Using Positive Behavior Supports

TBI Summer Institute

Staunton, VA

Molly Dellinger-Wray

VCU Partnership for People with Disabilities

OVCU Partnership for People with Disabilities

PBS Project at VCU

Endorsement for PBS Facilitators
Training, mentoring and endorsement

Goals for Today

Brief introduction to using PBS in classrooms What is PBS?
- What is different about PBS plans compared to typical behavior management plans?
- What are some basic strategies that I can do on day one of school?

PBS

an applied science that uses educational methods to expand an individual's behavior repertoire and systems change method to redesign an individual's living environment to....

OLD WAY

NEWWAY

...enhance a person's quality of life.

Health
Social relationships
Work
Emotional wellbeing
QoL
Financial material wellbeing
Quality of environment
Belonging
Personal safety

Challenges Behavior - Tip of the Iceberg

Behavio r

We see odd or problematic behavior
We don't see the missing skill or psychiatric diagn that leads to tha behavior

Difficulty initiating

Difficulty predicting consequence/behavior

Depression
Anxiety Disorder

Positive Behavioral Support Model

Collaborative Team
Functional Behavior Assessment
Change the Environment
Change the System
Repeat the Process
Person Centered Planning
Teach New Skills
Offer Crisis Support
Assess and Revise the Plan

November 2015

Facilitating a team meeting

GOAM TEAM Go!

How would you feel?

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The foundation of analyzing behavior

ABC

PBS = ABC + S

SETTING EVENTS

Setting Events

Ozsivadjian, A., Knott, F., & Magiati, I. (2012). Parent and child perspectives on the nature of anxiety in children and young people with autism spectrum disorders: a focus group study.
Autism, 16, 107- 121. DOI: 10.1177/13623613114317 03

Setting events vs. antecedents

Was informed of something disappointing
Fought, argued or had some other negative interactions
Sleep pattern was unusual
Was hurried or rushed more than usual
Favorite care provider was absent
Visitors arrived/failed to arrive
Appeared to be in a bad mood
Has menstrual period
Had a cold
Had a seizure

Antecedents

Applied Behavioral Analysis

Factors

Unpredictable schedule
Routine change
Not enough reinforcement
Slow
No choices
No variation
Too difficult
High error rate

Variables that Influence Behavior(Demchak& Bossert, 1996)

Environmental Variables that Influence Behavior(Demchak, & Bossert, 1996)

Illness
Allergies
Menstrual tension
Fatigue
Hunger or thirst
Medication
Mood

Health/Medical/Personal Variables that Influence Behavior(Demchak, & Bossert, 1996)

Social Variables that Influence Behavior (Demchak, & Bossert, 1996)

Ecological Modifications

Handout: POSITIVE ENVIRONMENT CHECKLIST

Do activities occur within the context of natural routines?

Flow

What are the nature and length of activities in which the person participates?

Variety

How does this person express their preferences?
Handout: Learning style Profile

Choice

Predictable Routine

Task Sequencing/ Hard vs. Easy Tasks

Effective Cues and Prompts

Socially Functional

VCU Partnership for People with Disabilities

Behaviorally Functional

VCU Partnership for People with Disabilities

Behaviorally Functional

VCU Partnership for People with Disabilities

Peer Referenced

VCU Partnership for People with Disabilities

Locally Referenced

VCU Partnership for People with Disabilities

Partial Participation

DASH

Functional Behavior Assessment

Define the behavior
Ask questions (team- FBA)
See the behavior (ABC- observe & take data)
Create Hypothesis
Is a replacement behavior in the child’s repertoire?

Don’t “Don’t”

What is the behavior that you WANT to see?

Stop hitting =
Stop talking=
Don’t get out of your seat =
Don’t swear =
Don’t run in the hallways =
Don’t tear up your neighbor’s work=

Creating a PBS Plan

Have I changed the environment?
Have I decreased the reason for this behavior to occur?
Have I removed the triggers?

Figuring out the FUNCTION of a behavior

Replacement Behaviors: Is there a replacement behavior that is more efficient and appropriate?

Response effectiveness

Escape/avoidance
Attention
Replacement: Asking for a break, asking for help During hard tasks, creating disturbance to be sent to the office
attention
Replacement: repeat the instructions to the class when teacher asks Not responding to general classroom instructions

Reinforce

TEACH the new behavior and REINFORCE IT!
Eliminate the opportunity for the problem behavior to be reinforced

Are your reinforcers REALLY reinforcers?

Has the rate of behavior changed?

20 tokens ҂ happy meal toy
Attention from kids ҂ attention from teachers
iPad ҂ a high five
5 stickers ҂ cookie

Cookies

F is for FORGET moderation! Eat all the cookies you want. Cookies are God’s way of showing that He loves you. So basically, not eating cookies is like stabbing God in the heart with a million rusty pitchforks. –Hyperbole and a Half

Universal Supports

Provide predictable schedule
Plan for the unexpected
Intersperse easy and difficult tasks or errorless learning techniques
Provide opportunities to move around or take breaks
Promote self determination
Provide predictable 1:1 attention everyday
Food! Snacks
Reduce power struggles
Provide choices!!
Provide a vocabulary of feelings
Give someone responsibility : dignity of risk with no shame attached