Positive behavior support (PBS) uses tools from applied behaviour analysis and values of normalisation and social role valorisation theory to improve quality of life, usually in schools.
People's inappropriate behaviors are difficult to change because they are functional; they serve a purpose for them (sensory needs, attachment/attention, escape or tangible).
For example, teachers and parents need strategies they are able and willing to use and that affect the child's ability to participate in community and school activities.
Even though FBA is required under limited circumstances it is good professional practice to use a problem-solving approach to managing problem behaviors in the school setting.
[2] The use of positive behavior interventions and supports[3] (PBIS) in schools is widespread[4] in part because it is a professional skill in early special education programs (as opposed to Rogerian counseling).
[5] A basic tenet of the PBIS approach includes identifying students in one of three categories – primary, secondary, or tertiary[6][7][5][8] Interventions are specifically developed for each of these levels with the goal of reducing the risk for academic or social failure.
Approximately 80–85% of students who are not at risk for behavior problems respond in a positive manner to this prevention level.
[10] Primary prevention strategies include, but are not limited to, using effective teaching practices and curricula, explicitly teaching behavior that is acceptable within the school environment, focusing on ecological arrangement and systems within the school, consistent use of precorrection procedures, using active supervision of common areas, and creating reinforcement systems that are used on a school-wide basis.
[8]Tertiary prevention programs focus on students who display persistent patterns of disciplinary problems.
[16] Students within the tertiary level continue involvement in primary and secondary intervention programs and receive additional support as well.
[17] ODRs may be a means of both identifying students' risk level for antisocial behavior and school failure.
[8] Researchers have advocated analyzing this naturally occurring data source as a relatively cheap, effective, and ongoing measurement device for PBS programs.
[17][18][19][7][20][21] ODRs have also been shown to be effective in determining where students fall within a three-leveled model,[7] developing professional development as well as helping coordinate school efforts with other community agencies,[22][23] predicting school failure in older grades as well as delinquency,[19] indicating types of behavior resulting in referrals,[24] and determination of the effectiveness of precorrection techniques.
For example, a child may fidget at first, then begin to tease others, then start to throw things, and finally hit another student.
Providing choices is very important and staff can set limits by giving alternatives that are related to a behavior they are seeking.