Showing papers on "Positive behavior support published in 2007"
TL;DR: The School-Wide Positive Behavior Support (SWPBS) has been implemented in more than 4,000 schools as a means of addressing problem behavior in a systemic fashion as discussed by the authors.
Abstract: School-wide positive behavior support (SWPBS) has been implemented in more than 4,000 schools as a means of addressing problem behavior in a systemic fashion. Preliminary outcomes (e.g., office discipline referrals, suspensions) indicate the effectiveness of SWPBS in decreasing school-wide behavior problems and creating a positive school climate. Although the results of a majority of the program evaluations yielded significant findings, there has been a lack of measurement of treatment fidelity, possibly due to the absence of expedient, effective assessment tools. This article describes the theoretical background and development, including a qualitative pilot study and psychometric properties, of the School-wide Benchmarks of Quality (BoQ; Kincaid, Childs, & George, 2005), a tool intended to measure the implementation of SWPBS. Descriptive data on the instrument, including internal consistency, test—retest reliability, interrater reliability, and concurrent validity, were collected and analyzed. Results i...
203 citations
TL;DR: A case study of the experiences of Florida's Positive Behavior Support Project, which used a systematic process to understand barriers and facilitators to the successful implementation of schoolwide positive behavior support by schools implementing at high and low levels of fidelity, and the degree to which the project could impact barriers as mentioned in this paper.
Abstract: As the number of schools implementing systemic, schoolwide positive behavior support (PBS) processes expands (nationally, at least 5,000 schools are participating), increasing attention is being paid to the efficacy of implementation. This article describes a case study of the experiences of Florida's Positive Behavior Support Project, which used a systematic process to understand barriers and facilitators to the successful implementation of schoolwide positive behavior support by schools implementing at high and low levels of fidelity, and the degree to which the project could impact barriers and facilitators. Results indicate that schools implementing with low fidelity tend to identify practical, operational barriers, whereas schools implementing with high fidelity struggle with systems issues. Both high-implementing and low-implementing schools identified the same facilitators to implementation; however, they differed in their views of which facilitators the project could impact. Implications for state...
186 citations
TL;DR: In this article, a three-tier prevention model called positive behavior support (PBS) is used to support teachers' management of challenging behaviors and to avert the development of such behaviors within at-risk populations.
Abstract: There is increasing concern over the number of young children who exhibit challenging behaviors in early childhood settings. Comprehensive prevention models are needed to support teachers' management of challenging behaviors and to avert the development of such behaviors within at-risk populations. One approach utilizes a three-tier prevention model called positive behavior support (PBS). The present research first assessed one region's implementation of PBS in 15 early childhood settings and found that on average, few features of PBS (30.79%) were implemented. Next, the impact of PBS consultation on teachers' use of universal PBS practices and children's behavior was evaluated in a multiple baseline design across four classrooms. A functional relationship was established between PBS consultation and teachers' implementation of universal PBS practices, but overall low levels of problem behavior prevented assessment of the impact of these changes on child problem behavior. Implications for future applicati...
178 citations
TL;DR: In this article, a study was conducted to investigate the relationship between teachers' use of universal features of program-wide positive behavior support (PBS) and the reduction of students' problem behavior in early childhood settings.
Abstract: Although research has clearly supported the use of school-wide positive behavior support (PBS) in elementary school settings, data-based research has not been conducted to support program-wide PBS in early childhood settings. The purpose of this study was to specifically support teachers’ use of universal features of program-wide PBS and to determine whether increases in the use of positive teacher behaviors, including precorrection and praise, were functionally related to decreases in students’ problem behavior. Using a multiple baseline design, three teachers were introduced to an intervention to increase their use of precorrections and specific behavioral praise statements. A relationship was established between the three teachers’ use of key features of program-wide PBS and the reduction of students’ problem behavior in a small group setting. However, findings should be viewed as tentative and future research should explore the relative influence of each of the intervention components on preschool students’ behavior.
176 citations
TL;DR: Positive behavior support (PBS) represents an empirically driven concern with quality of life (QOL), support through systems change, and linkage to multiple behavioral, social, and biomedical scien...
Abstract: Positive behavior support (PBS) represents an empirically driven concern with quality of life (QOL), support through systems change, and linkage to multiple behavioral, social, and biomedical scien...
156 citations
TL;DR: This paper examined the efficacy, social validity, and durability of a positive behavior support (PBS) approach with the family of a 6-year-old autistic child with severe problem behavior.
Abstract: This study examined the efficacy, social validity, and durability of a positive behavior support (PBS) approach with the family of a girl with autism and severe problem behavior. The study was cond...
134 citations
TL;DR: In this paper, an increasing need exists in the field of early intervention for effective approaches to address challenging behavior in early childhood settings and this need is driven by the growing number of presc...
Abstract: An increasing need exists in the field of early intervention for effective approaches to address challenging behavior in early childhood settings. This need is driven by the growing number of presc...
112 citations
TL;DR: This paper examined the accuracy of teacher nominations in identifying high school students with externalizing, internalizing, comorbid, and typical behavior patterns, and found that teacher nominated students had a higher likelihood of externalizing and internalizing behaviors.
Abstract: In this article, the authors examined (a) the accuracy of teacher nominations in identifying (N = 178) high school students with externalizing, internalizing, comorbid, and typical behavior pattern...
99 citations
TL;DR: In this paper, the authors identify practical and systemic factors that school personnel should examine before they consider themselves ready for systemic school-wide changes, including those associated with the leadership team, staff, administration, coach/facilitator, and district.
Abstract: School-wide positive behavior support (SWPBS) has been identified as an effective and efficient method to teach students prosocial skills. It requires both effective behavior support practices and systems that will support these changes, including data-based decision making among the school leadership team. There are many practical and systemic factors that school personnel should examine before they consider themselves ready for systemic school-wide changes, including those associated with the (a) leadership team, (b) staff, (c) administration, (d) coach/facilitator, and (e) district. Practical considerations in each of these areas will be identified and discussed so that practitioners can anticipate their needs as they create effective SWPBS, particularly in low performing urban schools. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 29–39, 2007.
84 citations
TL;DR: In this article, the authors present a description of the key features of effective classroom Positive Behavior Support (PBS) and demonstrates each via the use of case examples, with the premise of PBS is that the more effectively the environment is designed, more effective it can be in facilitating classrooms that run smoothly and efficiently, allowing teachers to recognize, assess, and plan for students with special needs.
Abstract: Teaching in a public school is a demanding job as the multiple dynamics of a classroom can be a challenge. In addition to addressing the challenging behaviors that many students without disabilities exhibit, more and more students with emotional and behavioral disorders (EBD) are being included in the general education classroom. Effective instruction and the development of effective instructional environments have been demonstrated to decrease problem behaviors in students with histories of failure in school. Positive behavior support (PBS) provides a framework for considering development of instructional environments that increase the teacher's ability to deliver effective instruction to all students, thereby increasing success rates and reducing negative behavior across the school. The same PBS features: prediction, prevention, consistency, and evaluation apply in the classroom to decrease the number of problem behaviors and increase academic and social success. This paper presents a description of the key features of effective classroom PBS and demonstrates each via the use of case examples. The premise of PBS is that the more effectively the environment is designed, more effective it can be in facilitating classrooms that run smoothly and efficiently, allowing teachers to recognize, assess, and plan for students with special needs. Keywords: Emotional and behavioral disorders, classroom management, PBS, and effective instruction ********** In our public schools, classroom teachers deal with a variety of challenging student behaviors. In the minds of most are instances of violence and crime. However, the most common disciplinary referrals are for behaviors whose purpose is to avoid class (i.e., truancy and tardy), followed by fighting and bothering others--also resulting in removal from and therefore avoidance of class (McFadden, March, Price, & Hwang, 1992; Morgan-D'Atrio, Northrup, LaFleur, & Spera, 1996). In addition, many schools continue to report instances of bulling, disrespect, verbal abuse, and general classroom disorder as occurring daily or weekly (DeVoe et al., 2004). But far and away, teachers report that the disruptive behaviors that they are forced to deal with on a daily basis are much less violent and intense, but are far more frequent and usurp great amounts of instructional time (Sprague & Walker, 2000). These behaviors include simple disrespect, failing to follow through with simple instructions, and generally being off-task. All-together, issues related to challenging student behavior are reported by teachers as the most difficult and stressful of their professional lives (Furlong, Morrison, & Dear, 1994; Kuzsman & Schnall, 1987; Safran & Safran, 1988). There is little doubt that teaching in a public school classroom is, to say the least, a demanding job. The multiple dynamics of a classroom can be a challenge for any teacher. Today, however, the role of the classroom teacher is becoming even more multidimensional as teachers are being asked to accommodate for students with more diverse academic and behavioral needs in the general education setting (McLeskey, Henry, & Hodges, 1998). Such situations may require teachers to organize several small group activities throughout the classroom while at the same time providing the instruction or guidance that students with special needs require. All this must occur while simultaneously maintaining some acceptable standard of classroom discipline. In addition to addressing the challenging behaviors that many students without disabilities exhibit (DeVoe et al, 2004), more and more students with emotional and behavioral disorders (EBD) are being included in the general education classroom (Cheney & Barringer, 1995; McLeskey et al., 1999; Sawka et al., 2002). Representing only one to five percent of the student population but typically accounting for more than half of the school's discipline referrals (Sugai, Sprague, Horner, & Walker, 2000; Taylor-Greene et al. …
75 citations
TL;DR: The authors document the implementation of the behavior education program (BEP) in one urban elementary school for a group of students requiring a more intensive level of intervention.
Abstract: Urban school officials face the challenge of a growing number of students with or at-risk for developing antisocial behavior. The school-wide positive behavior support (PBS) model provides a comprehensive structure for schools to address antisocial behavior more effectively. In this article, the authors document, in case study format, the implementation of the behavior education program (BEP) in one urban elementary school for a group of students requiring a more intensive level of intervention. The BEP is designed to serve a secondary prevention function in the three-tiered school-wide PBS model. Idiographic results showed positive gains for the majority of students. Student and teacher measures of acceptability indicated a high degree of satisfaction with the program. Discussion focuses on the application of the BEP as a secondary prevention strategy and the implications for use as an intervention as well as assessment tool.
TL;DR: In this paper, the effects of class-wide positive peer reporting (PPR) on teacher-recorded critical events were evaluated using a multiple baseline design across two classrooms and the results indicated marginal improvement across the two settings, as well as supplemental measures of behavior outside of the classroom and classwide sociometric nominations.
Abstract: School-wide , selective , and individual positive behavioral supports are critical elements of a comprehensive , tiered model of service delivery. Positive peer reporting (PPR) involves brief highly structured sessions during which peers are provided the opportunity to praise the behavior of target students. PPR procedures were modified in this study to provide all children in a classroom the opportunity to provide or receive peer praise. The effects of class-wide PPR on teacher-recorded critical events were evaluated using a multiple baseline design across two classrooms. Results indicated marginal improvement across the two settings , as well as supplemental measures of behavior outside of the classroom and class-wide sociometric nominations. Implications for future research and emerging models of school-wide PBS are discussed. Class-wide positive behavior supports have tremendous appeal over interventions targeting individual students. Class-wide positive behavior supports target many more students in need of support (cost-effective), exclude no students from the benefits of the intervention (equity), and capitalize on the superior efficacy of prevention and early intervention efforts. More importantly, perhaps, class-wide positive behavior supports address a primary limitation of interventions that occur outside of the student's natural instructional environment, which is the failure to demonstrate generalization of effects to the student's system of peers and teachers (DuPaul & Eckert, 1994).
TL;DR: In this paper, the authors investigated the effects of a school-wide positive behavior support program on the instructional ecology in elementary school classrooms and found that overall on-task behavior was significantly higher.
Abstract: Addressing increasing levels of disruptive behavior and improving discipline is a national matter. The challenge is intensified by teachers' concerns about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the general levels of diversity common in America's schools. Removing children with persistent problems from the classroom has commonly been viewed as the solution to maintaining order and security in schools. Recently, proactive, school-wide approaches have come to the fore in discussions of alternative best practices in meeting the discipline challenge and improvements in child behavior indicators have been reported. The purpose of this investigation was to document and compare effects of a school-wide positive behavior support program on the instructional ecology in elementary school classrooms. Treatment fidelity data provided support for the integrity of teachers' use of the program. Total on-task behavior was significantly higher ...
TL;DR: In this article, the importance and effectiveness of instruction not only in academics but also in social and character development is recognized, and a new understanding has provided the impetus for reforming how schools address behavior and discipline to foster an environment that facilitates learning.
Abstract: A B S T R A C T There is a growing recognition of the importance and effectiveness of instruction not only in academics but also in social and character development. This new understanding has provided the impetus for reforming how schools address behavior and discipline to foster an environment that facilitates learning. Attention to standards-based education, though currently focused exclusively on academic learning, provides a tried and tested conceptual approach to student achievement that can be used to adopt a social and behavioral standard for holding schools accountable for providing an environment that facilitates learning. Efforts to align special and general education systems provide a context in which a social—behavioral standard and its indicators can be addressed. Instruction and assessments that encompass the individualized approach of special education as well as the school improvement and accountability approach of standards-based education can then be referenced against new social— behav...
TL;DR: In this article, the authors focus on the application of sound educational and behavioral practices in real school and classroom contexts and highlight and comment on some of the "big ideas" that link these practitioner-focused articles.
Abstract: The articles in this special Practitioner's Edition of Psychology in the Schools share the application of sound educational and behavioral practices in real school and classroom contexts. Given this emphasis in these articles on the applied use of behavioral practices, the purpose of this brief commentary is to highlight and comment on some of the “big ideas” that link these practitioner-focused articles. Specifically, three main questions are addressed: (a) Where did the “triangle” come from? (b) Why are schools increasing their use of local data to guide decision making? (c) What is school-wide positive behavior support? © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 113–118, 2007.
TL;DR: This paper summarized embedded cultural values of positive behavior support (PBS) represented in four key features of the PBS process: collaborative partnerships, functional assessment, contextual fit, and meaningful lifestyle outcomes.
Abstract: In positive behavior support (PBS) practices, one critical issue involves helping professionals understand and respect the values of families from culturally diverse backgrounds. This article summarizes embedded cultural values of PBS represented in four key features of the PBS process: collaborative partnerships, functional assessment, contextual fit, and meaningful lifestyle outcomes. With acknowledgment of acculturation, the contrast between Chinese cultural values and embedded PBS values is illustrated in the context of implementing PBS for Chinese American families.
Journal Article•
TL;DR: In this article, a pilot study was conducted to assess the effects of implementing School-Wide Positive Behavior Support (SWPBS) on teacher stress and teacher efficacy. But, the results did not indicate a significant relationship, but rather a trend in the anticipated direction, between SWPBS implementation and reduced perception of teacher stress.
Abstract: Thousands of schools throughout the country are now implementing School-Wide Positive Behavior Support (SWPBS) as a way to improve school culture, safety, and climate Research is needed to assess the effects of implementing SWPBS on (a) teacher stress and (b) teacher efficacy The present pilot study provides a preliminary study of these variables by analyzing self-report measures conducted by 20 teachers within schools of differing levels of SWPBS implementation Results indicated a statistically significant relationship between SWPBS implementation and teacher perception of educational efficacy Results did not indicate a significant relationship, but rather a trend in the anticipated direction, between SWPBS implementation and reduced perception of teacher stress Limitations of the study are discussed and directions for future research are recommended
TL;DR: In this article, the authors evaluated the effects of two trainings designed to increase the competencies of professionals to develop high quality positive behavior support plans for students that engage in problem behaviors that interfere with theirs and/or others' ability to learn.
Abstract: The purpose of this research was to evaluate the effects of two trainings designed to increase the competencies of professionals to develop high quality positive behavior support plans for students that engage in problem behaviors that interfere with theirs and/or others' ability to learn. Training one consisted of training aendees on six key concepts of behavior analysis, and team functioning, that are supported by the research as best practice for effective behavior change. Training two concentrated on training aendees how to evaluate and rate the quality of PBS plans using an evidence-based rating instrument. Results of the professional trainings revealed that participants were nearly four times more likely to develop PBS plans that were rated as good or superior aer receiving training on how to evaluate and rate the quality of PBS plans than receiving training on the six key concepts alone. The implications for professional pre- and in-service training to enhance the skills of educators in developing PBS plans based on functional behavioral assessments are discussed.
TL;DR: In this paper, the authors examined how a school-wide intervention model, "Positive behavior, interactions and learning environment in school" (Norwegian acronym: PALS) contributed to risk reduction in immigrant students through the promotion of social competence.
Abstract: In the present pilot study we examined how a school-wide intervention model, ‘Positive behavior, interactions and learning environment in school’ (Norwegian acronym: PALS) contributed to risk reduction in immigrant students through the promotion of social competence. The aims of the PALS project were to promote social competence through positive behavior support and to prevent and reduce problem behavior in students. Teachers and students in selected grade levels at four elementary schools and four comparison schools participated in a quasi-experimental evaluation spanning over 20 months. The present study was conducted with a subset of the students, namely the 6.7% (n549) immigrant students who had Norwegian as their second language. Consistent with the social learning theory underlying the PALS model, teacher reports indicated that immigrant students in the intervention group were significantly more socially competent than were their counterparts in the comparison group at post-test when school differences at pre-assessment were accounted for. A significant decrease in internalizing problem behavior was registered in teacher ratings along with a marginally significant positive trend in teacher-rated academic progress. No intervention effect was registered in teacher-rated externalizing problem behavior or in student ratings of social competence. In order to measure potential generalizing effects of school-wide intervention programs, we discuss the need for larger samples and longer follow-up periods.
TL;DR: In this article, the authors provide an analysis of issues related to personal dignity and social validity in schools Specifically, dignity is defined in terms of individual success and independence, while social validity is defined by the system as a whole.
Abstract: This article provides an analysis of issues related to personal dignity and social validity in schools Specifically, dignity is defined in terms of individual success and independence, while social validity is defined in terms of the system as a whole These definitions are explored in the context of schoolwide systems of positive behavior support (PBS) Descriptions of schoolwide systems of PBS are used to analyze and detail procedures that maintain respect for personal dignity and social validity In addition, processes for engaging persons in this discussion are critically analyzed Future development and growth of PBS as a technology-based approach to developing self-determined, independent, and successful persons is discussed Direction is suggested in the way we consider issues, define our values, and engage others in systemic change efforts
TL;DR: The Journal of Positive Behavior Interventions (JPI) as discussed by the authors is a popular journal for positive behavior interventions and interventions. But it has been controversial due to its focus on external validity and contextual fit of interventions.
Abstract: Positive behavior support (PBS) developed in the 1980s and 1990s as an approach to enhance quality of life and minimize challenging behavior (Carr et al., 2002). Founded in 1999, Journal of Positive Behavior Interventions publishes both conceptual and empirical articles on PBS using a variety of methodologies (e.g., Baker-Ericzen, Stahmer, & Burns, 2007; Harvey, Baker, Horner, & Blackford, 2003; Vaughn, White, Johnston, & Dunlap, 2005), though single-subject designs are very common. One feature of JPBI that distinguishes it from other behaviorally oriented journals, including Journal of Applied Behavior Analysis, is that the vast majority of published studies are conducted in natural settings rather than in clinical settings. This is not to suggest that research in laboratories or clinical settings is not important or valued; rather, it reflects an emphasis within PBS on external validity and contextual fit of interventions. As noted by Johnston et al. (2006), PBS has been associated with a great deal of federal funding and has been written into policy at the federal level. For example, the Individuals with Disabilities Education Improvement Act of 2004 maintains provisions for "positive behavioral interventions and supports" for children with disabilities who display problem behavior. Some states have also adopted statutes prescribing PBS for persons with disabilities. Further, the Office of Special Education Programs (OSEP) of the US Department of Education has dedicated considerable funding to support PBS intervention, training, and research. Importantly, these developments did not come about as a result of campaigning by researchers within PBS, but rather because consumers (e.g., educators and parents) informed policy makers that PBS was having an important and durable impact on the lives of children. The PBS Controversy In recent years, a debate has evolved about positive behavior support and its relation to applied behavior analysis. Origins of the debate may be traced to the position that PBS is a new science, evolved from, yet different than, applied behavior analysis (ABA) (Carr et al., 2002). Although advocates of this position acknowledge the central influence of ABA in the heritage of PBS (Dunlap, 2006), they argue that the combined elements of PBS comprise a fundamentally new science to reduce challenging behavior. In response, some behavior analysts have countered that PBS is not different from ABA (Carr & Sidener, 2002). Proponents of this view posit that the procedures of PBS are largely, if not entirely, drawn from ABA and that attempts to conceptualize PBS as a new science have potentially harmful ramifications for the field of ABA. Furthering this view, other behavior analysts have described PBS as a direct threat to ABA (Johnston et al., 2006; Mulick & Butler, 2005). Accordingly, they imply that the successful dissemination of PBS as a new science will result in consumers' rejection of ABA. Moreover, because many PBS practitioners lack formal training in ABA, they argue, PBS interventions may result in deleterious effects for consumers. Diverging views have sparked debate among behavior analysts about PBS and its relationship to ABA. Although little direct evidence has been offered to support the claim that PBS is harmful to ABA, it is not unreasonable for behavior analysts to have concerns given these issues. The purpose of this paper is to allay these concerns by providing one perspective on the relationship between PBS and ABA. Unique contributions of PBS to the field of ABA are offered in conjunction with suggestions of how practitioners of PBS and ABA may work together for mutual benefit. Are PBS and ABA Different? PBS is an application of behavior analysis, which focuses on the core components of PBS identified in the literature (Anderson & Freeman, 2000; Anderson & Kincaid, 2005; Carr et al., 2002; Horner et al. …
Journal Article•
Journal Article•
TL;DR: In this article, the authors provide the authors' perspectives on concerns and lessons learned from implementing a positive behavior support intervention through a case study on self-management with a student with autism and problem behavior, and his mother, who served as co-authors.
Abstract: Lawrence, KS Abstract: As positive behavior support (PBS) interventions have received increased attention as an effective means to address problem behaviors of individuals with disabilities in family contexts, partnerships with families are crucial for the application of PBS interventions with families at home. Understanding family perspectives on problem behaviors and PBS interventions is a starting point for building partnerships with the family, which helps achieve the objective of applying PBS at home for individuals with problem behavior. The purpose of this article is to provide the authors' perspectives on concerns and lessons learned from implementing a PBS intervention through a case study on self-management with a student with autism and problem behavior, and his mother, who served as co-authors. A brief description of the intervention and its outcomes is also provided.
Journal Article•
TL;DR: In this article, the need for an increased understanding of secondary and tertiary supports within a school-wide positive behavior support framework in high schools is discussed, and connections can be made with cutting edge research on self-determination and increased student participation in buy-in to the overall process.
Abstract: The need for an increased understanding of secondary and tertiary supports within a school-wide positive behavior support framework in high schools is discussed. Outcome data such as discipline referrals sent to the office seem to indicate that school-wide applications of positive behavior support can decrease the proportion of students who require more intensive supports. While limited information is available on high school level supports, connections can be made with cutting edge research on self-determination and increased student participation in buy-in to the overall process. Connecting individualized supports to the overall curriculum of the schools appears to have implications for increasing the effectiveness and efficiency of supports in secondary school settings.
01 Jan 2007
TL;DR: In this article, the authors present an assessment guide for assisting teams in creating student-centered behavior plans, which is a map that assists a teaching team in considering all relevant aspects of a supportive behavior plan to help the student succeed in the school environment and beyond.
Abstract: Educators from four states participated in a pilot study to enhance and field-test an assessment guide for assisting teams in creating student-centered behavior plans. The assessment guide attempts to consciously match the multilayered tenets of positive behavior support with the behavioral intervention and support process for maximum effectiveness. The guide is a map that assists a teaching team in considering all relevant aspects of a supportive behavior plan to help the student succeed in the school environment and beyond.
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TL;DR: In this paper, the authors focus on self-care skills to provide people with mental retardation functional skills that are age appropriate and allow caring for themselves in pursuit of greater independence.
Abstract: Publisher Summary This chapter focuses on self-care skills to provide people with mental retardation functional skills that are age appropriate and allows caring for themselves in pursuit of greater independence. Teaching adaptive skills gives individuals choice and freedom in their personal lives and fosters the replacement of socially unacceptable or challenging behaviors for appropriate adaptive behaviors. Assessing which self-care skills to teach individuals with mental retardation involves a person-centered approach. Clinicians and researchers provide guideline for determining what self-care skills should be taught in order of importance. Observations, data collection, rating scales, and adaptive behavior measures are necessary to assess baseline skills and can be utilized over time to monitor skill acquisition. Caregiver training must be competency- and performance-based so that the caregiver's skills needed to teach self-care skills are instilled through various techniques. Competency-based trainings include oral and written descriptions of procedures, objective definitions of behaviors, illustrations of data collection, and oral or written tests. The performance-based training consists of demonstration by the trainer, instructions, corrective feedback, and self-monitoring procedures. Challenging behaviors impede the learning of self-care skills in some individuals with mental retardation. It is necessary to have a positive behavior support plan.
TL;DR: PBS should be viewed as an opportunity by the field of applied behavior analysis to reach its goal of large-scale adoption and a continued strong relation between PBS and behavior analysis may actually achieve the broadest dissemination and adoption of effective behavioraltechnology.
Abstract: The emergence of positive behav-ior support (PBS) has presented somechallenges and opportunities for ap-plied behavior analysis In a recentreview and critique of positive behav-ior support, Johnston, Foxx, Jacob-son, Green, and Mulick (2006) ac-knowledge that the success of PBS ingarnering support in schools, agen-cies that service individuals with de-velopmental disabilities, and stateand federal agencies, and suggestsome behaviors to be emulated byapplied behavior analysis in order togarner similar support However,they recommend that PBS shouldnot be embraced by behavior analystsbecause it poses a threat to the fieldand is less effective than appliedbehavior analysis Before this recom-mendation is embraced by behavioranalysts, it is important to considerthe ramifications of a split betweenPBS and behavior analysis, particu-larly given that PBS has its origins inbehavior analysis and is conceptual-ized by prominent adherents of thePBS model to be a type of orextension of applied behavior analy-sis (Dunlap, 2006; Horner, 2000) Ipropose that PBS should not bedismissed but should be viewed asan opportunity by the field of appliedbehavior analysis to reach its goal oflarge-scale adoption A continuedstrong relation between PBS andbehavior analysis may actually ac-complish the broadest disseminationand adoption of effective behavioraltechnology It will also benefit PBSby keeping it grounded in the con-ceptual system that fostered its de-velopmentPBS is clearly still in its formativestages; in fact the executive board ofthe Association for Positive BehaviorSupport currently is working to de-velop a comprehensive definition ofPBS and to define the roles for theorganization (C Anderson, personalcommunication, November 2, 2006)As is true in any organization—eventhe Association for Behavior Analy-sis—different members may espousedifferent perspectives on issues suchas the relation between PBS andother perspectives, training models,and so on This in itself has been thesource of many challenges, and per-haps misunderstandings, for those inthe behavior analysis communityFor example, Johnston et al (2006)emphasize the negative views of PBSresearchers toward behavior analysisHowever, many leaders, trainers, andresearchers in PBS have a favorableview of behavior analysis, considerthemselves to be behavior analysts,and continue to publish in behavioraljournals such as the Journal ofApplied Behavior Analysis and TheBehavior Analyst Thus, although thissituation has been viewed pessimisti-cally by Johnston et al, I believe thatthere are significant grounds forhaving an optimistic view about thefuture relation between PBS andapplied behavior analysis BecausePBS is in its formative stages and isrooted in behavior analysis, the field
Dissertation•
03 Dec 2007
TL;DR: In this article, the authors examined the influence of positive behavior support on collective teacher efficacy, and found that higher levels of positive behaviour support elements would mean higher collective teacher effectiveness, since approximately one-third of the variance of the collective teachers' efficacy criterion was accounted for by behavior support predictors.
Abstract: The present study examines the influence of positive behavior support on collective teacher efficacy. The sample was 106 high school teachers. Participants completed an internet survey, consisting of descriptive data questions and six instruments
[Collective Efficacy, Teachers’ Sense of Efficacy, and the four subscales of the Effective Behavior Support Survey (Classroom Systems, School-wide Systems, Non-classroom Systems and Individual Student Systems)]. It was hypothesized that higher levels of Positive Behavior Support elements would mean higher collective teacher efficacy. Subjects who scored higher on behavior support scales also scored higher on collective teacher efficacy. The data suggest that the constructs of teachers’ perception of collective teacher efficacy and behavior support are correlated, since approximately one-third of the variance of the collective teacher efficacy criterion was accounted for by behavior support predictors.