Positive behavior support (PBS) uses tools from applied behaviour analysis and values of normalisation and social role valorisation theory to improve quality of life, in schools and individuals with learning/intellectual disabilities. PBS uses functional analysis to understand what maintains an individual's challenging behavior and how to support the individual to get these needs met in more appropriate way, instead of using 'challenging behaviours'. People's inappropriate behaviors are difficult to change because they are functional; they serve a purpose for them (sensory needs, attachment/attention, escape or tangible). These behaviors may be supported by reinforcement in the environment. Positive Reinforcement Adding something pleasant to increase a behavior. How it works: After a desired behavior, you give a reward (something the person wants). Goal: The pleasant consequence motivates the person to repeat the behavior. Negative Reinforcement Removing something unpleasant to increase a behavior. How it works: After the desired behavior, something unpleasant stops or is taken away. Goal: The relief encourages the behavior to happen again.
Examples: Taking painkillers removes a headache Negative reinforcement is not punishment. It strengthens behavior by taking away discomfort; punishment reduces behavior. The positive behavior support process involves identifying goals, then undertaking functional behavior assessment (FBA). FBAs clearly describe behaviors, identify the contexts (events, times, and situation) that predict when behavior will and will not occur, and consequences that maintain the behavior. The FBA includes a hypothesis about the behavior and data for a baseline. This informs the support plan design, implementation and monitoring of the plan. Positive behavior support is increasingly being recognized as a strategy that is feasible, desirable, and effective. For example, teachers and parents need strategies they are able and willing to use and that affect the child's ability to participate in community and school activities. By changing stimulus and reinforcement in the environment and teaching the person to strengthen deficit skill areas, their behavior changes. In schools, this can allow students to be included in the general education setting. Three areas of deficit skills addressed by PBS are communication skills, social skills, and self-management skills. Re-directive therapy as positive behavior support is especially effective in the parent–child relationship. Where other treatment plans have failed, re-directive therapy allows for a positive interaction between parents and children. Positive behavior support is successful in the school setting because it is primarily a teaching method.
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