Positive Behavioral Supports
(PBS)
A REVIEW OF THREE READINGS ON THE TOPIC
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.
Internalizing Problems
Externalizing Problems
Social Withdrawal
 Depression
 Anxiety
 Somatization
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Hyperactivity
 Aggression
 Antisocial
 Destructive
Internalizing Vs. Externalizing
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
Effective Schools (Tier I)
Policies and
procedures
(written down)
 Structure (trained
faculty and staff)
 Routines (child
knows what to
expect)
 Research-validated
practices

Community Schools
School-linked
services
 Community
providers come into
the schools.
 Families are a part of
the intervention
process.
 Inter-connected web
of services

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

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.

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.

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.

FBA Within PBS
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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.
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
Assess What Areas?

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Student Strengths &
Weaknesses
Daily Routines & Activities
Student & Family Preferences
and Goals
Health Concerns
Quality of Life
◦
◦
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Relationships
Happiness
Choice and Control
Access to Preferred Events
School & Community Inclusion
Gather Information Where?
Team Discussions
 Interviews
 Review of Records
 Rating Scales
 Specific Skill Assessments
 Direct Observations

Gather Broad Information
Questions to Answer
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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?
Tools for Gathering Information

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
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).
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.
What Next?
Based on the global and specific
hypotheses, you generate a plan of action.
 The plan may include:

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System-wide changes (Tier I)
Environmental changes (Tier I)
Skills training (Tier II)
Group Therapy (Tier II)
FBA (Tier III)
Individual Therapy (Tier III)
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.
Possible Problems in the Environment
Lack of clear and consistent behavioral
guidelines.
 Poor supervision
 Inadequate curriculum and teaching
practices
 Other organizational practices.

School-Wide PBS
Systematic Change
 Multi-Level

◦ Building
◦ Classroom
◦ Student
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

Committee Will . . .
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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 schoolwide PBS.
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?)
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Stage One: Problem Definition
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Multiple Data Sources:
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Parents
Teachers
Administrators
Support Staff
Methods:
◦ Surveys/ questionnaires
◦ Interviews
◦ Direct Observations
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 (highintensity students)
Stage Three: Development of PBS
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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
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.
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