Assent in applied behaviour analysis and positive behaviour support: ethical considerations and practical recommendations

The emergence of positive behav-ior support (PBS) has presented somechallenges and opportunities for ap-plied behavior analysis. In a recentreview and critique of positive behav-ior support, Johnston, Foxx, Jacob-son, Green, and Mulick (2006) ac-knowledge that the success of PBS ingarnering support in schools, agen-cies that service individuals with de-velopmental disabilities, and stateand federal agencies, and suggestsome behaviors to be emulated byapplied behavior analysis in order togarner similar support. However,they recommend that PBS shouldnot be embraced by behavior analystsbecause it poses a threat to the fieldand is less effective than appliedbehavior analysis. Before this recom-mendation is embraced by behavioranalysts, it is important to considerthe ramifications of a split betweenPBS and behavior analysis, particu-larly given that PBS has its origins inbehavior analysis and is conceptual-ized by prominent adherents of thePBS model to be a type of orextension of applied behavior analy-sis (Dunlap, 2006; Horner, 2000). Ipropose that PBS should not bedismissed but should be viewed asan opportunity by the field of appliedbehavior analysis to reach its goal oflarge-scale adoption. A continuedstrong relation between PBS andbehavior analysis may actually ac-complish the broadest disseminationand adoption of effective behavioraltechnology. It will also benefit PBSby keeping it grounded in the con-ceptual system that fostered its de-velopment.PBS is clearly still in its formativestages; in fact the executive board ofthe Association for Positive BehaviorSupport currently is working to de-velop a comprehensive definition ofPBS and to define the roles for theorganization (C. Anderson, personalcommunication, November 2, 2006).As is true in any organization—eventhe Association for Behavior Analy-sis—different members may espousedifferent perspectives on issues suchas the relation between PBS andother perspectives, training models,and so on. This in itself has been thesource of many challenges, and per-haps misunderstandings, for those inthe behavior analysis community.For example, Johnston et al. (2006)emphasize the negative views of PBSresearchers toward behavior analysis.However, many leaders, trainers, andresearchers in PBS have a favorableview of behavior analysis, considerthemselves to be behavior analysts,and continue to publish in behavioraljournals such as the Journal ofApplied Behavior Analysis and TheBehavior Analyst. Thus, although thissituation has been viewed pessimisti-cally by Johnston et al., I believe thatthere are significant grounds forhaving an optimistic view about thefuture relation between PBS andapplied behavior analysis. BecausePBS is in its formative stages and isrooted in behavior analysis, the field

Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts are not new, but they are important for improving the quality of efforts to educate children and youth with disabilities. The purposes of this article are to describe (a) the context in which PBS and FBA are needed and (b) definitions and features of PBS and FBA. An important message is that positive behavioral interventions and supports involve the whole school, and successful implementation emphasizes the identification, adoption, and sustained use of effective policies, systems, data-based decision making, and practices. Systems-level challenges are also discussed.

This chapter outlines the development, significance, and relevance of applied behaviour analysis to the Positive Behaviour Support (PBS) field, with a focus on school education. This includes a discussion about the relevance of functional perspectives to all tiers of support, and the areas in need of further research. First, the authors define Applied Behaviour Analysis (ABA) and describe its theoretical and methodological principles. This clearly identifies the purpose and terminology of ABA within the Australian context. Second, they explain how ABA has been embodied in the general perspectives of PBS and acknowledge the development of PBS across diverse contexts. Third, they explain how ABA continues to be represented in Australian school-based initiatives and interventions that are aligned with evidence-based practice principles. Fourth, they define function-based support and discuss its evidence base. They briefly review the core features of School-wide Positive Behaviour Support (SWPBS), including (a) the selection and use of practical interventions that are (b) delivered as part of a multi-tiered system of support and (c) promote improvements in the overall quality of life for individuals. They describe why a functional perspective to understanding behaviour is central to all tiers of SWPBS. Additionally, the key processes that are required for function-based support are briefly discussed, including collecting behavioural data, screening, monitoring, and evaluation. Fifth, they identify the points of congruence between a functional perspective and other extant approaches that address learning and behavioural support within Australian schools. This focuses on teaching and learning practices, and the measurements of learning. Sixth, they outline a pathway for expanding the use of function-based interventions in school settings in Australia, with reference to initiatives such as function-based ‘thinking’. They conclude the chapter with suggested areas for future research in Australia.

Positive Behavioural Support (PBS) is an approach for supporting people with challenging behaviour that emphasises improving their quality of life. Using alternatives to punishment and other restrictive practices, PBS aims to remove the barriers to participation that result from challenging behaviour. The foundations for the PBS approach can be found in nonlinear Applied Behaviour Analysis (ABA), with an emphasis on teaching alternative behaviour. More recently, this approach has included the use of counter-intuitive, nonrestrictive strategies for rapid, safe situational management as an alternative to the physical management of challenging behaviour. PBS is used by many practitioners in countries around the world.

This paper reviews the current state of knowledge on psychological interventions with empirical evidence of efficacy in treating common psychiatric and behavioral disorders in people with intellectual disability (ID) at all stages of their life. We begin with a brief presentation of what is meant by psychiatric and behavioral disorders in this population, along with an explanation of some of the factors that contribute to the increased psychosocial vulnerability of this group to present with these problems. We then conduct a review of empirically supported psychological therapies used to treat psychiatric and behavioral disorders in people with ID. The review is structured around the three generations of therapies: Applied behavior analysis (e.g., positive behavior support), cognitive behavioral therapies (e.g., mindfulness-based cognitive therapy), and contextual therapies (e.g., dialectical behavior therapy). We conclude with some recommendations for professional practice in the fields of ID and psychiatry.

Positive Behavior Support (PBS) emerged in the late 1980's and early 1990's in response to specific social and ecological factors, including the normalization movement, the inclusion movement, and the era of person-centered values. As an approach for addressing problem behavior, PBS incorporates principles of applied behavior analysis (ABA) but creates a broader lifestyle perspective that is more responsive to consumers and more in line with community-based support efforts. This chapter outlines the historical development of this treatment model, critical features of the model, methods employed, and supporting research evidence.

The purpose of this study was to investigate the effects of an individualized positive behavior support on challenging behavior(self-injurious·aggressive behaviors and transition refusal behaviors) and alterative behavior(requesting and transition-related compliance behaviors) of a middle school student with autism spectrum disorder. The subject of this study was a student with autism spectrum disorder in 9th grade who was enrolled in a special school. The individualized positive behavior support was implemented utilizing multiple design across behaviors. The collected data were analyzed for interventional effects through visual analysis(the average and range, the trend of data using the split-middle line and percentage of non-overlapping data points; PND). The results of this study were as follows: First, individualized positive behavior support was effective reducing the self-injurious·aggressive behaviors and transition refusal behaviors of the target student. Second, the individualized positive behavior support was effective increasing the requesting and transition-related compliance behaviors. The results of the study were discussed in terms of intervention based on functional behavior assessment, multi-element intervention strategies, the use of evidence-based practice considering the characteristics of autistic disorders, and positive behavior support based on a collaborative team approach.

Spivakovsky et al. (2023) questioned the effectiveness of Positive Behaviour Support as an intervention for reducing challenging behaviour and the use of restrictive practices as a behaviour management approach. This article responds to their critique. We argue that the literature supports the effectiveness of Positive Behaviour Support when it is properly implemented. As employees of a Positive Behaviour Support service provider, our position is also supported by our experience of the use of Positive Behaviour Support and its beneficial outcomes. To ensure a high level of fidelity in the implementation of Positive Behaviour Support, it needs to align with the elements that underpin Positive Behaviour Support (i.e., elements of applied behaviour analysis, person-centred practice, human rights, system change) rather than simply implementing Positive Behaviour Support to meet existing legislative requirements. In conclusion, when Positive Behaviour Support service provision and implementation in Australia is correctly aligned with the core components of Positive Behaviour Support, positive outcomes for people with disabilities, including a reduction in the use of restrictive practices, can be achieved.

Positive behaviour support features prominently in Australian state and federal disability policy, and with the move to the National Disability Insurance Scheme (NDIS), and the continuing role of the states in safeguarding the rights of people with disabilities, the representation of positive behaviour support in Australian policy is an important consideration. Extending a recent review of Australian state positive behaviour support policies, this study examined the NDIS quality and safeguarding framework. Using the concept of policy diffusion, the subject of restrictive practices was used to argue the risks associated with the representation of positive behaviour support in current Australian disability policy. This examination revealed that while positive behaviour support is aligned to the founding principles of the NDIS, it is represented inaccurately in NDIS policy. Further, policies for positive behaviour support are predominantly aligned to restrictive practices and contain inaccurate definitions of positive behaviour support. There is support for imitation and coercion in the diffusion (or “spread”) of positive behaviour support policy in Australia, and the potential ramifications for jurisdictions implementing positive behaviour support policy without considering the accuracy of how positive behaviour support is presented is discussed.

The purpose of this study was to investigate the effects of prevent-teach-reinforce positive behavior support on class participation behaviors and class disruption behaviors of the elementary school student at risk for ADHD. The subject was a elementary school male student at risk for ADHD. To demonstrate the effect of this study, multiple probe baseline design across settings was conducted. Based on Functional Behavior Assessment for the subject, prevent-teach-reinforce positive behavior support(intervention of antecedents and setting events, alternative behavior instruction, consequences and system change) were developed and implemented in a regular classroom and special education classroom. The results of this study were as follows: First, the prevent-teach-reinforce positive behavior support was effective in increasing the class participation behaviors of the student ar risk for ADHD. Second, the intervention was effective in decreasing the class disruption behaviors of the student ar risk for ADHD. The effects of the intervention were maintained after the completion of the intervention and generalized. These results imply that the prevent-teach-reinforce positive behavior support is helpful to improve class participation behaviors of the elementary school student at risk for ADHD and that early intervention is important for the student at risk for ADHD.

Positive behaviour support (PBS) is a widely adopted model in education and disability services for improving service provision and service user outcomes. However, there is a paucity of guidance to support the formulation and delivery of professional development in PBS across different contexts, including accredited programmes and in‐service training. Thus, this study aimed to address this important gap by developing consensus for the core components of effective professional development and training in PBS, who it is that should receive what training, and how such training might be delivered. A modified Delphi methodology was employed, with an exploration phase (i.e., a narrative review of published literature and an audit of various training courses) and an evaluation phase (i.e., a two‐round online Delphi). Delphi panellists identified core areas of capability with corresponding key competencies for PBS professional development and training. Specific areas in which various stakeholders would benefit most in training were identified. Panellists described a tiered approach to delivering training, from foundation knowledge to more complex skills. Combined, existing literature and course audits, established PBS practice frameworks and expert consensus provide evidence to inform curriculum to deliver professional development and training in PBS for governments and training providers as a step towards formal accreditation of PBS training.

This study was conducted on 24 childcare teachers who wanted to learn positive behavioral support in order to find out its effectiveness of positive behavioral support teacher training. The content composition of the positive behavior support program was carried out by consisting of a total of eight sessions based on previous studies. In addition, in order to confirm its effectiveness of positive behavioral support teacher training, the effectiveness was compared through the content validity verification process by borrowing positive behavioral support recognition and problem behavior guidance efficacy tools in previous studies. The results of the study are as follows. First, after the positive behavioral support training, childcare teachers The change in perception of positive behavioral support was statistically significant at the pre-post p<.001 level. Second, after the positive behavioral support training, the change in the efficacy of problem behavioral guidance by childcare teachers was significant at the pre-post p<.01 level. As such, it can be seen that positive behavioral support teacher training is very effective in improving childcare teachers’ awareness of positive behavioral support and problematic behavioral guidance. Finally, discussions and suggestions were made based on the results of this study. This study can contribute to the training policy to cultivate the expertise of childcare teachers who have difficulty in supporting problem behavior.

Teachers commonly use behavioral logs as a primary method for controlling classroom behavior, but frequently they are using these logs incorrectly. For this reason, this article provides specific information on how to correctly use behavioral logs for techniques such as check-in/check-out, behavioral report cards, and token economies. Each of these are described in terms of empirical support for their use and how they would be integrated into a positive behavioral and intervention support model. Concrete examples are provided for school-based practitioners to use when working with their own students.

This article compared the effectiveness of punitive strategies such as suspension and expulsion to mitigate behaviour disorders in Kenyan schools. Behaviour disorders witnessed in Kenyan schools include externalising and internalising behaviour disorders. Externalising behaviour disorders include bullying, aggression, disruption, acting out, fighting, violence, destruction of property, cheating, and stealing among others. Internalising behaviour disorders include depression, anxiety, social withdrawal, immaturity, negative talk, substance abuse, loneliness or guilt, sadness, suicidal feelings, nervousness, and irritability among others. Suspension and expulsion are the zero tolerance (ZT) strategies used in our institutions to curb behaviour disorders. Zero tolerance measures are guidelines for providing the harshest retribution possible to every student who goes against the laid down regulations. Corporal punishment is also used as a punitive measure in our institutions despite its prohibition in the Children’s Act 2001. Corporal punishment was recognised to offer minor data on appropriate action to take but only educate the person on the inappropriate behaviours to avoid. This article found that solitary disciplinary practices like suspension and expulsion may further prohibit poor academic performance and dropout. The article further found out the importance of training the heads of learning institutions on how to manage inappropriate behaviour disorders and the incorporation of other strategies such as guidance and counselling and the involvement of parents. Thus, it encourages Kenyan institutions to adopt School-Wide Positive Behavioural Interventions and Supports (SWPBIS), which is a non-condoning approach used in controlling school violence and misbehaviour of students that have shown positive results in an unsystematically controlled trial research to control school violence and misbehaviour of students. This article also found out the need for a Functional Behavioural Assessment (FBA) before intervening for a behaviour disorder. The aim of an FBA is to collect wide and particular data so as to comprehend the exact purpose of the student’s inappropriate behaviours.

Accessible summary The way that people with an intellectual disability are supported is very important.The COVID‐19 virus has changed the way that staff help people with an intellectual disability.We wanted to know about those changes and whether learning about positive behavioural support (PBS) helped staff to cope with them.The main changes were that people with an intellectual disability could not go out or see family and friends as often.Staff came up with new things to do for the people they supported, and PBS learning seemed to help staff to cope. BackgroundIt has been suggested that COVID‐19 and the associated restrictions are likely to have a negative impact on the provision of positive behavioural support (PBS) to people with an intellectual disability.MethodsFifty‐eight staff, who had recently completed an accredited positive behavioural support (PBS) programme, responded to an online questionnaire, which asked them to rate the impact of COVID‐19 on factors related to PBS.ResultsParticipants reported a neutral or somewhat positive impact on all the areas measured, with the exception of the activities and quality of life of those they supported, which were somewhat negatively affected. The participants rated the learning from their PBS programme as helping them cope with COVID‐19 to some extent. Examples of positive and negative effects and ways in which PBS helped staff to cope are presented.ConclusionsMany staff developed creative solutions that allowed them to provide PBS despite the COVID‐19 restrictions. PBS learning appeared to help staff cope with the negative impact of the restrictions.