NDIS Behaviour Support & Restrictive Practices 2026

Behaviour support practitioners develop positive behavior support (PBS) plans to help NDIS participants reduce challenging behaviors, improve quality of life, and eliminate the need for restrictive practices. When restrictive practices are necessary, they must be regulated, authorized, and part of a comprehensive PBS plan with a clear reduction strategy.

This guide explains what behavior support practitioners do, the five types of regulated restrictive practices, how PBS plans work, provider requirements, and how to access specialist behavior support through NDIS.

What is Positive Behaviour Support (PBS)?

Positive Behaviour Support is an evidence-based framework for understanding and responding to behaviors of concern.

Core principles of PBS:

1. Understanding function - Why does the behavior occur? What need does it meet?
2. Environmental changes - Modify settings to reduce triggers
3. Skill development - Teach alternative, more effective behaviors
4. Quality of life - Improve overall wellbeing to reduce behavior drivers
5. Reducing restrictive practices - Minimize and eliminate restrictions on rights and freedom

PBS is NOT:

• Punishment or negative consequences
• Controlling the person
• Using restrictive practices long-term
• Ignoring dangerous behaviors

PBS IS:

• Understanding why behaviors occur
• Teaching better ways to communicate needs
• Creating supportive environments
• Building skills and independence
• Respecting rights while ensuring safety

Behaviors of Concern

Behaviors of concern are actions that:

• Pose risk of harm to the person or others
• Significantly impact quality of life
• Limit access to community and services
• Cause distress to the person or those around them

Common Behaviors of Concern

Physical aggression:

• Hitting, kicking, biting, scratching
• Throwing objects at people
• Pushing or shoving

Self-injurious behavior:

• Head banging
• Self-hitting or biting
• Skin picking or scratching
• Pica (eating non-food items)

Property destruction:

• Breaking objects
• Damaging walls, furniture, or equipment
• Throwing or smashing items

Verbal aggression:

• Yelling, screaming, swearing
• Threatening language
• Verbal abuse

Elopement:

• Running away or wandering
• Leaving safe environments
• Entering dangerous areas

Sexually inappropriate behavior:

• Public masturbation
• Inappropriate touching
• Sexual aggression

Other challenging behaviors:

• Stripping clothing in public
• Smearing feces
• Spitting
• Extreme non-compliance

Functions of Behavior

All behavior serves a function (purpose). Common functions include:

1. Escape or avoidance

• Escaping difficult tasks
• Avoiding unwanted social interaction
• Avoiding sensory discomfort

2. Attention or connection

• Gaining social interaction
• Getting staff or family attention
• Seeking comfort or reassurance

3. Access to tangibles

• Getting preferred items or activities
• Accessing food, toys, devices
• Controlling access to resources

4. Sensory stimulation

• Self-regulation
• Meeting sensory needs
• Automatic reinforcement (behavior feels good)

Understanding function is critical to developing effective PBS plans. The same behavior can serve different functions for different people.

What Do Behaviour Support Practitioners Do?

Behaviour support practitioners are qualified professionals who:

1. Conduct Functional Behaviour Assessments

Assessment process:

• Interview participant, family, support workers
• Direct observation in natural settings
• Review incident reports and data
• Identify triggers and patterns
• Determine function(s) of behavior
• Assess environmental factors
• Review medical and mental health factors

Outcome: Comprehensive understanding of why behaviors occur.

Cost: $2,000-$5,000 for full assessment

Timeline: 2-6 weeks

2. Develop Positive Behaviour Support Plans

PBS plan includes:

• Primary strategies: Environmental changes, skill teaching, quality of life improvements
• Secondary strategies: Early intervention when warning signs appear
• Tertiary strategies: Crisis management and safety protocols
• Restrictive practices (if required): Type, frequency, duration, authorization, reduction plan
• Data collection: How to monitor and measure progress
• Review schedule: When and how to review effectiveness

Outcome: Detailed written plan for all support staff and family.

Cost: $3,000-$8,000

Timeline: 4-8 weeks after assessment

3. Train Staff and Support Providers

Practitioners train:

• Support workers on PBS plan implementation
• Family members on strategies
• School staff or day program staff
• Crisis response and de-escalation techniques
• Data collection and documentation

Cost: $193.99-$214.41 per hour for training sessions

4. Monitor Implementation and Outcomes

Ongoing responsibilities:

• Review incident data and behavior trends
• Assess plan effectiveness
• Make adjustments to strategies
• Support providers with implementation challenges
• Report to NDIS Commission (if restrictive practices involved)

Frequency: Monthly to quarterly reviews

Cost: $2,000-$6,000/year for ongoing support

5. Reduce and Eliminate Restrictive Practices

Primary goal: Progressively reduce and ultimately eliminate restrictive practices through:

• Skill development
• Environmental modifications
• Communication improvements
• Quality of life enhancements
• Alternative strategies

NDIS Commission requirement: All PBS plans with restrictive practices must include reduction and elimination goals.

The Five Types of Regulated Restrictive Practices

Under the NDIS, five types of restrictive practices are regulated:

1. Seclusion

Definition: Confining a person alone in a room or area they cannot exit freely.

Examples:

• Locking someone in a bedroom
• Confining to a safe room during behaviors
• Preventing exit from a space

Not seclusion:

• Person choosing to spend time alone
• Timeout in an unlocked room with door open
• Separation with staff present

When it might be used:

• Extreme aggression toward others
• After all other strategies exhausted
• Short duration (minutes, not hours)
• Staff monitoring constantly

Goal: Eliminate through skill building and environmental changes.

2. Chemical Restraint

Definition: Using medication (prescribed by doctor) primarily to control behavior, not to treat a diagnosed mental health or medical condition.

Examples:

• PRN antipsychotic for agitation (when no mental illness diagnosis)
• Sedatives given to control behavior
• Increasing medication specifically to reduce behaviors

Not chemical restraint:

• Medication prescribed to treat diagnosed condition (e.g., antipsychotic for schizophrenia)
• Pain relief medication
• Medication for seizures or other medical conditions

When it might be used:

• Severe aggression or self-injury
• Risk of serious harm
• Short-term while other strategies developed
• Prescribed and monitored by psychiatrist

Goal: Reduce dosage and eliminate through skill development and alternative strategies.

3. Mechanical Restraint

Definition: Using devices or equipment to restrict movement.

Examples:

• Wheelchair lap belt to prevent standing/falling (when not for postural support)
• Bed rails preventing exit (when not for safety)
• Restrictive clothing preventing access to body
• Gloves or mittens preventing hand use

Not mechanical restraint:

• Medical equipment (e.g., splints, braces) prescribed for treatment
• Safety equipment used as intended (seatbelts in cars)
• Postural support devices prescribed by OT/physio

When it might be used:

• Preventing self-injury (e.g., preventing head banging)
• Very short duration
• Part of graduated reduction plan

Goal: Eliminate through environmental changes and skill teaching.

4. Physical Restraint

Definition: Using bodily force to restrict movement or prevent actions.

Examples:

• Holding arms to prevent hitting
• Blocking movement during aggression
• Using body weight to restrict movement

Not physical restraint:

• Physical guidance (gently guiding arm for task)
• Physical prompting for skill teaching
• Protective holds during medical procedures

When it might be used:

• Immediate risk of harm to self or others
• Short duration (seconds to minutes)
• Staff trained in safe restraint techniques
• Last resort after de-escalation attempts

Goal: Eliminate through proactive strategies, communication skills, and environmental supports.

5. Environmental Restraint

Definition: Restricting access to objects, areas, or activities to prevent harm.

Examples:

• Locked fridges or cupboards (preventing food access)
• Locked doors preventing access to parts of house
• Removing all objects from room
• Locked storage preventing access to belongings

Not environmental restraint:

• Age-appropriate safety measures (child locks, baby gates)
• Securing dangerous items (knives, chemicals) as reasonable precaution
• Personal safety measures in shared spaces

When it might be used:

• Preventing pica (eating non-food items)
• Preventing access to items used for self-injury
• Preventing elopement to dangerous areas

Goal: Reduce restrictions through skill building, communication, and environmental modifications.

Authorization and Reporting of Restrictive Practices

State and Territory Authorization

Each state/territory has different systems:

State/Territory	Authorizing Body	Process
New South Wales	Behavior Support Panel (NSW)	Application with PBS plan
Victoria	Senior Practitioner (Vic)	Notification and approval
Queensland	NDIS Commission + Public Guardian (Qld)	Dual authorization
South Australia	Senior Practitioner (SA)	Application and review
Western Australia	NDIS Commission (for NDIS)	Commonwealth system
Tasmania	Senior Practitioner (Tas)	Authorization required
Northern Territory	Senior Practitioner (NT)	Approval process
ACT	Senior Practitioner (ACT)	Authorization and monitoring

General process:

1. Behavior support practitioner develops PBS plan with restrictive practice
2. Submit application to state/territory authority
3. Authority reviews plan, evidence, and justification
4. Authorization granted (or denied) with conditions
5. Regular reviews and reporting required

Timeline: 4-12 weeks for authorization (varies by state)

NDIS Commission Reporting

Providers using restrictive practices must:

1. Report to NDIS Commission within 5 business days of first use
2. Update Commission when practice changes or ends
3. Annual reporting on use and reduction progress
4. Incident reporting if restrictive practice causes harm

Non-compliance penalties:

• Provider registration suspension or cancellation
• Banning orders for individuals
• Financial penalties
• Criminal charges (in extreme cases)

Behaviour Support Practitioner Requirements

Qualifications

To be considered suitable by NDIS Commission:

Minimum: Tertiary qualification in:

• Psychology
• Behavior analysis (Board Certified Behavior Analyst - BCBA)
• Special education
• Occupational therapy (with behavior specialty)
• Social work (with behavior specialty)

Plus:

• Demonstrated competency in behavior assessment and PBS
• Ongoing professional development
• Understanding of restrictive practices regulation

Practitioner Levels

NDIS distinguishes two levels:

Level 1 Behaviour Support Practitioner

• Degree-qualified (Bachelor or higher)
• Can develop PBS plans without restrictive practices
• Can consult on behavior support

Rate: $193.99/hour (2024-25)

Level 2 Behaviour Support Practitioner

• Higher qualifications (Masters or higher in relevant field) OR
• BCBA certification OR
• Extensive experience and demonstrated competency
• Can develop PBS plans with or without restrictive practices

Rate: $214.41/hour (2024-25)

Specialist Behaviour Support Provider Registration

Providers offering behavior support must:

• Be NDIS registered
• Employ or contract appropriately qualified practitioners
• Have quality and safeguarding systems
• Report restrictive practices to Commission
• Maintain practitioner suitability records

How to Access Behaviour Support through NDIS

Step 1: Identify Need for Behaviour Support

You may need behavior support if:

• Behaviors of concern impacting quality of life
• Risk of harm to self or others
• Current supports not effectively managing behaviors
• Restrictive practices currently in use (even informally)
• Transition from hospital or residential care involving behavior support

Step 2: Include in NDIS Plan

At planning meeting:

• Describe behaviors of concern
• Explain impact on daily life and goals
• Request Capacity Building: Improved Relationships funding
• Discuss whether interim or ongoing restrictive practices involved

Evidence to provide:

• Incident reports
• Medical or psychological reports
• Current behavior support plans (if any)
• Information from current supports about challenges

Step 3: Funding Allocation

Typical behavior support budgets:

Assessment and initial PBS plan: $5,000-$12,000

• Functional behavior assessment
• PBS plan development
• Initial training for staff

Ongoing support (per year): $3,000-$15,000

• Plan reviews and updates
• Data monitoring and analysis
• Staff consultation and training
• Implementation support

Complex cases: $20,000-$40,000+/year

• Multiple challenging behaviors
• Restrictive practices involved
• High-frequency support needed
• Specialist practitioner required

Step 4: Choose a Provider and Practitioner

Finding behavior support practitioners:

• NDIS Provider Finder (ndis.gov.au)
• Filter for “Specialist Behaviour Support Services”
• Check practitioner qualifications
• Ask for references

Questions to ask:

• What are your qualifications?
• Experience with similar behaviors?
• Approach to restrictive practices (should emphasize reduction/elimination)?
• Timeline for assessment and plan development?
• Availability for ongoing support?

Step 5: Assessment and PBS Plan Development

Process:

1. Initial meeting with practitioner
2. Functional behavior assessment (2-6 weeks)
3. PBS plan drafted
4. Review and feedback
5. Final plan delivered
6. Training for all involved

Timeline: 2-4 months from engagement to implemented plan

Implementing PBS Plans: Success Factors

1. Consistency Across All Settings

PBS plans must be implemented:

• At home
• In day programs or supported employment
• During community outings
• By all support workers and family

Challenge: Inconsistent implementation reduces effectiveness.

Solution: Thorough training for all involved, regular check-ins, data monitoring.

2. Data Collection and Monitoring

What to track:

• Frequency of behaviors
• Triggers and antecedents
• Effectiveness of strategies
• Use of restrictive practices (if applicable)

Tools:

• Incident report forms
• ABC data sheets (Antecedent-Behavior-Consequence)
• Behavior tracking apps
• Regular practitioner reviews

3. Skill Teaching Takes Time

Realistic expectations:

• Behavior change is gradual (months, not weeks)
• Skills must be practiced repeatedly
• Setbacks are normal
• Focus on progress, not perfection

4. Addressing Underlying Needs

Behavior often signals unmet needs:

• Communication difficulties
• Sensory sensitivities
• Pain or medical issues
• Mental health conditions
• Environmental stressors
• Social isolation

PBS plans should address root causes, not just suppress symptoms.

5. Quality of Life Improvements

Research shows PBS is most effective when:

• Participants have meaningful activities
• Social connections and relationships
• Choice and control over daily life
• Sensory and physical needs met
• Mental health supported

Reducing Restrictive Practices: Real Examples

Case Study 1: Eliminating Seclusion

Participant: Jake, 22, autism, intellectual disability

Challenging behavior: Severe aggression toward staff when asked to transition between activities

Restrictive practice: Seclusion in safe room for 10-30 minutes after aggressive incidents (3-5 times/week)

PBS plan strategies:

• Visual schedule with timers for transitions
• 5-minute warnings before transitions
• Choice between two transition options
• Reinforcement for successful transitions
• Sensory break space (not locked, voluntary use)
• Communication training for expressing frustration

Outcome:

• Seclusion reduced from 5x/week to 1x/week within 3 months
• Eliminated entirely by 12 months
• Jake learned to request sensory breaks voluntarily

Case Study 2: Reducing Chemical Restraint

Participant: Maria, 35, acquired brain injury, mental health condition

Challenging behavior: Extreme agitation and aggression in evenings (sundowning)

Restrictive practice: PRN antipsychotic medication 4-5 evenings/week

PBS plan strategies:

• Environmental modifications (reduced noise and stimulation in evenings)
• Calming sensory activities before bed
• Consistent evening routine
• Communication board for expressing needs
• Pain assessment and management (undiagnosed pain was trigger)
• Increase in meaningful daytime activities

Outcome:

• PRN medication reduced from 5x/week to 1x/week within 6 months
• Eliminated entirely by 18 months after pain management optimized

Case Study 3: Eliminating Physical Restraint

Participant: Liam, 16, autism

Challenging behavior: Self-injurious head banging (50+ times/day)

Restrictive practice: Physical holding to prevent head banging during severe episodes (daily)

PBS plan strategies:

• Functional communication training (teaching “break” sign)
• Sensory diet and occupational therapy
• Environmental modifications (soft spaces, sensory tools)
• Medication review (anxiety treatment added)
• Teaching replacement behaviors (hitting pillow instead of head)

Outcome:

• Physical restraint reduced from daily to 1-2x/month within 6 months
• Eliminated by 15 months
• Head banging reduced by 90% through communication and sensory strategies

Common Misconceptions About Restrictive Practices

Misconception 1: “It’s for their own safety, so it’s OK”

Reality: Even when motivated by safety, restrictive practices:

• Violate human rights
• Can cause trauma and distress
• Must be authorized and regulated
• Should be eliminated as soon as possible

Misconception 2: “We’ve always done it this way”

Reality: Historical use does NOT justify ongoing restrictive practices. All must be:

• Documented in PBS plan
• Authorized by state/territory
• Reported to NDIS Commission
• Part of active reduction strategy

Misconception 3: “The person doesn’t mind”

Reality: Lack of protest does NOT mean consent. Restrictive practices limit freedom and rights regardless of the person’s apparent acceptance.

Misconception 4: “We only use it rarely”

Reality: Even infrequent use requires authorization and reporting. There’s no “too rare to report” threshold.

Misconception 5: “It’s better than medication”

Reality: All restrictive practices (including medication) should be minimized. Trading one for another isn’t the goal; reduction and elimination is.

When Behaviour Support Isn’t Working

Signs PBS plan isn’t effective:

• No reduction in behaviors after 6-12 months
• Behaviors worsening
• Restrictive practices increasing
• Support workers or family unable to implement consistently
• Participant distressed or quality of life declining

What to do:

1. Contact behavior support practitioner - Review and revise plan
2. Check implementation - Is plan being followed consistently?
3. Assess for new factors - Medical issues, environmental changes, new stressors?
4. Consider practitioner change - Sometimes different approach or personality fit needed
5. Seek second opinion - Another practitioner may offer fresh perspective
6. Request plan review - May need increased funding for more intensive support

Rights and Advocacy

Your Rights

As a participant with behavior support needs:

• Right to least restrictive option
• Right to quality PBS plan
• Right to skilled, trained support workers
• Right to have restrictive practices reduced and eliminated
• Right to complain without retaliation

Family and Carer Rights

If you’re a family member:

• Right to be involved in PBS planning
• Right to training on plan implementation
• Right to respite and support
• Right to raise concerns about restrictive practices

Advocacy Support

If you’re concerned about behavior support quality or use of restrictive practices:

NDIS Quality and Safeguards Commission:

• Phone: 1800 035 544
• Website: ndiscommission.gov.au
• Submit complaint online

State-based advocates:

• Disability advocacy organizations in each state
• Official Community Visitors (monitor use of restrictive practices)
• Public Advocates/Guardians (in some states)

Frequently Asked Questions

Can family members develop PBS plans?

No. Only appropriately qualified behavior support practitioners considered suitable by the NDIS Commission can develop PBS plans, especially those involving restrictive practices.

However, families should be:

• Involved in assessment process
• Consulted on plan development
• Trained to implement strategies

What if behavior support practitioner recommends restrictive practices?

Good practitioners:

• Exhaust all other options first
• Clearly justify why restrictive practice is necessary
• Include robust reduction and elimination plan
• Seek least restrictive option
• Involve you in decision-making

Red flags:

• Recommending restrictive practices as first response
• No reduction plan
• Dismissing your concerns
• Not exploring function of behavior thoroughly

How long does it take to see results?

Realistic timeline:

• Initial changes: 4-8 weeks (with consistent implementation)
• Significant reduction: 3-6 months
• Full elimination of restrictive practices: 12-24+ months

Behavior change is gradual. Quick fixes are rare. Sustainable change requires time, consistency, and skill development.

Can I refuse restrictive practices?

Yes. You have the right to refuse restrictive practices. However:

• If behaviors pose serious safety risk, alternative strategies must be in place
• In some cases, services may not be able to support without restrictive practices (e.g., extreme aggression)
• Work with practitioner on alternatives

If you refuse and provider says they can’t support without them:

• Request second opinion
• Seek specialized behavior support provider
• Consider intensive PBS plan without restrictive practices
• Explore alternative service models

Key Takeaways

Behaviour support practitioners help reduce challenging behaviors:

• Conduct functional assessments
• Develop positive behavior support plans
• Train staff and families
• Monitor progress and adjust strategies

Restrictive practices are regulated:

• Five types: seclusion, chemical, mechanical, physical, environmental restraint
• Must be authorized by state/territory authority
• Reported to NDIS Commission
• Active plan to reduce and eliminate

PBS is evidence-based and person-centered:

• Understanding function of behavior
• Environmental modifications
• Skill teaching and communication
• Quality of life improvements
• Rights-respecting approaches

Change takes time:

• Expect gradual progress over months
• Consistency is critical
• Address underlying needs
• Focus on skill building, not just behavior suppression

You have rights:

• Least restrictive options
• Quality PBS plans
• Trained support staff
• Advocacy and complaints process

Positive Behavior Support can transform lives by reducing challenging behaviors, improving quality of life, and eliminating restrictive practices. With the right practitioner, consistent implementation, and person-centered strategies, meaningful change is possible.