Positive Behavioral Support (PBS) is based on the idea that all behavior has a function or purpose and is the child’s best effort at achieving a goal in that moment. Without the correct skills or a sufficiently supportive environment, sometimes these behaviors can become dangerous, destructive, disruptive, disgusting or developmentally inappropriate. PBS is an empirically validated treatment that is designed to make challenging behaviors no longer effective by modifying the environment and teaching new skills that are more effective and appropriate.
PBS has been used to target an individual or an entire school, as it pays attention to environmental variables such as the physical setting, task demands, curriculum, instructional pace and individualized reinforcement. Because of this, it is successful with a wide range of children, in a wide range of contexts, with a range of behaviors.
PBS is based on behavioral theory; problem behaviors continue to occur because ther consistently followed by the child getting something positive or escaping something negative. By focusing on the contexts and outcomes of the behavior, it is possible to determine the functions of the behavior, make the problem behavior less effective and efficient, and make the desired behavior more functional. This often involves changing systems, altering environments and teaching new skills to the individual and those around them.
An essential element of PBS is data, which allows our staff to look for patterns in behavior, in addition to creating an intervention that can be tracked for progress.
This process begins with a Functional Behavioral Assessment (FBA), which reveals information about the antecedents, consequences, and frequency of challenging behavior.
The PBS plans created by Improving Outcomes staff are individualized and data-based and will include procedures for monitoring, evaluating and reassessing the process. Our PBS plans are a collaborative effort among parents, school psychologists, teachers, counselors and administrators; all partners should be committed to the plan and its implementation. We find that PBS is more effective when it includes the client, as well as other significant individuals (i.e., peers, teachers, and parents).