phb-brown.indb

Individual Positive Behavior Supports

A Standards-Based Guide to Practices in School and Community Settings

edited by

Fredda Brown, Ph.D.

Queens College New York, New York

Jacki L. Anderson, Ph.D.

California State University East Bay Hayward, California

and

Randall L. De Pry, Ph.D.

Portland State University Portland, Oregon

Contents

About the Reproducible Materials ... vi
About the Editors ... vii
Contributors ... viii
Foreword Rud and Ann Turnbull ... xi
Preface ... xiv
Acknowledgments ... xvi

I Foundations of Positive Behavior Support. ... 1
1 A Historical Perspective on the Evolution of Positive Behavior Support as a Science-Based Discipline ... 3
Joseph M. Lucyshyn, Glen Dunlap, and Rachel Freeman
2 Foundational Assumptions About Challenging Behavior and Behavior Interventions ... 27
Fredda Brown and Jacki L. Anderson
3 Effective Teaming for Positive Behavior Support ... 47
Linda M. Bambara and Catherine Kunsch
4 Person-Centered Planning Teams ... 71
Jennifer McFarland-Whisman
5 Supporting Individuals with Challenging Behavior Through Systemic Change ... 89
Randall L. De Pry, Kavita V. Kamat, and Richard Stock

II Basic Principles of Behavior. ... 103

6 Applied Behavior Analysis as a Conceptual Framework for Understanding Positive Behavior Support ... 107
Teri Lewis

Foundations of Positive Behavior Support

Standards Addressed in This Section

I. A. Practitioners of positive behavior support (PBS) have the following perspectives on the evolution of PBS and its relationship to applied behavior analysis (ABA) and movements in the disability field:

  1. History of applied behavior analysis and the relationship to PBS
  2. Similarities and unique features of PBS and ABA
  3. Movements in the field of serving people with disabilities that influenced the emergence of PBS practices, including: a. Deinstitutionalization
    b. Normalization and social role valorization
    c. Community participation
    d. Supported employment
    e. Least restrictive environment and inclusive schooling
    f. Self-determination

I. B. Practitioners applying PBS with individuals adhere to the following basic assumptions about behavior:

  1. Challenging behavior serves a function.
  2. Positive strategies are effective in addressing the most challenging behavior.
  3. When positive behavior intervention strategies fail, additional functional assessment strategies are required to develop more effective PBS strategies.
  4. Features of the environmental context affect behavior.
  5. Reduction of challenging behavior is an important—but not the sole—outcome of successful intervention; effective PBS results in improvements in quality of life, acquisition of valued skills, and access to valued activities.

I. C. Practitioners applying PBS with individuals include at least 11 key elements in the development of PBS supports:

  1. Collaborative team-based decision making
  2. Person-centered decision making
  3. Self-determination
  4. Functional assessment of behavior and functionally derived interventions
  5. Identification of outcomes that enhance quality of life and are valued by the individual, their families, and the community
  6. Strategies that are acceptable in inclusive community settings
  7. Strategies that teach useful and valued skills
  8. Strategies that are evidence based and socially and empirically valid to achieve desired outcomes that are at least as effective and efficient as the challenging behavior
  9. Techniques that do not cause pain or humiliation or deprive the individual of basic needs
  10. Constructive and respectful multicomponent intervention plans that emphasize antecedent interventions, instruction in prosocial behaviors, and environmental modification
  11. Ongoing measurement of impact

I. E. Practitioners of PBS understand the legal and regulatory requirements related to assessment and intervention regarding challenging behavior and behavior change strategies:

  1. Requirements of IDEA with respect to PBS
  2. State/school/agency regulations and requirements.

The chapters in this first section of the book set a framework for understanding the remaining chapters. The section begins with Chapter 1, "A Historical Perspective on the Evolution of Positive Behavior Support as a Science-Based Discipline." In this chapter, the authors provide us with the historical evolution of positive behavior support (PBS)—from its beginnings in the late 1980s to today. This chapter defines PBS and explores the early movements in the field of disabilities that contributed to the development of PBS, the relationship between applied behavior analysis (ABA) and PBS, and the core features of PBS.