Positive Behavioral Support in the Classroom

Principles and Practices

By Lewis Jackson, Ed.D., & Marion Veeneman Panyan, Ph.D.

This comprehensive text provides research and practical strategies on how to implement a positive behavioral support (PBS) plan in the classroom. In this book you will examine the origins of PBS in public education explore the possibilities and boundaries of the support process within today's schools learn a planning protocol for the entire support process from concept to revision, along with assessment practices address the practical details of planning, designing, and implementing support processes for individual students link behavioral support concepts to the broader practices of school communities and society This book also includes photocopiable forms to aid preservice and in-service educators as they begin to assess children with challenging behavior and plan effective interventions. And vignettes, accompanied by thought-provoking questions for the reader, give a peek into the reality of PBS in action.

Paperback 384 pages / 7 x 10 2001

Table of Contents --------------------------------------------------------------------------------

About the Authors Foreword Diane Lea Ryndak Introduction Acknowledgments

I. The Origins of Positive Behavioral Support Understanding Public Education's Responses to Challenging Behavior Defining and Responding to Challenging Behavior Purpose of Education, Perceptions of Behavior, and Impact on Practices: General Education Purpose of Education, Perceptions of Behavior, and Impact on Practices: Special Education Tides of Change Perspectives on the Amelioration of Challenging Behavior Historical Perspective Contemporary Approaches to Addressing Challenging Behaviors Social Discipline Model Quality School Model Ecological Model Behavioral Model Cognitive-Behavioral Model Multiple Intelligences Model Judicious Discipline Model Seeds of Positive Behavioral Support Designing Theoretically Sound Classroom Practices to Guide Student Learning and Behavior with Ginny Helwick Theory in Educational Practice Belief Systems, Teaching Pedagogies, Personal Philosophies, and Learning Theories Five Principles of Learning The Gap Between Theory and Practice The Dominant Research Paradigm and its Repercussions An Alternative Paradigm and its Implications Conclusion and a Look Ahead

II. Understanding and Characterizing the Support Process General Considerations for Positive Behavioral Support When Discipline and Treatment Approaches Come Together Outcome Issues Unaddressed Outcomes Outcomes from an Educative Perspective Practice Issues Methodological Considerations Social Justice Considerations Community Rights and Needs Issues Individual Rights versus the Rights of Others What Research Says The Task Ahead Critical Processes within Behavioral Support Person-Centered Planning Five Distinguishing Features of Person-Centered Planning Additional Characteristics of Person-Centered Planning The Person-Centered Planning Advantage The Role of Relationships in the Support Process Relationships as Factors in Behavioral Change and Learning Relationships as Factors in Sustaining Change Promoting Relationships Between Educators and Students Hypothesis-Based Intervention The Coming of Age of Hypothesis-Based Intervention Developing Support-Oriented Hypotheses for Behavior Components of Effective Hypothesis-Based Interventions Crisis Support: Responding to Challenging Behaviors The Crisis Cycle Guidelines When Using Removal Synchronizing the Four Behavioral Support Processes Facilitating Change to Enhance Behavioral Support for Students and the Community with Ginny Helwick Underlying Premises for Working with Change Viewing Systems as Complex, Dynamic Entities Overcoming Barriers to Understanding Positive Behavioral Support as Innovation Synthesis: The Co-construction of Understanding and Innovation in Complex Systems

III. Planning and Assessment for Positive Behavioral Support Planning for Positive Behavioral Support Determine the Degree of Concern Plan the Intervention Gather Information Formulate Outcomes Delineate Hypotheses Generate Forecasts Initiate the Intervention Construct the Plan Recruit Resources Implement the Intervention Put in Place Educational and Environmental Changes Put in Place Professional Development Put in Place Incident Response and Crisis Procedures Ensure Critical Communications Ensure On-Demand Problem Solving Evaluate Change in the Learner and the Community Revise the Intervention Reflections and Review of the Protocol Support-Based Assessment Four Considerations in Support-Based Assessment The Cultural Context of the School Assessment Based on Differing Degrees of Concern Assessment and Intervention as a Continuous, Cyclical Process Social Validity Assessment for Creating the Intervention Functional Behavioral Assessment Participation in General Education Classes Assessment for Implementing the Intervention Put in Place Educational and Environmental Changes Put in Place Professional Development Put in Place Incident Response and Crisis Procedures Ensure Critical Communication Ensure On-Demand Problem Solving Evaluate Change in the Learner and the Community Guided Inquiry Revisited

IV. Positive Behavioral Support Practices and Their Applications Enhancing Positive Behavioral Support Practices with Marjorie Z. Leon Affective Supports Schedule and Activity Supports Peer Supports Teacher Style Supports Self-Assessment of Support Practices Support Practices and the "Voice" of Students Developing and Implementing Solution-Focused Behavioral Support Plans with Ginny Helwick, Marjorie Z. Leon, Shanda Harrell Schlagenhauf, and Sunhi Bak Traditional Planning and Intervention Practices An Aggregation of Present Practices Limitations A Different Paradigm: Solution-Focused Behavioral Support Three Fundamental Concepts of Solution-Focused Behavioral Support Overview of Solution-Focused Planning Components of a Solution-Focused Behavior Intervention Plan Developing and Initiating a Solution-Focused Plan Understanding Precipitating Circumstances Creating the Plan Formalizing the Plan Goals, Decisions, and Recommendations: A Brief Example Implementing and Revising a Solution-Focused Plan Educational and Environmental Changes, Critical Communications, and Problem Solving Professional Development, Incident Response and Crisis Procedures, and Evaluating Learner and Community Changes An Illustration of Solution-Focused Planning Precipitating Conditions Plan Development Brief Synopsis of Implementation Results Critical Responses to Some Pressing Questions Appendix: Solution-Focused Behavior Intervention Planning Form for Steve Developing and Implementing Long-Term, Comprehensive Behavioral Support Plans An Illustration of the Full Process Precipitating Conditions Plan the Intervention Initiate the Intervention Implement the Intervention Revise the Intervention Planning Crisis Intervention and Support for Escalating Behaviors Overview of Escalation Support Planning The Six-Step Planning Process Behavioral Support, Reintegration, and School Capacity Appendix: Elements of a Comprehensive Plan and Example Components from Brian's Plan V. Positive Behavioral Support at the School and Community Levels Preparing Schools for Positive Behavioral Support Changing a School's Culture and Climate to Promote Positive Behavioral Support Schoolwide Mission Statement Schoolwide Policies and Procedures for Discipline Collaborative Professional Development Principles of Organizational Change Large-Scale Systemic Restructuring Comprehensive Evaluation Schoolwide Approaches that Are Consistent with Positive Behavioral Support Democratic Schools Schoolwide Behavior Management Systems Caring Schools: Child Development Project Conflict Resolution Schools Wraparound Planning Synthesis: Five Motifs Epilogue Creating a Positive Social Science Wide Awakeness