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*Positive Behavioral Supports

An Alternative to

Traditional Behavior Management

*From Janney, R., & Snell, M.E. (2000). Teachers’ guide to inclusive practices: Behavioral supports. Baltimore: Paul H. Brookes.

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Characteristics of Positive Behavioral Supports (PBS)

Emphasis on collaborative problem-solving Stresses prevention through effective educational

programs Stresses teaching students alternative behaviors Support student in systematic, holistic way rather

than through trial and error May use contingency management, but much less

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Goals of PBS

Develop new communication, social, and self-control skills.

Form more positive relationships with classmates, teachers, and community members.

Take more active roles in their classrooms, schools, and communities.

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Success of PBS

Success of PBS is judged not only by whether a target behavior has been reduced but also by whether the student’s lifestyle has been improved.

Development of positive relationships and participation in daily life is the heart of the program.

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Types of Behavioral Supports

IEP accommodations (e.g., place to calm down, additional adult supervision during transitions, extending time for completing tasks

Curricular adaptations (e.g., simplified curriculum or one that emphasizes functional skills)

Instruction in social skills or self-management techniques

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Types of Behavioral Supports(continued)

Changes to the classroom environment (e.g., preferential seating, a quiet place to study or read)

Create scheduling (e.g., placement in classes with particular peers, placement in heterogeneous classes, alternating between easy and difficult subjects or courses)

More assistance in doing as assignment or task Support of peer buddies, partners, or tutors

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Purposes of Problem Behaviors

PBS assumes all behaviors serve a purpose Social-communication function:

Getting attentionEscape or avoidanceGetting something tangible

Sensory function:Self-regulationPlay or entertainment

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Steps in Developing a PBS

Define the problem and make decisions about priorities

Gather information Develop a hypothesis Design a plan for positive behavioral supports Use the plan Evaluate the plan

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Step 1A: Defining the Problem

Observable Behavior Hitting Yelling Crying Rocking back and forth Throwing food Hitting head on floor

General Labels Aggressive Mean Self-stimulatory Frustrated Uncooperative upset

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Step 1B: Determine Priorities(Level of Intensity)

Destructive – top priority Health or life-threatening to student or others

Disruptive – second priority Interfere with learning Prevent participation in daily activities Destroys items Could become destructive if ignored

Distracting – may or may not require formal plan Interfere with social acceptance Damage items (e.g., tears books) Could become disruptive if ignored

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Step 2A Student’s history/quality of life

What is student’s quality of life What people, places, choices, and activities

are part of the student’s life? What are the student’s communication

abilities? What works in supporting and teaching this

student?

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Step 2BInformation on Specific Behaviors

Who is present? What is going on? When does it happen? Where does it happen?

* are there setting events that make it more likely that these specific antecedents will lead to the behavior’s occurrence?

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Who?

Are particular people/groups related to the problem? Who is present when behavior occurs? Who is present when the problem seldom occurs? How many people? Is someone about to come in or about to leave? Are adults, children, teachers, parents, or strangers

present?

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What?

Are certain tasks/activities related to the problem? What is going on when the problem occurs? What is going on when problem seldom or never occurs? Is the student being asked to a particular type of task? Is it math, reading, PE, or music time? Is it free time? Is the student being asked to do something that is too

easy or too hard? Is it almost time to start a different activity? Is the student having to wait for help, attention, or a turn?

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When?

Does hour/day/week/schedule relate to problem? When does problem behavior occur? When does problem behavior seldom occur?

Every morning?Only on Monday morning; only on Friday afternoon?Before lunch?Just before the bus arrives?

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Where?

Do places and spaces relate to the problem? Where does problem behavior occur? Where does problem behavior seldom occur?

Playground? On the school bus?

Classroom? At home?

Gymnasium? At the movies?

In small/large spaces? In open spaces?

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Other Information

Behavior itself What did the student

do? How long did the

student do it (duration)? How many times did

the student do the behavior (frequency)?

How strong was the behavior (intensity)?

Consequences What happened

immediately after the behavior?

What planned rewards and/or punishment was administered?

What unplanned actions took place as a result of the behavior?

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Conduct A-B-C Observation

A = Antecedents What happened before the behavior?

B = Behaviors What did the student do?

C = Consequences What happened after the behavior?

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Step 3: Develop a Hypothesis?

Ask the following: Why does the student keep doing this? What is the purpose of the behavior? What antecedents predict the behavior will or

will not occur? How are the consequences helping the behavior

work for the student?

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Functional Analysis

Antecedent

Behavior

Consequences

Possible functionsAttention

Escape/avoidance

Getting something

Self-regulation

play

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Step 4: Design a Plan for PBS

Preventing Change antecedents--who, what, when, where—and the

setting events that predict behavior Teaching

Alternatives, more acceptable ways to accomplish the same purpose

Responding Responding to the behavior when it occurs in ways that

do not reinforce the behavior, and responding to alternative in ways that ensure it does work

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Prevention

Adding supportive:

People Places Activities

Avoiding antecedents

Change who Change what Change when

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Teaching Strategies

Teach alternative skills Modeling Prompting and shaping Behavioral rehearsal Incidental learning

Teach social and self-management skills Checklists, counters Picture schedules Self-reinforcement Self-talk Problem-solving Anger control Relaxation training

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Responding Strategies

Non-reinforcement Not responding in a way that allows behavior to

work/achieve its purpose Redirection

Redirecting student to alternative behavior and then reinforcing alternative behavior

Natural/logical/educational consequences Carefully using corrections, restitutions, verbal

reprimands, rewards, taking away privileges or things, taking a break

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Crisis Management

Phase 1: Trigger Look for physiological signs; eliminate antecedents

Phase 2: Escalation interrupt’; facilitate redirection/relaxation

Phase 3: Crisis Not able to process information; interrupt and protect

Phase 4: Begin Recovery Can regain control or re-escalate; do not reintroduce antecedents

Phase 5: Recovery Able to process information