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Frequently
Asked Questions
Q:
What is Positive Behavior Support (PBS)?
A:
Positive Behavioral Support is a method used to design environments
and/or teach new skills and behaviors such that the use of problematic
and undesirable behaviors becomes unnecessary to meet one's goals.
Q:
What is Social Skills Instruction (SSI)?
A:
Social Skills Instruction involves the use of a systems approach
to teaching self-discipline and providing positive behavior support.
It combines a number of strategies to proactively prevent and
remediate problem behaviors, and increase skills and behaviors
leading to social competence. SSI emphasizes direct instructional
strategies such as modeling, coaching, behavioral rehearsal, role-play,
and reinforcement. It is most effective when it becomes a part
of the daily academic curriculum.
Q:
Which students are likely to benefit from Positive Behavior Support
and Social Skills Instruction?
A:
Research has specifically shown that individuals with developmental
disabilities, pervasive developmental disorder, autism, and mental
retardation will benefit from PBS techniques. Students with multiple
disabilities ranging from severe to mild in nature will also benefit.
Social Skills Instruction has resulted in behavioral improvements
for students with high incidence disabilities (e.g., learning
disabilities, emotional disturbance, mental retardation, and attention
deficit hyperactivity disorders), as well as general education
students considered to be at-risk for school failure.
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Q:
Are PBS and SSI techniques easily implemented?
A:
Teachers and parents alike can easily implement PBS techniques.
Initially, some level of training may be needed to develop the
knowledge and skills necessary to implement PBS plans. There may
be professionals in your school district who have these skills,
so it is worth checking within your own district first. In addition,
training and workshops are offered across the country. Resource
links regarding information about these workshops are presented.
Social skills instruction should be direct and simple, typically
occurring in naturalistic settings (e.g., classrooms, playgrounds,
hallways). Effective interventions should produce changes in social
behavior that can be implemented, monitored, and reinforced by
significant others such as teachers, parents, and peers.
Q:
Why are PBS and SSI preferable to other behavior management approaches?
A:
PBS attempts to build skills that individuals need to successfully
meet their goals. PBS attempts to build an environment that allows
individuals with disabilities to demonstrate desirable and ecologically
valid behaviors. Families and professionals are required to work
together to develop positive change plans by adapting environmental
contexts and by making adaptations to their own behavior. These
adaptations can result in lasting and important changes in children's
behavioral and social outcomes. Unlike other approaches, positive
behavior support does not attempt to suppress or eliminate undesirable
behavior through punitive or aversive techniques but instead,
builds positive behavior through supportive, reinforcing environments.
This is important in maintaining the human dignity of individuals
with disabilities. With SSI, the entire school environment is
targeted for positive behavioral support. SSI provides a mix of
activities on a schoolwide level, for classrooms within the school,
and for individual students needing a more focused intervention.
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Q:
What is the best way to begin implementing PBS and SSI techniques
in my home or school?
A:
In the section below, Models of Implementation, a plan for effective
implementation of both PBS and SSI is presented. It is important
that members of your school based IEP or problem-solving team
are trained in PBS and SSI techniques. It is also important that
the team conduct functional
assessments that attempt to determine the reasons why the
undesirable behavior is occurring. This "functional approach"
links assessment to intervention and marks an important departure
from traditional assessment approaches.
Q:
Do the IDEA amendments require the implementation of PBS or SSI?
A:
For students experiencing behavioral difficulties, IDEA requires
that the IEP team develop " Épositive behavioral interventions,
strategies, and supports to address that behavior." Thus, IDEA
specifically recognizes the need to formally address behavioral
difficulties within the context of the IEP. In addition, the language
used suggests that the interventions and strategies should be
positive, not punitive. IDEA also recommends the use of Functional
Behavioral Assessment and the development of behavioral intervention
plans for students with disabilities who have violated the school's
code of conduct.
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