WV APBS Network - Frequently Asked Questions

Frequently Asked Questions

clouds Below are some of the most frequently asked questions about Positive Behavior Support (PBS). Answers have been provided by various members of the WV APBS Network and the national PBS community. If you have a question about Positive Behavior Support not answered here, please contact the WV APBS Network’s leadership team.

What is Positive Behavior Support?

Derived from behavior analysis, Positive Behavior Support (PBS) is a comprehensive and inclusive approach that positively and proactively focuses on developing effective behavior supports and preventing problems before they occur by changing environments, teaching new skills, and improving the quality of life. Positive Behavior Support uses the principles and technology of behavior analysis to affect durable, positive changes in the lives of others by applying evidence-based strategies to achieve those important and valued changes. Although positive behavior support was initally developed for use with individuals with disabilities exhibiting severe challenging behavior, positive behavior support has been extended to use in many other areas and applications.
What is the difference between (PBS), PBIS, and EBS?

PBS, PBIS and EBS are all terms used to identify Positive Behavior Support. They are all the same and are used interchangeably. PBS stands for Positive Behavior Support. PBIS stands for Positive Behavior Interventions and Strategies. EBS stands for Effective Behavior Supports. PBS and PBIS are the more commonly used and recognized terms.
Are there any laws that affect PBS? What is the legal environment surrounding PBS?
1. In the Developmental Disabilities Bill of Rights, the Federal government states that public funds are NOT provided to institutional or other residential programs that do NOT:
  "Prohibit excessive use of chemical restraints (drugs) and use of such restraints as punishment or as a substitute for habilitation;" Interdisciplinary Human development Institute; Values, Issues and Resources: Component 6.
2. Federally, IDEA 2004 also has numerous legal implications as far as the use of Positive Behavior May 27, 2010drastically changed throughout the years which promote the ethical treatment of all citizens.
3. In West Virginia, the Medley/Hartley Act does not support the use of punishment.
PBS does not promote the use of punishment; it teaches the use of replacement skills. Positive Behavior Support teaches strategies, interventions and supports to enable the person to be an integral member of their environment in the least restrictive setting.
Where can I find out more about Positive Behavior Support (PBS)?

Two of the most recognized sources of information on PBS are the Association for Positive Behavior Support and the Office of Special Education's Technical Assistance Center on Positive Behavior Interventions & Support. For additional resources please refer to the Links page of this website.
Who can help me implement PBS?

For school-wide PBS, your PBS State Coordinator can assist you. Please refer to the Office of Special Education's Technical Assistance Center on Positive Behavior Interventions & Support to find out who the coordinator is for your state. In West Virginia, you may contact Dr. Francis Clark at 304/558-2696 or by e-mail for assistance with implementing school-wide PBS. For all other types of Positive Behavior Support, you may contact one of the WV APBS Network partners or a WV APBS Network member.
How is PBS a process? What exactly is the process of PBS?

Positive Behavior Support (PBS) involves four sequential steps. First, the team gathers information by utilizing person-centered tools such as MAP, PATH, and Circle of Support. By combining data analysis, direct observation and information provided by those involved with the individual, information can be effectively utilized in the Positive Behavior Support Process. The second step is for the team to develop a hypothesis, or "best guess", based on current information as to why an individual exhibits maladaptive behavior and under what conditions the behavior may be exhibited. Next, the team develops a support plan based on the information gathered. Intervention is directly linked to the hypothesis statement. The Support plan is then evaluated for effectiveness and revisions can be made at any time based on changing circumstances. Skills developed in the behavior support plan are generalized across environments as to maintain appropriate behavior. Data will prove effectiveness in that a wanted change in behavior has occurred.
How is PBS collaborative?

Implementation of PBS usually requires the efforts of multiple people. These people are designated as a PBS team that function as a collaborative unit in order to assist an individual in reaching his or her goals while improving quality of life. Team members may include a case manager, a psychologist, school staff, family, friends, caregivers, and other community members.
How is PBS proactive?

Traditional behavior management focused on intervening contingent upon occurrance of maladaptive behavior. Positive Behavior Support examines environmental factors surrounding the behavior. Environmental factors include what occurs immediately before the behavior (antecedent) and what occurs earlier that day or sometime before the behavior (slow trigger). By identifying triggers, teams can practice proactive strategies by intervening before the behavior occurs.
How is PBS educative?

PBS is educative in that replacement skills are taught. PBS "helps the individual find ways to get things that he or she wants by doing appropriate, constructive and valuable activities." It may also better help the individual communicate without the use of maladaptive behaviors.
How is PBS functional?

PBS is functional as meaningful replacement skills are taught which can enable an individual to be an active participant in their community. Internal control is long term and empowering. Remember we all have similar needs and wants. Behavior always occurs for a reason.
How long will it take to do PBS??

Since PBS is a process and not a program, the length of time to fully implement PBS will vary from one individual to another. However, it should be noted that due to its proactive philosophy, the process of PBS is ongoing and constantly adapted to meet the needs of the individual.
How is PBS different from other approaches?

PBS is comprehensive, long term, teaches useful skills, proactive, positive, functional and involves the individual. The focus is where it should be: on the individual!
When should a program of individualized PBS be implemented?

When an individual is unable to be successful in the community, home and/or school due to maladaptive behaviors, a referral is usually made. The referral can be made by anyone.
Who should be involved in an individualized process of functional assessment?

The PBS process involves families every step of the way. They are the central members of the PBS team. During the person-centered planning process, families provide the richest and perhaps, most valuable, information. When the individual can’t speak for themselves, families provide most, if not all, of the input in terms of direction, goals, strategies, etc. Teams are ideally made up of anyone who is important in the life of the focus individual (e.g., parents, siblings, other family members, neighbors/friends, school staff, behavioral health staff, etc).
How long does a PBS plan take to make a differece?

Positive Behavior Support is not a "quick fix." It is a permanent behavioral lifestyle change. The length of time it takes for PBS to be effective will vary from one individual to another depending upon how long the maladaptive behavior has existed, how well the behavior works for the individual, and the type of replacement behavior chosen. The time it takes for PBS to be effective will also be determined by how easy or difficult it is for the individual to learn the new behavior.
Who can do PBS?

Anyone can do PBS! For more information please contact one of the WV APBS Network partners.
How is PBS different than behavior modification?

Positive Behavior Support derives principles from applied behavior analysis. The philosophy of PBS includes person-centered planning, changing the environment, improving quality of life, and teaching new skills. This philosophy separates PBS from other approaches.
Does PBS work better with some disabilities than others?

Positive Behavior Support can be utilized across populations, not just individuals with disabilities. However, implementing PBS in to the routine of an individual with a disability, research shows that the most impressive gains in reducing challenging behavior have occurred in individuals who have severe intellectual disabilities. Many successful studies, too, have been done with people who have developmental disabilities, especially those with moderate to severe mental retardation. Currently, researchers have been exploring the use of positive behavioral support with people who have brain injury or emotional disturbance. PBS does not work as well with people who engage in self-injury (to release self-stimulation pleasing chemicals) or who have mental health issues that have to be dealt with in another fashion (e.g., medications).
How should goals for the student with behavioral challenges be identified?

The IEP team identifies the goals. The IEP team may include, at a minimum per IDEA 2004, the student, the student’s parent/guardian, special education teacher, general ed teacher (minimum 1), LEA representative, communicator and a discretionary person.
How will I know if PBS is working? When do we know if a plan is effective?

All plans should be evaluated as an ongoing process. Data should be always be clear, concise and consistently reviewed; only then will we know what is working and what is not. A plan is effective when the focus person is reaching their goals! A plan to stretch and fade should be initiated as an agreed upon time by the team.
How can we effectively address the needs of individuals within group environments?

A Functional Behavioral Analysis must be completed for that individual. After careful analysis of data, the Behavior Support Plan should be written so that the individual is successful across all settings.
What should be done when a student's behavior poses an immediate threat to themselves or others?

Remember - SAFETY FIRST! If the child is in school, policy regarding "immediate threat" should be followed. If at home or in the community the crisis plan should be followed. If your child does not have a crisis plan, one should be requested from the PBS provider.
Why would my family want to do this?

"The overriding goal of PBS is to enhance the quality of life for individuals and their support providers in home, school, and community settings."(Horner, 1999.)
I’m concerned about using positive reinforcement with children? Isn’t it just bribery or manipulation?

This question is often asked. Human beings respond to positive reinforcement. How do I know if a behavior is appropriate if I do not receive positive feedback? We tend to work harder when given positive feedback from our supervisors, teachers, etc. For those of us who work outside the home we receive both intrinsic and monetary reinforcement.
How will this affect me?

Long term outcomes will be lasting and may facilitate a positive environment in which to learn, teach and participate. All team members will be a stake holder in the process of empowering the focus person.
Can I do it even if the school does not adopt PBS as a policy?

Yes! For more information on how to implement PBS even if your school does not adopt PBS as a policy, please contact on of the WV APBS Network partners.