Training Plan for Implementing the Positive Systems Approach to Dealing with Disruptive Behaviours

Before an organization can successfully implement the Positive Systems Approach, the people responsible for putting it into action—staff, managers, and caregivers—need more than a surface-level understanding. PSA isn’t just a checklist or a behaviour plan template; it’s a shift in mindset, in language, and in the systems that shape daily interactions. Jumping into implementation without first investing in solid, hands-on training is like building a house on sand. If staff aren’t confident in the “why” behind PSA or the mechanics of its 14 core factors, the whole system risks collapsing under stress. Training is what anchors the work—it ensures that everyone is aligned, prepared, and able to apply PSA with consistency and purpose.

Here is an outline of a solid training plan for managers, staff and caregivers:

Phase 1: Introduction & Foundation Building

Objective: Familiarize participants with the core principles of PSA and its integration with Applied Behaviour Analysis (ABA).

Activities:

• Kick-off Workshop: Conduct an interactive session introducing PSA's theoretical underpinnings, emphasizing its strengths-based and person-centered strategies. Here is a sample of how that can proceed:

Kick-off Workshop: Positive Systems Approach (PSA) Training Launch

Duration: 2.5 to 3 hoursTarget Audience: Staff, managers, and caregiversFormat: In-person or virtual live sessionFacilitator: A lead trainer well-versed in PSA (ideally someone who has read “Managing Disruptive Behaviours with a Positive Systems Approach” and is an expert in behavioural principles)

1. Warm Welcome & Setting the Tone (15 minutes)

• Purpose: Create safety, build rapport, and get everyone leaning in.

• Activities:

  • Greet participants with a short, relatable story of success using PSA (real or fictionalized).

  • Share a quick overview: “Why are we here?” → Not just to manage behaviour, but to build a system that works for people.

  • Frame the tone: strength-focused, non-blaming, collaborative.

2. Quick Poll & Reality Check (10 minutes)

• Purpose: Acknowledge the current frustrations and assumptions around disruptive behaviour and the impact it has on people, settings and systems.

• Activities:

  • Live poll or sticky notes: “What’s the hardest part of managing disruptive behaviour?”

  • Quick discussion: Highlight how traditional approaches may fall short and lead to burnout or blame.

3. What Is the Positive Systems Approach? (20 minutes)

• Purpose: Define PSA clearly, show how it differs from reactive or punitive approaches.

• Content:

  • Key message: PSA is a proactive, systemic, strengths-based method that addresses both individual needs andenvironmental/systemic factors.

  • Emphasize that PSA is grounded in Applied Behaviour Analysis (ABA) but shifts focus from control to collaboration.

• Activities:

  • Use simple visuals: E.G. - Two overlapping circles – one for Individual Factors, one for System Factors.

  • Break down the core idea: Behaviour is influenced not just by the person, but by the systems around them.

  • Present slides briefly outlining the 7 Individual Factors and 7 System Factors of PSA. Don’t go into detail here and as that will occur later.

4. The Heart of PSA: Values & Principles (25 minutes)

• Purpose: Connect theory to purpose — why this matters.

• Key PSA Principles to highlight:

  • Every person has strengths, no matter how disruptive their behaviour.

  • Staff behaviour is just as important as client behaviour.

  • We don’t “fix” people — we support systems that help people thrive.

• Activity:

  • Ask participants to break into pairs and share a time they felt unsupported as staff, or when a behaviour plan didn’t help.

  • Tie that to how PSA addresses both people and systems.

5. 7 Individual & 7 System Factors – Teaser Overview (20 minutes)

• Purpose: Spark curiosity and establish the roadmap.

• Activities:

  • Give a high-level overview of the 14 factors

  • Use a handout or visual map to show how each factor contributes to the full picture.

  • Emphasize interconnection: It's not just about “what’s wrong with them” — it’s also “what’s happening around them.”

6. Case Study Walkthrough (20 minutes)

• Purpose: Make it real.

• Activities:

  • Present a case example from the book (e.g., John’s story or someone similar).

  • Walk through: “How would PSA respond to this behaviour differently from a traditional model?”

  • Ask for input: “What would you change in John’s system?”

7. Mini Reflection & Commitment (10 minutes)

• Purpose: Anchor the learning in personal experience.

• Activities:

  • Ask each participant to write down one change based on PSA that they’re willing to make in how they view or respond to disruptive behaviour.

  • Collect anonymously or share out loud (optional).

  • Highlight: This is a journey — and every step toward understanding systems is a step toward better support.

8. Wrap-Up & Next Steps (10 minutes)

• Reiterate that this is just the starting point.

• Hand out PSA “starter kits”:

  • One-pager of PSA principles

  • Case study summary

  • A reflection worksheet for tracking one client/person they support

  • PSA Checklist (as outlined on drbobcarey.com).

• Give a clear roadmap of upcoming training phases.

Tone & Style

• Keep it conversational

• Use humor, real-life stories, and practical language. Avoid jargon unless it's explained simply.

• Be human. Acknowledge the emotional toll this work can take — and that PSA is about building sustainability for both staff and clients.

• Reading Assignment: Distribute copies of Managing Disruptive Behaviours with a Positive Systems Approach for foundational understanding.

• Discussion Groups: Facilitate small group discussions to reflect on preconceived attitudes that may interfere with PSA application.

  
  

Phase 2: Deep Dive into PSA Components

Objective: Understand and analyze the 7 Individual and 7 System Factors that comprise PSA.

Activities:

• Interactive Seminars: Break down each of the 14 factors with real-life scenarios and role-playing exercises.

This is where the Positive Systems Approach really comes alive. The Interactive Seminars are the hands-on, minds-on part of training. Here, participants get deep into the 7 Individual Factors and 7 System Factors — not just learning what they are, but experiencing how they show up in real situations, and practicing how to respond.

Below is a detailed session plan for conducting these seminars effectively.

🔧 Structure: How the Seminars Will Work

• Format: In-person or virtual (ideally small groups of 10–20 people per session for max engagement)

• Duration: Two 2-hour seminars or one 4-hour intensive (split over two days is best)

• Facilitators: 1 lead + 1 assistant/troubleshooter

• Tools Needed:

  • Flipcharts or slides

  • Handouts with factor definitions and reflection prompts

  • Role-play scripts (short, flexible)

  • Whiteboard for virtual

💡 Objectives of the Seminars

1. Understand each of the 14 PSA factors in concrete terms.

2. See how each factor contributes to disruptive behaviour — or helps reduce it.

3. Practice recognizing and responding to these factors in action.

4. Reflect on how they apply in participants' real work environments.

🧩 Seminar Breakdown: One Segment Per Factor

Repeat the following structure for each factor (around 10–12 minutes per factor):

1. Brief Explanation (2–3 minutes)

• Use clear, no-jargon language to define the factor.

  • Example: “Consistency” (System Factor): When a person can’t predict what’s going to happen next — whether it’s a schedule, a reaction from staff, or rules — anxiety and acting out go up. Consistency creates predictability and builds trust and safety.

• Give a visual or concrete analogy.

  • “Imagine going to work and your desk is gone, your boss won’t tell you your shift time, and nobody answers your questions. That’s the world many of our clients live in.”

2. Real-Life Scenario (2–3 minutes)

• Present a quick example (written or acted out) showing that factor at play.

  • “Case: Marcus, a nonverbal 9-year-old, started kicking staff every time the bell rang for transitions. Turns out his schedule kept changing, and no one was cueing him in advance. He wasn’t aggressive — he was lost.”

3. Role-Play or Simulation (3–4 minutes)

• Participants act out or observe two short scenes:

  • One where the factor is ignored or mismanaged.

  • One where it’s addressed well using PSA strategies.

• Use a basic script or improv depending on comfort level.

• Have observers look for “what worked, what didn’t.”

4. Reflection & Application (2–3 minutes)

• Ask:

  • “Where does this lack of consistency show up in your work?”

  • “Who in your care might be struggling because of lack of attention to this factor?”

  • “With respect to Consistency, what could you do differently starting tomorrow?”

• Capture responses on sticky notes or whiteboard.

🧠 Sample Grouping: How to Organize the 14 Factors

To keep the energy and flow manageable, group related factors together. Here's one way to sequence them across two sessions:

Session 1: 7 Individual Factors

Factor	Focus	Sample Scenario
1. Identification	What are possible triggering factors that might be causing or contributing to the disruptive behaviour?	A 16-year-old with a developmental age of 5 is acting out every time that she is asked to do something that she doesn’t want to do.
2. Reinforcement	Does the person receive an ample amount of contingent and non-contingent reinforcement in the daily lives?	A non-verbal adult who gets very little attention and uses screaming and aggression to initiate interactions.
3. Re-Direction	Are there ways to re-direct (physically or emotionally) the individual at the earliest possible stage to stimulating activities that are incompatible with engaging in the disruptive behaviours?	A non-verbal child who screams every time when their favourite toy is removed.
4. Coping	Do they have the skills to engage in the desired incompatible behaviour we are asking from them?	A child covers their ears during noisy lunch periods and lashes out.  They are told to “calm down” but this doesn’t help.
5. Communication	What is their level of communication and how do they express themselves?	A person becomes aggressive due to undiagnosed pain.
6. Relationship/Rapport	What kind of a relationship do they have with their caregivers?	A youth avoids adult males by engaging in aggressive and escape behaviours.
7. Stimulation	Are they under or over stimulated?	A teen with self-injurious behaviour is neglected by caregivers due to their apprehension of setting them off or because of fear of what could happen.

Session 2: 7 System Factors

Factor	Focus	Sample Scenario
1. Flexibility	How flexible is the system to the needs of the individual?	A person acts out when required to go to the day program because the agency requires that they participate in this or else they won’t support them.
2. Perseverance/Tolerance	What level of commitment does the agency/caregivers have to supporting the individual through periods of crisis?	A 25 year old man with Autism Spectrum Disorder is repeatedly hospitalized every time they have an aggressive episode.
3. Consistency	Does the staff team/caregivers use a consistent interactional approach in dealing with disruptive behaviours?	A student is treated very differently when he acts out at school as opposed to in his/her group home.
4. Portability	To what degree can the PSA and behavioural approach move in a consistent manner between all the different environments that an individual functions in?	A youth lashes out at school because they are not allowed to choose their activity, when this is allowed in their home environment.
5. Intensity	Are there sufficient staff or caregivers supports during periods of escalation?	A caregiver is injured when trying to calm down an adult male with a developmental disability who is extremely agitated.
6. Change	Is the physical environment suitable and safe for the individual (and caregivers) given the nature of their disruptive behaviours?	Cluttered, loud rooms provoke meltdowns.
7. Team Health	Is the system able to put together a “core team” to deal with extreme and challenging behaviours.	A program fails because of lack of consistency and burn out on the part of the staff/caregivers.

🎯 Wrap-Up Exercise: The “Systems Map” (Final 15 minutes)

• Participants select one individual they support.

• They map out:

  • 3 Individual Factors that might be affecting behaviour.

  • 3 System Factors that may be reinforcing it.

• Then, they brainstorm 2 small changes they could try next week — one personal, one environmental.

📦 Materials You Can Prepare Ahead

• “14 Factors” Handout – Short definition + real-life example

• Role-Play Cards – Simple prompts to act out

• Reflection Sheet – For the Systems Map activity

• Evaluation Form – Ask: “What was your biggest insight today?” and “What do you still need support with?”

• Case Study Analysis: Review and discuss case studies from the book, such as John's transition to a Positive Systems Approach.

• Assessment Tools: Introduce behaviour assessment tools and data collection methods for analyzing challenging behaviours.

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Phase 3: Practical Application & Strategy Development

Objective: Equip participants with the skills to develop and implement PSA support plans.

Activities:

• Workshop on Support Plans: Guide participants in creating individualized support plans using evidence-based strategies stemming from PSA and ABA.

• Environmental Design: Discuss how to create positive and supportive environments, referencing blog posts (drbobcarey.com) like "Designing Physical Environments for Persons with Challenging Behaviours within a Positive Systems Context". https://www.drbobcarey.com/post/designing-physical-environments-for-persons-with-challenging-behaviours-within-a-positive-systems-co

• Collaboration Exercises: Simulate scenarios requiring collaboration with support systems to reinforce the importance of teamwork.

Phase 4: Evaluation & Continuous Improvement

Objective: Assess the effectiveness of interventions and make data-driven decisions for continuous improvement.(https://www.drbobcarey.com/post/designing-physical-environments-for-persons-with-challenging-behaviours-within-a-positive-systems-co)

Activities:

• PSA Checklist: Utilize the PSA Checklist available on the blog section of drbobcarey.com to evaluate current interventions. https://www.drbobcarey.com/post/psa-checklist-see-how-you-are-doing-in-terms-of-providing-a-positive-systems-approach

• Feedback Sessions: Hold regular meetings to discuss outcomes, challenges, and areas for improvement.

• Adjusting Strategies: Train participants on how to adjust strategies based on collected data and feedback.

  
  

Phase 5: Sustaining the Approach

Objective: Ensure the long-term integration and sustainability of PSA within the organization.

Activities:

• Ongoing Training: Schedule periodic refresher courses and advanced training sessions.

• Mentorship Programs: Establish mentorship opportunities where experienced staff guide new members in PSA practices.

• Community of Practice: Create a platform for staff to share experiences, challenges, and successes in implementing PSA.

By following this structured yet flexible training plan, your organization can effectively integrate the Positive Systems Approach, leading to a more supportive and proactive environment for managing disruptive behaviours.