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Positive behavioral support (PBS) began in the early 1980’s as an application of applied behavior analysis based on research-validated behavioral interventions for individuals (ages pre-school through adult) who experienced serious or self-injurious behaviors. PBS focuses on changing individual behaviors across many different types of settings using research-validated behavioral and contextual interventions for specific individuals, groups of individuals (e.g., classroom) and universal (e.g., schoolwide) behavior management interventions. These strategies have documented success in improving pro-social behaviors for individuals who once experienced limited or inappropriate social interactions. The four primary steps of PBS are:
assessing the function of the behavior using a functional behavior assessment
(FBA);
formulating a hypothesis about why the behavior is occurring;
conducting a functional behavior analysis to test the hypothesis; and
creating a behavior intervention plan (BIP).
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Publication Using Information Technology to Prepare Personnel to Implement Functional Behavioral Assessment and Positive Behavior Support.(Exceptionality, 2000) Sailor, Wayne; Freeman, Rachel L.; Britten, Jody; McCart, Amy B.; Smith, Christopher; Scott, Terry; Nelson, MikePublication Urban Applications of School-Wide Positive Behavior Support: Critical Issues and Lessons Learned.(Journal of Positive Behavior Interventions, 2001) Warren, Jared S.; Edmonson, Hank; Griggs, Peter; Lassen, Stephen R.; McCart, Amy B.; Turnbull, Ann P.; Sailor, WaynePublication The Perspectives of Individuals with Cognitive Disabilities and/or Autism on Their Lives and Their Problem Behavior.(Research and Practice for Persons with Severe Disabilities, 2002) Ruef, Michael B.; Turnbull, Ann P.The purpose of the study was 2-fold: (a) to explore the perceptions of individuals with cognitive disabilities and/ or autism regarding barriers and solutions they have experienced related to problem behavior, and (b) to elicit suggestions on areas viewed as most helpful in increasing quality of life while reducing or eliminating problem behavior. A qualitative method of inquiry using focus groups and individual interviews was used. Several themes emerged from the focus groups, including the difficulties participants experienced with communication; participants’ need for personal decision making and privacy; and the importance of recreation, employment, selection of living situations, and relationships with friends and family members. The article indicates the importance of listening carefully to individuals with disabilities as a first step in improving the quality of their lives.Publication Stakeholder Opinions on Accessible Informational Products Helpful in building Positive Practical Solutions to Behavioral Challenges of People with Mental Retardation and/or Autism.(Education and Training in Mental Retardation and Developmental Disabilities, 2001) Ruef, Michael B.; Turnbull, Ann P.Publication Relation Between Heart Rate and Problem Behaviors(American Journal on Mental Retardation, 1999) Freeman, Rachel L.; Horner, Robert H.; Reichle, JoePublication Quality Indicators of Professionals Who Work with Children with Problem Behavior(Journal of Positive Behavior Interventions, 2002) Park, Jiyeon; Turnbull, Ann P.We present the perspectives that emerged from our qualitative data. Sixteen focus groups were conducted with 69 families of children with disabilities. From a larger study addressing partnerships between families and professionals, the data analyzed in this article focus on quality indicators of professionals in their work with children who experience challenging behavior. Findings from the qualitative analysis are organized into three themes: (a) respect for children, (b) skills to meet special needs, and (c) commitment.Publication Public Policy Foundations for Positive Behavioral Interventions, Strategies, and Supports(Journal of Positive Behavior Interventions, 2000) Turnbull, H. Rutherford, III; Wilcox, Brennan L.; Stowe, Matthew J.; Carolyn, Raper; Hedges, Laura PennyThis article examines precedents that justify Congress in creating a preference for positive behavioral interventions, strategies, and supports over other interventions in the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA). The authors concluded that the IDEA 1997 provisions are warranted by several well-established precedents based in constitutional law, in the right to treatment and the right to education cases, in moral philosophy, and in democratic-government philosophy.Publication Positive Behavior Support: Family, School and Community Partnerships(Beyond Behavior, 2001) Frankland, H. Corine; Edmonson, Hank; Turnbull, Ann P.Publication Positive Behavior Support: Evolution of an Applied Science(Journal of Positive Behavior Interventions, 2002) Carr, Edward G.; Dunlap, Glen; Horner, Robert H.; Koegel, Robert L.; Turnbull, Ann P.; Sailor, Wayne; Anderson, Jacki L.; Albin, Richard W.; Koegel, Lynn Kern; Fox, LisePositive behavior support (PBS) is an applied science that uses educational and systems change methods (environmental redesign) to enhance quality of life and minimize problem behavior. PBS initially evolved within the field of developmental disabilities and emerged from three major sources: applied behavior analysis, the normalization/inclusion movement, and person-centered values. Although elements of PBS can be found in other approaches, its uniqueness lies in the fact that it integrates the following critical features into a cohesive whole: comprehensive lifestyle change, a lifespan perspective, ecological validity, stakeholder participation, social validity, systems change and multicomponent intervention, emphasis on prevention, flexibility in scientific practices, and multiple theoretical perspectives. These characteristics are likely to produce future evolution of PBS with respect to assessment practices, intervention strategies, training, and extension to new populations. The approach reflects a more general trend in the social sciences and education away from pathology-based models to a new positive model that stresses personal competence and environmental integrity.Publication Positive Behavioral Support: A Proactive Strategy for Minimizing Behavior Problems in Urban Multicultural Youth(Journal of Positive Behavior Interventions, 2002) Utley, Cheryl A.; Kozleski, Elizabeth B.; Smith, Anne; Draper, Ingrid L.The social—emotional needs of children in urban school communities place these students at risk for educational failure. For these children, successful teaching and learning models appear particularly complex because they must combine both multicultural approaches and effective positive behavior support (PBS) strategies that promote healthy, prosocial behaviors. This article examines trends in the racial disparity in exclusionary discipline procedures that impact the schooling experiences of urban children, presents a conceptual framework for understanding culturally influenced social behaviors, and discusses ways to incorporate multicultural education into PBS programs.Publication Perspectives of Five Stakeholder Groups: Challenging Behavior of Individuals with Mental Retardatoin and/or Autism(Journal of Positive Behavior Interventions, 1999) Ruef, Michael B.; Turnbull, Ann P.; Turnbull, H. Rutherford, III; Poston, Denise J.Data from five focus groups, each representing a different stakeholder constituency interested in the challenging behavior of individuals with mental retardation and/or autism, were reported. Emergent themes across administrators and policy makers, families, friends, individuals with disabilities, and teachers and practitioners included current barriers faced; practical, positive solutions found; and preferences for helpful informational products concerning challenging behavior. Key recommendations focus on the implications of this information for research, training, and dissemination activities.Publication Operation Positive Change: PBS in an Urban Context(Journal of Positive Behavior Interventions, 2002) Markey, Ursula; Markey, D. J.; Quant, Brenda; Santelli, Betsy; Turnbull, Ann P.Children who have problem behavior need not only the support of school personnel but also the support of their parents to be successful in both educational and community/home settings. However, too often research-based best practices in positive behavior support (PBS) do not reach families, particularly culturally and linguistically diverse families living in underserved urban communities. This article describes Operation Positive Change—a training curriculum and train-the-trainer model developed by Pyramid Parent Training Community Parent Resource Center that brings PBS best practices identified by leading PBS researchers to parents in New Orleans, Louisiana. After participating in Operation Positive Change work-shops, parents who are dealing with the problem behavior of their children, as well as a myriad of other challenges related to poverty, race, and language barriers, are gathering data about their child's strengths and needs and likes and dislikes, developing a functional assessment for their child, and participating as full partners in the development of a PBS planPublication Integrating Services, Collaborating, and Developing Connections with Schools(Focus on Exceptional Children, 2000-10) Lawson, Hal A.; Sailor, WaynePublication IDEA, Positive Behavioral Supports, and School Safety(Journal of Law and Education, 2001) Turnbull, H. Rutherford; Wilcox, Brennan L.; Turnbull, Ann P.; Sailor, Wayne; Wickham, DonnaPublication IDEA Requirements for Use of PBS: Guidelines for Responsible Agencies(Journal of Positive Behavior Intervention, 2001) Turnbull, H. Rutherford, III; Wilcox, Brennan L.; Stowe, Matthew J.; Turnbull, Ann P.Positive behavioral interventions and supports (PBS) is the federal law's preferred strategy for dealing with challenging behaviors of students with disabilities. The Individuals with Disabilities Education Act (IDEA) requires PBS to be considered in all cases of students whose behavior impedes their learning or the learning of others, reflecting IDEA's preference for use of state-of-the-art technology in special education. This article explains the legal ramifications of these requirements for responsible agencies, including schools, school boards, other local educational agencies, and state educational agencies.Publication Family Perspectives on Problem Behavior(Mental Retardation, 1996) Turnbull, Ann P.; Ruef, Michael B.Publication Family Perspectives on Inclusive Lifestyle Issues for People with Problem Behavior(Exceptional Children, 1997) Turnbull, Ann P.; Ruef, Michael B.Publication Family Interests and Positive Behavior Support: Opportunities Under the Individuals with Disabilities Act(Paul H. Brookes, 2002) Turnbull, H. Rutherford, III; Turnbull, Ann P.; Wilcox, Brennan L.Publication Considerations for Functional Assessment of Problem Behavior Among Persons with Developmental Disabilities and Mental Illness(NADD, 2002) Baker, Daniel J.; Blumberg, E. Richard; Freeman, Rachel L.Publication Comprehensive Lifestyle Support for Adults with Challenging Behavior: From Rhetoric to Reality(Education and Training in Mental Retardation and Developmental Disabilities, 1999) Turnbull, Ann P.; Turnbull, H. Rutherford, III