| Int. Strategies (II) | Introduction | - | |
| Help | [Orientation] Support | Lesson | Practice | - |
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There are a variety of interventions that can be used to reduce problem behavior and support students in community settings (Carr et al., 1998; Durand, & Carr, 1991; Koegel, Koegel, & Dunlap, 1996; Kern, Childs, Dunlap, Clarke, & Falke, 1994; Lalli, Browder, Mace, & Brown, 1993). Collectively, these strategies are referred to as positive behavioral support. Positive behavioral support strategies help students develop social and communication skills, and create a proactive environment that reduces the occurrence of problem behavior (Koegel, Koegel, & Dunlap, 1996). Functional assessment is at the heart of an effective behavioral support plan. The functional assessment process helps identify the variables that maintain and predict problem behavior. An effective positive behavioral support plan is developed using information collected during a functional assessment. The functional assessment information is used to create an environment that naturally prevents problem behavior, and targets the social and communication skills a student needs in order to be successful in school. An important assumption in positive behavioral support is that multiple strategies are needed to address problem behavior. The two modules entitled Intervention Strategies outlined in the Content Map describe research-validated interventions that can be used in your classroom. Before implementing specific interventions, remember to collect information about why the student is engaging in problem behavior using functional assessment methods. This module will describe three types of intervention strategies in positive behavioral support: social skills education, crisis prevention, and interventions related to physiological influences. You will be introduced to several students in the Preview and Presentation. Pay attention to their stories as you proceed since the Practice section within this module will focus on these students. Although the Academy modules can be used independently, the instructional content will be stronger if the modules are used together. The Content Map presents the modules in a sequential order; however, this order does not indicate their importance. The graphic below provides one way of understanding how the Academy Positive Behavioral Support modules are related.  The Functional Assessment module is at the center of this graphic. The other positive behavioral support modules surround the functional assessment module indicating that each one represents an equally important area of positive behavioral support. It is highly recommended that you complete Foundations of Positive Behavioral Support, and Functional Assessment before continuing with this module on intervention strategies. Disclaimer The Positive Behavioral Support Online Academy Modules have been designed for teachers working with students in both general and special education. Fictional case study examples and vignettes across age groups and grade levels are provided in order to demonstrate how positive behavioral support strategies can be applied in diverse settings and situations. Pictures of students appearing in the modules have been used with permission and do not represent actual individuals. |
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