The Inter-relationship of Behavioral Supports and Inclusive School Practices: Utilizing Positive Behavior Support (PBS)
Students who demonstrate challenging behavior are frequently excluded from general education settings. It is estimated that most students are placed in substantially separate settings as a result of significant behavioral challenges (Simonsen & Sugai, 2013). Positive behavior support (PBS) is a pro-active, evidence-based, problem-solving approach for supporting individuals with challenging behaviors through interventions that focus on prevention, teaching, reinforcing expected behavior and changing environments that contribute to problem behavior. Approaching behavior though a functional perspective provides a useful model for determining why individuals engage in specific problem behavior (i.e., what function it serves). PBS interventions are individualized, compassionate and constructive, and are in direct contrast to traditional behavior management approaches which are reactive, absent of person-centered planning, consequence-based and short-term focused. The long-term goal of PBS is to improve upon the quality of life for individuals and their families and promote a more positive and inclusive school community. This presentation will review the major components and Tiers of PBS and outline the process for conducting a functional behavioral assessment (FBA) and creating and implementing PBS plans that reflect respectful approaches to supporting those with challenging behaviors.
Three Workshop Objectives:
1) As a result of this session, participants will have increased knowledge of the components of PBS including the 3 Tiers of support.
2) As a result of this session, participants will have increased skill level in utilizing prevention and teaching strategies for decreasing challenging behaviors.
3) As a result of this session, participants will have increased knowledge of the functional perspective of behavior and the FBA process.