The Six Steps of PBS. The following six steps are essential to the process of PBS.

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1 Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) The Process of Positive Behavior Support The Six Steps of PBS The following six steps are essential to the process of PBS. 1. Building a Behavior Support Teamhttp:// PBS begins by developing a team of the key stakeholders or individuals who are most involved in the child s life. This team should include the family and early educator, but also may include friends, other family members, therapists, and other instructional or administrative personnel. 2. Person Centered Planninghttp:// Person centered planning provides a process for bringing the team together to discuss their vision and dreams for the child. Person centered planning is a strength based process that is a celebration of the child and a mechanism of establishing the commitment of the team members to supporting the child and family. 3. Functional Behavioral Assessmenthttp:// Functional assessment is a process for determining the function of the child s problem behavior. Functional Assessment or Functional Behavioral Assessment (FBA) involves the collection of data, observations, and information to develop a clear understanding of the relationship of events and circumstances that trigger and maintain problem behavior. 4. Hypothesis Developmenthttp:// The functional assessment process is completed with the development of a behavior hypothesis statement. The behavior hypothesis statements summarize what is known about triggers, behaviors, and maintaining consequences and offers an informed guess about the purpose of the problem behavior. 5. Behavior Support Plan Developmenthttp:// Once behavior hypotheses statements are developed to summarize the data gathered from the functional assessment process, the team can develop a behavior support plan. Essential components of the behavior support plan are prevention strategies, the instruction of replacement skills, new ways to respond to problem behavior, and lifestyle outcome goals. 6. Monitoring Outcomeshttp:// The effectiveness of the behavior support plan must be monitored. This monitoring includes measurement of changes in problem behavior and the achievement of new skills and lifestyle outcomes. Page1

2 Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) University of South Florida, Bruce B. Downs Boulevard, Tampa, Florida (813) , < This Office of Special Education Programs, United States Department of Education Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day. Most of these free products are available on the website to immediately view, download and use. Center for Positive Behavioral Interventions and Supports (PBIS) 1235 University of Oregon, 1571 Alder Street Eugene, Oregon, (541) , < The Technical Assistance Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. National Dissemination Center for Children with Disabilities (NICHCY) Academy for Educational Development, P.O. Box 1492, Washington, D.C (800) < Special Factors in IEP Development See Special Factor 1: Behavior. When the IEP team meeting rolls around to considering the special factors, the team might begin by asking: Does this child s behavior interfere with his or her learning or the learning of others? If the answer is yes, then the team must consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior [ (2)(i)]. Members will talk about what the child needs and include this information in the IEP. As indicated by the provision, this will include consideration of the use of positive behavioral interventions and supports (PBIS) and other strategies to address the child s behavior. Behavior at School < Resources intended to give teachers, schools, and families the tools they need to create safe and positive learning environments for all children, while providing the informed and positive behavior support that many students need to flourish. You ll find links to: Using Positive Methods for Change in the Classroom; Behavior and Specific Disabilities; What s the Law Require of Schools? How school discipline can affect a student s placement. All about student placement and how the discipline of students with disabilities can affect that placement. Page2

3 From NICHCY s training module on Key Issues in Discipline: What IDEA 2004 requires. What authority do school personnel have to take disciplinary action when a student with a disability violates a code of student conduct? What obligations does the school have, especially with respect to providing services and addressing the student s behavioral issues? All the details! Behavior Expertise; Behavior Assessment; Plans, and Positive Supports; Behavior at Home; Behavior at School, Bullying Watch out for these behavior plan pitfalls! This 3-page guide gives descriptions of 12 common mistakes in implementing behavior plans, then offers solutions. < Asperger syndrome and behavior. How to support appropriate behaviors in a student with Asperger syndrome. Autism, schoolwide discipline, and individual supports for behavior. From the Autism Society of America. Autism and positive behavior supports. Behavioral disorders and behavior plans. Public school administrators and special educators are required to assess and evaluate the need for behavior intervention or modification plans for students with disabilities whose behavior impedes their learning or the learning of classmates. The link above will take you to an introduction to assessing negative behavior and creating interventions to correct negative behavior in the classroom. Kids with behavior problems: What are schools required to do? Wrightslaw answers questions from school personnel about obligations to students who may be dangerous to us. More on behavior problems and school discipline. From this central topic page at Wrightslaw you have access to a multitude of useful information. Pick your pleasure! The use of seclusion and restraint in public schools: What are the legal issues? A tidy and authoritative summary, from the Congressional Research Service. Tips for parents: How to get behavior supports into the IEP. This guide, a collaboration between the Beach Center on Disabilities and the Center for Positive Behavioral Interventions and Supports contains a wealth of suggestions for parents. Page3

4 What are states policies regarding seclusion and restraint? Visit the U.S. Department of Education s States and Territories Summary page. IDEA 2004 close up: Disciplining students with disabilities. Why does my kid do that? This document helps you find the reasons behind misbehavior in children. What does defiant behavior mean? PBS offers many resources for parents of children with disabilities, including this series of web pages called Challenging Behavior in Children. Behavior serves a purpose. The Center for Effective Collaboration and Practice (CECP) offers a number of family briefs on behavior, but if you want to know more about how behavior is a form of communication and why some children choose inappropriate behaviors as a way of communicating, try CECP s brief called Functional Communication Training to Promote Positive Behavior. A natural follow-up is CECP s brief called Planned Ignoring as an Intervention Strategy for Parents and Family Members. What are children trying to tell us? What Works briefs from the Center on the Social and Emotional Foundations for Early Learning summarize effective practices for supporting children s social-emotional development and preventing challenging behaviors. This 4-pager talks about functional behavior assessment and how it s used to figure out the purpose or function of a child s problem behavior in effect, what the child is trying to say. English Spanish More on the function of behavior: Achieving the purpose in appropriate ways. The Early Childhood Behavior Project offers many materials on challenging behavior, including this Introduction. Also extremely interesting and useful is the project s page on ways to provide the child with an appropriate communication alternative that will achieve the original purpose of the problem behavior. Find this latter information at: So what exactly is a Functional Behavioral Assessment? This page answers the basic questions of FBA: What is it? It covers how to conduct and FBA, and how to use the results to create a positive behavioral intervention plan and supports. The information is broken down into digestible sizes and is easy to read and consume. Page4

5 Is this behavior normal, a phase, a development issue, or something more serious? Family members and teachers may see a range of behaviors out of children and still not be sure if a particular behavior they re seeing indicates a childhood behavior disorder. Visit Medline Plus page, which connects with various resources to help you decide, including Development and Behavior; You and Your Child s Behavior; Children s Threats: When Are They Serious?; and specific aspects of behavior, such as aggresion; children who won t go to school; conduct disorders; fighting and biting; helping the child who is expressing anger; and know when to seek help for your child. Details about the process involved in FBA. This 6-page newsletter defines the process of FBA. It gives clear descriptions and specific examples. A great, reader-friendly overview! Here s another reader-friendly overview. An 8-page brief for parents on functional behavioral assessment and positive behavioral interventions. English Spanish FBA: What, why, when, where, and who? Functional analysis of behavior: A review of the research. This research review was originally published in Applied Behavior Analysis in Summer What is Multimodal Behavior Analysis? The Duquesne University School Psychology Program provides a thorough description of the process of conducting an FBA and writing a behavior intervention plan. What do they mean by strength based assessment? This method of assessment empowers child by building on their personal strengths and resources, rather than focuses on their problems. An IEP Team s Introduction To Functional Behavioral Assessment And Behavior Intervention Plans Conducting a Functional Behavioral Assessment How do you go about developing a behavioral intervention plan? This article explains the requirements of the IDEA regarding addressing problem behavior. It provides a stepby-step guide to conducting a functional behavioral analysis, and writing a behavior plan. Writing the plan for school involves the IEP team. The Center for Effective Collaboration and Practice (CECP) offers a number of family briefs on behavior. Two were mentioned above under Behavior as Communication. If you d like to know more about how to write a BIP, read CECP s Behavioral Planning Meetings, which describes what BIPs are and how parents and the school system work together to write one. Page5

6 Suppose the IEP team doesn t know much about behavior, FBA, or BIPs? If the IEP team isn t real sure how to address a student s problem behavior, then members might find these CECP resources helpful: Addressing Student Problem Behavior, Part I: An IEP Team s Introduction to Functional Behavioral Assessment and Behavior Intervention Plans. Creating Positive Behavioral Intervention Plans and Supports Would a sample form help? The Circle of Inclusion (for early childhood service providers and families of young children) offers a number of sample Forms to Support a Child with Challenging Behaviors. These include: (1) a behavior log; (2) a blank behavior intervention program; (3) a sample behavior intervention program; (4) an environmental and curricular checklist; (5) social skills training; and (6) problem behavior analysis. How about examples of BIPs for children with specific disabilities? Have a look if the child you re concerned about has: ADHD, Asperger syndrome, autism, bipolar disorder, fetal alcohol effects. LD, or obsessive-compulsive disorder. What exactly is Positive Behavior Support? There s no one better to ask than the PBIS Center funded by OSEP. There s so much info on this site, you may never be seen again! English Spanish What are the components of behavioral support? This site offers information on a 3-tier model of behavior support: (1) school-wide, (2) small group, and (3) individual. It gives information on what all students need to be successful. Positive behavioral interventions and supports. This article from LDOnline explains why PBIS is important and outlines key principles of practice. Check out this one-stop-shop on behavior! This site has info for both families and teachers on FBAs, behavior intervention plans, bullying, and discipline issues. More about PBS and its individualized approach to managing challenging behavior. This What Works brief from the Center on the Social and Emotional Foundations for Early Learning summarizes PBS and talks about how it works, factors that will limit its effectiveness, and whether it s really just giving in to the child. English Spanish Page6

7 National Technical Assistance Center on Positive Behavioral Interventions and Supports U.S. Department of Education, Office of Special Education Programs < PBIS Collaborator and Resource The Technical Assistance (TA) Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. Newsletters Resource Catalogue Guide Find Listings of Presentations and Trainings One of the many resources on this site includes: Practical Functional Behavioral Assessment Training Manual for School-Based Personnel This guide is designed to train school-based personnel with flexible roles in a school to conduct practical functional behavioral assessments (FBA). PracticalFBA_TrainingManual.pdf PowerPoint Download: Classroom Checklists, Effective Classroom Plan, Environmental Inventory Checklist The document includes 1) Top 17 Classroom Management Strategies that should be emphasized in every classroom, 2) Effective Teaching Strategies, 3) Promoting Positive & Effective Learning Environments Classroom Checklist, 4) Effective Classroom Plan, and 5) ENVIRONMENTAL INVENTORY Checklist. Page7