# 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.

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## 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
- **Raquel M. Burns, M.Ed.**  
  Doctoral student at Lehigh University specialized in education.

- **Dolly Singley, M.Ed.**  
  Doctoral student at Lehigh University working on community-based instruction.

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## 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

- **Austin**  
Austin is a second grader who has a difficult time coping with frustration and reacts by throwing materials or trying to leave the room.

- **Sophia**  
A fourth grader with autism who uses rocking behavior as a way to escape overwhelming stimulation in chaotic environments.

- **Harley**  
A 10th grader lacking social skills who seeks attention through negative interactions with peers.