University Center of Excellence for Developmental Disabilities

1. University Center for Excellence in Developmental DisabilitiesLouis de la Parte Florida Mental Health Institute University Center of Excellence for Developmental Disabilities Positive Behavior Support Don Kincaid, Ed.D. University of South Florida Florida Positive Behavior Support Project (PBS)

2. What is the Florida PBS Project? Provides training and technical assistance to districts across the state in the development and implementation of positive behavior supports at the school-wide, non-classroom, classroom and individual student level.

3. University Center for Excellence in Developmental DisabilitiesLouis de la Parte Florida Mental Health Institute What is Positive Behavior Support?

4. Positive Behavior Support (PBS) A values-based, empirically-valid approach A collaborative team approach An application of the science of behavior change

5. Characteristics of PBS Assessment-based Comprehensive plans Multiple strategies: preventative, replacement behaviors, reactive strategies, lifestyle changes Lifestyle enhancement emphasized

6. Characteristics of PBS (cont.) Reflects person-centered values Designed for use in natural settings Broad view of intervention success including: increase in the use of alternative skills, decrease in the incidence of problem behavior improvement in quality of life

7. Process of Positive Behavior SupportFacilitator�s Guide: Positive Behavior Support Step 1: Identifying goals of intervention Step 2: Gathering information Step 3: Developing hypotheses Step 4: Designing behaviour support plans Step 5: Implementing, monitoring, and evaluating outcomes

8. Developing a Positive Behavior Support Team

10. Behavior Support Team. Information Gathering Hypothesis Development Creation of the Support Plan Implementation of Intervention

11. Membership on Behavioral Support Teams Members from all environments in which the focus individual interacts People who know the focus individual well and have a vested interest People who know supports and resources, (and methods of accessing them) as well as potential barriers Members to allocate personnel and fiscal resources

12. Advantages of Collaboration Enhances information Encourages integrated and holistic approach Promotes a shared vision and commitment Builds competencies (�cross-fertilization�) Offers support for support providers

13. Making Person-Centered Plans

14. �Person-Centered� Planning Philosophy Capacity-based perspective of the individual Use of natural resources to fulfill a vision Circle of support including friends family, and service providers

15. What is Person-centered Planning? A way for diverse people, who share a common need, to align their: vision, purposes, and goals understanding of the focus person�s past, present and future life actions for change, mutual support, personal and team development, and learning

16. Why is Person-Centered Planning so important to PBS? Retains focus on the person Supports a team approach Broadens the level of analysis Changes participants Makes the functional assessment better Broadens the number of effective interventions Creates the best contextual fit

17. Five Essential Goals ofPerson-Centered Planning Participating in community life Gaining and maintaining satisfying relationships Expressing preferences and making choices in everyday life Having opportunities to fulfill respected roles and live in dignity Continuing to develop personal competencies

33. Process of Positive Behavior Support Step 1: Identifying goals of intervention Step 2: Gathering information Step 3: Developing hypotheses Step 4: Designing behavior support plans Step 5: Implementing, monitoring, and evaluating outcomes

34. Beliefs About Behavior Behavior is related to and governed by its context. Behavior can be interpreted as functional, (often communicative), purposeful, and meaningful for the person. Behavior is affected by internal events (e.g., physiological condition or emotional state). Behavior is influenced by factors outside the immediate context, including relationships, activity patterns, and lifestyle issues. Behavior changes as people mature and develop new competencies.

35. Not a form Not an event

36. What are the objectives of FBA? To understand the structure and function of behavior, and to teach and promote effective alternatives. NOT JUST ELIMINATE CHALLENGING BEHAVIOR!

37. What does all that mean? Functional Behavior Assessment attempts to discover the reason(s) problem behavior occurs.

38. What are the ABCs of behavior? A = Antecedent B = Behavior C = Consequence

39. Learned Functions of Behaviors Escape/Avoid Internal/Automatic External/Social Obtain Internal/Automatic External/Social

40. Process of Positive Behavior Support Step 1: Identifying goals of intervention Step 2: Gathering information Step 3: Developing hypotheses Step 4: Designing behavior support plans Step 5: Implementing, monitoring, and evaluating outcomes

41. Hypothesis Development Leads to plausible interventions Appropriate replacement behaviors Functionally equivalent

42. Hypothesis Development Formula When (trigger/antecedent/setting event) occurs�. the student does (describe behavior)� to (obtain or escape or avoid)�..(functions)

43. Hypothesis Statement: Example When Chris misses the bus, and he is presented with a task requiring independent work, Chris throws the task materials on the floor to avoid completing the task.

44. Process of Positive Behavior Support Step 1: Identifying goals of intervention Step 2: Gathering information Step 3: Developing hypotheses Step 4: Designing behavior support plans Step 5: Implementing, monitoring, and evaluating outcomes

45. Relation Between A-B-C Information and Strategies

46. Designing the Plan Review hypothesis statement List alternative behaviors with associated triggers and consequences Select interventions that will make the problem behaviors: irrelevant inefficient ineffective

47. Three Parts of PBS Plan Preventing Teaching Responding Preventing�changing antecedents�who, what, when, and where�and setting events that predict behavior Teaching�teach child alternative, more acceptable way to accomplish same purpose Responding�to the problem when it occurs in ways that do not reinforce the problem behavior & responding to alternative behavior in ways that ensure it doesPreventing�changing antecedents�who, what, when, and where�and setting events that predict behavior Teaching�teach child alternative, more acceptable way to accomplish same purpose Responding�to the problem when it occurs in ways that do not reinforce the problem behavior & responding to alternative behavior in ways that ensure it does

48. Process of Positive Behavior Support Step 1: Identifying goals of intervention Step 2: Gathering information Step 3: Developing hypotheses Step 4: Designing behavior support plans Step 5: Implementing, monitoring, and evaluating outcomes

49. Behavior Support/Intervention Plans Guiding Questions: Is the target behavior clear? What functional assessment methods were used? Is there a pattern of occurrence or nonoccurrence of the target behavior? Have all environmental variables and antecedents been taken into consideration? Have communicative intents been considered?

50. Behavior Support/Intervention Plans (continued) Guiding Questions: Is there enough information from the assessment to develop a hypothesis? If the function is not clear, would a functional analysis be appropriate? Are there multiple functions hypothesized? Are the interventions matched with the hypothesized functions? Have communicative replacement behaviors and antecedent strategies been considered?

51. BehaviorSupport/Intervention Plans (continued) Guiding Questions: Has the behavior support/intervention plan considered all settings and people needed for successful implementation? Have training needs been considered? Has a data plan for ongoing monitoring and adjustment been developed?

52. Possible Results of Positive Behavior Support Plans Student behavior change Decrease challenging behaviors Increased appropriate behaviors Increased communication Increased social skills Student quality of life Greater participation in activities (home and school) Increased/improved peer interactions and relationships Expanded social relationships and networks More opportunities to make decisions and choices

53. Possible Results of Positive Behavior Support Plans, cont. Individual staff change Improved teaching strategies Improved communication skills Improved problem-solving abilities Improved collaborative/teaming efforts Organizational effectiveness Improved team effectiveness Increased interactive problem-solving

54. Contact Information! Florida PBS Project: Heather George (813) 974-6440 Fax # (813) 974-6115 http://flpbs.fmhi.usf.edu Flpbs@fmhi.usf.edu OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports - http://www.pbis.org