Positive Behavioral Supports (PBS)

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

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

3. Internalizing Problems Externalizing Problems • Social Withdrawal • Depression • Anxiety • Somatization • Hyperactivity • Aggression • Antisocial • Destructive Internalizing Vs. Externalizing

4. Problems in Schools • Students 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

5. Effective Schools (Tier I) • Policies and procedures (written down) • Structure (trained faculty and staff) • Routines (child knows what to expect) • Research-validated practices

6. Community Schools • School-linked services • Community providers come into the schools. • Families are a part of the intervention process. • Inter-connected web of services

7. PBS: Defined • Positive 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

8. PBS: Defined, Part II • Interventions 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.

9. Integration of Approaches • Behavioral 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.

10. PBS: Focus on Prevention • Primary: 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.

11. FBA Within PBS • Data Collection: antecedent (A), behavior (B), consequence (C), and environmental issues. • Testable Hypotheses: Establish theories of reasons for behavior. • Direct Observation: Collect data • Design 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.

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

13. 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 • Interviews • Review of Records • Rating Scales • Specific Skill Assessments • Direct Observations Gather Broad Information

14. 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 Gather Specific Information

15. Specific Hypothesis Statements • Purpose • Offer a logical explanation for the problem behavior. • Guide the development of the plan • Examines 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).

16. Global Hypothesis Statements • Summarize: • Relevant assessment information • Contextualized assessment information • Addresses: • Broad influences of health, skills, routines, quality of life, and preferences. • Contextual explanation for the behavior.

17. 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)

18. School-Wide Changes: PBS Nelson, 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.

19. Possible Problems in the Environment • Lack of clear and consistent behavioral guidelines. • Poor supervision • Inadequate curriculum and teaching practices • Other organizational practices.

20. School-Wide PBS • Systematic Change • Multi-Level • Building • Classroom • Student

21. Establishing the 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

22. 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.

23. Stages of Collaborative Problem Solving for School-Wide PBS • Problem 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?)

24. Stage One: Problem Definition • Multiple Data Sources: • Parents • Teachers • Administrators • Support Staff • Methods: • Surveys/ questionnaires • Interviews • Direct Observations

25. Stage Two: Site Analysis • Four 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)

26. Stage Three: Development of PBS • Develop a draft proposal describing changes (pros and cons). • Present draft to all individuals for discussion. • Allow time for feedback and comments. • Revise the proposal • Present the final proposal to staff for approval • Supervise the implementation of the system

27. Stage Four: Monitoring Progress • Make 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.