STANDARDS ADDRESSED IN THIS SECTION I. A. Practitioners of positive behavior support (PBS) have the following historical perspectives on the evolution of PBS and its relationship to applied behavior analysis (ABA) and movements in the disability field:
1. History of applied behavior analysis and the relationship to PBS
2. Similarities and unique features of PBS and ABA
III. A. Practitioners of PBS utilize the following behavior assessment and support methods that are based on operant learning:
1. The antecedent behavior consequence model as the basis for all voluntary behavior
2. Operational definitions of behavior
3. Stimulus control, including discriminative stimuli and S-deltas
4. The influence of setting events (or establishing operations) on behavior
5. Antecedent influences on behavior
6. Precursor behaviors
7. Consequences to increase or decrease behavior
III. B. Practitioners of PBS understand and use antecedent manipulations to influence behavior, such as the following:
1. Curricular modifications
2. Instructional modifications
3. Behavioral precursors as signals
4. Modification of routines
5. Opportunities for choice/control throughout the day
6. Clear expectations
7. Precorrection
8. Errorless learning
III. C. Practitioners of PBS understand and use the following consequence manipulations to increase behavior:
1. Primary reinforcers and conditions under which primary reinforcers are used
2. Types of secondary reinforcers and their use
3. Approaches to identify effective reinforcers, including the following:
a. Functional assessment data
b. Observation
c. Reinforcer surveys
d. Reinforcer sampling
4. Premack principle
5. Positive reinforcement
6. Negative reinforcement
7. Ratio, interval, and natural schedules of reinforcement
8. Pairing of reinforcers
III. D. Practitioners of PBS understand the following consequence manipulations to decrease behavior:
1. The use of punishment, including characteristics, ethical use of punishment, and potential side effects of punishment procedures.
2. Differential reinforcement, including the following:
a. Differential reinforcement of alternative behavior
b. Differential reinforcement of incompatible behavior
c. Differential reinforcement of zero rates of behavior
d. Differential reinforcement of lower rates of behavior
3. Extinction, including the following:
a. Characteristics of extinction interventions
b. How to use extinction
c. Using extinction in combination with interventions to develop replacement behaviors
4. Response cost, including the following:
a. Cautions associated with use of response cost
b. Using response cost with interventions to develop replacement behaviors
5. Time-out, including the following:
a. Types of time-out applications
b. How to implement time-out
c. Cautions associated with use of time-out
d. Using time-out with interventions to develop replacement behaviors
III. E. Practitioners of PBS understand and use the following methods for facilitating generalization and maintenance of skills:
1. Forms of generalization, including the following:
a. Stimulus generalization
b. Response generalization
c. Generalization across subjects
2. Maintenance of behaviors across time
IV. A. Practitioners of PBS understand that data-based decision making is a fundamental element of PBS and that behavioral assessment and support planning begins with the following techniques for defining behavior:
1. Using operational definitions to describe target behaviors
2. Writing behavioral objectives that include the following:
a. Conditions under which the behavior should occur
b. Operational definition of behavior
c. Criteria for achieving the objective
IV. B. Practitioners of PBS understand that data-based decision making is a fundamental element of PBS and that the following techniques for measuring behavior are critical components of behavioral assessment and support:
1. Using data systems that are appropriate for target behaviors, including the following:
a. Frequency
b. Duration
c. Latency
d. Interval recording
e. Time sampling
f. Permanent product recording
2. Developing data collection plans that include the following:
a. The measurement system to be used
b. Schedule for measuring behavior during relevant times and contexts, including baseline data
c. Manageable strategies for sampling behavior for measurement purposes
d. How, when, and if the interobserver agreement checks will be conducted
e. How and when procedural integrity checks will be conducted
f. Data collection recording forms
g. How raw data will be converted to a standardized format (e.g., rate, percentage)
h. Use of criterion to determine when to make changes in the instructional phase
IV. C. Practitioners of PBS use the following graphic displays of data to support decision making during the assessment, program development, and evaluation stages of behavior support:
1. Converting raw data in standardized format
2. Following graphing conventions, including the following:
a. Clearly labeled axes
b. Increment scales that allow for meaningful and accurate
3. Representing the data in the following ways:
a. Phase change lines
b. Clearly labeled phase change descriptions
c. Criterion lines
IV. D. Practitioners of PBS use the following data-based strategies to monitor progress:
1. Using graphed data to identify trends and intervention effects
2. Evaluating data regularly and frequently
3. Sharing data with team members for team-based, person-centered decision making
4. Using data to make decisions regarding program revisions to maintain or improve behavioral progress, including decisions relating to maintaining, modifying, or terminating interventions
5. Using data to determine if additional collaborations, support, and/or assistance is needed to achieve intended outcomes
Baer, D.M., Wolf, M.M., & Risley, T.R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97.
Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A.P. Sailor, W., . . . Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4–16, 20.
Applied Behavior Analysis as a Conceptual Framework for Understanding Positive Behavior Support
Behavior analysis is a systematic approach to understanding behavior within an environmental context. Based on the principles of both classical and operant conditioning, behavior analysis is aimed at understanding and improving behavior (e.g., Alberto & Troutman, 2008; Cooper, Heron, & Heward, 2007). Critical to this scientific approach is a focus on determinism, empiricism, and philosophical doubt. Determinism is the belief that events are lawful and orderly and, as such, understandable (Cooper, Heron, & Heward, 2007). However, the understanding of phenomena must be based on empirical methods, including objective assessment, repeated measurement, and quantitative analysis. Philosophical doubt requires the scientist to continually question assumptions and rely on objective measurement over subjective beliefs. These guiding principles continue to influence both the science and practice of behavior analysis today. Research in beha...