Positive Behavior Support
Positive Behavior Support (PBS) is an approach designed to improve the quality of life for individuals exhibiting recurring or constant problem behaviors. It operates on the principle that behavior change is achievable through systematic interventions based on data collected through functional behavior assessments. These assessments analyze the antecedents, consequences, and frequency of problematic behaviors to create tailored support plans. The aim of PBS is to enhance positive behaviors while minimizing negative ones, allowing for greater autonomy and inclusion of affected individuals.
PBS employs evidence-based behavioral science practices and combines diverse strategies to ensure effective support. It focuses on achieving sustainable, verifiable outcomes within organizational settings, such as schools. While it is particularly beneficial in educational environments, where a significant portion of disruptive behavior originates from a small percentage of students, PBS emphasizes positive reinforcement over punitive measures. Research indicates that PBS not only decreases discipline referrals but also fosters a safer and more academically focused school environment. Moreover, it addresses concerns related to equity, as students from marginalized groups often face disproportionate rates of suspension and expulsion under traditional disciplinary practices. Overall, PBS represents a proactive and holistic approach to behavior management that seeks to create positive change in various contexts.
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Positive Behavior Support
Positive behavioral support is an active process for making lifestyle changes as part of an extensive plan for persons with recurring or constant problem behavior. Plans for the implementation of positive behavioral support are predicated on data collected from formal and informal gathering of information on antecedents, consequences, and frequency of problem behaviors. The collection of such data is called a functional behavior assessment. The plans offer modifications to the environment and to pedagogical practices that the individual, teachers, family members, and support team can then put into action in order to amplify positive alternative behaviors, diminish problem behaviors, and extend the affected individual’s autonomy and inclusion.
Overview
Positive behavior support draws from principles of behavioral, cognitive, biophysical, social, developmental, and environmental psychology. At its core is the conviction that human beings are capable of change. It is designed not only to decrease problem behavior, but also to develop positive behaviors that improve the quality of life of the affected individual. Positive behavior support is characterized by four features: (1) the utilization of behavioral science practices that have been authenticated by sound research; (2) the coordination of diverse intervention strategies that supply cogent, utilitarian support; (3) concentration on verifiable, lasting outcomes; and (4) the practice of support within organizational systems that promote enduring results. Because positive behavioral support does not focus only on the student but also encompasses physical setting, curriculum, goals, pedagogy, and individualized reinforcement, it has been used effectively in varying situations with a broad range of behaviors.
Strong research support documents the efficacy of positive behavior support in effecting positive behavioral changes in the home and other environments, but it is most widely used in school settings. Students with extreme problem behavior make up only 20 percent of the school population, but they account for more than half of disruptive incidents. Contemporary school campuses, held accountable for the safety of all students and staff, have implemented zero tolerance policies that mandate punitive, harsh measures to control dangerous behaviors, but such actions, however well-intentioned, are ineffective. Studies have shown that schools that suspend more students also have more discipline problems and lower school-wide academic achievement, even when controlling for socioeconomic status and other demographics. School suspension and expulsion have been connected to a higher probability of school dropout. Students of color and students with disabilities, especially those with emotional and behavioral disorders, are disproportionately represented among those suspended and expelled.
In contrast to the failure of punitive measures, much research demonstrates that positive behavioral support does effectively promote positive behaviors in students and make schools safer. Schools that use positive behavioral support also report a greater proportion of time devoted to academic activities and greater academic achievement. Schools that use such strategies for problem behaviors attest to a decrease in discipline referrals and behavior that requires intervention.
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