Bambara core features of positive behavior support.pdf

Teachers’ Guides to Inclusive Practices

Behavior Support

Third Edition

by
Rachel Janney, Ph.D.
and
Martha E. Snell, Ph.D.
with contributions from
Baltimore • London • Sydney
Excerpted from Behavior Support,
by Linda M.

Contents

  1. Positive Behavior Support

    • Three-Tiered Model of Schoolwide Systems for Student Support
    • Using Positive Behavior Support in Schools
    • Core Features and Principles of Positive Behavior Support
    • Positive Behavior Support Teams

  2. Schoolwide Positive Behavior Support

    • Rationale for Primary-Tier Schoolwide Positive Behavior Support
    • Safe and Responsive School Climate
    • Unified Schoolwide Discipline Approach
    • Active Development of Social and Emotional Competencies
    • Bully Prevention in Positive Behavior Support
    • Systems-Change Process for Establishing and Sustaining Schoolwide Positive Behavior Support

  3. Classwide and Selected Interventions

    • Classwide Interventions
    • Team Facilitation of Selected Interventions
    • Identifying Students for Selected Interventions
    • Matching Identified Students with Selected Interventions: Simple Functional Behavior Assessment
    • Designing, Using, and Evaluating Individualized Positive Behavior Supports

About the Authors

Linda M. Bambara, Ed.D.
is a professor and program director of special education at
Lehigh University, where she also directed two university field-based programs serving
adults and transition-age youth with developmental disabilities and autism.
Rachel Janney, Ph.D.
is an independent scholar and consultant specialized in
special education.

Contributors

Core Features and Principles of Positive Behavior Support

The support methods and intervention techniques incorporated within school-based PBS are those that have demonstrated effectiveness,...

1. Behavior Is Learned and Can Change

The question “Why do some children and young adults act in ways that are difficult to understand?”
can be answered this way from a PBS perspective: A person’s behavior is a function of the interaction between the person and the environment.

2. Support Is Based on the Function of Behavior

Understanding the way the environment interacts with students’ biology, psychology, and learning experiences is a major principle underlying the PBS approach and is crucial when designing effective supports.

3. Support Emphasizes Prevention and Teaching

The intervention practices used in PBS focus not on manipulating consequences but on preventing problem behavior by improving the environment and teaching...

4. Supports and Outcomes Are Personally and Socially Valued

The goal of a SWPBS system is to prevent or minimize behavior problems both currently and in the future.

5. Comprehensive, Integrated Support Networks

Multiple systems of support are required to create and sustain safe schools with a positive climate and high levels of academic achievement.

Student Snapshots