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Foundations of PBS


The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.



Module Overview: 		There are four major goals for this module. Upon completion of this module, you should be able to do the following:
  1. Describe the key components of positive behavioral support.


  2. Provide information regarding basic behavioral principles that are the foundation for positive behavioral support.


  3. Describe strategies that can be used to prevent problem behavior.


  4. Understand common intervention strategies that are used in positive behavioral support plans.

Content Map: The content map below provides an overview of the subject matter that will be covered within the Academy's Positive Behavioral Support Modules.
space Module number one space
spaceModule spaceFoundations of PBS
  1. Overview of PBS
  2. Basics of Behavior
  1. Introduction to PBS
  2. Preventing Problem Behavior

space Module number two space
spaceModule spaceFunctional Assessment
  1. Value Driven Assessment
  2. Methods and Outcomes
  3. Indirect Assessment Methods
  1. Direct Assessment Methods
  2. Applying Assessment Results
space Module number three space
spaceModule spaceDevelopment & Implementation of PBS Plans
  1. Design of PBS Plans
  2. Implementing PBS
  1. Modifying & Assessing PBS Plans
space Module number four space
spaceModule spaceIntervention Strategies (Part I)
  1. Setting Events
  2. Antecedent Interventions
  1. Replacing Problem Behavior
  2. Consequence Interventions
space Module number five space
spaceModule spaceIntervention Strategies (Part II)
  1. Social Skills
  2. Crisis Prevention
  1. Physiological Influences
space Module number six space
spaceModule spaceRedesigning Environmental Systems
  1. Classroom Management Strategies
  2. Staff Development
  1. School-Wide Discipline
space Module number seven space
spaceModule spaceCreating Positive Lifestyles
  1. Person-Centered Planning
  2. Self-Determination
  1. Quality of Life

Outline:

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

Foundations of PBS

  1. Overview of PBS
    1. Current school reform
      1. Inclusion movement and positive behavioral support
      2. Translating research into easy to implement strategies

    2. IDEA
      1. Individuals With Disabilities Education Act
      2. Related to positive behavioral support

    3. Positive behavior support includes
      1. Helping students develop communication and social skills
      2. Creating a positive learning environment
      3. Providing support for individual, classroom, or school-wide settings

    4. Important elements of positive behavior support
      1. Empowerment of the individual
      2. Socially meaningful outcomes
      3. Functional assessment of problem behavior
      4. Multiple behavioral support strategies

    5. Outcomes of positive behavioral support
      1. Community participation
      2. Social relationships
      3. Expression of choices
      4. Respect and dignity
      5. Personal growth

    6. Addressing the social network
      1. Increasing everyone's quality of life
      2. Collaborating with members of the social network

    7. Implementation
      1. Complexity may vary
      2. Systems level changes
      3. Strategies for simple or intensive interventions

    8. Foundations of positive behavioral support
      1. Applied behavior analysis
      2. Principles of behavior


  2. Basics of Behavior
    1. Principles of behavior
      1. Relationship between environment and behavior
      2. Applicable to many settings, behaviors and students

    2. Consequences
      1. Traditionally a major focus of behavioral support
        1. Rewards
        2. Punishers
      2. Reinforcement
        1. Delivered immediately after response
        2. Positive reinforcement
        3. Negative reinforcement
        4. Functions of behavior

    3. Contextual influences
      1. Antecedents
      2. Setting events
      3. Stimulus control

    4. Generalization
      1. Transfer student's ability to nontrained settings
      2. Teach both positive and negative training examples

    5. Other Important behavioral principles
      1. Shaping
      2. Using prompts
        1. Verbal
        2. Physical
        3. Visual
        4. Within stimulus
      3. Extinction


  3. Introduction to PBS
    1. Introduction to positive behavioral support
      1. Need for easy-to-implement strategies
      2. Purpose of the Positive Behavioral Support (PBS) Academy
        1. Make information available to teachers
        2. Translate validated research into practice
      3. Challenges faced by teachers
        1. Time required to implement PBS
        2. Planning ahead to save time

    2. Important characteristics
      1. Outcomes of PBS
        1. Decreasing problem behavior
        2. Increasing quality of life
      2. Function of problem behavior
        1. Escape
        2. Obtain
      3. Positive behavioral support strategies
        1. Redesigning the environment
          1. Preventative in nature
          2. Make problem behavior unnecessary
        2. Teaching new skills
          1. Replace problem behavior
          2. Communication skills
          3. Social skills
          4. Self-management
      4. Redesign larger social context
        1. Classroom management
        2. School-wide discipline
        3. Staff development

    3. Positive behavioral support development
      1. Key elements of PBS
        1. Functional assessment
        2. Multicomponent intervention plans
      2. Functional assessment
        1. Tools
          1. Interviews
          2. Observations of student
          3. Manipulate environment
        2. Hypothesis statement
          1. Identify function
          2. Summarize functional assessment
          3. Four major components
      3. Developing interventions
        1. Setting event interventions
        2. Antecedent interventions
        3. Teaching new skills
        4. Consequence interventions


  4. Preventing Problem Behavior
    1. Traditional school approaches
      1. Reactive and punitive strategies
      2. Control of student behavior

    2. Change in behavioral support
      1. Importance of teacher values and beliefs
      2. Three assumptions
        1. Understand why problem behavior occurs
        2. Modify context in which problem behavior occurs
        3. Intervene before problem behavior occurs

    3. Purpose of lesson
      1. Build preventative environments
      2. Discuss general features of effective environments
      3. Individualize prevention strategies

    4. Preventing problem behavior
      1. Redesign the environment
      2. Teach students new skills

    5. General features of a proactive environment
      1. Positive climate
        1. Predictability and expectations
        2. Student success rates
        3. Values and beliefs
        4. Positive interactions
        5. Physical environment
      2. Classroom management
        1. Pace and flow
        2. Smooth transitions
        3. Changing length and variety of activities
        4. Increasing ownership
      3. Curricular intervention
        1. Making the curriculum relevant and interesting
        2. Problem behavior as a skill deficit

    6. Individualize prevention strategies
      1. Using the functional assessment process
      2. Identifying hypothesis of problem behavior
      3. Interventions that prevent problem behavior
        1. Setting event interventions
        2. Antecedent interventions
        3. Teaching new skills

    7. Benefits of proactive interventions
      1. Prevents problem behavior
      2. Less intrusive than reactive interventions
      3. Responsibility of everyone within the social network



Readings: Horner, R. H., Dunlap, G., Carr, E. G., Sailor, W., Anderson J., Albin, R. W., & O'Neill, R. E.(1990). Toward a Technology of "Nonaversive" Behavioral Support. The Association for Persons with Severe Handicaps, 15(3), 125-132

Vaughn, B. J., Dunlap, G., Fox, L., Clarke, S., & Bucy, M. (1997). Parent-Professional Partnership in Behavioral Support: A Case Study of Community-Based Intervention. The Association for Persons with Severe Handicaps, 22(4), 186-197.

Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4(4), 194-209

Time Estimates: The amount of time required to complete each lesson in this module will vary from student to student. Some students will have more background knowledge on the content of the lessons and thus may work more rapidly on the various parts-the presentation, directed questions, activities, assessments, etc. Others may require more time to complete the required readings. Some students may prefer to review the presentations more than once or to spend more time on activities. We estimate that the time for completing each lesson, including the readings, will range from two to four hours. There are no qualitative performance expectations attached to the amount of time you devote to completing each lesson. The time you spend in completing lessons and modules is not reported. This is merely an estimate to assist you in planning your time.


Navigation: Pages in this module are organized in a logical sequence from the first to the last page. Use the forward and back arrow in the top right of the menubar to move through the logical sequence of pages. You may also click "ToC" in the top right of the menubar to access the Table of Contents. Menus for each level and lesson appear in the center of the menubar. Access any level menu by clicking the level titles in the center of the menubar.


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