How Positive Behavior Support Can Work In A School Setting

Working Together: Family-School Collaboration in Positive Behavior Support

Positive behavior support (PBS) combines the principles of applied behavior analysis with person, family, and system-centered practices to improve behavior and quality of life. Many of the articles in Parenting Special Needs Magazine have focused on how to use PBS in homes and community settings (e.g., see Special Issue). In this article, we will focus on how PBS is applied in schools and how family members and educators can work together to improve child behavior across settings.

What are the Key Features of PBS?

Regardless of where, when, or with whom PBS is used, it has consistent key features. First, PBS is focused not only on improving behavior, but enhancing lives as well. This means helping children and their families go more places and do more things, enjoy their relationships, and experience satisfying and productive lives. To meet this goal, PBS involves building support teams (e.g., parents, friends, service providers) to plan and work together.

Second, PBS relies on objective information. Prior to developing strategies, teams observe and record patterns surrounding children’s behavior. They look at what happens before and after behavior because learning allows teams to create more individualized and effective interventions. Data are also collected throughout the process to make sure the strategies are being used consistently and are resulting in the desired changes (e.g., tracking how long your child is able to participate in activities or how long tantrums go on).

Finally, PBS plans include multiple components. Proactive strategies reduce the likelihood of problem behavior and/or prompt positive behavior. They might include organizing the environment, clarifying expectations, using visual cues, or breaking down difficult tasks. Plans also focus on teaching desirable behavior such that allow children to meet their needs more appropriately (e.g., using words instead of whining or tantrums to communicate) and participate more effectively in activities. And finally, plans include maximizing positive consequences for positive behavior while minimizing reinforcement for problem behavior (e.g., giving attention when your child asks nicely rather than for slamming objects, allowing breaks between chores rather than for dawdling).

How is PBS Implemented in Schools?

PBS is applied in schools using something called a multi-tiered model – see the triangle image below. System-wide strategies form the base of the triangle. These strategies – establishing expectations, rewarding good behavior, teaching academic and social skills, using data to make decisions, and, in general, creating a positive school climate – are simply best practices for ALL students. When SOME students do not respond to the system-wide strategies, they may require strategies depicted in the middle tier of the triangle. These might include providing additional structure in classrooms or other school settings, social skills groups, peer mediation, or behavioral contracts and monitoring programs such as Check-In/Check-Out.

Even with a variety of tiered system-wide and group-level strategies, a FEW students may require more comprehensive, individualized interventions to support their behavior. This intensive level is shown at the peak of the triangle. These interventions are developed following an assessment to determine the functions of the student’s behavior and include individualized proactive, teaching, and management strategies. For example, a plan for a student whose behavior is motivated by avoiding task demands might include simplifying or shortening his work, reminding him to request breaks when frustrated, and rewarding longer periods of work with activities he enjoys. Schools benefit from offering PBS strategies at all three levels and using effective problem-solving processes to match the intensity and type of strategies used to students’ needs.

How Can Educators and Families Support PBS?

Educators and families play an equal role in supporting PBS to advance their shared commitment to promote children’s appropriate behavior and quality of life. With that shared commitment in mind, there are certain approaches educators and families can use. These approaches emphasize using open communication, engaging in shared decision-making, and coordinating efforts across home and school. First, educators can communicate with families proactively and use methods that allow all families to share information. Through communicating back-and-forth, educators improve their understanding of children’s needs, which helps develop schoolwide expectations. Second, educators include family members on school teams and in decision-making. By including family members in schoolwide PBS and individualized interventions, the school community begins to reflect family culture, values, and expectations. Third, educators can support families as they use PBS at home. Educators can collaborate with families as they extend key features of PBS to home (e.g., reinforcing positive behavior at home).

Like educators, family members can also support PBS across settings. A primary strategy is communication. Family members can let educators know their communication preferences so that educators can be responsive. Educators often do not know extensive information about a child’s experience outside of school. Family members can share how their child learns best so that PBS can be responsive to their needs. In addition, family members can participate on school teams. Some family members may not have a background in education, and thus serving on a school team may not seem familiar. Family members can talk with educators about roles, expectations, and common terms before attending meetings so they feel prepared to engage as a co-equal partner on the team. Finally, family members can use PBS at home. Educators and families can work together to develop strategies that work with their children and fit PBS within a family’s culture.

How Do We Collaborate Effectively?

To create the conditions that support family-educator collaboration in PBS, a foundation of trusting, positive, and respectful relationships is important. Educators and family members may find it useful to explore their beliefs and expectations about schooling and collaboration. This exploration can help educators design school approaches to support collaboration such as creating a positive atmosphere and clarifying expectations for family members, helping family members feel safe and supported in their work with educators. Similarly, family members can share their expectations and preferences with educators. This authentic two-way exchange of beliefs and expectations builds a foundation for trust and reciprocity. If concerns or conflicts arise in the future, educators and family members have an established working relationship, knowledge of each other’s preferences, and common goals for student success.

In their day-to-day interactions, it can be helpful to remember the focus is on children’s behavioral and academic success and quality of life. That shared focus, along with a grounding in each other’s values, beliefs, and expectations, can promote co-creation of school-wide approaches, establishing specific interventions, and building individualized strategies across home and school. In addition, a foundation in a trusting relationship builds a sense that educators and family members understand each other’s perspective and can count on them in times of need.

Meme Hieneman, has a Ph.D. in Special Education and is nationally certified as a behavior analyst. She has published a variety of articles, chapters, and books including “Parenting with Positive Behavior Support: A Practical Guide to Resolving Your Child’s Difficult Behavior.” In her professional career, Meme has worked with children with severe behavior problems for more than 20 years.

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This post originally appeared on our July/August 2018 Magazine