Individualized Positive Behavior Support in School Settings

Goh, Ailsa E.; Bambara, Linda M.

doi:10.1177/0741932510383990

Cited by 87 publications

(98 citation statements)

References 87 publications

(51 reference statements)

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“…They simultaneously include withholding reinforcement for problem behavior, in essence combining differential reinforcement (Chowdhury and Benson 2011) and extinction (Iwata et al 1994) to maximize the effectiveness of functional consequences. Function-based interventions have been well documented in terms of their effectiveness across populations and settings (Gage et al 2012;Geiger et al 2010;Goh and Bambara 2010;Kliebert et al 2011;Newcomer and Lewis 2004). Functional consequences are often combined with other reinforcers to encourage desired as well as replacement behaviors (O'Neill et al 2014).…”

Section: Assessment Of Contexts and Functionsmentioning

confidence: 99%

Positive Behavior Support for Individuals with Behavior Challenges

Hieneman

2015

Behav Analysis Practice

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Individual positive behavior support (PBS) is a process that combines evidence-based practices from applied behavior analysis (ABA) and other disciplines to resolve behavioral challenges and improve independence, participation, and overall quality of life of individuals living and learning in complex community environments. Its features include lifestyle enhancement, collaboration with typical caregivers, tracking progress via meaningful measures, comprehensive function-based interventions, striving for contextual fit, and ensuring buy-in and implementation. This article will summarize the features and illustrate with a case example.• Engaging caregivers to take an active role in behavioral intervention • Designing interventions that work effectively within natural routines • Addressing lifestyle changes, as well as more discrete behavior changes • Creating strategies that are durable, reducing dependence on professionals

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Section: Assessment Of Contexts and Functionsmentioning

confidence: 99%

Positive Behavior Support for Individuals with Behavior Challenges

Hieneman

2015

Behav Analysis Practice

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“…Meta-analyses have the following four purposes: (a) identification of variables that may have an influence on outcome variables, (b) summarizing the overall effectiveness of the treatment being examined, (c) describing the body of research as a whole, and (d) providing quantification for the effectiveness of an intervention (Blimling 1988;Busk and Serlin 1992;Busse, Kratochwill, and Elliot 1995). Three meta-analyses have investigated function-based interventions and therefore included studies utilizing FCT (Goh and Bambara 2010;Gresham et al 2003;Marquis et al 2000); they found that FBA-based interventions can produce positive behavioral changes. Further, one recent meta-analysis examined the use of augmentative and alternative communication (AAC), including via FCTbased interventions, to address challenging behavior (Walker and Snell 2013).…”

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confidence: 99%

A Meta-analytic Review of Functional Communication Training Across Mode of Communication, Age, and Disability

Heath¹,

Ganz

Parker

et al. 2015

Rev J Autism Dev Disord

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Deficits in communication in people with disabilities are a major cause of challenging behaviors. Functional communication training (FCT) is one treatment developed to address both challenging behavior and instruction in replacement communicative behaviors by determining the function, or reason, the behavior occurs and developing a communication intervention to address that function. This meta-analysis included 36 single-case studies that evaluated the impact of functional communication training on challenging behaviors in people with disabilities. Effects were measured using the Robust IRD effect size. Findings indicate that functional communication training has strong effects overall. Regarding communication mode, results were greater for speech (verbal) than aided augmentative and alternative communication (AAC) and greater for aided AAC than unaided AAC. Further, primary-aged participants had stronger effects than elementary-aged children and elementary had better effects than adults. Secondary students also had better effects than adults, though effects for secondary-aged participants were not significantly different than those for primary or elementary ages. Finally, FCT was more effective with participants with autism than intellectual disabilities. Challenging behaviors such as aggression, self-injury, stereotypy (e.g., repetitive hand movements or speech), and noncompliance are common in individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and multiple disabilities (Baghdadli, Pascal, Grisli, and Aussiloux 2003;Kiernan and Kiernan 1994;McClintock, Hall, and Oliver 2003;Murphy et al. 1999;Poppes et al. 2010). If severe and chronic challenging behavior is not addressed, individuals with disabilities are at risk for poor academic achievement, adult mental health concerns, and peer rejection (Dunlap et al. 2006). Challenging behavior also puts individuals at higher risk for abuse, neglect, deprivation (Emerson et al. 2001;Lowe et al. 2007), victimization (Crocker et al. 2006;Rusch et al. 1986), and incarceration (Lund 1990;Crocker and Hoggins 1997;Crocker et al. 2006). Many of these risks can be linked to restrictive social and learning environments due to said challenging behaviors (Buschbacher and Fox 2003;Machalicek et al. 2007;Reichle 1990). Individuals may be segregated or excluded to institutions or specialized treatment centers due to these behaviors, and services within these more restrictive settings can be inconsistent and inadequate due to a higher rate of staff turnover (Hastings and Brown, 2002;Lowe et al. 2007;Machalicek et al. 2007). To decrease the risk of segregation and serious emotional issues, challenging behavior must be addressed using consistent implementation of evidence-based practices.Prior to the mid-1980s, a majority of the research on behavioral interventions for challenging behavior focused on reactive approaches, for example, punishment or withholding reinforcement (Carr 1985;Carr and Durand 1985). Time-out (Zeilberger, Sampen, and Sloane ...

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“…This model describes strategies that are implemented with the whole school to improve behavior and school climate and to prevent or change patterns of problem behavior (17). Based on applied behavior analysis, personcentered planning (an approach designed to assist the individual in planning his or her life and supports, often to increase self-determination and independence), and inclusion principles, PBS aims to support behavioral success by implementing nonpunitive behavioral management techniques in a systematic and consistent manner (18, 19). PBS models of intervention seek to prevent problem behavior by altering conflictinducing situations before problems escalate while concurrently teaching appropriate alternative behaviors (8).…”

Section: School-based Behavioral Interventionsmentioning

confidence: 99%