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Positive Behavior Support: An Alternative Solution to Behavior Management

By
Emma Collingwood
201036605

A paper submitted to Dr. Jerome Delaney

Faculty of Education
in conformity with the requirements for
ED 4005

Memorial University of Newfoundland

St. Johns, NL, Canada
Nov 24, 2014

Table of Contents
Abstract.......3

Introduction....4

Definition....5

History.....5

Implementing PBS.....6
The Multi Tiered Approach6
Primary Tier...6
Secondary Tier...7
Tertiary Tier...8
Teacher Behavior...9

Disadvantages of Punitive and Reactive Approaches...10

Conclusion....11

References .....13

Abstract
This paper outlines how Positive Behavior Supports can be implemented at a school-wide level,
with a goal of proving that the over-reliance on traditional reactive punishments does not help
students with persistent behavioral challenges find the path to success. First, it provides an
overview of what the approach is, and how it came into being. Then, the paper focuses on what
strategies and systems should be put into place at each level of intervention and what teachers
can do on an individual classroom level to help create a safe and caring school environment. The
paper concludes by deconstructing classic punitive methods of behavioral management,
reaffirming the importance of creating a school environment where negative behavior is not meet
with more negativity.

Positive Behavior Support: An Alternative Solution to Behavior Management

What is the goal of K-12 education? What do we, as future teachers hope to produce as a
finalized products leaving school after grade 12? Can this goal be measured in math skills,
reading proficiency, and history knowledge? Or should this objective be a little bit broader?
Behavior is something that most of us almost-teachers have in the forefront of our minds. From
talking with my classmates, it seems as though classroom management and dealing with negative
behaviors is one of the biggest concerns for future teachers. While we often focus on the negative
effects of problem behavior, the power of positive behavior is often overlooked.
How we live is affected by our behavior. Behavior influences many aspects in life, from
building personal relationships to attaining and keeping employment to achieving personal and
academic successes, all of which contribute to a general sense of well-being and happiness.
Problem behaviors in students are more that just an annoyance or inconvenience for teachers,
they are barriers that prevent students from accessing a high quality of life (Dunlap et al. 2008).
One of our goals as educators should be to teach students positive behaviors, so that when they
walk off school grounds after grade 12 they have the skills they need to walk into a happy and
healthy life, no matter what career path they decide to take. Positive Behavior Support is an
educational model designed not just to manage challenging behaviors but to help facilitate
positive ones. This paper will outline how it is done and why it is effective.
Definition
Positive Behavior Support (PBS) often called School-Wide Positive Behavior Support, is
an educational approach with a primary goal of helping individuals replace problem behavior
with positive behavior, giving them the opportunity to attain a higher standard of living. This is
not done with the use of punishments, but rather through teaching individuals to meet their needs
in positive ways, thus rendering their problem behavior ineffective (Carr et al. 2002). Behavior is

not arbitrary. We act the way we do for a reason, perhaps acting out in class is driven by a need
for attention or skipping school might be an act to gain acceptance within a peer group. Whatever
that purpose may be, PBS aims to to teach students how to fulfill these needs in alternative,
constructive ways. For example our attention seeker may like to be given tasks or activities that
allow him to speak in front of the class or perhaps would enjoy a leadership role in the student
council.
PBS is a multi-tiered model that is used in all grade levels . The primary tier of
prevention are low-intensity behavioral management strategies that apply to all students in all
settings of the school. The secondary tier focuses on approximately 20% of student population,
who require extra support to curb problem behaviors. The tertiary tier involves specialized,
intensive one one support systems for the 1-5% of students who have recurring behavioral
challenges (NL Dept of Education, 2013). PBS emphasizes global participation, meaning
behavior supports have to implemented at a school wide level to be effective. Furthermore, it is
crucial that schools and teachers are cognizant of the life-span perspective of PBS. That is,
behavior change does not occur overnight and meaningful behavior development can take years.
(Carr et al. 2002).
History
PBS is an applied science that combines behavioral, cognitive, social, developmental, and
environmental psychology. It arose out of the deinstitutionalization process of the 1980s. It was
at this time that the morality of institutions for individuals with disabilities was put into doubt.
As a result these centres began to close across North America and children and adolescents with
disabilities started to attend school. After this move to integration, special educators began to
explore the root causes of behavior problems, examining under what circumstances and in what

environments problematic behaviors took place. They also questioned the effectiveness and
ethics surrounding assertive consequence-based punishments (Dunlap et al. 2008). The first
model of PBS was created for people with severe disabilities, whose behavior had previously
been managed with aversive interventions. This first iteration of PBS implemented teaching
strategies that used positive reinforcements rather than negative consequences. It soon became
clear that this pedagogical model had relevance outside of the special education classroom.
Through research the approach was widened to be applicable to to individuals with behavioral or
emotional disorders, and other groups with persistent behavioral challenges. Since the early
2000s, the use of PBS has diffused and it is now a popular approach used at a school-wide level
with all students and has even been put into practice outside the educational domain (Dunlap et
al. 2008).
Implementing Positive Behavior Supports
The Multi-tiered Model
Primary tier. There are several key features for implementing PBS in schools. At the
primary tier, these strategies are meant to be proactive and preventative and to be applied at a
school-wide level for all students. Firstly, schools should have their behavioral expectations
clearly stated in a code of conduct. This code of conduct should involve five global guidelines
that are listed in positive terms. For example the code should state please walk in the hallways or
cell phones should be kept in lockers during class times instead of stating do not run in hallways
or cell phones use is prohibited during class times. Secondly, teachers should explicitly teach
positive behaviors in all school settings. This can be done through discussions, role-play, skits or
any method the teacher deems appropriate. Thirdly, schools should develop a program to
recognize and acknowledge positive behaviors in both students and staff . As a general guideline,

in a two-week period all students should receive some sort positive reinforcement for productive
behavior, whether at the school-wide level, in the classroom, or during an extracurricular activity
(NL Dept of Education, 2013).
Secondary tier. The secondary Tier of PBS is intended for students who require extra
support to meet behavioral needs. These students are screened and recommended for secondary
tier support for behavior such as persistent disruption during instructional time, inattention or
noncompliance. These students are often low academic achievers and have a history of
misconduct (Young et al. 2012). Usually these supports are provided to small groups of students
or in individualized settings. These interventions are intended to be intensive and targeted,
addressing individual behavior problems. (NL Dept of Education, 2013). A tier two intervention
might include a separate curriculum, such as a social skills class for students with identified
behavioral problems or an integrated curriculum that incorporates self-monitoring and decision
making skills into a smaller, targeted English class. Goal setting activities are another tier two
intervention. When students set goals they should be measurable and attainable. This might mean
the difference between a goal being get the highest grade in class or work harder and
complete more homework the present week than I did during the previous week or arrive on
time for class 95% of the time. The latter goals are both realistic and specific, and can be broken
down into smaller steps to help the student stay on track. Goal setting will only be effective if the
student is required to keep a record of their progress and are assessed in an incremental way,
allowing opportunity to correct mistakes (Young et al 2012).
When implementing secondary tier strategies it is important for educators to
contextualize behavior problems, by examining the environment and unintended consequences
that frame misconduct. For example, What about the cafeteria environment made Noah act out?

He feels excluded at lunch because no one sits with him. Noah threw his sandwich at Mrs Jones
because he wanted to be kicked out of the cafeteria and sent to the office, so he would no longer
be sitting alone. In this scenario, the unintended consequence of the teachers punishment was
that Noah was allowed to leave an environment that made him uncomfortable. What the teacher
thought was a punishment was in fact a reward for Noah. If teachers looked solely at Noahs
behavior they may interpret it as aggression towards a teacher, and would not give him
appropriate guidance to help him improve his school experience. To fully understand the
situation that surrounds a behavior problem, it is important for students to be encouraged to give
their perspectives and be part of the assessment process. This too, helps students take ownership
of their behavior, and learn better self-management (Young et al. 2012).
Service learning, when students apply what is learned in the classroom to help with
volunteer activities or with volunteer organizations, is another intervention used with students in
the secondary tier. Service learning can help improve social skills, develop career interests and
help students build a sense of self-esteem. A mentoring program can also be beneficial to
students who require tier 2 support. Having at least one caring adult in a students life can mean
the difference between flourishing and floundering behaviorally, academically, emotionally and
socially (Young et al. 2012).
Tertiary tier. Tertiary supports are necessary when when both primary and secondary
interventions have not helped the student alter their problem behavior and this behavior is
interfering with their own well-being and the well being of those who suround them. Tier three
interventions are similar to those implemented in tier two, although the intensity and the
frequency of the support is augmented. Usually the interventions take place in an one-on-one
setting, rather than in smaller groups (Young et al. 2012). Often a functional behavioral

assessment (FBA) is applied at the tier three level of support. An FBA is a systematic technique
used to determine the function of a behavior, in order to help the individual meet their needs in a
more positive way. By focusing on the events and environments that frame behavior rather than
focusing on the behavior itself, the student does not have to shoulder all the blame for their
actions, and educators can help the student learn to recognize what situations trigger undesired
behavior . In collaboration with an FBA a behavior intervention plan (BIP) may be implemented,
which will outline the teaching of replacement behavior, how to improve the environment in
which the behavior occurs and how to reduce a students dependence on problem behavior. The
BIP must be evaluated continually, to assess its effectiveness (Young et al. 2012).
Teacher Behavior
At the classroom level there are steps that teachers can take to help create a positive
environment that will foster productive behavior for students from all three tiers of PBS.
Adolescence can be a time when students are in the process of developing their worldviews,
morals, and identities and as a result they can be extremely impressionable. Therefore, the
secondary teacher can be very effective in altering problematic behavior and influencing
constructive behavior in their students. The first way they can do this is by holding high, but
realistic expectations of their students. When teachers have confidence in students, the students
have confidence in themselves, and become more invested in their education and feel more
connected to their teacher and school. Secondly, teachers need to give students the correct
balance of autonomy and structure. If classroom management is too restrictive, for example
overly relying on punitive strategies, students can become disengaged, unmotivated, and develop
poor student-teacher relationships. Teachers can help foster healthy student autonomy is by
encouraging students to participate in classroom decision making and by helping students

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develop the skills they need to manage their own behavior (Young et al. 2012). A positive
classroom is one where students feel as though they are in control of their own behavior and
successes. The classic student response you cant make me will always ring true, creating an
environment where students choose to act in constructive and positive ways is one of the goals
PBS can help teachers and schools achieve (Young et al. 2012).
Punitive and Reactive Approaches
PBS aims to eliminate problem behaviors without the use of punishment. Traditional
punitive responses to problem behaviors such as loss of privileges, detentions, suspensions and
expulsions can be a hindrance to a positive school climate. These sorts of punishments can cause
anger and fear in students, especially when clear behavioral expectations are not established. The
over-reliance on conventional school punishments breed unhealthy student-teacher relationships,
where a student may avoid future interactions with a teacher after a punishment has been
assigned, or in more drastic situations, can lead to aggression, vandalism and antisocial
behavior. Although traditional punishments may curtail problem behavior this type of discipline
is a superficial solution. It does not teach students positive alternative behavior and will have no
benefit to students outside of a school setting (Young et al. 2012). When students only behave
because they feel they have to, or to avoid punishment they are not learning nothing and this
defeats the fundamental purpose of a school .
Overly punitive environments breed more negativity, which in turn leads to more
problem behaviors. One common school punishment, suspensions have been proven to be
actually increase the likelihood that the unwanted conduct will occur again (Turnbull et al 2002).
In fact, although it is known that repeated suspensions can accelerate a students descent into
delinquency, the use of suspensions continues to rise. Student who repeatedly receive

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suspensions are often the students who have the most need for academic and emotional support.
Removing them from learning environments or isolating them in an in-school suspension
overlooks these students needs (Christle, Nelsen & Jolivette, 2004). PBS is a way for schools to
end this vicious cycle and reduce misbehavior in a more meaningful way. Another drawback of
reactive punishments is that teachers, fueled by frustration often administer punishments that do
not match the behavioral problem. Students, especially adolescents, are hypersensitive to
injustices will immediately feel belittled or unfairly treated. This feeling of being unjustly
punished will contribute to a negative classroom environment (Levin et al, 2009).
Conclusion
PBS is an approach that views being able to self-manage ones behavior as an important
educational outcome, paramount to the future success of students. PBS is offers a fresh
perspective on behavior issues. Its most salient feature is that the model takes into account not
just the effect that disruptive or problematic behaviors have on teachers and other students but
also the effect it has on the student who is misbehaving. PBS places value on the well-being of
all students even those who persistently cause problems. If teachers, administrators, and fellow
students respond to negative behavior with negativity, then the cycle of problem behavior will
only continue. Students who are continually put down and marginalized for their inappropriate
actions may never learn how to properly deal with their needs, and will leave school utterly
disadvantaged and unprepared for the world at large.

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References
Carr, E. G., Dunlap, G., Horner, R. K., Koegel, R. L, Turnbull, A., Sailor, W., Fox, L. (2002).
Positive Behavior Support: Evolution of an Applied Science. Journal of Positive
Behavior Interventions, 4(1). Retrieved from
http://search.proquest.com/docview/218766782?pq-origsite=summon
Christle, C., Nelson, C. M., & Jolivette, K. (2004). School characteristics related to the use of
suspension. Education and Treatment of Children, 27(4). Retrieved from
http://search.proquest.com.qe2a-proxy.mun.ca/docview/202674012?pq-origsite=summon
Dunlap, G., Sailor, W., Horner, R. H., & Sugai, G. (2008). Overview and History of Positive
Behavior Support. In Handbook of Positive Behavior Support. Retrieved from
http://link.springer.com.qe2a-proxy.mun.ca/chapter/10.1007/978-0-387-09632-2_1
Government of Newfoundland and Labrador - Department of Education. (2013). A School-Wide
Approach: Positive Behavior Support. Retrieved from
http://www.ed.gov.nl.ca/edu/k12/safeandcaring/procedure_1.pdf
Levin, J., Nolan, J. F., Kerr, J. W., & Elliott, A. E. (2009). Principles of Classroom
Management: A Professional Decision-Making Model. Pearson: Toronto
Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., Guess, D.,
Lassen, S., McCart, A., Park, J., Riffel, L., Turnbull, R., & Warren, J. (2002). A blueprint
for schoolwide positive behavior support: Implementation of three components.
Exceptional Children, 68 (2). Retrieved from http://search.proquest.com.qe2aproxy.mun.ca/docview/201105065?pq-origsite=summon

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Young, E. L., Caldarella, P., Richardson, M. J., & Young, R. K. (2012). Positive Behavior
Support in Secondary Schools: A Practical Guide. The
Guilford Press: New York.