1. Positive Behavior Support
Rob Horner
University of Oregon

2. Goals Define the core features of PBS
Define process of functional behavioral assessment, and build fluency with one set of tools for conducting an FBA
Define process for design of individual behavior support plans, and build fluency with one set of tools for building plans
Define implications of PBS for community, classroom, school and work environments.

3. Your Task Select a “focus person” for the day.
Name, age, gender
Behaviors that make him/her endearing
Behavior(s) that are a problem
Describe something you can see and count
Context/setting/situation where problem behavior is most likely

4. Positive Behavior Support Defined
“Positive behavior support” is the integration of:
(a) valued outcomes,
(b) behavioral and biomedical science,
(c) validated procedures, and
(d) systems change
… to enhance quality of life, and minimize/prevent problem behaviors.

5. Principles of Behavior and Contribution of Behavior Analysis
Physiology
Learning
History
Example: The law of effect:
Social Context

6. Disability affects behavior:
Disability may change the extent to which events/activities are aversive or rewarding:
Transitions, sounds, smells, physical activity, social contact
Prader Willi Syndrome: value of food
Disability may change the extent to which events are more or less distinguishable:
Autism: overselectivity
Confusion with multiple step activities
Disability may include physiologically induced stimuli
Anxiety attack
Sounds
Disability may increase difficulty communicating with others
Difficulty interpreting social feedback from others
Basic laws of learning and behavior still apply

7. Core Features of Positive Behavior Support
PBS is valued driven: The outcomes of effective support
Durable change in Quality of Life
Reduction in problem behavior
Acquisition of academic, social, work skills
Prevention
Teaching as the most effective approach
Environmental redesign, Antecedent Manipulations
Function-based support
Functional behavioral assessment
Team-based design and implementation of support
Comprehensive Interventions
Support plans with multiple elements
Link Behavior Support to Lifestyle Plan
Person-centered planning, Wraparound, Systems of Care
Data-based Decision-making
Collect and use data on behavior of target individual
Collect and use data on fidelity of implementation
Systems Change
Intervention at the “whole-school, community and work place” level
Systems that nurture and sustain effective practices
Systems that are durable

8. A Context for PBS
Behavior support is the redesign of environments, not the redesign of individuals
Attend as much, or more, to what happens between problem behavior bouts as what happens during instances of problem behavior.
(Edward Carr)
Positive Behavior Support plans define changes in the behavior of those who will implement the plan not just those who experience the plan.

9. In Effective Environments
Problem behaviors are irrelevant
Aversive events are removed or minimized
Access to positive events are more common and predictable.
Problem behaviors are inefficient
Appropriate behavioral alternatives are easier, and faster ways of getting desired outcomes.
Appropriate behavioral alternatives are taught
Problem behaviors are ineffective
Problem behaviors are not rewarded
Appropriate behaviors are rewarded

10. Reducing problem behaviors through behavioral competition
The most effective way to achieve behavior change is to define, teach, monitor and reward desired behavior while simultaneously limiting rewards for problem behavior.
Problem Behavior
Reward #1
Context/ Situation
Desired Behavior
Reward #2

11. Reducing problem behaviors through behavioral competition
The most effective way to achieve behavior change is to define, teach, monitor and reward desired behavior while simultaneously limiting rewards for problem behavior.
Problem Behavior
Context/ Situation
Reward #1
Desired Behavior

12. Your Application
Define a situation where there is a problem behavior and a desired behavior that produce the same outcome (reward).
What will determine which of these behaviors becomes more likely?
Problem Behavior
Reward #1

13. Behavior Support Elements
*Team
*Specialist
Problem Behavior
*Hypothesis statement
*Competing Behavior Analysis
*Contextual Fit
Functional Assessment
*Implementation Plan
Content of Support Plan
Fidelity of Implementation
*Technical Adequacy
* Strengths
* Preferences
* Lifestyle vision
Impact on Behavior and Lifestyle

14. Establish a Functional Team
Knowledge about the individual
His/her behavior, interests, strengths, challenges, future
Knowledge about the context
Instructional goals, curriculum, social contingencies, schedule, physical setting.
Knowledge about behavioral technology
Elements of behavior
Principles of behavior
Intervention strategies

15. Which team is more likely to bring the three sources of needed knowledge?
Team B
School Psychologist
Counselor
Teacher
Team A
Child
Parent
Teacher
Coordinator
Behavior specialist
Friend

16. Who would you choose to be on the team for your target person?
Your Application
Our Team
Knowledge of student?
Knowledge of setting?
Knowledge of behavioral theory?
Possible Team
Who would you choose to be on the team for your target person?
Have you been part of teams where at least one of these areas of knowledge was missing?

17. Importance of Team Composition
Leah Bennazi (University of Oregon)
How does the composition of a behavior support team affect:
(a) the technical soundness of the behavior support plan, and
(b) the contextual fit of the behavior support plan selected for implementation.
Leah

18. Building Support with Dual Functions
Technically Adequate
Support plan is likely to result in positive change in behavior.
Contextual Fit
Support plan is likely to be implemented with fidelity.

19. Contextual Fit The people who will implement a BSP:
Are knowledge about elements of the BSP
Have the skills required to implement BSP
Are comfortable with the procedures (Values)
Have administrative support to implement BSP
Have the expectation that the BSP will be effective
Believe that BSP is in the best interest of focus person
Have the resources (time, materials) to implement are available and efficiently used.
Contextual Fit

20. Use picture system to establish predictability Use precorrection
Compare Contextual Fit for: Jason who is 7, has autism and bites others to avoid demands to speak 1 = Low contextual fit; = High contextual fit
Assume you are a member of this team, and will be asked to implement the plan. Consider “values” “effort” “admin support”
Plan A
Use picture system to establish predictability
Use precorrection
Teach “no please” sign- say skill
Reinforcer assessment
Reduce demands that involve public speaking
Redirect any aggression to alternative “no please”
Plan B
Use picture system to clarify expectations
Intervene early in the chain of escalation
Timeout contingent upon biting
Physical restraint if biting attempts escalate
Tegretol, Paxil and Haldol are prescribed
Praise every 5 min for not biting

21. Note: We will revisit “technical adequacy” later
Your Application
How might your plan have had MORE contextual fit?
What are two ways that the plan could have had LESS contextual fit?
Note: We will revisit “technical adequacy” later

22. Summary Core features of PBS
Three areas of knowledge needed by a behavior support team
Building plans with contextual fit as well as good technical adequacy.