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Key Responsibilities and Required Skills for Behaviour Support Assistant

💰 $ - $

HealthcareEducationSocial CareSpecial Needs Support

🎯 Role Definition

A Behaviour Support Assistant provides consistent, evidence-based support to children, young people, or adults with additional needs (e.g., autism spectrum disorder, learning disabilities, complex needs). Working under the direction of behaviour specialists, SENCOs or clinical leads, the Behaviour Support Assistant implements positive behaviour support (PBS) strategies, collects and analyses behavioural data, de-escalates crisis situations safely, and promotes inclusion and independence. This role combines frontline care, applied behaviour management, close liaison with families and multi-disciplinary teams, and meticulous record-keeping to ensure safe, personalised support plans are delivered and reviewed.

📈 Career Progression

Typical Career Path

Entry Point From:

  • Teaching Assistant or Learning Support Assistant
  • Support Worker / Care Assistant
  • Community or Residential Support roles working with children/adults with complex needs

Advancement To:

  • Senior Behaviour Support Assistant / Lead Behaviour Practitioner
  • Behaviour Support Specialist or Behaviour Analyst (with further certification)
  • SENCO, Specialist Support Coordinator or Clinical Support Worker

Lateral Moves:

  • Specialist Teaching Assistant (SEN)
  • Family Support Worker or Advocacy Roles
  • Therapeutic Support Worker in community or clinical settings

Core Responsibilities

Primary Functions

  • Implement individual behaviour support plans and evidence-based positive behaviour support (PBS) strategies in daily activities, ensuring consistent application across education, residential and community settings to reduce challenging behaviours and increase adaptive skills.
  • Deliver high-quality, person-centred interventions for children or adults with autism, learning disabilities or complex needs, adapting communication methods (e.g., PECS, Makaton, visual schedules) to meet individual needs and promote independence.
  • Conduct ongoing functional behaviour assessments and structured observations (ABC charts, frequency/duration recording), gather reliable baseline and progress data, and use this data to inform adjustments to behaviour support plans.
  • Support de-escalation and crisis prevention by using approved, trauma-informed strategies and non-restrictive methods; act calmly and safely during incidents to minimise risk and restore a safe environment.
  • Assist in the design, trial and refinement of behaviour intervention strategies in collaboration with behaviour analysts, psychologists, SENCOs and clinical teams, ensuring interventions are evidence-based and personalised.
  • Maintain accurate, timely and confidential records of incidents, interventions, progress notes and medication administration using electronic systems and paper-based records as required, ensuring compliance with organisational policies and local regulations.
  • Communicate regularly and effectively with families, carers and external agencies to share progress, gather information that informs personalised plans, and ensure continuity of care across home and school/residential settings.
  • Support the delivery of structured learning activities and therapeutic programmes under supervision, linking behaviour goals to educational or developmental targets and contributing to Individual Education Plans (IEPs) or personalised support plans.
  • Undertake risk assessments for activities and environments, contribute to positive handling plans where applicable, and implement environmental modifications to reduce triggers and promote safety.
  • Administer or support personal care, mobility assistance, and medication where trained and authorised, following protocols such as the administration of medication logs and health care plans.
  • Model and coach other staff or volunteers in the consistent implementation of behaviour strategies, providing feedback and demonstrating practical techniques during shifts or training sessions.
  • Promote social inclusion and community participation by supporting individuals in structured community access, leisure and vocational activities while managing risk and ensuring dignity and choice.
  • Attend and actively contribute to multi-disciplinary team (MDT) meetings, case reviews, safeguarding meetings and planning meetings, ensuring behavioural data and operational insights are represented.
  • Support transitions (e.g., into school, between placements, return to community) by preparing, implementing and reviewing transition plans, conducting familiarisation sessions and providing continuity of approach.
  • Identify safeguarding concerns promptly, follow safeguarding policies and local child/adult protection procedures, record and escalate concerns to the designated safeguarding lead without delay.
  • Participate in delivering and refreshing behaviour-related training modules (e.g., de-escalation, positive handling, PBS principles) for staff, students, families and carers to build capacity and consistency across settings.
  • Use assistive technology and communication aids to support engagement and reduce frustration, ensuring devices are used according to plans and maintenance schedules.
  • Support the development of person-centred goals and skill-building programmes focused on daily living skills, communication, emotional regulation and social skills, and routinely monitor outcomes.
  • Contribute to service audits, quality improvement initiatives and compliance checks by providing accurate behavioural data, implementing action points and suggesting practical changes to practice.
  • Maintain professional boundaries, participate in reflective practice and supervision, and pursue continuous professional development to keep knowledge on evidence-based behaviour management, SEN law and best practice current.

Secondary Functions

  • Support administrative tasks such as preparing session materials, updating databases, coordinating appointment schedules and producing reports for supervisory review.
  • Assist with induction and on-the-job mentoring of new staff, including shadow shifts and practical coaching on PBS techniques and documentation standards.
  • Participate in organisation-wide initiatives (e.g., health and safety, infection control, equality & diversity) and complete mandatory training on time.
  • Help maintain and organise therapeutic resources, sensory equipment and communication aids ensuring stock levels, hygiene and safety checks are recorded.
  • Support small-group interventions and lunchtime or break-time supervision to ensure strategies are consistently applied across the whole day.
  • Contribute to local risk registers by flagging emerging patterns of behaviour that may require environmental changes or additional resources.
  • Provide cover for colleagues where needed in line with staffing requirements and contribute to rota planning by communicating availability and skills.
  • Support feedback processes by collating observations and practical suggestions for plan amendments ahead of review meetings.
  • Liaise with transport services and external providers to ensure safe escorting and transfer protocols are followed for community-based activities.
  • Support research and service evaluation by participating in pilot projects, data collection exercises and feedback surveys as required.

Required Skills & Competencies

Hard Skills (Technical)

  • Positive Behaviour Support (PBS) implementation and familiarity with functional behaviour assessment tools (ABC, scatterplots, frequency/duration recording).
  • Crisis prevention and de-escalation techniques with training/certification in restraint or positive handling where required by employer.
  • Proficient behavioural data collection, basic analysis and the ability to translate data into clear progress notes and action recommendations.
  • Knowledge of SEN frameworks, autism spectrum conditions and common co-occurring needs (e.g., sensory processing differences).
  • Ability to read, interpret and implement Individual Education Plans (IEPs), Behaviour Support Plans (BSPs) and health care plans.
  • Competence in basic medication administration protocols and adherence to safe storage/recording practices (if role requires).
  • Risk assessment experience for activities and environments, including writing and following positive handling plans and dynamic risk management.
  • Familiarity with assistive communication methods (PECS, signing, AAC devices) and sensory intervention strategies.
  • Working knowledge of safeguarding legislation and reporting procedures for children/adults at risk.
  • Basic IT skills for using electronic case management systems, incident reporting software and spreadsheet tools for data monitoring.

Soft Skills

  • High levels of patience, empathy and emotional resilience when working with individuals presenting complex or challenging behaviour.
  • Excellent verbal and written communication skills to liaise with families, carers, MDT members and external stakeholders.
  • Strong observational skills, attention to detail and accuracy in recording behavioural events and interventions.
  • Collaborative team-player mindset with the ability to work effectively within multi-disciplinary teams and follow professional supervision.
  • Problem-solving and flexible thinking to adapt interventions in real time while maintaining safety and therapeutic intent.
  • Professionalism, confidentiality and ethical judgement in all interactions and record-keeping.
  • Ability to provide coaching and constructive feedback to colleagues in a supportive manner.
  • Organisation and time-management skills to balance direct support, documentation and meeting commitments.
  • Cultural sensitivity and a commitment to inclusive practice that respects individual preferences, identity and family contexts.
  • Reflective practice and a commitment to continuous professional development and evidence-based practice.

Education & Experience

Educational Background

Minimum Education:

  • GCSEs (or equivalent) including English and Maths, or demonstrable relevant experience in care/education settings.

Preferred Education:

  • NVQ/VRQ Level 2 or 3 in Health & Social Care, CACHE Diploma, or Level 3 Children and Young People's Workforce qualification.
  • Additional certifications such as OCR, City & Guilds, or diplomas in Special Educational Needs, Autism, or Positive Behaviour Support.

Relevant Fields of Study:

  • Psychology
  • Education (SEN)
  • Social Work / Social Care
  • Nursing or Allied Health Professions
  • Applied Behaviour Analysis (ABA) or Behavioural Sciences

Experience Requirements

Typical Experience Range: 1–3 years direct experience supporting individuals with additional needs in school, residential, clinical or community settings.

Preferred:

  • 2+ years supporting people with autism, learning disabilities or complex behavioural needs.
  • Demonstrable experience implementing behaviour support plans, collecting behavioural data and contributing to multi-disciplinary meetings.
  • Evidence of training in de-escalation, safeguarding (Level 1/2/3 as appropriate), first aid and medication administration where applicable.
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