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Chapter 2: Positive Behavior Support

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Nicole Bishop

on 16 July 2018

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Transcript of Chapter 2: Positive Behavior Support

Model of Intervention
Three tiered concept
Work smarter not harder!
Positive Behavior Support and Functional Behavioral Assessment
If the only tool you have is a hammer, you tend to see every problem as a nail.
~ Abraham Maslow
A Three-Tiered Model
Functional Behavioral Assessment
A process for understanding problem behavior and factors that contribute to its occurrence and maintenance.
Main purpose to guide the development of effective, efficient, and relevant behavior interventions.
Intensity and complexity of individual functional behavior assessment activities will vary as not all problem behaviors and situations require the same level of assessment.
There is no one way to correctly do a functional behavior assessment or behavior intervention plan.
It is a process, not legal paperwork.
What is a Functional Behavioral Assessment?
Positive Behavior Support
Focus on
Paradigm Shift:
Intervention Model
Research has shown office referrals have decreased dramatically in schools using strong primary prevention
Reduces "white noise" that take energy and resources away from students with chronic problems
Research has shown time and time again that reactive approaches simply don't work as well as positive preventative approaches
Why a Three Tiered Model?
To get attention/reaction from peer(s) and/or adult(s)
To get something tangible
To gain power/control
To meet a sensory need
To communicate feelings, wants, and/or needs
As a result of a lack of understanding
To escape or avoid something
Common Functions or
Reasons for Behavior
Just as safety laws prevent and reduce accidents and preventative medicine prevent and reduce illness, positive behavior support prevents and reduces behavioral problems.
Chapter 2: Positive Behavior Support
and Functional Behavioral Assessment

This Prezi was adapted from Kaye Otten's presentation, Fall 2012
What is Positive Behavior Support?
Enhancing Capacity of Environments
Focus not on "fixing" the student but also on "fixing" adults in their world and the environments in which they function
Increasing skills in prevention and early intervention
The most effective interventions occur before the problem behavior ever happens!
"If there is anything that we wish to change in a child, we should first examine it and see whether it is not something that could be better changed in ourselves."

~Carl Jung
Positive Behavior Support...
Is evidence based and data driven
Considers the function of the behavior
Is proactive - happens BEFORE problem behavior occurs
Is preventative - makes changes to the environment (setting events and triggering antecedents) when possible
Teaches a more appropriate skill that meets the same or similar function (replacement behavior)
Focuses on changing the behavior of BOTH students and adults
Behavioral intervention based on knowledge of function is more effective.
Helps determine if traditional responses to behavior are appropriate.
Has a strong evidence base
Rooted in applied behavioral analysis (ABA) with a collaborative and holistic emphasis
ABA research over 30 years confirms the effectiveness of various antecedent and consequence strategies, functional assessment and data collecting, graphing and monitoring
Why Functional Behavioral Assessment?
"Intervention is not based on behavior - it is based on the function of the behavior. Anything less is literally no better than pulling an intervention out of a hat, or choosing one because it is familiar or simple."
(Scott & Kamps, 2007)
Three Key Concepts of FBA
Behavior does NOT continue or increase if there is not some type of reinforcer present! There IS a pay off! Find out what it is!
Setting Events
Exaggerate the likelihood of the problem behaviors

(You know it is going to be a bad day when...)

lack of sleep
lack of medication

Triggering Antecedents
What happens after (both positive and negative) that reinforces the behavior:


attention from peers/adults
escape from task/demand
escape from environment

"Trigger" the problem behavior
What happens immediately before?

(The straw that broke the camel's back)

change in routine
sensory stimulation
Common Functions or
Reasons for Behavior
To Get/Obtain
Attention from peers and/or adults
Tangible objects
Sensory input
To Protest/
Internal Events (upcoming seizures/migraine)
Past action by someone
Lack of choice
Lack of justice/fairness
To Communicate in General
Lack of Understanding
Think of a student behavior as their efforts to communicate something to you and you as the detective trying to break the communication code!!!
What's the function of this behavior?
Have you ever handled a behavior problem this way?
A Three Tiered Model
Administrative support, participation and leadership
Common purpose and approach to discipline
Clear set of positively stated expectations
Procedures for teaching expected behaviors
Procedures for encouraging and recognizing expectations
Procedures for discouraging inappropriate behavior
Procedures for ongoing monitoring and evaluating effectiveness
Key Components Schoolwide Positive Behavior Supports
irmly in plac
Why a Three Tiered Model?
Interventions at the top of the triangle have a more powerful effect if the interventions at the foundation are firmly in place.
Providing a strong foundation at the first level benefits all students not just the "trouble makers"
First tier interventions prevent the onset of problem behavior among low-risk students and sustain improvement made as a result of second and third tier interventions over time.
Which one is Brick's function?
Full transcript