Tim Knoster

Essential Elements of Inservice Training in Positive Behavior Support

Positive behavior support is an effective and proactive approach for resolving serious problem behaviors that has been recommended by a growing number of professionals, advocates, policies, and laws. Building the capacity of educators and other professionals to provide positive behavior support is a vital concern as schools and community agencies serve increasingly diverse populations that include children and youth with disabilities and problem behaviors. This article describes issues and essential elements for building such capacity through inservice training. A core curriculum is outlined, and a national exemplar of comprehensive inservice training is described. Essential features of training that are needed for the development of practical skills are discussed.

School-Wide Application of PBS in the Bangor Area School District

Bangor Area School District is located deep in the heart of Pennsylvania’s rural slate belt. The district serves students in three elementary schools, one middle school, and one high school. Like many school districts, increasing concern over student discipline problems challenges Bangor. In the aftermath of the tragedy at Columbine, the Bangor community wanted their schools to teach more than just reading, writing, and arithmetic. Specifically, they wanted to teach the skills necessary to be successful in an increasingly diverse world. Teachers, administrators, and parents were all looking for a way to create a culture within their schools that reflected their commitment to character education.

Screening for Understanding: An Initial Line of Inquiry for School-Based Settings

Education teams have the responsibility for implementing the critical components of functional behavioral assessment (FBA) into practice. For many people who are unfamiliar with the assessment-intervention design process, the comprehensiveness of FBA can appear overwhelming. Teams need a practical and time-efficient starting point to begin gathering initial information about problem situations. Screening for Understanding of Student Problem Behavior: An Initial Line of Inquiry is one example of an initial information-gathering format for beginning a comprehensive FBA. This article illustrates the use of the Initial Line of Inquiry within school-based settings when using a team planning process for students engaging in challenging behavior. A case illustration demonstrates the process that guides application of the Initial Line of Inquiry, along with key questions and guiding thoughts pertinent to the design of effective behavioral support plans for focus students.

Emerging Challenges and Opportunities Introducing the Association for Positive Behavior Support

We announce the creation of the Association for Positive Behavior Support (APBS) to unite communities and assist in the promotion and continuing development of the discipline. This brief article provides an introduction to APBS and an invitation to prospective members of this new international association.

School-Wide Prevention and Early Intervention: A Process for Establishing a System of School-Wide Behavior Support.

Abstract Recently, the issue of developing school-wide systems of behavior support has received significant attention from school administrators around the country and in the literature. A number of articles have described the various levels of behavior support (e.g., school-wide, nonclassroom, classroom, and individual student levels). Additionally, recent case studies have highlighted the effectiveness of this approach in reducing the number of reported discipline incidents and improving student achievement and overall school climate, particularly in elementary and middle schools. The purpose of this article is to synthesize existing information and experiences into a description of the essential components in the process for developing a system of prevention and early intervention in schools. Furthermore, a cohesive model for developing and implementing system-wide behavior support will be outlined. Such a model is intended to support administrators to evaluate current and emerging needs in light of existing resources in an effort to improve school climate by reducing incidents of problem behavior.

It May Be Nonaversive, But Is It a Positive Approach? Relevant Questions to Ask Throughout the Process of Behavioral Assessment and Intervention

It is important for people involved in the art and science of behavior change to reflect on the ethical issues inherent in this work. Simply because interventions are not inhumane or disrespectful does not, by default, make them person-centered or examples of positive behavior support. It is recommended that a series of questions be thoughtfully addressed when a functional behavior assessment is conducted and subsequent interventions and supports are designed. Specifically, the following questions should be considered: (a) Does the person have opportunities to express opinions and to control his or her life through meaningful choices? (b) What needs does the person address through his or her problem behavior? (c) How will our actions positively influence the person’s quality of life? (d) How have the people who know and care about the person participated in the process? (e) How will the approach that is used affect the people implementing the procedures and others? (f) Would you use the interventions selected with a family member or friend? and (g) How will the behavioral interventions minimize the likelihood of crisis? Asking these questions can help to assure that behavioral interventions enhance the quality of people’s lives and can help to reduce the emergence of crisis situations. It is essential for those of us involved in various forms of behavior change endeavors to find time to reflect on and consider the ethical issues inherent in our activities. It is tempting to believe that if we are not doing work that is disrespectful or inhumane we are acting in a personcentered manner. It is important to note that there can be a vast and dangerous gray space between those practices we know to be unethical and those that would be truly life-affirming. In the spirit in which the concepts of positive approaches and positive behavior support are intended, it is important to recognize that every approach that does not rely on aversive or restrictive procedures is not by default a positive approach. Positive approaches are those that enhance a person’s life and are characterized by collaboration versus control. Positive approaches are much more focused on illumination (understanding the meanings and purposes of the behavior from the individual’s point of view) than on elimination (simply extinguishing a problem behavior). According to Carr et al. (2002), positive behavior support (PBS) is an applied science that uses educational and systems change methods (environmental redesign) to enhance quality of life and minimize problem behavior. Three major sources have served as catalysts to the evolution and maturation of PBS: the empirical basis of applied behavior analysis, the normalization/ inclusion movement, and person-centered values (including self-determination). Carr et al. (2002) additionally noted that although elements of PBS can be found in other approaches, its uniqueness lies in the fact that it integrates critical person-centered features into a cohesive approach. Journal of Positive Behavior Interventions Volume 10 Number 1 January 2008 72-78

Commentary: Evolution of Positive Behavior Support and Future Directions

The field of Positive Behavior Support has expanded and evolved significantly since the first issue of Journal of Positive Behavior Interventions (JPBI) was published. This growth is further evidenced through application of Positive Behavior Support across various contexts (home, school, and community settings), populations (young children, school populations including students with disabilities, and adults) as well as, from a research perspective, units of analysis (Positive Behavior Support provided with individuals and entire systems). This commentary highlights both challenges and opportunities associated with the expanded application of Positive Behavior Support.