
Authoritative video and transcript annotation
Study the assigned authoritative media or certifier-selected sections for the allocated time. Record exact source locations and complete the source-linked questions.
Evidence: Media completion log plus timestamped or transcript-referenced annotations.
38 min
Guided analysis and professional reasoning
Analyse why each principle matters, identify common failure modes and explain where the worker must stop, seek clarification or escalate.
Evidence: Written, oral or AAC responses to the depth prompts with reasoning.
33 min
Applied scenarios and changing conditions
Complete case scenarios in which information, risk, consent, equipment or the person's condition changes. Explain the safe response rather than selecting an answer by recognition alone.
Evidence: Scenario responses, decision rationale and corrected attempt where required.
21 min
Smiling Monad app practice and evidence production
Complete the module's app workflow using fictional or approved de-identified information and produce an objective record, handover, checklist or escalation.
Evidence: Saved practice artefact or assessor-observed app demonstration.
21 min
Knowledge assessment, feedback and reflection
Answer the video-linked and applied questions, receive feedback, correct misconceptions and state the limits of current competence.
Evidence: Question responses, feedback record, corrections and learner declaration.
Observable outcomes
- Record antecedents, behaviour and consequences objectively.
- Contribute useful information without performing an unauthorised functional assessment.
Core teaching propositions
Workers collect accurate observations, context, communication, health changes and successful supports.
A single event does not prove a function. Interpretation is discussed with the person and authorised specialist team.
Privacy requires recording only what is necessary and sharing with the people who need it.
In-depth learning — not overview material
Principle 1: analyse, apply and defend
Workers collect accurate observations, context, communication, health changes and successful supports.
- 1.Explain why this principle matters for the person, the worker and the service.
- 2.Describe a realistic failure mode if this principle is ignored or applied mechanically.
- 3.Identify the exact point at which a worker must stop, seek clarification or escalate.
- 4.Show how the principle changes when consent, communication, equipment, staffing or the person's condition changes.
Required output: Produce one safe example, one unsafe example and one corrected record or handover using objective language.
Principle 2: analyse, apply and defend
A single event does not prove a function. Interpretation is discussed with the person and authorised specialist team.
- 1.Explain why this principle matters for the person, the worker and the service.
- 2.Describe a realistic failure mode if this principle is ignored or applied mechanically.
- 3.Identify the exact point at which a worker must stop, seek clarification or escalate.
- 4.Show how the principle changes when consent, communication, equipment, staffing or the person's condition changes.
Required output: Produce one safe example, one unsafe example and one corrected record or handover using objective language.
Principle 3: analyse, apply and defend
Privacy requires recording only what is necessary and sharing with the people who need it.
- 1.Explain why this principle matters for the person, the worker and the service.
- 2.Describe a realistic failure mode if this principle is ignored or applied mechanically.
- 3.Identify the exact point at which a worker must stop, seek clarification or escalate.
- 4.Show how the principle changes when consent, communication, equipment, staffing or the person's condition changes.
Required output: Produce one safe example, one unsafe example and one corrected record or handover using objective language.
Integration: outcomes, safety boundary and professional judgement
The learner must integrate the observable outcomes with this non-negotiable boundary: Inventing a diagnosis or presenting an unsupported theory as fact is not satisfactory.
- 1.Demonstrate how the learner would produce evidence for: Record antecedents, behaviour and consequences objectively.
- 2.Demonstrate how the learner would produce evidence for: Contribute useful information without performing an unauthorised functional assessment.
- 3.Explain why a high quiz score cannot compensate for a critical safety failure.
- 4.Identify what evidence a human assessor would need before accepting safe performance.
Required output: Submit a one-page professional reasoning summary or complete an assessor-recorded oral conversation.
Assigned authoritative media · PBS-V2
Behaviour support resources and reporting videos
NDIS Quality and Safeguards Commission
Authority and approval control
Official regulator resources for behaviour support, restrictive practices and implementing-provider obligations.
Official regulator media — certifier records the exact video selected for each module.
Source review: Verify reporting instructions against the current Commission portal guidance.
What the learner must locate
- • implementation of behaviour support plans
- • monitoring and reporting
- • reducing and eliminating restrictive practices
- • objective evidence and provider accountability
Accessibility evidence
- • Use supplied transcripts and Easy Read companion resources.
The learner must record the exact media title, provider, access date and the timestamps or transcript sections used. The assessor checks the cited source before accepting the answers.
10 questions directly tied to the assigned video
PBS-M2-PBS-V2-Q1
1. Using Behaviour support resources and reporting videos, explain what the source teaches about implementation of behaviour support plans. Cite the exact timestamp or transcript section and connect it to Observation, patterns and collaborative understanding.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains implementation of behaviour support plans, identifies the source location and makes a relevant module connection without inventing content.
PBS-M2-PBS-V2-Q2
2. Using Behaviour support resources and reporting videos, explain what the source teaches about monitoring and reporting. Cite the exact timestamp or transcript section and connect it to Observation, patterns and collaborative understanding.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains monitoring and reporting, identifies the source location and makes a relevant module connection without inventing content.
PBS-M2-PBS-V2-Q3
3. Using Behaviour support resources and reporting videos, explain what the source teaches about reducing and eliminating restrictive practices. Cite the exact timestamp or transcript section and connect it to Observation, patterns and collaborative understanding.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains reducing and eliminating restrictive practices, identifies the source location and makes a relevant module connection without inventing content.
PBS-M2-PBS-V2-Q4
4. Using Behaviour support resources and reporting videos, explain what the source teaches about objective evidence and provider accountability. Cite the exact timestamp or transcript section and connect it to Observation, patterns and collaborative understanding.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains objective evidence and provider accountability, identifies the source location and makes a relevant module connection without inventing content.
PBS-M2-PBS-V2-Q5
5. Identify one action shown or described in Behaviour support resources and reporting videos that protects the person's rights, dignity or involvement. Explain how a worker would demonstrate it in practice.
Response form: Applied response with source reference
Satisfactory benchmark: Uses a genuine example from the media and translates it into observable, person-centred worker behaviour.
PBS-M2-PBS-V2-Q6
6. Identify one risk, omission or system weakness raised by Behaviour support resources and reporting videos. State the safe control and who is responsible for action.
Response form: Risk analysis
Satisfactory benchmark: Names a source-based risk, selects a proportionate control and assigns responsibility without shifting blame to the person receiving support.
PBS-M2-PBS-V2-Q7Critical safety question
7. Compare the media with this module's critical safety boundary: Inventing a diagnosis or presenting an unsupported theory as fact is not satisfactory. Where do they reinforce each other?
Response form: Comparative analysis
Satisfactory benchmark: Makes a defensible comparison using evidence from both the media and the module boundary.
PBS-M2-PBS-V2-Q8Critical safety question
8. A key condition changes immediately after the situation shown in Behaviour support resources and reporting videos. Explain the first safe action, the stop point and the escalation pathway.
Response form: Changed-condition scenario
Satisfactory benchmark: Does not guess or work beyond role; identifies immediate safety, stopping and human escalation actions.
PBS-M2-PBS-V2-Q9
9. Write the objective Smiling Monad app record that should follow the event in Behaviour support resources and reporting videos. Include only necessary information and identify the correct audience.
Response form: Professional record
Satisfactory benchmark: Record is timely, factual, relevant, privacy-aware and directed only to people who need the information.
PBS-M2-PBS-V2-Q10Critical safety question
10. State one limitation of Behaviour support resources and reporting videos. What current plan, policy, clinical instruction, law or supervised assessment must also be checked before practice?
Response form: Source evaluation
Satisfactory benchmark: Recognises that external media is not participant-specific authority and names an appropriate controlling source.
7 extended knowledge and application questions
PBS-M2-K1
1. What makes an observation objective? Give the rule, explain why it matters, then apply it to a realistic changed situation.
Response form: Extended applied response
Satisfactory benchmark: Answer is accurate, explains reasoning and applies the principle without exceeding worker role or authority.
PBS-M2-K2
2. Why is one event insufficient to determine function? Give the rule, explain why it matters, then apply it to a realistic changed situation.
Response form: Extended applied response
Satisfactory benchmark: Answer is accurate, explains reasoning and applies the principle without exceeding worker role or authority.
PBS-M2-K3Critical safety question
3. Who should receive behaviour-related information? Give the rule, explain why it matters, then apply it to a realistic changed situation.
Response form: Extended applied response
Satisfactory benchmark: Answer is accurate, explains reasoning and applies the principle without exceeding worker role or authority.
PBS-M2-S1Critical safety question
4. Construct a safe decision pathway for a routine situation, then revise it when consent is withdrawn or communication becomes unclear.
Response form: Decision pathway
Satisfactory benchmark: Respects the person's decision, preserves immediate safety and uses the correct clarification or escalation pathway.
PBS-M2-S2
5. Analyse a near miss relevant to this module using person, task, environment, equipment, communication and system factors. Propose controls and review triggers.
Response form: Near-miss analysis
Satisfactory benchmark: Analysis is systems-based, non-blaming, proportionate and includes responsibility and review.
PBS-M2-S3Critical safety question
6. Explain what a competent worker would say to a participant, family member and supervisor when the requested action is outside the worker's competence or authority.
Response form: Professional communication
Satisfactory benchmark: Communication is calm, respectful, transparent about limits and offers a safe next step.
PBS-M2-S4
7. Design one observation checklist for a human assessor. Separate observable performance, knowledge questions, critical failures and evidence-authenticity checks.
Response form: Assessment design task
Satisfactory benchmark: Checklist produces valid observable evidence and does not infer practical competence from written answers alone.
Practice activities
- Complete three ABC-style observation records from videos or written simulations.
- Separate facts, direct quotes, hypotheses and actions.
Real app practice
Use Kimi to identify missing factual details, then save a de-identified pattern summary without presenting a hypothesis as fact.
Module evidence checklist
- • Identity-confirmed learner activity log showing actual start, finish and active participation.
- • Completed guided notes and glossary rather than an opened-page timer.
- • Video completion record with title, provider, access date, duration and timestamped or transcript-linked annotations.
- • All video-linked questions answered from the assigned media; generic answers without source evidence are not satisfactory.
- • Applied scenario responses showing reasoning, changed-condition decisions and correction of unsafe answers.
- • Module app-practice artefact using fictional, approved or appropriately de-identified information.
- • Human feedback, learner correction record and declaration of current competence limits.
Critical safety boundary: Inventing a diagnosis or presenting an unsupported theory as fact is not satisfactory.
Module 3 · PBS-M3
Proactive and positive supports
3 h 30 min audited learning17 questions
Module time and evidence plan
55 min
Structured concept teaching and source reading
Work through the expanded teaching notes, official source extracts and terminology. Build a glossary and distinguish worker actions from clinical or authorised decisions.
Evidence: Completed guided notes, glossary and source acknowledgement.
42 min
Authoritative video and transcript annotation
Study the assigned authoritative media or certifier-selected sections for the allocated time. Record exact source locations and complete the source-linked questions.
Evidence: Media completion log plus timestamped or transcript-referenced annotations.
38 min
Guided analysis and professional reasoning
Analyse why each principle matters, identify common failure modes and explain where the worker must stop, seek clarification or escalate.
Evidence: Written, oral or AAC responses to the depth prompts with reasoning.
33 min
Applied scenarios and changing conditions
Complete case scenarios in which information, risk, consent, equipment or the person's condition changes. Explain the safe response rather than selecting an answer by recognition alone.
Evidence: Scenario responses, decision rationale and corrected attempt where required.
21 min
Smiling Monad app practice and evidence production
Complete the module's app workflow using fictional or approved de-identified information and produce an objective record, handover, checklist or escalation.
Evidence: Saved practice artefact or assessor-observed app demonstration.
21 min
Knowledge assessment, feedback and reflection
Answer the video-linked and applied questions, receive feedback, correct misconceptions and state the limits of current competence.
Evidence: Question responses, feedback record, corrections and learner declaration.
Observable outcomes
- Implement environmental, communication and skill-building strategies from a plan.
- Support choice and predictability without creating rigid control.
Core teaching propositions
Proactive support may include accessible communication, meaningful choice, preparation for change, sensory adjustments, relationship consistency and teaching replacement skills.
The worker follows the plan while remaining responsive to the person's current communication and consent.
A strategy is reviewed by its effect on the person's quality of life, not only reduced incidents.
In-depth learning — not overview material
Principle 1: analyse, apply and defend
Proactive support may include accessible communication, meaningful choice, preparation for change, sensory adjustments, relationship consistency and teaching replacement skills.
- 1.Explain why this principle matters for the person, the worker and the service.
- 2.Describe a realistic failure mode if this principle is ignored or applied mechanically.
- 3.Identify the exact point at which a worker must stop, seek clarification or escalate.
- 4.Show how the principle changes when consent, communication, equipment, staffing or the person's condition changes.
Required output: Produce one safe example, one unsafe example and one corrected record or handover using objective language.
Principle 2: analyse, apply and defend
The worker follows the plan while remaining responsive to the person's current communication and consent.
- 1.Explain why this principle matters for the person, the worker and the service.
- 2.Describe a realistic failure mode if this principle is ignored or applied mechanically.
- 3.Identify the exact point at which a worker must stop, seek clarification or escalate.
- 4.Show how the principle changes when consent, communication, equipment, staffing or the person's condition changes.
Required output: Produce one safe example, one unsafe example and one corrected record or handover using objective language.
Principle 3: analyse, apply and defend
A strategy is reviewed by its effect on the person's quality of life, not only reduced incidents.
- 1.Explain why this principle matters for the person, the worker and the service.
- 2.Describe a realistic failure mode if this principle is ignored or applied mechanically.
- 3.Identify the exact point at which a worker must stop, seek clarification or escalate.
- 4.Show how the principle changes when consent, communication, equipment, staffing or the person's condition changes.
Required output: Produce one safe example, one unsafe example and one corrected record or handover using objective language.
Integration: outcomes, safety boundary and professional judgement
The learner must integrate the observable outcomes with this non-negotiable boundary: Using a restrictive or punitive strategy not contained in an authorised plan is a critical failure.
- 1.Demonstrate how the learner would produce evidence for: Implement environmental, communication and skill-building strategies from a plan.
- 2.Demonstrate how the learner would produce evidence for: Support choice and predictability without creating rigid control.
- 3.Explain why a high quiz score cannot compensate for a critical safety failure.
- 4.Identify what evidence a human assessor would need before accepting safe performance.
Required output: Submit a one-page professional reasoning summary or complete an assessor-recorded oral conversation.
Assigned authoritative media · PBS-V1
Participant fact sheets for behaviour support
NDIS Quality and Safeguards Commission
Authority and approval control
Australian NDIS regulator; participant-facing behaviour support and rights resource.
Official regulator video — reviewer records the current transcript version.
Source review: Check the NDIS Commission page, transcript and linked participant resources before delivery.
What the learner must locate
- • positive behaviour support as rights- and quality-of-life focused practice
- • participant rights and understandable communication
- • what participants should expect from providers
- • restrictive practices and safeguards
Accessibility evidence
- • Transcript available on the source page.
- • Easy Read resources should be supplied where appropriate.
The learner must record the exact media title, provider, access date and the timestamps or transcript sections used. The assessor checks the cited source before accepting the answers.
10 questions directly tied to the assigned video
PBS-M3-PBS-V1-Q1
1. Using Participant fact sheets for behaviour support, explain what the source teaches about positive behaviour support as rights- and quality-of-life focused practice. Cite the exact timestamp or transcript section and connect it to Proactive and positive supports.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains positive behaviour support as rights- and quality-of-life focused practice, identifies the source location and makes a relevant module connection without inventing content.
PBS-M3-PBS-V1-Q2
2. Using Participant fact sheets for behaviour support, explain what the source teaches about participant rights and understandable communication. Cite the exact timestamp or transcript section and connect it to Proactive and positive supports.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains participant rights and understandable communication, identifies the source location and makes a relevant module connection without inventing content.
PBS-M3-PBS-V1-Q3
3. Using Participant fact sheets for behaviour support, explain what the source teaches about what participants should expect from providers. Cite the exact timestamp or transcript section and connect it to Proactive and positive supports.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains what participants should expect from providers, identifies the source location and makes a relevant module connection without inventing content.
PBS-M3-PBS-V1-Q4
4. Using Participant fact sheets for behaviour support, explain what the source teaches about restrictive practices and safeguards. Cite the exact timestamp or transcript section and connect it to Proactive and positive supports.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains restrictive practices and safeguards, identifies the source location and makes a relevant module connection without inventing content.
PBS-M3-PBS-V1-Q5
5. Identify one action shown or described in Participant fact sheets for behaviour support that protects the person's rights, dignity or involvement. Explain how a worker would demonstrate it in practice.
Response form: Applied response with source reference
Satisfactory benchmark: Uses a genuine example from the media and translates it into observable, person-centred worker behaviour.
PBS-M3-PBS-V1-Q6
6. Identify one risk, omission or system weakness raised by Participant fact sheets for behaviour support. State the safe control and who is responsible for action.
Response form: Risk analysis
Satisfactory benchmark: Names a source-based risk, selects a proportionate control and assigns responsibility without shifting blame to the person receiving support.
PBS-M3-PBS-V1-Q7Critical safety question
7. Compare the media with this module's critical safety boundary: Using a restrictive or punitive strategy not contained in an authorised plan is a critical failure. Where do they reinforce each other?
Response form: Comparative analysis
Satisfactory benchmark: Makes a defensible comparison using evidence from both the media and the module boundary.
PBS-M3-PBS-V1-Q8Critical safety question
8. A key condition changes immediately after the situation shown in Participant fact sheets for behaviour support. Explain the first safe action, the stop point and the escalation pathway.
Response form: Changed-condition scenario
Satisfactory benchmark: Does not guess or work beyond role; identifies immediate safety, stopping and human escalation actions.
PBS-M3-PBS-V1-Q9
9. Write the objective Smiling Monad app record that should follow the event in Participant fact sheets for behaviour support. Include only necessary information and identify the correct audience.
Response form: Professional record
Satisfactory benchmark: Record is timely, factual, relevant, privacy-aware and directed only to people who need the information.
PBS-M3-PBS-V1-Q10Critical safety question
10. State one limitation of Participant fact sheets for behaviour support. What current plan, policy, clinical instruction, law or supervised assessment must also be checked before practice?
Response form: Source evaluation
Satisfactory benchmark: Recognises that external media is not participant-specific authority and names an appropriate controlling source.
7 extended knowledge and application questions
PBS-M3-K1
1. What makes a support proactive? Give the rule, explain why it matters, then apply it to a realistic changed situation.
Response form: Extended applied response
Satisfactory benchmark: Answer is accurate, explains reasoning and applies the principle without exceeding worker role or authority.
PBS-M3-K2
2. How is participant choice preserved? Give the rule, explain why it matters, then apply it to a realistic changed situation.
Response form: Extended applied response
Satisfactory benchmark: Answer is accurate, explains reasoning and applies the principle without exceeding worker role or authority.
PBS-M3-K3Critical safety question
3. Why is incident reduction alone an incomplete measure? Give the rule, explain why it matters, then apply it to a realistic changed situation.
Response form: Extended applied response
Satisfactory benchmark: Answer is accurate, explains reasoning and applies the principle without exceeding worker role or authority.
PBS-M3-S1Critical safety question
4. Construct a safe decision pathway for a routine situation, then revise it when consent is withdrawn or communication becomes unclear.
Response form: Decision pathway
Satisfactory benchmark: Respects the person's decision, preserves immediate safety and uses the correct clarification or escalation pathway.
PBS-M3-S2
5. Analyse a near miss relevant to this module using person, task, environment, equipment, communication and system factors. Propose controls and review triggers.
Response form: Near-miss analysis
Satisfactory benchmark: Analysis is systems-based, non-blaming, proportionate and includes responsibility and review.
PBS-M3-S3Critical safety question
6. Explain what a competent worker would say to a participant, family member and supervisor when the requested action is outside the worker's competence or authority.
Response form: Professional communication
Satisfactory benchmark: Communication is calm, respectful, transparent about limits and offers a safe next step.
PBS-M3-S4
7. Design one observation checklist for a human assessor. Separate observable performance, knowledge questions, critical failures and evidence-authenticity checks.
Response form: Assessment design task
Satisfactory benchmark: Checklist produces valid observable evidence and does not infer practical competence from written answers alone.
Practice activities
- Design a proactive support sequence for three fictional daily situations.
- Role-play offering choice when time pressure is high.
Real app practice
Build a visual routine and targeted handover that records what worked, what changed and what the next worker needs to know.
Module evidence checklist
- • Identity-confirmed learner activity log showing actual start, finish and active participation.
- • Completed guided notes and glossary rather than an opened-page timer.
- • Video completion record with title, provider, access date, duration and timestamped or transcript-linked annotations.
- • All video-linked questions answered from the assigned media; generic answers without source evidence are not satisfactory.
- • Applied scenario responses showing reasoning, changed-condition decisions and correction of unsafe answers.
- • Module app-practice artefact using fictional, approved or appropriately de-identified information.
- • Human feedback, learner correction record and declaration of current competence limits.
Critical safety boundary: Using a restrictive or punitive strategy not contained in an authorised plan is a critical failure.
Module 4 · PBS-M4
Distress, restrictive practices and reporting
3 h 30 min audited learning17 questions
Module time and evidence plan
55 min
Structured concept teaching and source reading
Work through the expanded teaching notes, official source extracts and terminology. Build a glossary and distinguish worker actions from clinical or authorised decisions.
Evidence: Completed guided notes, glossary and source acknowledgement.
42 min
Authoritative video and transcript annotation
Study the assigned authoritative media or certifier-selected sections for the allocated time. Record exact source locations and complete the source-linked questions.
Evidence: Media completion log plus timestamped or transcript-referenced annotations.
38 min
Guided analysis and professional reasoning
Analyse why each principle matters, identify common failure modes and explain where the worker must stop, seek clarification or escalate.
Evidence: Written, oral or AAC responses to the depth prompts with reasoning.
33 min
Applied scenarios and changing conditions
Complete case scenarios in which information, risk, consent, equipment or the person's condition changes. Explain the safe response rather than selecting an answer by recognition alone.
Evidence: Scenario responses, decision rationale and corrected attempt where required.
21 min
Smiling Monad app practice and evidence production
Complete the module's app workflow using fictional or approved de-identified information and produce an objective record, handover, checklist or escalation.
Evidence: Saved practice artefact or assessor-observed app demonstration.
21 min
Knowledge assessment, feedback and reflection
Answer the video-linked and applied questions, receive feedback, correct misconceptions and state the limits of current competence.
Evidence: Question responses, feedback record, corrections and learner declaration.
Observable outcomes
- Respond safely and proportionately to escalation within role.
- Recognise possible restrictive practices and follow required reporting.
Core teaching propositions
Workers use calm communication, reduce demands and hazards, support space and follow the authorised response plan.
Regulated restrictive practices have legal, authorisation, plan, implementation and reporting requirements. Convenience is never a justification.
After an event, the person is supported, records are objective and the team reviews contributing factors and prevention.
In-depth learning — not overview material
Principle 1: analyse, apply and defend
Workers use calm communication, reduce demands and hazards, support space and follow the authorised response plan.
- 1.Explain why this principle matters for the person, the worker and the service.
- 2.Describe a realistic failure mode if this principle is ignored or applied mechanically.
- 3.Identify the exact point at which a worker must stop, seek clarification or escalate.
- 4.Show how the principle changes when consent, communication, equipment, staffing or the person's condition changes.
Required output: Produce one safe example, one unsafe example and one corrected record or handover using objective language.
Principle 2: analyse, apply and defend
Regulated restrictive practices have legal, authorisation, plan, implementation and reporting requirements. Convenience is never a justification.
- 1.Explain why this principle matters for the person, the worker and the service.
- 2.Describe a realistic failure mode if this principle is ignored or applied mechanically.
- 3.Identify the exact point at which a worker must stop, seek clarification or escalate.
- 4.Show how the principle changes when consent, communication, equipment, staffing or the person's condition changes.
Required output: Produce one safe example, one unsafe example and one corrected record or handover using objective language.
Principle 3: analyse, apply and defend
After an event, the person is supported, records are objective and the team reviews contributing factors and prevention.
- 1.Explain why this principle matters for the person, the worker and the service.
- 2.Describe a realistic failure mode if this principle is ignored or applied mechanically.
- 3.Identify the exact point at which a worker must stop, seek clarification or escalate.
- 4.Show how the principle changes when consent, communication, equipment, staffing or the person's condition changes.
Required output: Produce one safe example, one unsafe example and one corrected record or handover using objective language.
Integration: outcomes, safety boundary and professional judgement
The learner must integrate the observable outcomes with this non-negotiable boundary: Implementing an unauthorised restrictive practice, failing to report one or retaliating after an incident is a critical failure.
- 1.Demonstrate how the learner would produce evidence for: Respond safely and proportionately to escalation within role.
- 2.Demonstrate how the learner would produce evidence for: Recognise possible restrictive practices and follow required reporting.
- 3.Explain why a high quiz score cannot compensate for a critical safety failure.
- 4.Identify what evidence a human assessor would need before accepting safe performance.
Required output: Submit a one-page professional reasoning summary or complete an assessor-recorded oral conversation.
Assigned authoritative media · PBS-V2
Behaviour support resources and reporting videos
NDIS Quality and Safeguards Commission
Authority and approval control
Official regulator resources for behaviour support, restrictive practices and implementing-provider obligations.
Official regulator media — certifier records the exact video selected for each module.
Source review: Verify reporting instructions against the current Commission portal guidance.
What the learner must locate
- • implementation of behaviour support plans
- • monitoring and reporting
- • reducing and eliminating restrictive practices
- • objective evidence and provider accountability
Accessibility evidence
- • Use supplied transcripts and Easy Read companion resources.
The learner must record the exact media title, provider, access date and the timestamps or transcript sections used. The assessor checks the cited source before accepting the answers.
10 questions directly tied to the assigned video
PBS-M4-PBS-V2-Q1
1. Using Behaviour support resources and reporting videos, explain what the source teaches about implementation of behaviour support plans. Cite the exact timestamp or transcript section and connect it to Distress, restrictive practices and reporting.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains implementation of behaviour support plans, identifies the source location and makes a relevant module connection without inventing content.
PBS-M4-PBS-V2-Q2
2. Using Behaviour support resources and reporting videos, explain what the source teaches about monitoring and reporting. Cite the exact timestamp or transcript section and connect it to Distress, restrictive practices and reporting.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains monitoring and reporting, identifies the source location and makes a relevant module connection without inventing content.
PBS-M4-PBS-V2-Q3
3. Using Behaviour support resources and reporting videos, explain what the source teaches about reducing and eliminating restrictive practices. Cite the exact timestamp or transcript section and connect it to Distress, restrictive practices and reporting.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains reducing and eliminating restrictive practices, identifies the source location and makes a relevant module connection without inventing content.
PBS-M4-PBS-V2-Q4
4. Using Behaviour support resources and reporting videos, explain what the source teaches about objective evidence and provider accountability. Cite the exact timestamp or transcript section and connect it to Distress, restrictive practices and reporting.
Response form: Short analysis with timestamp or transcript citation
Satisfactory benchmark: Accurately explains objective evidence and provider accountability, identifies the source location and makes a relevant module connection without inventing content.
PBS-M4-PBS-V2-Q5
5. Identify one action shown or described in Behaviour support resources and reporting videos that protects the person's rights, dignity or involvement. Explain how a worker would demonstrate it in practice.
Response form: Applied response with source reference
Satisfactory benchmark: Uses a genuine example from the media and translates it into observable, person-centred worker behaviour.
PBS-M4-PBS-V2-Q6
6. Identify one risk, omission or system weakness raised by Behaviour support resources and reporting videos. State the safe control and who is responsible for action.
Response form: Risk analysis
Satisfactory benchmark: Names a source-based risk, selects a proportionate control and assigns responsibility without shifting blame to the person receiving support.
PBS-M4-PBS-V2-Q7Critical safety question
7. Compare the media with this module's critical safety boundary: Implementing an unauthorised restrictive practice, failing to report one or retaliating after an incident is a critical failure. Where do they reinforce each other?
Response form: Comparative analysis
Satisfactory benchmark: Makes a defensible comparison using evidence from both the media and the module boundary.
PBS-M4-PBS-V2-Q8Critical safety question
8. A key condition changes immediately after the situation shown in Behaviour support resources and reporting videos. Explain the first safe action, the stop point and the escalation pathway.
Response form: Changed-condition scenario
Satisfactory benchmark: Does not guess or work beyond role; identifies immediate safety, stopping and human escalation actions.
PBS-M4-PBS-V2-Q9
9. Write the objective Smiling Monad app record that should follow the event in Behaviour support resources and reporting videos. Include only necessary information and identify the correct audience.
Response form: Professional record
Satisfactory benchmark: Record is timely, factual, relevant, privacy-aware and directed only to people who need the information.
PBS-M4-PBS-V2-Q10Critical safety question
10. State one limitation of Behaviour support resources and reporting videos. What current plan, policy, clinical instruction, law or supervised assessment must also be checked before practice?
Response form: Source evaluation
Satisfactory benchmark: Recognises that external media is not participant-specific authority and names an appropriate controlling source.
7 extended knowledge and application questions
PBS-M4-K1
1. What should a worker do when an unauthorised restrictive practice is requested? Give the rule, explain why it matters, then apply it to a realistic changed situation.
Response form: Extended applied response
Satisfactory benchmark: Answer is accurate, explains reasoning and applies the principle without exceeding worker role or authority.
PBS-M4-K2
2. What information belongs in a post-event record? Give the rule, explain why it matters, then apply it to a realistic changed situation.
Response form: Extended applied response
Satisfactory benchmark: Answer is accurate, explains reasoning and applies the principle without exceeding worker role or authority.
PBS-M4-K3Critical safety question
3. What supports recovery and prevention? Give the rule, explain why it matters, then apply it to a realistic changed situation.
Response form: Extended applied response
Satisfactory benchmark: Answer is accurate, explains reasoning and applies the principle without exceeding worker role or authority.
PBS-M4-S1Critical safety question
4. Construct a safe decision pathway for a routine situation, then revise it when consent is withdrawn or communication becomes unclear.
Response form: Decision pathway
Satisfactory benchmark: Respects the person's decision, preserves immediate safety and uses the correct clarification or escalation pathway.
PBS-M4-S2
5. Analyse a near miss relevant to this module using person, task, environment, equipment, communication and system factors. Propose controls and review triggers.
Response form: Near-miss analysis
Satisfactory benchmark: Analysis is systems-based, non-blaming, proportionate and includes responsibility and review.
PBS-M4-S3Critical safety question
6. Explain what a competent worker would say to a participant, family member and supervisor when the requested action is outside the worker's competence or authority.
Response form: Professional communication
Satisfactory benchmark: Communication is calm, respectful, transparent about limits and offers a safe next step.
PBS-M4-S4
7. Design one observation checklist for a human assessor. Separate observable performance, knowledge questions, critical failures and evidence-authenticity checks.
Response form: Assessment design task
Satisfactory benchmark: Checklist produces valid observable evidence and does not infer practical competence from written answers alone.
Practice activities
- Identify whether twelve fictional actions may be restrictive practices.
- Complete a post-event support and reporting simulation.
Real app practice
Create an incident report, preserve evidence and notify the correct authorised people without broadcasting private details.
Module evidence checklist
- • Identity-confirmed learner activity log showing actual start, finish and active participation.
- • Completed guided notes and glossary rather than an opened-page timer.
- • Video completion record with title, provider, access date, duration and timestamped or transcript-linked annotations.
- • All video-linked questions answered from the assigned media; generic answers without source evidence are not satisfactory.
- • Applied scenario responses showing reasoning, changed-condition decisions and correction of unsafe answers.
- • Module app-practice artefact using fictional, approved or appropriately de-identified information.
- • Human feedback, learner correction record and declaration of current competence limits.
Critical safety boundary: Implementing an unauthorised restrictive practice, failing to report one or retaliating after an incident is a critical failure.
Undergraduate certifier review controls
Course-wide academic and assessment decision rules
- 01.Allocated hours are planned learning time, not automatic credit. Time is accepted only when the required evidence demonstrates active participation.
- 02.Every video-linked response must identify the assigned source and cite a timestamp or transcript section. Unsupported generic answers are returned for further evidence.
- 03.Learners must achieve at least 80 percent across non-critical knowledge items and 100 percent on critical safety questions.
- 04.A critical unsafe answer triggers targeted relearning and a new attempt. It cannot be averaged out by stronger answers elsewhere.
- 05.Written and video learning never replace direct practical observation where the course assessment requires performance.
- 06.Media and external eLearning remain the intellectual property of their providers and are linked, not copied. The exact item, version and access date are recorded.
- 07.The human assessor or certifier confirms source currency, accessibility, answer-key adequacy, assessment validity and any nationally recognised or clinical authority claim.
Complete assessment instruments and marking benchmarks
Assessment suite
PBS-A1 · Twenty-five questions and four scenario decisions
Applied knowledge and rights-based decisions
Learner must provide
- At least 80 percent overall
- All human-rights, restrictive-practice and safeguarding questions correct
- Reasoned responses using person-centred language
Satisfactory benchmark
- Explains positive, person-centred and trauma-aware principles.
- Distinguishes observation from interpretation.
- Recognises possible restrictive practices and the need for authorised human escalation.
- Selects responses that preserve dignity, communication and least-restrictive support.
Critical failures
- Endorses punishment, humiliation or unauthorised restriction.
- Blames the person or recommends removing ordinary rights for staff convenience.
- Fails to report suspected abuse or unauthorised restrictive practice.
Assessment conditions
- Protected scenario variants
- Oral, signed or AAC response permitted
- Changed scenario used to verify genuine understanding
PBS-A2 · Three different fictional or approved workplace situations
Observation and proactive support portfolio
Learner must provide
- Three objective observation records
- Three proactive support proposals linked to observed information
- One quality-of-life outcome and review measure for each situation
Satisfactory benchmark
- Records facts, quotes, context and actions accurately.
- Does not diagnose or claim certainty about function.
- Proposes communication, environment and skill supports consistent with rights.
- Defines who should review and approve changes.
Critical failures
- Uses stigmatising or fabricated information.
- Proposes a restrictive response without lawful plan and authorisation.
- Shares sensitive information with unnecessary people.
Assessment conditions
- At least three meaningfully different people or scenarios for CHCDIS016 preparation
- Workplace evidence requires consent and de-identification
- Assessor checks authorship through professional conversation
PBS-A3 · Direct observation, embedded change and post-event review
Participant-plan implementation simulation
Learner must provide
- Explains participant preferences, communication and proactive strategies
- Implements the authorised support sequence
- Responds to distress and an embedded unauthorised request
- Completes objective records and escalation
Satisfactory benchmark
- Keeps the participant at the centre and uses the least restrictive response.
- Follows the plan without mechanical or coercive implementation.
- Refuses and reports the unauthorised request.
- Identifies prevention and quality-of-life review actions.
Critical failures
- Implements punishment or an unauthorised restrictive practice.
- Ignores the participant's communication or distress.
- Conceals, minimises or falsifies the event record.
Assessment conditions
- Current fictional or authorised plan
- Human assessor with relevant behaviour-support competence
- No real restraint or distress induction in simulation
Final decision rules
- All three tasks and every critical criterion must be satisfactory.
- Worker-level completion does not authorise behaviour support assessment or plan development.
- Real plan implementation requires participant-specific induction and provider governance.
- Any restrictive-practice error requires immediate corrective learning and reassessment.
Quality controls
- Current official source check before every release and at least annually.
- Human clinical, vocational or WHS review appropriate to the subject before live delivery.
- Participant and lived-experience review of language, dignity, accessibility and realism.
- Pre-use assessment validation before an RTO or recognised outcome is claimed.
- Post-use validation using a risk-based sample of learner evidence and assessor decisions.
- Version-controlled learner, assessor, mapping, answer and evidence documents.
- AI may teach, adapt and provide formative practice but cannot make the final assessment decision.
- Critical safety failures cannot be averaged out by scores from other tasks.
- Reasonable adjustment may change the method but not remove essential practical performance.
- Real participant information is not used in practice unless lawful, consented, necessary and securely handled.
Official alignment and verification
Course mapping and authoritative media are evidence and partnership tools. They do not themselves create an RTO result or clinical authority. The responsible human certifier must verify the current official source, the selected media, the answer benchmarks and practical evidence before approving delivery.
Controlled package: docs/school/specialist/SM_PBS_001_COMPLETE_COURSE_PACKAGE.md