*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.
1
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
2
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.
3
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.
4
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
5
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
6
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

7
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
8
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
9
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
10
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?
11
Step 2B
Information 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?
12
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?
13
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?
14
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?

15
Where?
 Do places and spaces relate to the problem?


Where does problem behavior occur?
Where does problem behavior seldom occur?
Playground?
Classroom?
Gymnasium?
In small/large spaces?
On the school bus?
At home?
At the movies?
In open spaces?
16
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?
17
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?
18
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?
19
Functional Analysis
 Antecedent
 Behavior
 Consequences
Possible functions

Attention
Escape/avoidance
Getting something
Self-regulation
play
20
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
21
Prevention
 Adding supportive:



People
Places
Activities
 Avoiding antecedents



Change who
Change what
Change when
22
Teaching Strategies
 Teach alternative skills




Modeling
Prompting and shaping
Behavioral rehearsal
Incidental learning
 Teach social and selfmanagement skills







Checklists, counters
Picture schedules
Self-reinforcement
Self-talk
Problem-solving
Anger control
Relaxation training
23
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
24
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
25