Positive Behavior Support

Can Schools Reshape Disciplinary Practices?

Stephen P. Safran, Karen Oswald, Ohio UniversityVol. 69 No. 3 pp. 361-373

2003 Council for Exceptional Children

School-Based Positive Behavior Support (PBS)

PBS recognizes that behavior is an interaction between the child and the environment and creates interactions based on principles of applied behavior analysis.

PBS interventions are proactive, prevent problem behavior before problems escalate and teach appropriate behavior alternatives.

Teams collaborate to collect data and improve educational environments to promote greater autonomy in schools.

Goals of PBS

Primary goal is to apply behavioral principles to reduce problem behaviors and offer in their place appropriate behaviors.

PBS strives to create safer, more positive school environments.

PBS is mandated under IDEA for special education students and students with problem behaviors that put them at risk for special education placement.

Initial Step in Implementing PBS - Research

Collaborative teams collect data on behavior interventions in a school and apply information from archival records to design interventions by place, type and implementation.

After analyzing data, the team decides which levels of PBS support are appropriate for the school or individuals.

Levels of PBS

The levels of PBS support are: School-wide or universal PBS Specific setting PBS –

Non-classroom and Classroom Individual PBS

School-wide or Universal PBS

School-wide PBS model seeks to increase positive proactive teacher involvement to manage student behaviors.

School-wide tracking systems allow for good data collection to show the success of the program.

Examples of such programs are the Gotcha coupon program, Second Step program and PREPARE program which reward and recognize good behavior.

School-wide Tokens Identified behavioral expectations Used “Gotcha” coupons to

reinforce appropriate behavior Pre- and Post-intervention data

included archival data and direct observations (For example, time outs)

Second Step Program Violence prevention curriculum for

preschool to ninth grade Packaged program with lessons on

anger management, problem solving and empathy

Role playing is used, and Second Step knowledge tests are administered to the students

The University of Oregon’s Project: PREPARE – Proactive, Responsive, Empirical and Proactive Alternatives in Regular Education

Teaching behavioral expectations to students

Conducting behavior rehearsals Priming before entering problem settings Reinforcement when the desired

behavior occurs Delivering corrective feedback when

undesired behavior occurs

Reasons to Implement School-wide PBS Plans

Data shows positive outcomes across grade levels with a PBS plan in place.

PBS in specific settings has shown positive change using strategies of active supervision, pre-correction and group contingencies.

Schools can shape PBS plans to meet their own needs and priorities.

PBS in Specific Settings

50% of problem behavior happens in non-classroom areas such as the cafeteria, playground and hallways.

PBS in these settings also involves social skill lessons, school rules and a token reward system i.e. good behavior earns an ice cream party for a class or group.

Three Phases of Specific Setting PBS Program Implementation

A 2000 study showed the effectiveness of a non-classroom PBS program implemented in three phases.

Result was lower levels of problem behavior at recess.1) Social skills training - Teachers reviewed school rules and social skills related to the playground with students.2) Active supervision - Educational assistants were trained to be playground monitors.3) Pre-correction and active supervision were introduced to the recess periods.

Positive Results

Overall use of PBS specific setting interventions such as active supervision and pre-correction that are designed by staff in each school have had consistently positive results.

PBS and Individual Students

One to seven percent of students have chronic behavior problems that may be addressed by PBS.

Support for Individual PBS Plans Studies have shown the

effectiveness of self-management strategies in reducing problem behavior.

Interagency teaming can help develop plans to assist children with behavioral problems.

Person-centered planning identifies a number of personal characteristics, abilities and supports that are necessary for an individual to succeed in typical settings.

Process for Implementing an Individual PBS Plan

School team meets to focus on student’s strengths, interests and dislikes.

Interviews are conducted with support providers.

Direct observation data is collected.

Team reviews the information collected and creates a student development support plan.

Success of IndividualPBS Plans

Students can often remain in a general education classroom with an individual PBS plan in place.

Limitations of AnalyzingPBS Outcomes

There is a lack of behavioral generalizations beyond settings where students were provided direct instruction and there is also concern about behavior transferring across transitions.

Multiple intervention interference may have occurred, for example, social skill training combined with a second intervention.

Although direct observation is preferred to collect this data, most data is from anecdotal reports or random observations.

Can School-wide PBS Improve Individual Chronic Behavior Problems?

Studies have not shown improvements in targeted students’ problem behavior when school-wide PBS is in place. However, overall behavioral adjustment, school survival skills and academic performance improves when school-wide PBS is in place.

Dinosaurs in Action! A Teacher-Created PBS Plan Each week the class selects

a group contingency at the beginning of the week.

A set number of dinosaurs must be earned by the week’s end to earn the group treat.

Students are awarded dinosaurs for good behavior. The teacher awards dinosaurs to individual students, students working in groups and the class as a whole.