Using Expert Voices to Determine the Key Components of Positive Behaviour Support for the Development of a National Professional Development and Training Curriculum

ABSTRACT Positive behaviour support (PBS) is a widely adopted model in education and disability services for improving service provision and service user outcomes. However, there is a paucity of guidance to support the formulation and delivery of professional development in PBS across different contexts, including accredited programmes and in‐service training. Thus, this study aimed to address this important gap by developing consensus for the core components of effective professional development and training in PBS, who it is that should receive what training, and how such training might be delivered. A modified Delphi methodology was employed, with an exploration phase (i.e., a narrative review of published literature and an audit of various training courses) and an evaluation phase (i.e., a two‐round online Delphi). Delphi panellists identified core areas of capability with corresponding key competencies for PBS professional development and training. Specific areas in which various stakeholders would benefit most in training were identified. Panellists described a tiered approach to delivering training, from foundation knowledge to more complex skills. Combined, existing literature and course audits, established PBS practice frameworks and expert consensus provide evidence to inform curriculum to deliver professional development and training in PBS for governments and training providers as a step towards formal accreditation of PBS training.