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

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. A Historical Perspective on the Evolution of Positive Behavior Support as a Science-Based Discipline ... 3
2. Foundational Assumptions About Challenging Behavior and Behavior Interventions ... 27
3. Effective Teaming for Positive Behavior Support ... 47
4. Person-Centered Planning Teams ... 71
5. Supporting Individuals with Challenging Behavior Through Systemic Change ... 89

II Basic Principles of Behavior.

6. Applied Behavior Analysis as a Conceptual Framework for Understanding Positive Behavior Support ... 107
7. Antecedent Strategies to Change Behavior ... 123
8. Consequence Strategies to Change Behavior ... 145
9. Facilitating Generalization and Maintenance of Behavior Change ... 163
10. Defining, Measuring, and Graphing Behavior ... 181
11. Single-Case Designs and Data-Based Decision Making ... 201
12. Systematic Instruction ... 221

III Comprehensive Function-Based and Person-Centered Assessments.

13. Integrating and Building on Best Practices in Person-Centered Planning, Wraparound, and Positive Behavior Support to Enhance Quality of Life ... 241
14. Conducting Functional Behavioral Assessments ... 259
15. Using Functional Behavioral Assessment Data ... 279
16. Conducting Functional Analyses of Behavior ... 295

IV Function-Driven Interventions ...

17. Strategies to Promote Self-Determination ... 319
18. Strategies for Self-Management ... 333
19. Visual Supports as Antecedent and Teaching Interventions ... 347
20. Curricular Modification, Positive Behavior Support, and Change ... 361
21. Strategies for Functional Communication Training ... 385

V Comprehensive Multielement Positive Behavior Support Plans ... 397

22. Building Supportive Environments: Toward a Technology for Enhancing Fidelity of Implementation ... 401
23. Implementing Multielement Positive Behavior Support Plans ... 417
24. Cultural and Contextual Fit: Juan’s Family as Active Team Members ... 433
25. Developing a Multielement Behavior Support Plan for a Middle School Student from a Diverse Background with Significant Behavioral Challenges ... 447
26. Application of a Multielement Positive Behavior Interventions and Supports Plan for Alie, an Elementary Student with Intellectual Disabilities ... 463

VI Future Directions ...

27. Positive Behavior Supports and Quality of Life ... 485
28. Ronda’s Story: Living a Quality Life ... 513
29. Taking Positive Behavior Interventions and Supports into the Future ... 533

Foreword

Rud and Ann Turnbull

Personal narratives connect the past with the present by enabling the narrator to explain the "why" and "how" of a drama begun long ago but persisting even now. This book tells the result of approximately 3 decades of positive behavior support (PBS) research. The science of PBS arose out of a sometimes objectionable science. The search for a new science and the marriage of ethics, law, and research focusing on positive, comprehensive lifestyle change, ecological focus, prevention, multidisciplinary partnerships, and systems-level change were the seeds of PBS. And this science, today, has majestically reformed the lives of people with disabilities and their families.

Preface

Individual Positive Behavior Supports: A Standards-Based Guide to Practices in School and Community Settings brings together the work of leading scholars to present the foundational knowledge, skills, and dispositions needed to effectively and respectfully support individuals who engage in challenging behaviors. This book explores standard-based competencies necessary for individuals, their families, and professionals working with people experiencing challenging behavior across ages, disabilities, and settings.

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 the following:
   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
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