*Positive Behavioral Supports

1. *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.

2. 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

3. 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.

4. 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.

5. 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

6. 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

7. Purposes of Problem Behaviors • PBS assumes all behaviors serve a purpose • Social-communication function: • Getting attention • Escape or avoidance • Getting something tangible • Sensory function: • Self-regulation • Play or entertainment

8. 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

9. Observable Behavior Hitting Yelling Crying Rocking back and forth Throwing food Hitting head on floor General Labels Aggressive Mean Self-stimulatory Frustrated Uncooperative upset Step 1A: Defining the Problem

10. 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

11. 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?

12. 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?

13. 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?

14. 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?

15. 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?

16. 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?

17. 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? Other Information

18. 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?

19. 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?

20. Antecedent Behavior    Consequences Possible functions Attention Escape/avoidance Getting something Self-regulation play Functional Analysis

21. 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

22. Adding supportive: People Places Activities Avoiding antecedents Change who Change what Change when Prevention

23. 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 Teaching Strategies

24. 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

25. 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