phb-brown.indb

Individual Positive Behavior Supports

A Standards-Based Guide to Practices in School and Community Settings

Edited by

Fredda Brown, Ph.D.

Queens College New York, New York

Jacki L. Anderson, Ph.D.

California State University East Bay Hayward, California

Randall L. De Pry, Ph.D.

Portland State University Portland, Oregon

Contents

About the Reproducible Materials ... vi

About the Editors ... vii

Contributors ... viii

Foreword Rud and Ann Turnbull ... xi

Preface ... xiv

Acknowledgments ... xvi

I Foundations of Positive Behavior Support. ... 1
1 A Historical Perspective on the Evolution of Positive Behavior Support as a Science-Based Discipline ... 3
Joseph M. Lucyshyn, Glen Dunlap, and Rachel Freeman
2 Foundational Assumptions About Challenging Behavior and Behavior Interventions ... 27
Fredda Brown and Jacki L. Anderson
3 Effective Teaming for Positive Behavior Support ... 47
Linda M. Bambara and Catherine Kunsch
4 Person-Centered Planning Teams ... 71
Jennifer McFarland-Whisman
5 Supporting Individuals with Challenging Behavior Through Systemic Change ... 89
Randall L. De Pry, Kavita V. Kamat, and Richard Stock

II Basic Principles of Behavior. ... 103
6 Applied Behavior Analysis as a Conceptual Framework for Understanding Positive Behavior Support ... 107
Teri Lewis
7 Antecedent Strategies to Change Behavior ... 123
Sheldon L. Loman and Amanda K. Sanford
8 Consequence Strategies to Change Behavior ... 145
Chris Borgmeier and Billie Jo Rodriguez
9 Facilitating Generalization and Maintenance of Behavior Change ... 163
Jeffrey Sprague
10 Defining, Measuring, and Graphing Behavior ... 181
Matt Tincani and Elizabeth R. Lorah
11 Single-Case Designs and Data-Based Decision Making ... 201
John McDonnell, Robert E. O’Neill, and Breda V. O’Keeffe
12 Systematic Instruction ... 221
Angel Lee, Leah Wood, and Diane M. Browder

III Comprehensive Function-Based and Person-Centered Assessments. ... 237
13 Integrating and Building on Best Practices in Person-Centered Planning, Wraparound, and Positive Behavior Support to Enhance Quality of Life ... 241
Rachel Freeman, Matt Enyart, Kelcey Schmitz, Pat Kimbrough, Kris Matthews, and Lori Newcomer
14 Conducting Functional Behavioral Assessments ... 259
Robert E. O’Neill, Leanne S. Hawken, and Kaitlin Bundock
15 Using Functional Behavioral Assessment Data ... 279
Lee Kern and Beth Custer
16 Conducting Functional Analyses of Behavior ... 295
David P. Wacker, Wendy K. Berg, Brenda J. Bassingthwaite, Todd G. Kopelman, Kelly M. Schieltz, Yaniz C. Padilla Dalmau, Scott D. Lindgren, and John F. Lee

IV Function-Driven Interventions ... 315
17 Strategies to Promote Self-Determination ... 319
Michael L. Wehmeyer
18 Strategies for Self-Management ... 333
Martin Agran
19 Visual Supports as Antecedent and Teaching Interventions ... 347
Pat Mirenda and Brenda Fossett
20 Curricular Modification, Positive Behavior Support, and Change ... 361
Ann Halvorsen and Tom Neary, with contributions by Deanna Willson-Schafer and Mary Wrenn
21 Strategies for Functional Communication Training ... 385
V. Mark Durand

**V Comprehensive Multielement Positive Behavior Support Plans ... 397
22 Building Supportive Environments: Toward a Technology for Enhancing Fidelity of Implementation ... 401
Kent McIntosh, Joseph M. Lucyshyn, M. Kathleen Strickland-Cohen, and Robert H. Horner
23 Implementing Multielement Positive Behavior Support Plans ... 417
Meme Hieneman and Glen Dunlap
24 Cultural and Contextual Fit: Juan’s Family as Active Team Members ... 433
Bobbie J. Vaughn and Lise K. Fox
25 Developing a Multielement Behavior Support Plan for a Middle School Student from a Diverse Background with Significant Behavioral Challenges ... 447
Randall L. De Pry and Julie Esparza Brown
26 Application of a Multielement Positive Behavior Interventions and Supports Plan for Alie, an Elementary Student with Intellectual Disabilities ... 463
Richard W. Albin and Anne W. Todd

VI Future Directions ... 481
27 Positive Behavior Supports and Quality of Life ... 485
Lisa S. Fleisher, Sharon Ann Ballard-Krishnan, and Nila F. Benito
28 Ronda’s Story: Living a Quality Life ... 513
Scott Shepard and Ronda Michaelson
29 Taking Positive Behavior Interventions and Supports into the Future ... 533
Allyson Satter, Nikki Wolf, and Wayne Sailor
30 Association for Positive Behavior Support Standards of Practice: Individual Level (SOP-I) ... 549

Index ... 555

Foreword

by Rud and Ann Turnbull
The content of this book provides a critical reflection on the history and evolution of positive behavior support (PBS) as a response to the needs of individuals with disabilities. It aims to establish a clearer understanding of the relationship between PBS and applied behavior analysis, the standard-based competencies needed by practitioners, and the importance of ethical contexts within the PBS framework.

Preface

Individual Positive Behavior Supports: A Standards-Based Guide to Practices in School and Community Settings brings together the work of leading scholars to present the foundational knowledge, skills, and dispositions needed to effectively and respectfully support individuals who engage in challenging behaviors. Relying on both the science and the technology of positive behavior support (PBS), this book explores the standard-based competencies necessary for individuals, their families, and professionals working with people who experience challenging behavior across ages and disabilities.

Foundations of Positive Behavior Support

Standards Addressed in This Section

I. A. Practitioners of positive behavior support (PBS) have the following perspectives on the evolution of PBS and its relationship to applied behavior analysis (ABA) and movements in the disability field:

  1. History of applied behavior analysis and the relationship to PBS
  2. Similarities and unique features of PBS and ABA
  3. Movements in the field of serving people with disabilities that influenced the emergence of PBS practices, including: a. Deinstitutionalization
    b. Normalization and social role valorization
    c. Community participation
    d. Supported employment
    e. Least restrictive environment and inclusive schooling
    f. Self-determination

I. B. Practitioners applying PBS with individuals adhere to the following basic assumptions about behavior:

  1. Challenging behavior serves a function.
  2. Positive strategies are effective in addressing the most challenging behavior.
  3. When positive behavior intervention strategies fail, additional functional assessment strategies are required to develop more effective PBS strategies.
  4. Features of the environmental context affect behavior.
  5. Reduction of challenging behavior is an important—but not the sole—outcome of successful intervention; effective PBS results in improvements in quality of life, acquisition of valued skills, and access to valued activities.