Positive Behavior Support
meaningful goals are developed for the individual, to put the individual in more contact with people and experiences they find rewarding, and that increase the positive aspects of their relationships. Comprehensive multi-component interventions are another feature of PBS plans. They program for success by addressing many related issues and skills. Someone who is having difficulty with completing assigned work might have components of a plan that include asking for a break, assistance with difficult tasks, choosing the order and location of tasks, interspersing solitary work and social time, and responding appropriately to feedback on performance. PBS often inspires people to make small, yet creative and important, shifts in various aspects of teaching. Perhaps a person will learn more effectively if given a peer buddy or allowed to take breaks from work to go outdoors several times throughout the day. Sometimes, a team can generate some strategic changes in scheduling, locations, roles, or staff assignments to maximize the success and happiness of the individual with autism. The combination of individual and systems change can produce effective, durable, and meaningful outcomes for all involved. There is considerable overlap between ABA and PBS. Virtually all applied behavior analysts agree with the social values emphasized in PBS. Similarly, proponents of PBS rely heavily on ABA methods and research design to improve
When a person with a disability is aggressive or self-injurious, it is dangerous for the person and those around him or her. Planning and careful responding are required to safely and effectively reduce the dangerous behavior. Fortunately, there are many things a team can do to 1) understand why the behavior is happening, 2) teach the individual how to act more appropriately, and 3) improve the individual’s quality of life. Positive Behavior Support (PBS) accomplishes these three things by combining well-researched assessment and intervention strategies of ABA with the social values of personal choice, independence, community integration, systems change, and quality of life. Quality of life is embedded into PBS. It incorporates person-centered planning in all possible aspects of intervention and is focused on the individual and on his or her quality of life. The individual with autism is included in the intervention planning process. Preferences are taken into account in a variety of ways, including tasks to work on and leisure pursuits. Choice is of central importance, and every element of programming is sensitive to the inclusion of choice wherever possible. PBS also includes all stakeholders in the process by incorporating their input into the development of a plan. Parents’ input is actively solicited and used to make an appropriate plan that can easily be implemented at home and in the community. Whenever possible, the individual with autism has a voice in the development of goals and plans. Socially
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ABA Principles & Methods
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