Positive Behavioral Positive Behavioral Supports (PBS)Supports (PBS)A REVIEW OF THREE READINGS ON THE TOPIC

Technical GuideTechnical GuideSugai, et al (1999). Applying positive behavioral support and functional behavioral assessment in schools. Washington, D.C.: OSEP Center on Positive Behavioral Interventions and Support.

Internalizing Vs. Internalizing Vs. ExternalizingExternalizing

Internalizing Problems Externalizing Problems

Social WithdrawalDepressionAnxietySomatization

HyperactivityAggressionAntisocialDestructive

Problems in SchoolsProblems in SchoolsStudents with severe problem

behaviors◦1% - 5% of the school enrollment◦More than 50% of behavioral incidents

Schools often lack the following:◦Staff trained in behavior management

or PBS◦Behavioral/ Emotional Curricula◦Assessment methods to monitor

behaviors

Effective Schools (Tier I)Effective Schools (Tier I)Policies and

procedures (written down)

Structure (trained faculty and staff)

Routines (child knows what to expect)

Research-validated practices

Community SchoolsCommunity SchoolsSchool-linked

servicesCommunity

providers come into the schools.

Families are a part of the intervention process.

Inter-connected web of services

PBS: DefinedPBS: DefinedPositive Behavioral support is a

general term that refers to the application of positive behavioral interventions and systems to achieve socially important behavior change.

Extends from individual interventions to school-wide services.

Services are research-based and closely monitored

PBS: Defined, Part IIPBS: Defined, Part IIInterventions consider the contexts

within which the behavior occurs.Interventions that address the

functionality of the problem behavior.

Interventions that can be justified by the outcomes.

Outcomes that are acceptable to the individual, the family, and the supportive community.

Integration of ApproachesIntegration of ApproachesBehavioral Science: problem behaviors are

learned, can be controlled within the environment and can be changed.

Practical Interventions: Research-based techniques such as FBA, environmental redesign, and skills instruction are used.

Lifestyle Outcomes: Change must be durable, relevant, culturally appropriate, and fit the values of the student, family, and community.

Systems Perspective: All systems levels must be considered (Bronfenbrenner) to be effective. Interventions must be continued across settings.

PBS: Focus on PreventionPBS: Focus on PreventionPrimary: Reducing the number

of new cases of problem behaviors.

Secondary: Reducing the number of current cases of problem behaviors.

Tertiary: Reducing the intensity and complexity of current cases.

FBA Within PBSFBA Within PBSData Collection: antecedent (A),

behavior (B), consequence (C), and environmental issues.

Testable Hypotheses: Establish theories of reasons for behavior.

Direct Observation: Collect dataDesign Behavior Support Plan: should

address the A, B, and C as well as environment.

Develop Implementation Scripts: how, when, where, etc of implementation.

Collect Information: student progress, plan implementation, redesign/ update the plan, efficacy of the plan.

Designing PBSDesigning PBSBambara, L. M., & Knoster, T. (1998). Designing Positive Behavior Support Plans. In. D. Browder (Ed.) Innovations. Washington, D.C.: American Association on Mental Retardation

Gather Broad Gather Broad InformationInformation

Assess What Areas? Gather Information Where?

Student Strengths & Weaknesses

Daily Routines & Activities

Student & Family Preferences and Goals

Health Concerns Quality of Life

◦ Relationships◦ Happiness◦ Choice and Control◦ Access to Preferred Events◦ School & Community

Inclusion

Team Discussions InterviewsReview of RecordsRating ScalesSpecific Skill

AssessmentsDirect Observations

Gather Specific Gather Specific InformationInformation

Questions to Answer Tools for Gathering Information

When is the individual most likely to engage in problem behavior?

What specific events appear to be contributing to the problem behavior?

What function(s) does the problem behavior serve?

What might the individual be communicating through the behavior?

When and what type of situation is the behavior less likely to happen?

Direct Observations◦ Team Discussions of

Observed Situations

◦ ABC Analysis

◦ Compare activities and time periods for those that are more or less problematic

Specific Hypothesis Specific Hypothesis StatementsStatementsPurpose

◦Offer a logical explanation for the problem behavior.

◦Guide the development of the planExamines the Following:

◦When this happens . . . (a description of the specific antecedent and setting event)

◦The student does this . . . (a description of the behavior).

◦ In order to . . . (a description of the possible function of the problem behavior).

Global Hypothesis Global Hypothesis StatementsStatementsSummarize:

◦Relevant assessment information◦Contextualized assessment

informationAddresses:

◦Broad influences of health, skills, routines, quality of life, and preferences.

◦Contextual explanation for the behavior.

What Next?What Next?Based on the global and specific

hypotheses, you generate a plan of action.

The plan may include:◦System-wide changes (Tier I)◦Environmental changes (Tier I)◦Skills training (Tier II)◦Group Therapy (Tier II)◦FBA (Tier III)◦Individual Therapy (Tier III)

School-Wide Changes: School-Wide Changes: PBSPBSNelson, R., & Sugai, G. (1992). School-wide application of positive behavioral supports. In G. Sugai and T. J. Lewis (Eds.) Developing Positive Behavioral Support of Students with Challenging Behaviors. Roseville, MN: The Council for Children with Behavioral Disorders.

Possible Problems in the Possible Problems in the EnvironmentEnvironment

Lack of clear and consistent behavioral guidelines.

Poor supervisionInadequate curriculum and

teaching practicesOther organizational practices.

School-Wide PBSSchool-Wide PBSSystematic

ChangeMulti-Level

◦ Building◦ Classroom◦ Student

Establishing the Establishing the Committee Committee

Eight or fewer members

Broad representation across the system.

One member knows ABA/ FBA

2- to 3- year term of appointment with only 25% of team rotating off annually

Committee Will . . .Committee Will . . .Attend all planning meetings.Identify key presenting problems.Conduct a site analysis.Develop/ revise the school-wide PBS

program.Evaluate new or revised components of

the school-wide PBS program.Actively communicate with staff members

regarding the activities of the committee.Conduct staff meetings to ensure the

implementation and maintenance of the school-wide PBS.

Stages of Collaborative Stages of Collaborative Problem Solving for School-Problem Solving for School-Wide PBSWide PBSProblem Definition (What are the

problems?)Site Analysis (What is currently in

place to address the problems?)Development of a School-Wide

PBS Plan (What should be done to monitor the problems?)

Monitoring Progress (Did the school-wide PBS program work?)

Stage One: Problem Stage One: Problem DefinitionDefinitionMultiple Data Sources:

◦Parents◦Teachers◦Administrators◦Support Staff

Methods:◦Surveys/ questionnaires◦Interviews◦Direct Observations

Stage Two: Site AnalysisStage Two: Site AnalysisFour systems to be analyzed:

◦School-wide discipline system◦Specific settings or non-classroom

systems (e.g., hallways, bathrooms, library, lunchroom, etc.)

◦Classroom systems◦Individual student support systems

(high-intensity students)

Stage Three: Development of Stage Three: Development of PBSPBSDevelop a draft proposal describing

changes (pros and cons).Present draft to all individuals for

discussion.Allow time for feedback and comments.Revise the proposalPresent the final proposal to staff for

approvalSupervise the implementation of the

system

Stage Four: Monitoring Stage Four: Monitoring ProgressProgressMake evaluation procedures simple.Allow for immediate staff feedback.Compare current information back to

baseline data collected previously during the stage one.

Share evaluation findings with the school.

Adjust school-wide PBS as needed.