positive behavior support

positive behavior support
Name	Positive Behavior Support
Synonyms	PBS, Positive Behavioral Interventions and Supports (PBIS)
Specialty	Applied behavior analysis, Special education, School psychology
Related conditions	Autism spectrum disorder, Intellectual disability, Emotional and behavioral disorders

positive behavior support is a comprehensive, evidence-based framework for developing an understanding of why challenging behavior occurs and applying that understanding to the design of effective interventions. It emphasizes improving an individual's quality of life through proactive strategies that teach new skills and alter environments, rather than relying on reactive, punitive measures. The approach is rooted in the science of applied behavior analysis and has been widely adopted in systems like schools, family homes, and community settings to support individuals with and without disabilities.

Definition and Overview

Positive behavior support is defined as an applied science that uses educational and systems change methods to enhance quality of life and minimize problem behavior. It emerged in the late 1980s and 1990s as a response to the limitations of purely aversive interventions, influenced by the normalization and inclusion movements championed by advocates like Burton Blatt and Wolf Wolfensberger. The framework integrates principles from applied behavior analysis, person-centered planning, and social role valorization. Key organizations that have advanced its dissemination include the Association for Positive Behavior Support and the federally funded Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports.

Core Principles

The core principles are derived from a commitment to dignity and a preventative, teaching-oriented philosophy. A foundational principle is that behavior is functional and serves a purpose for the individual, a concept central to functional behavior assessment. Interventions are designed to be proactive and focus on teaching alternative, socially acceptable behaviors that serve the same function. The framework is also team-based, often involving collaboration between professionals like school psychologists, Board Certified Behavior Analysts, and special education teachers. All strategies are intended to be practical, sustainable, and implemented within natural routines across settings like the home, workplace, and community.

Implementation Process

Implementation typically begins with a functional behavioral assessment to identify the environmental factors maintaining a behavior. This process may include methods like Antecedent-Behavior-Consequence analysis and structured interviews. Based on this assessment, a behavior support plan is developed, which includes strategies for altering antecedents, teaching replacement behaviors, and changing how consequences are delivered. The plan is then implemented with consistency by all team members, and its effectiveness is monitored through ongoing data collection. This data-driven cycle of assessment, intervention, and evaluation is a hallmark of the approach and ensures that supports are individualized and adjusted as needed.

Applications and Settings

The most widespread application is in educational systems, where it is often implemented as a multi-tiered framework known as School-Wide Positive Behavior Support or Positive Behavioral Interventions and Supports. This model is used in thousands of schools across the United States and in countries like Australia and Norway. Beyond schools, it is applied in homes to support families, in employment settings through organizations like Project SEARCH, and in residential and community-based services for adults with developmental disabilities, such as those provided by The Arc of the United States. It is also a common intervention for individuals diagnosed with autism spectrum disorder and intellectual disability.

Evidence Base and Effectiveness

The evidence base is substantial and continues to grow through research published in journals like the *Journal of Positive Behavior Interventions* and *Journal of Applied Behavior Analysis*. Numerous studies, including randomized controlled trials and single-subject design research, have demonstrated its effectiveness in reducing problem behavior and improving academic engagement and social skills. The What Works Clearinghouse has recognized several related practices as having strong evidence. Research from institutions like the University of Oregon and the University of South Florida has been instrumental in validating the school-wide model, showing reductions in office discipline referrals and improvements in school climate.

Criticisms and Controversies

Despite its widespread adoption, positive behavior support has faced several criticisms. Some critics from within the Disability rights movement, such as members of Autistic Self Advocacy Network, argue that it can be used in a coercive manner to enforce compliance rather than support autonomy. Others contend that large-scale school implementations can become overly focused on rule-following and token economies, potentially neglecting deeper systemic issues. There is also ongoing debate about the fidelity of implementation across diverse settings and the need for greater cultural responsiveness, a topic addressed by scholars like Janette Klingner. Furthermore, some professionals debate its relationship to and differentiation from traditional applied behavior analysis.

Category:Behavioral sciences Category:Educational psychology Category:Special education