Positive Behavior Support is a collaborative, assessment-based process to develop effective, individualized interventions for individuals with challenging behavior. Support plans focus on proactive and educative approaches (Rehabilitation Research & Training Center on Positive Behavior Support).
Functional Assessment
All behavior serves a purpose.
PBS involves conducting a Functional Assessment which allows parents, teachers and students to identify:
Problem behaviors
Setting or environmental factors affecting behavior
Necessary interventions
Understanding Behavior: Internal vs. External Triggers
Behavior management should result from understanding the difference between externally choosing behaviors and internal responses.
Carefully examination of the individual's response to the stimulation
Behavior management should address the individual ’s perception of sensory stimulation.
A "calm" sensory system, allows time for appropriate behavior management techniques to be addressed.
Auditory System (Hearing)
Sensorimotor System (Touch)
The Visual System (Sight)
Olfactory System (Smell)
Gustatory System (Taste)
Somatosensory System (Somatic Sensation related to the perception of stimuli from the skin or other organs)
How can individuals help?
Parents and teachers need to recognize the individual's nonverbal communication (rocking, moving away from the group, making humming noises) in order to calm down the sensory system and avoid unnecessary overloads.
Example : Eric is sitting at his group's table during a learning activity. As the group continues working with the manipulatives on the table, Eric begins rocking and kicking his legs. Instead of telling Eric to sit still, his teacher realizes from Eric's nonverbal signals that Eric is upset. He is using behavioral signs (rocking and kicking) to inform her of his increased agitation. In order to avoid a possible overload, Eric's teacher considers several alternatives to accommodate Eric's needs. She gives him a choice between sitting in a quiet, undisruptive place with the group or a choice of doing individual work.
How to Determine Internal Behavioral Triggers
Analyze the individual's sensory system.
Assess what calms the individual and what are possible triggers to an overload.
Determine the function of the individual's behavior.
Ask for whom is the behavior a problem?
Recognize if you are creating a problem where there doesn't need to be one.
While standing in the hallway, waiting for PE, Julie began humming to block out hall noise. Julie’s teacher hands Julie some soft earplugs that her mother sent to school to help Julie refocus her attention.
Routines/Schedules
Transitions are difficult for Roger. When he is asked to clean up an activity, he resists stopping what he is doing. To avoid this confrontation, Roger's teacher gives him a 5 minute signal to indicate clean up time followed by a 1 minute signal. This familiar routine creates a calm environment and Roger is able to anticipate classroom transitions.
Shape Alternate Replacement Behaviors
Jeremy becomes easily frustrated when he is asked to share his favorite toy with his younger sister. Jeremy reacts by pushing his younger sister away. After monitoring his behavior, Jeremy's mother writes a social story with Jeremy about sharing. The social story explains the importance of sharing with his younger sister and how Jeremy can stay calm and focused during sharing time. Jeremy is rewarded by playing a game or reading a book dealing with his area of interest.
Sensory Stimulation
Amber has difficulty sitting at the dinner table and finishing her meal. Her parents understand that Amber responds well to deep pressure. At the dinner table, her parents take turns rubbing her back, massaging her shoulders, and rubbing her arms. Amber is then able to focus on eating her dinner because she is calm and her sensory system is being fed.
Just because an individual with autism or a related special need can say the words does not mean that he or she will have full comprehension of what is being stated.
Understand how to complete work or play activities and tell someone they are finished
Transition from one activity to another
Follow rules and routines
Make choices about what they want to do
Why use Visual Supports?
Visual cues allow some individuals with autism to:
Learn more quickly
Reduce inappropriate behavior
Decrease anxiety or frustration
Adjust to changes in the environment
Complete tasks independently
Gain further independence
When Should I use Visual Supports?
When the individual:
Does not follow directions
Just looks at you
Walks away
Overloads
Continues doing whatever it was he or she was doing
Engages in other undesired behaviors
What Kind of Visual Supports Can I Use?
Visual Schedules: organize a schedule for each day, the morning, the evening or the week; visual schedules sequence events for certain periods of time
Information Sharers: “What did you like about your day?” Model this information then ask the individual.
Checklists/Organizers: break down the steps necessary to complete an activity; a PDA or laptop may be helpful for some individuals.
Suggestions for Introducing the Support
Use a step-by-step format.
Talk with the individual, model the steps of the support, or show a video clip of another child/parent using the visual support.
Start with a simple task first.
Next, pick a strategy that the individual will find meaningful.
References
Applebaum, M. & Appelbaum, M. (2000). How to handle the hard to handle student resource handbook. Houston, TX: Appelbaum Training Institute.
Bloomquist, M. (1996). Skills training for children with behavior disorders: A parent and therapist guidebook. New York: A Division of Guilford Publications, Inc.
Kowlski, T. (2002). The source for asperger's syndrome. East Moline, IL: LinguiSystems, Inc.
Myles, B. & Savner, J. (2000). Making visual supports: Work in the home and community; strategies for individuals withautism and asperger syndrome. Shawnee Mission, KS: Autism Asperger Publishing Company.
Richard, G. J. (1997). The source for autism. East Moline, IL: LinguiSystems, Inc.
