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 Bambara

Contents

• About the Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
• About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
• Contributors . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
• Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . xi

1. Positive Behavior Support . . . . . . . . . . . . . . . . . . . 1
   • Three-Tiered Model of Schoolwide Systems for Student Support . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
   • Using Positive Behavior Support in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
   • Core Features and Principles of Positive Behavior Support . . .

5. Designing, Using, and Evaluating Individualized Positive Behavior Supports .....121
   • Step 3: Design an Individualized Positive Behavior Support Plan .....122
   • Step 4: Implement, Monitor, and Evaluate the Positive Behavior Support Plan .....152

References .....159
Appendix A: Blank Forms.....175
Team Meeting Agenda and Minutes.....176
Steps and Tools to Develop Individualized Positive Behavior Supports.....177
Program-at-a-Glance.....178
Step 1A Worksheet: Problem Identification and Decisions About Priorities .....179
Step 1B Worksheet: Safety Plan.....180
Incident Record .....182
Step 2A Worksheet: Student-Centered Functional Behavior Assessment Profile.....183
Student Schedule Analysis.....188
Interval Recording or Scatter Plot .....189
Antecedent-Behavior-Consequence Observation.....191
Antecedent-Behavior-Consequence Checklist.....192

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 to participate
in inclusive community settings. She has been involved with individuals with disabilities
for more than 35 years as a teacher, teacher trainer, advocate, researcher, and director of
research and training projects. As a productive author, she has published numerous books,
chapters, and articles, including three additional books on positive behavior support. She
has served on national boards of professional organizations such as TASH, The Association for Positive Behavior Support, and the editorial boards of six journals.

Rachel Janney, Ph.D. is an independent scholar and consultant who has worked with
and on behalf of children and adults with disabilities in a number of capacities, including
special education teacher, educational and behavioral consultant, technical assistance
provider, teacher educator, researcher, and author. For a number of years, she was a professor in the School of Teacher Education and Leadership at Radford University in Virginia, where she taught courses and supervised student teachers in the special education
program, specializing in the inclusion of students with extensive learning and behavior
support needs. Dr. Janney received her master’s degree from Syracuse University and her

CONTRIBUTORS

Martha E. Snell, Ph.D. is Professor Emerita in the Curry School of Education at the University of Virginia, where she has taught since 1973 and directed the graduate program in
severe disabilities. Dr. Snell’s focus has been the preparation of teachers with a particular
emphasis on those working with students who have intellectual disabilities and severe disabilities.
She has been an active member of the American Association on Developmental and
Intellectual Disabilities, TASH, and the National Joint Committee on the Communi-

Dolly Singley, M.Ed., is a doctoral student at Lehigh University. Ms. Singley worked closely
with Linda Bambara for 7 years as a project coordinator for one of Lehigh’s field-based
programs, working with transition-age youth and adults with developmental and intellectual disabilities to provide them with meaningful inclusive community experiences, such

BULLY PREVENTION IN POSITIVE BEHAVIOR SUPPORT

Bullying, like other behaviors that negatively affect school climate, safety, and other conditions for learning, requires
a proactive, schoolwide approach that is both effective and efficient. The Bully
Prevention in Positive Behavior Support program (BP-PBS; Ross, Horner, &
Stiller, 2008) was designed to fit naturally within an established system of SWPBS, thereby
enhancing its potential for efficiency, acceptability, and sustainability. The program is designed as a universal, proactive
effort to decrease incidents of bullying behavior and teach appropriate, nonreinforcing responses to bullying for potential
victims, bystanders, and school personnel.

Benefits of Bully Prevention in Positive Behavior Support

BP-PBS was designed to mesh with a school’s existing SWPBS methods and delivery systems in order to add another support to reduce problem behavior, enhance students’ resiliency, and improve school climate. It is a simple approach that can be implemented within a short period of time yet yield noticeable and valued results.

Lesson Sequence for Bully Prevention in Positive Behavior Support

1. Decide if someone is being disrespectful toward you or toward another student.
2. If someone is not respectful toward you, then use the “stop” signal.
3. As a bystander, if you see someone being treated disrespectfully, then use the “stop” signal.
4. Encourage others to walk away if they are confronted with disrespectful behavior.
5. Talk with an adult if the problem persists.
6. Understand the difference between talking and tattling.