Discuss generally the role of planning in each of the three levels of positive behavior support (PBS).
Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional. The first level, which is the primary prevention level consist of school/classroom wide systems for all students, faculty, staff, and settings. The second prevention level focuses on specialized groups and systems with students with at-risk behaviors. The third prevention level is the tertiary prevention level which focuses on specialized, individualized, and systems with students at high risk.
Positive Behavior Support (PBS) is an approach aimed at promoting positive behavior and reducing challenging behavior through a systematic and individualized plan. PBS operates at three levels: (1) Universal or primary level, (2) Secondary or targeted level, and (3) Tertiary level. At each level, planning plays a crucial role in implementing positive behavior support strategies effectively. Let's explore the role of planning in each level:
1. Universal Level:
The universal level of PBS focuses on promoting positive behavior throughout an entire community or setting, such as a school or organization. Planning at this level involves establishing a foundation of proactive strategies and expectations that apply to all individuals within the community. It typically includes the following components:
a. Data Collection and Analysis: Collecting information about behavior patterns, identifying trends, and understanding the specific needs of the community.
b. Developing Behavior Expectations: Defining clear and positive behavior expectations, which are communicated to everyone in the community. These expectations serve as a guiding framework for behavior management.
c. Teaching Prosocial Skills: Planning and implementing programs that teach individuals the necessary skills to succeed in the community, such as communication skills, problem-solving, and social-emotional competencies.
d. Environmental Supports: Planning the physical environment to make it conducive to positive behavior and reducing environmental triggers that may lead to challenging behavior.
2. Secondary Level:
The secondary level of PBS addresses the needs of individuals who may require more targeted support. Planning at this level involves developing additional strategies and interventions to support the specific needs of these individuals. Some key planning considerations include:
a. Functional Behavioral Assessment: Conducting an assessment to identify the underlying factors contributing to challenging behavior. This involves data collection, observation, and analyzing the functional relationship between behaviors and their antecedents and consequences.
b. Behavior Intervention Plan (BIP): Developing an individualized BIP based on the functional assessment. This includes identifying replacement behaviors, setting specific goals for behavior change, implementing proactive strategies, and defining consequences to promote positive behavior.
c. Collaboration and Communication: Planning for effective communication and collaboration among all stakeholders involved in supporting the individual, such as teachers, parents, therapists, and administrators. This helps ensure consistency and a coordinated approach to behavior support.
3. Tertiary Level:
The tertiary level of PBS focuses on individuals who require intensive and individualized support due to severe and persistent challenging behavior. Planning at this level involves developing comprehensive behavior support plans that address complex needs. Key planning considerations include:
a. Functional Behavior Assessment (FBA): Conducting a thorough assessment, not limited to antecedents and consequences but also considering the individual's overall environment, physical and mental health, and personal history.
b. Wraparound Planning: Developing a wraparound plan that encompasses all aspects of the individual's life, such as school, home, and community. This plan identifies specific strategies and interventions, including the collaboration of multiple agencies to provide comprehensive support.
c. Crisis Management Planning: Preparing detailed crisis intervention plans that outline strategies to manage and de-escalate crisis situations safely, ensuring the safety of the individual and those around them.
d. Ongoing Monitoring and Evaluation: Continuously monitoring the effectiveness of interventions and making adjustments as needed. Planning should include regular data collection, progress monitoring, and reassessment of strategies to ensure the best possible outcomes.
In conclusion, planning is a core component of each level of positive behavior support in PBS. It involves data collection, assessment, goal-setting, intervention development, collaboration, and ongoing evaluation. Effective planning ensures that behavior support strategies are tailored to meet the unique needs of individuals within a community or setting, promoting positive behavior and reducing challenging behavior.
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