Behavior Series #1: Positive Behavior Support Basics in Schools

This episode will provide you with information on the major components of Positive Behavior Support (PBS) that is required by federal law to be used in all public schools with all students.For students with disabilities there are extra layers of PBS that are required, including Positive Behavior Support plans (BIP) which are explained in this episode.Five minutes will give you a basic understanding, but as PBS is a complex process there is obviously a lot more to know.Here are links to other information about PBS:Wrightslaw is a respected site for accurate special education and 504 information:https://www.wrightslaw.com/info/discipl.index.htmA podcast by the host of this program that expands on the details of PBS (17 mins):https://podcasts.apple.com/us/podcast/special-education-parents-library-of-useful-information/id1833954970?i=1000722944039 A YouTube video by the host of this program that expands on the details of PBS (48 minutes)https://www.youtube.com/watch?v=1WBTCmuTWD4&t=12sA link to an organization that promotes “Positive Behavior Interventions and Supports”, an offshoot of PBS that applies to all students, typical and with disabilities:https://www.pbis.orgSummary of the podcast audioThis episode explains Positive Behavior Support (PBS), the gold standard for behavioral interventions in schools, and details the eight-step process that leads to a Behavior Intervention Plan (BIP). The host emphasizes that challenging behaviors are a form of communication reflecting a legitimate need, and outlines strategies for teaching replacement behaviors, reinforcement, and data collection.Key takeawayPBS Philosophy – Behavior as CommunicationPBS is the US Department of Education’s gold standard for behavior intervention and prevention, in use since the early 1980s.Challenging behaviors do not occur in a vacuum and reflect a deep‐seated legitimate need; a basic premise is that behaviors are communication The Eight Steps of PBS Leading to a BIPStep 1 – Describe the behavior specifically so it is observable (e.g., “what does it look like when I walk into the classroom?”).It is not enough to give a label; the behavior must be concretely described. Step 2 – Identify the reason for the behavior; PBS recognizes four or five functions: attention, escape, sensory needs, tangible needs, and sometimes power/control.Accurate identification of the function is critical.   Step 3 – Decide on a socially acceptable replacement behavior that meets the same need as the challenging behavior.The replacement behavior must serve the identical function. Step 4 – Explicitly teach the student how and when to use the new behavior so they feel it at a deep psychological and physical level.Not all teaching is the same; explicit, embodied teaching is critical. Step 5 – Use positive reinforcement to increase the chance of the child using the new behavior; reinforcers work best when they occur naturally and are used strictly positively.Reinforcement is possibly the most important step; methods of reinforcement are limitless. Step 6 – Plan to ignore or minimize the old problem behavior while providing positive attention when the student exhibits the desired behavior or approximations (approximating success).Attention to the old behavior can unintentionally reinforce it; focus on positive attention for new or close behaviors.  Step 7 – Prepare for a major escalation (extinction burst) after a honeymoon period; following the behavior plan is critical during this time.The extinction burst is a positive sign that the theorized reason for the behavior is correct. Step 8 – Take data systematically to analyze how the plan is working and make timely adjustments.The BIP is based on initial data collection, and ongoing data is needed for systematic changes .er:Staff Mindset and CommitmentSchool staff must commit to depersonalizing behaviors by recognizing them as communication; the biggest implementation obstacle is staff unwillingness to adopt this mindset.Neurodivergent children respond to genuine and caring adults; ignorance and unwillingness in the child’s school environment often interfere with BIP implementation.  Thanks to  Soundimage.org for free access to the AI generated music used in this podcast (https://soundimage.org/)