OVERVIEW OF
POSITIVE BEHAVIOR SUPPORT
HOMEWORK
Homework Summaries are outlined on the next few
pages, followed by the Homework Activities.
Homework includes watching video from Overview
of Positive Behavior Support, Animal School, and
Family Focus Series (Edited) DVDs. The
Homework Activities correspond to the DVDs.
Please print a copy of the Homework Activities to
complete as you watch each designated segment.
(Please note: Your team may choose additional homework such as Learning to Use
ABC Forms also available on this site)
Please take your completed Activity Sheet to
your next team meeting.
These activities are intended to supplement the Family Focus
Positive Behavior Support process.
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HOMEWORK SUMMARIES
PBS-1 Overview of PBS DVD
Introduction: A Personal Story
This section describes the impact of Positive Behavior Support from a
family perspective.
What is PBS?
This section defines PBS and identifies its characteristics
Key Concepts
• PBS differs from traditional behavior management.
• PBS is proactive.
• PBS is a collaborative team process.
• PBS is data driven.
• PBS teaches new skills.
• PBS improves quality of life.
• Punishment is not part of PBS.
Activity 1 (Management vs. Support)
PBS -2-Animal School DVD
This section emphasizes the importance of building on strengths. (The PBS DVD
Section 3 on Person-Centered Planning is skipped but you may watch it also if you like.)
Activity 2 (Animal School Video Question)
PBS 3- Family Focus Series – Data Collection Edited
This section reviews the importance of defining behavior and tracking behavior
through data collection.
Activity 3 (Identifying Behaviors of Concern)
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PBS-4-Overview of PBS DVD
Functional Assessment
The functional assessment process involves collecting information
about the person, their environment, and functions of
the behaviors of concern.
Develop a Hypothesis
Participants will be introduced to concepts related to developing a
hypothesis statement or “best guess” about the function of the behavior of
concern. Also included is a template for constructing a hypothesis statement.
.
Activity 4 (Functions of Behaviors)
PBS-5 Family Focus Series - Functional Assessment Edited
The functional assessment process involves collecting information
about the person, their environment, and functions of
the behaviors of concern.
Key Concepts
• Behaviors must be defined in observable and measurable terms.
• All behavior has a function.
• All behavior occurs in a context
Activity 5 (Prevention Strategies)
6-Overview of PBS DVD –
Build a Support Plan
The hypothesis statement links information from the functional assessment to
behavior interventions.
Key Concepts
• A Positive Behavior Support Plan must be developed by a team and
include the focus person.
• A Positive Behavior Support Plan is a process, not just a written document.
• A Positive Behavior Support Plan includes ways to teach new skills.
• A Positive Behavior Support Plans should include a crisis plan.
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Evaluate Effectiveness & Modify As Needed.
This section explains how a team determines if the plan is working.
Key Concepts
• New skills need to be used in a variety of environments.
• Measure changes in challenging behavior, adaptive skills, satisfaction, and
quality of life.
Activity 6 (Develop a Plan)
ADDITIONAL RESOURCES
If you have questions about PBS or want to learn more about
PBS, you can utilize the following websites to find additional
resources and materials:
• West Virginia PBS Network www.as.wvu.edu/wvpbs
• Association for Positive Behavior Support www.apbs.org
• National Technical Assistance Center on Positive Behavioral
Interventions and Supports www.pbis.org
• Center for Effective Collaboration and Practice
http://cecp.air.org/
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Activity 1: Management vs. Support
1. What words do you think of when you hear
the term management?
2. What words do you think of when you hear
the term support?
3. Write an example from your life when
someone tried to manage you.
4. Write an example from your life when
someone helped support you.
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Activity 2: Animal School: Watch the video
and answer the following question:
Did you see yourself in any of the characters?
Please discuss.
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Activity 3: Identifying Behaviors of Concern:
In regard to the Data Collection DVD: In the
video segment of the two children, what behavior
was observable and measurable?_______________
Circle the words below that describe observable
and measurable behaviors:
angry
spitting
hitting
fr
jumping
happy
loving
cl
aggressive
moody
tired
p
sleepy
sad
screaming
n
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Activity 4: Functions of Behavior:
Read the following scenarios and identify the
functions of the behaviors.
1. Behavior = cursing
Tom was busy working at his desk when two coworkers stopped and began chatting by his
cubicle. Tom turned around and cursed at them.
The co-workers quickly hurried down the hall.
Function: _____________________________
2. Behavior = whining
Cathy was playing on her computer when her
mother walked by with cookies for guests for a
later event. Cathy complained she was hungry
and her mom offered her an apple. Cathy
whined that she never got any treats and
complained that her mother treated everyone
else better than her. Her mother assured her
that wasn’t true and gave her two cookies.
Function:____________________________
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Activity 5: Prevention Strategies
1. In regard to the girl in the video, what are some
prevention strategies that might be used to avoid
crying when time to change activities.
__________________________________________
__________________________________________
_________________________________________
2. Sarah usually finishes four morning worksheets
within a 45 minute block before choosing a free-time
activity. When Sarah is taking medicine for an ear
infection, she is more likely to put her head down
refuse to complete her work.
What are some possible interventions that would
minimize the likelihood of challenging behaviors?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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Activity 6: Develop a Plan
Consider the following hypothesis:
When Jean is asked to complete some tasks that require fine motor
skills, she often screams, pinches, and sometimes rips and
destroys materials. These behaviors occur most frequently during
household chores, but can also occur when Jean is asked to stop
watching TV to do something else. Jean is more likely to engage in
these behaviors if she is ill, tired, or having her period. Jean
usually avoids or delays tasks and may get attention from her
direct care staff.
List the positive changes that Jean’s team could
make to support Jean.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_
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