1. Positive Behavior Supports & Behavior Change Procedures
Robert Galino

2. Objectives
1. To introduce key principles and basic concepts as it applies to a
continuum of support for students known as Positive Behavior Supports
(PBS).
2. Learn about behavior change procedures:
Positive Reinforcement
Negative Reinforcement
Punishment
Extinction
Reductive Procedures: Response Cost & Time Out From Positive Reinforcement
Differential Reinforcement of Other Behavior (DRO)
Differential Reinforcement of Incompatible Behavior (DRI)
Differential Reinforcement of Alternative Behavior (DRA)

3. Positive Behavior Supports
Based on applied behavior analysis
Response to the 1997 amendments to the Individuals with Disabilities Education Act
Evolved to improve and extend comprehensive interventions for individuals with severe problem behaviors
Systemic and individualized strategies for achieving outcomes and preventing problem behaviors

4. Positive Behavior Supports
PBS is a systems approach to enhancing the capacity of schools to educate all students, especially students with challenging social behaviors, by establishing (a) clearly defined outcomes that relate to academic and social behavior, (b) systems that support staff efforts, (c) practices that support student success, and (d) data utilization that guide decision making (Sugai & Horner, 2005).

5. Did You Know? Exclusion and punishment are the
most common responses to
conduct disorders in schools.
Lane & Murakami, (1987); Rose, (1988); Nieto, (1999); Sprick, Borgmeier, & Nolet, (2002)
Exclusion and punishment are
ineffective strategies in terms of producing long-term reduction in problem behavior.
Costenbader & Markson (1998)

6. How Do I Select a Behavior Intervention?

7. How Do I Select a Behavior Intervention?
Data from the FBA
Team and parent input
Consider interventions that teach new skills
Consider the least intrusive intervention
for both the student and teacher
Consider the difficulty in conducting the intervention

8. Guidelines for Selecting Interventions
Which intervention corresponds to the function of the behavior?
Which intervention is least likely to produce negative side effects?
Which is the least intrusive and most likely to produce positive changes?
Which intervention teaches alternative positive behavior?
For which intervention is there the most system-wide support?

9. Key Elements When Selecting Interventions
The behavior program must ensure that there is no reinforcement for engaging in the problem behavior.
Rewards provided for the appropriate behavior will be equal to or exceed the rewards for engaging in the challenging behavior.

10. Steps in Setting Up a Behavior Support Plan
Identify the challenging behavior that
needs to be changed. Define the
behavior in specific observable, measurable
terms.
Measure the challenging behavior. Collect data as to when, with whom, how often, antecedent
events/settings, precursor behaviors, etc.

11. Steps in Setting Up a Behavior Support Plan
3. Complete a Functional Behavior Assessment.
Develop a “hypothesis” regarding the function of
the behavior based upon the data and information
collected.
4. Select behavior change strategies. The
strategies are to “match” the function of the
challenging behavior using a multi-element
approach.

12. Steps in Setting Up a Behavior Support Plan
Implement and monitor effectiveness.
Evaluate the effectiveness of the BSP
Plan based upon progress monitoring
data.
7. Revise BSP Plan, as necessary.

13. Replacement Behavior
Target behavior serves a purpose (fulfilling practical or psychological needs)
Replacement behavior provides an alternative means for achieving the same purpose as the target behavior
The focus should be on teaching the person to access the same reinforcers appropriate.

14. Replacement Behavior Don’t just take the behavior away
What maintains problem behavior can maintain appropriate behavior if you know what the function of the behavior is.
Teach skills that will replace the problem behavior

15. Replacement Behavior For behavior maintained by escape
Evaluate task/activity and determine aversive qualities
Modify task or alter environment
Teach functional communication skills
Escape card
Desensitization when situation cannot be avoided

16. Replacement Behavior For aggressive behaviors Communication training
Relaxation training
Anger management
Self-control

17. Replacement Behaviors
For behavior maintained by tangibles
Provide tangibles for alternative positive behaviors
Use behavior contracting and token systems
Functional communication training for tangibles

18. Preventive Strategies
Do not wait until things are going bad!!
Do something when things are going well!!

19. Prevention Strategies
Get to know the individual
Based on the results of functional assessment
Use a BSP from the beginning
Understand their disabilities—it may not a “personality” issue
Build up a positive relationship

20. Prevention Strategies
Manipulate the environment to reduce the chances of negative behaviors
Modify task, materials, instructions, routines
Schedule time with preferred person or access to desired object/event
Provide more frequent attention/reinforcement (for positive behaviors

21. Prevention Strategies
To avoid crowds and loud noises
change the route of getting in and out
Different schedule for grooming
Problems around family contact:
Discuss with family about a regular contact schedule (incorporated into BSP)
Struggles around chores
structure the setting and daily routine as much as possible

22. Effective Interventions are…
Multi-element approach
Collaboratively designed
Consistent
Do-Able
Based on setting the student up for success
Clear & Concise: “If - then statements

23. Behavior Change Procedures

24. Antecedent Control Measures
Eliminate the cue for the problem behavior
Provide cues for alternative acceptable behavior
Reinforce the appropriate behavior
Do not reinforce the inappropriate behavior
Increase the response effort for the problem behavior

25. Antecedent Control Measures
Modify the environment to increase the consistency and predictability of expectations
Schedules
Maximize opportunities for choice and control
Clear, concise expectations
Modify curriculum/expectations to maximize independent success

27. Reinforcement What is reinforcement?
A consequence that follows a behavior and increases the rate or frequency of that behavior occurring again in the future.

28. Four Types of Reinforcement
Positive
Negative
Punishment
Extinction

29. Reinforcement
Reinforcement is a stimulus change, immediately after the behavior, which causes the future rate of that behavior to increase.
The positive and negative on the front of that word just means that you are either adding or removing the stimuli from that situation.

30. Positive Reinforcement
When you hear positive reinforcement it means you added a stimulus (typically referred to as a reinforcer) and the rate of the behavior increases.

31. Positive Reinforcement
Positive Reinforcement increases behavior by the addition of a desirable event when the behavior occurs.
Praise
Edibles
Money
Example: A teacher rewards her students with a
free homework pass if they score an A on their
test.

32. Negative Reinforcement
Negative reinforcement can be thought of as when a negative or unwanted behavior is stopped or avoided due to the removal of a certain stimulus/item after the behavior is exhibited.

33. Negative Reinforcement
For most people, the term “negative reinforcement” gets easily mistaken for punishment, which is not the case. With negative reinforcement, you are increasing a behavior, whereas with punishment, you are decreasing a behavior.

34. Negative Reinforcement
Negative Reinforcement increases behavior by the removal of
an aversive event when the behavior occurs.
Excuse from chores
Escape from a crowd
Stops pain
Example: Your teacher said you could skip the final
exam by studying an extra chapter and taking a quiz
on it. You might study an extra chapter (your
studying behavior would be made more frequent)
because of the promise of an unpleasant stimulus
being removed (no final exam).

35. Punishment
Positive Punishment decreases behavior by the addition of an aversive event when the behavior occurs.
Verbal reprimand
Increased work
Positive means you are adding something to the equation
Punishment means the rate of the behavior is going to go down
Negative Punishment decreases behavior by removing a desirable event.
Time out
Removing Privileges, fines

36. Negative Reinforcement vs. Punishment
1. Negative reinforcement increases behavior by
the removal of a negative experience
2. Punishment always decreases behavior

37. Simplified

38. Extinction
Extinction of operant behavior involves the termination of the reinforcement contingency that maintains the response
Ignoring undesirable behavior and withholding reinforcement
Ignoring undesirable behavior and withholding reinforcement.

39. Extinction
Extinction Burst: A Temporary increase in behavior after it has been put on extinction.

40. Example
Bobby does not raise his hand and wait to be called on at circle time. Instead, he shouts out the answer. By the fourth day of school, the teacher decides to use extinction to stop Bob’s shouting. The teacher will not respond when Bobby shouts instead calling on those with their hands in the air and reinforcing those complying. When Bobby shouts, the teacher ignores him. When the teacher’s reinforcement stops, Bobby shouts louder and pushes his way to the front of the circle. When the teacher continues to ignore him, Bobby physically moves the teacher’s head to look at him. The teacher gently moves Bobby aside and out of her view. Bobby has a full-blown temper tantrum. The teacher ignores Bob’s tantrum and moves her own chair to another section of the circle so that all of the students are looking at the teacher with their backs to Bobby.

41. Reductive Procedures Response Cost
Time Out from Positive Reinforcement

42. Response Cost
A reductive consequence that involves a loss of a specific reward or a specific amount of a reward

43. Key Elements Must be a predictable reinforcement system
Identify (in advance) the behaviors which will result in the loss of reinforcement
Identify (in advance) the reinforcers or amount of reinforcement which will be lost.

44. Key Elements Provide no more than one warning
Reduce conversation when using response cost
Do not escalate consequences or get involved in an argument with the learner

45. Key Elements Do not remove reinforcers until they have been earned
If using points or tokens-never go below “zero”
Be consistent
over time
across settings
across adults

46. Time Out From Positive Reinforcement
Considerations:
First Question
Is it?
Time away from positive reinforcement as opposed to escape from the activity?
Second Question
Is there a better way to manage this behavior?

47. Time Out Contingent loss of access to reinforcement
Should result in a decrease in the behavior which led to time out

48. Important Aspects Discrepancy between “time in” and “time out”
The “time in” must be more reinforcing

49. Differential Reinforcement Procedures The “DRs”
Reduction of inappropriate behaviors through the use of structured administration of reinforcement.
DRO - Differential Reinforcement of Other Behaviors
DRI - Differential Reinforcement of Incompatible Behavior
DRA - Differential Reinforcement of Alternative Behaviors

50. Differential Reinforcement of Other Behavior (DRO) Implementation
Differential reinforcement of other—or omitted, or zero rates of—behavior.
Involves the rewarding of the absence of the targeted behavior for a specified period of time.
Behaviors other than the target behavior are rewarded.
Must develop a contingency plan if the target behavior is emitted.

51. Interresponse Time (IRT)
“IRT” is the average amount of time that elapses between displays of the inappropriate behavior.
Calculating IRT is a way to determine an appropriate interval length for DRO schedules.
This time period (or one slightly higher or lower) becomes the initial interval during which the student must withhold the inappropriate behavior (in order to obtain reinforcement).

52. Differential Reinforcement of Incompatible Behavior (DRI)
Delivering reinforcement for a response that is topographically incompatible with a behavior targeted for reduction
Ex: Jonny hits people with things. Engage him in a musical therapy activity in which it is perfectly ok for him to hit instruments together.

53. Differential Reinforcement of Alternative Behavior (DRA)
Delivering reinforcement when a target, adaptive behavior is displayed during a specified period of time. Reinforcement is contingent upon the occurrence of the target behavior
Ex: Catch Jonny being good. When he has not had any incidents, yet completes the goal to not yell for 10 minutes. He is quiet for 10 minutes, then reinforced with praise and a desired activity

54. Pre/Post Test True or False
Positive Behavior Supports (PBS) is the process of identifying what is causing or maintaining behavior.
Exclusion and punishment are effective strategies in terms of producing long-term reduction in problem behavior.
Once a Positive Behavior Support (PBS) is implemented, it should never be revised.
Effective interventions are clear and concise.
Positive reinforcement decreases behavior by the addition of a desirable event when the behavior occurs.
Negative reinforcement increases behavior by the removal of a negative experience.
DRO means Differential Reinforcement of Alternative Behavior
A behavior management plan assists teachers and paraprofessionals in dealing with students’ behavior by making it easier to be consistent.

55. Pre/Post Test Multiple Choice A good time to ignore behavior is:
a. if it is attention-seeking
b. if it is hurting another
c. if it is disrupting class
d. if it interferes with learning
e. all of the above
2. Variables that can contribute to inappropriate behaviors can include:
a. Supervising teacher expectations are too high/too low for student
b. Feedback to student is not frequent enough
c. Rates of reinforcement are too low for student’s needs
d. All of the above.
3. What is a DRI?
a. Differential Reinforcement of Incompatible behavior
b. Differential Reinforcement of Inappropriate behavior
c. Differential Reinforcement of annoying behavior
d. None of the above
4. Time out from positive reinforcement is used:
a. To let a student escape from task demands
b. To prevent the student from receiving positive reinforcement
c. To punish a student
d. All of the above

57. Resources
Alberto, P. & Troutman, A. (2002). Applied Behavior Analysis for Teachers. Englewood Cliffs, New Jersey, Prentice Hall.
Catania, C. (1992). Learning. Englewood Cliffs, New Jersey: Prentice Hall.
Cooper, Heron, & Heward (2007). Applied Behavior Analysis: Second Edition. New Jersey. Pearson Education, Inc.
Durand, V.M. (1991). Functional Communication Training. New York, NY: Guildford Press.
Feindler, E. And Ecton, R. (1988). Adolescent Anger Control; Cognitive Behavioral Techniques. Elmsford, New York: Pergamon Press, Inc.