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

Contents

• About the Forms
• About the Authors
• Contributors
• Acknowledgments

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

5 Designing, Using, and Evaluating Individualized Positive Behavior Supports

• Step 3: Design an Individualized Positive Behavior Support Plan
• Step 4: Implement, Monitor, and Evaluate the Positive Behavior Support Plan

References

Appendix A: Blank Forms

Team Meeting Agenda and Minutes

Steps and Tools to Develop Individualized Positive Behavior Supports

Program-at-a-Glance

Step 1A Worksheet: Problem Identification and Decisions About Priorities

Step 1B Worksheet: Safety Plan

Incident Record

Step 2A Worksheet: Student-Centered Functional Behavior Assessment Profile

Student Schedule Analysis

Interval Recording or Scatter Plot

Antecedent-Behavior-Consequence Observation

Antecedent-Behavior-Consequence Checklist

About the Authors

Linda M. Bambara, Ed.D.
Linda M. Bambara 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.

Rachel Janney, Ph.D.
Rachel Janney 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 and educational and behavioral consultant.

Martha E. Snell, Ph.D.
Martha E. Snell 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.

Bully Prevention in Positive Behavior Support

Bullying requires a proactive, schoolwide approach that is both effective and efficient. The Bully Prevention in Positive Behavior Support program (BP-PBS) fits within an established system of Schoolwide Positive Behavior Support (SWPBS).

Key features of the BP-PBS program include:

• Focus on prevention rather than intervention
• Teaching students non-reinforcing responses to bullying incidents
• Universal application within existing school practices
• A foundation based on experimental research

Lesson Sequence for Bully Prevention in Positive Behavior Support

1. Decide if someone is being disrespectful toward you or another student.
2. If someone is disrespectful, use the “stop” signal.
3. As a bystander, use the “stop” signal if you witness disrespectful behavior.
4. If the behavior continues, walk away and encourage others to do the same.
5. Talk with an adult if the problem persists.
6. If someone says “stop” to you, respect their request.

Supervision Component of Bully Prevention in Positive Behavior Support

The supervision curriculum ensures that all school staff consistently carry out the BP-PBS program. This includes:

• Teaching social responsibility skills and reinforcing their use.
• Faculty training on generating examples of using skills appropriately.
• Checking in with chronic perpetrators to reinforce proper behavior.

Benefits of Bully Prevention in Positive Behavior Support

BP-PBS was designed to enhance existing SWPBS and significantly reduce problem behavior while improving school climate.
Findings from research include:

• A 72% reduction in observed problem behavior for students involved in BP-PBS.
• Increased appropriate responses from victims and bystanders.

Excerpted from Behavior Support, by Linda Bambara.