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Background: Concern about the poor care of some people with an intellectual disability has highlighted the need for systemic, large scale interventions to develop a skilled workforce. \ud Method: We outline how an implementation science theoretical model informed the development of a region wide Positive Behavioural Support (PBS) Workforce Development (WFD) approach. \ud Results: We provide an example of the application of the model in practice and demonstrate how this enabled us to: understand the competencies and development needs of the workforce; engage effectively with stakeholders; and develop, deliver, and evaluate a PBS WFD model.\ud Conclusion: The application of the model helped us to identify, prioritise, and address the multiple and complex factors that were relevant to the implementation of the PBS WFD approach.

Background: There is a growing evidence base about the effectiveness of positive behavioural support (PBS) in relation to behaviours that challenge (CB). There is, however, limited research from the perspective of individuals receiving this support. The objective of this qualitative study was to obtain the views of participants with an intellectual disability about what was important to them in relation to receiving PBS.\ud \ud Materials and methods: Seven participants with an intellectual disability, recruited via support organisations in the North East of England, gave their views about their support through interviews (n = 3) and a focus group (n = 4). Data were collected between April and June 2016 and were analysed using thematic analysis.\ud \ud Results: Four themes were identified: the importance of being treated as a human being; the wider impact of PBS; the contrast of PBS with previous experiences of support; and the beneficial impact of positive support. PBS was valued for its wide impact on quality of life, with a reduction in CB being just one of many important aspects.\ud \ud Conclusion: This study highlights the importance of including service user perspectives and quality of life indicators in research which evaluates service provision and support.

This qualitative study explored the views of family carers about the support that their adult children with an intellectual disability had received in relation to their behaviour that challenged. There was a particular focus on positive behavioural support (PBS), although some participants spoke more generally in terms of positive approaches. Semi-structured interviews with eight family carers were analysed using inductive thematic analysis. Four key themes were identified. Good support, of which PBS was an example, was seen as both having reduced behaviours that challenged and having a wider positive impact on the quality of life of the individual and their families. Key features highlighted were: technical knowledge and skill; a strong value base of warmth, acceptance, and respect; a collaborative, consistent approach; open communication; and the extension of support to the family carer when needed. It was recognised that there is a need for broad systemic change and for the application of a workforce development model that takes account of the needs of staff, carers, and those working in wider systems that have contact with people with an intellectual disability.