Both regular and special education teachers have indicated that the occurrence of problem behaviors is one of the biggest challenges they face in the classroom (Kampwirth, 1988; Munk & Repp, 1994). Problem behavior can distract both the teacher and the students, and therefore, result in a decrease in student learning (Weigle, 1997). Many teachers have not been given the information they need in order to support students who present significant challenges in the classroom (Weigle, 1997; O'Neill, Williams, Sprague, Horner, & Albin, 1993).

There is, however, a growing body of research that provides specific techniques that can be used to reduce problem behavior and support students in community settings (Carr et al., 1998; Durand, & Carr, 1991; Koegel, Koegel, & Dunlap, 1996; Kern, Childs, Dunlap, Clarke, & Falke, 1994; Lalli, Browder, Mace, & Brown, 1993). Collectively, these strategies are referred to as positive behavioral support. Positive behavioral support is an approach for helping students develop social and communication skills, and create a positive environment for learning and social growth (Koegel, Koegel, & Dunlap, 1996).

The purpose of the Academy is to translate validated research in positive behavioral support into practical and easy to implement strategies for teachers. This module is meant to introduce you to the important elements of positive behavioral support. Each positive behavioral support module is an instructional package that can be used independently. However, all of the positive behavioral support modules are interdependent. For instance, multiple behavioral support strategies are often needed in order to reduce a student's problem behavior.

Although these modules can be used independently, the instructional content will be stronger if the modules are used together. The content map displays the modules in a sequential order, however, the order in which the modules occur does not indicate their importance. The graphic below provides one way of understanding the relationship of the Academy Positive Behavioral Support modules.

The Functional Assessment module is at the center of this graphic. Functional assessment is one of the most important areas of content in positive behavioral support and is at the heart of an effective behavioral support plan. Functional assessment methods identify the variables that maintain and predict problem behavior. The information gathered in a functional assessment is used to create an environment that naturally reduces the likelihood of problem behavior, and highlights the social and communication skills a student needs in order to be successful in school.

The other positive behavioral support modules surround the functional assessment module indicating that each module represents an equally important area of positive behavioral support. It is highly recommended that you complete this module, Overview of Positive Behavioral Support, and the Functional Assessment module before continuing with the rest of the Academy modules.