About the Book
Aligned with the Association for Positive Behavior Support’s Standards of Practice, this graduate-level text is an authoritative PBS primer for professionals preparing for work in educational and community-based settings. More than 60 leading scholars present the critical skills and knowledge professionals need to translate the principles and science of PBS into person-centered interventions that improve lives. Covering a broad range of ages, disabilities, and settings, this comprehensive textbook fully prepares professionals to support all people with challenging behavior, effectively and respectfully.
PREPARE PROFESSIONALS TO- Use the foundations of PBS and applied behavior analysis (ABA) in everyday practice
- Conduct person-centered functional behavior assessments
- Select and design effective behavior interventions and curricular modifications
- Develop comprehensive, multielement PBS plans tailored to individual needs and goals
- Ensure fidelity of behavior-plan implementation
- Facilitate generalization and maintenance of behavior changes
PRACTICAL MATERIALS: Vignettes that illustrate effective approaches; online companion materials for instructors, including PowerPoints that enhance teaching and learning and study questions for discussion and reflection.
TOPICS COVERED: - antecedent strategies
- consequence strategies
- functional behavior assessments /li>
- person-centered planning teams
- data-based decision making
- single-subject research methodology
- systematic instruction
- self-determination
- quality of life
- visual supports
- partnering with families
- curricular modifications
- self-management strategies
- behavior assessment and data analysis
- systemic change
- culturally responsive PBS
- future directions for PBS
- and more!
Table of Contents:
About the Reproducible Materials
About the Editors
Contributors
ForewordAnn Turnbull
Preface
Acknowledgments
I Foundations of Positive Behavior Support- A Historical Perspective on the Evolution of Positive Behavior Support as a Science-Based Discipline
Joseph M. Lucyshyn, Glen Dunlap, and Rachel Freeman - Foundational Assumptions About Challenging Behavior and Behavioral Interventions
Jacki Anderson and Fredda Brown
- Effective Teaming for Positive Behavior Support
Linda M. Bambara and Catherine Kunsch - Person-Centered Planning Teams
Jennifer McFarland-Whisman - Supporting Individuals with Challenging Behavior Through Systemic Change
Randall De Pry, Kavita V. Kamat, and Richard Stock
II Basic Principles of Behavior- Applied Behavior Analysis as a Conceptual Framework for Understanding Positive Behavior Support
Teri Lewis - Antecedent Strategies to Change Behavior
Sheldon L. Loman and Amanda K. Stanford - Consequence Strategies to Change Behavior
Chris Borgmeier and Billie Jo Rodriguez - Facilitating Generalization and Maintenance of Behavior Change
Jeffrey Sprague - Defining, Measuring, and Graphing Behavior
Matt Tincani and Elizabeth R. Lorah - Single-Case Designs and Data-Based Decision Making
John McDonnell, Robert E. O'Neill, and Breda V. O'Keeffe - Systematic Instruction
Angel Lee, Leah Wood, and Diane M. Browder
III Comprehensive Function-Based and Person-Centered Assessments- Integrating and Building on Best Practices in Person-Centered Planning, Wraparound, and Positive Behavior Support to Enhance Quality of Life
Rachel Freeman, Matt Enyart, Kelcey Schmitz, Pat Kimbrough, Kris Matthews, and Lori Newcomer - Conducting Functional Behavior AssessmentsRobert E. O'Neill, Leanne S. Hawken, and Kaitlin Bundock
- Using Functional Behavioral Assessment Data
Lee Kern and Beth Custer - Conducting Functional Analyses of Behavior
David P. Wacker, Wendy K. Berg, Brenda J. Bassingthwaite, Todd G. Kopelman, Kelly M. Schieltz, Yaniz C. Padilla Dalmau, Scott D. Lindgren, and John F. Lee
IV Function-Driven Interventions- Strategies to Promote Self-Determination
Michael L. Wehmeyer - Strategies for Self-Management
Martin Agran - Visual Supports as Antecedent and Teaching Interventions
Pat Mirenda and Brenda Fossett - Curricular Modification, Positive Behavior Support, and Change
Ann Halvorsen and Tom Neary, with contributions by Deanna Willson-Schafer and Mary Wrenn - Strategies for Functional Communication Training
V. Mark Durand
V Comprehensive Multielement Positive Behavior Support Plans- Building Supportive Environments: Toward a Technology for Enhancing Fidelity of Implementation
Kent McIntosh, Joseph M. Lucyshyn, M. Kathleen Strickland-Cohen, and Robert H. Horner - Implementing Multielement Positive Behavior Support Plans
Meme Hieneman and Glen Dunlap - Cultural and Contextual Fit: Juan's Family as Active Team Members
Bobbie J. Vaughn and Lise K. Fox - Developing a Multielement Behavior Support Plan for a Middle School Student from a Diverse Background with Significant Behavioral Challenges
Randall L. De Pry and Julie Esparza-Brown - Application of a Multielement Positive Behavior Interventions and Supports Plan for Alie, an Elementary Student with Intellectual Disabilities
Richard W. Albin and Anne W. Todd
VI Future Directions and Applications for Positive Behavior Support - Positive Behavior Supports and Quality of Life
Lisa S. Fleisher, Sharon Ann Ballard-Krishnan and Nila F. Benito - Ronda's Story: Living a Quality Life
Scott Shepard and Ronda Michaelson - Taking Positive Behavior Interventions and Supports into the Future
Allyson Satter, Nikki Wolf, and Wayne Sailor
Appendix Association for Positive Behavior Support (APBS) Standards of Practice
Index
About the Author :
Fredda Brown, Ph.D., is an affiliate of the Institute of Professional Practice in New Haven, Connecticut. Her work focuses on issues and practices for individuals with challenging behavior, with a specific focus on the relationship between challenging behavior, quality of life, and self-determination. Dr. Brown has published many articles and chapters in the area of severe disabilities and was co-editor with Donna Lehr of the book Persons with Profound Disabilities: Issues and Practices (Paul H. Brookes Publishing Co., 1989). Jacki L. Anderson, Ph.D., received her doctorate from the University of Wisconsin in the areas of communication disorders, child and family studies, and individuals with severe disabilities. She has more than 30 years of experience conducting in-service training activities around the country and has taught for 28 years in the Department of Educational Psychology at California State University East Bay (CSUEB). The education specialist teacher preparation program at CSUEB is a dual-credential program through which students receive both general and special education credentials. Program graduates are known for their excellence in providing effective and innovative educational practices and positive behavior supports. Dr. Anderson's areas of specialization include positive behavior support, teacher training, and inclusive education/life for individuals with severe disabilities. She has been awarded federal funds to pursue these interests via research and training projects; has published the results in textbooks, training manuals, and journal articles; and is on the editorial boards of Research and Practice for Persons with Severe Disabilities and Journal of Positive Behavior Intervention. Dr. Anderson is actively involved in a variety of professional organizations and policy-making committees, including as a founding member, vice president, and board member of the Association for Positive Behavior Support (APBS); chair of the executive committee and executive vice president of the International TASH organization; former president and current board member of CAL-TASH; president of the board for Casa Allegra Community Services (providing supported living, integrated work, and microenterprise services for individuals with severe disabilities); and a member of several advisory committees to local school districts.
Randall L. De Pry, Ph.D., received his doctorate in special education from the University of Oregon with a focus on individuals with behavioral disabilities. He currently serves as professor of special education and chair of the Department of Special Education at Portland State University. His primary research interests center on positive behavioral interventions and support, including work in social skills instruction, functional behavioral assessment, self-determination, and systemic change models in school and community-ased settings. Dr. De Pry served on the board of directors for APBS from 2005 to 2014, including service as secretary, treasurer, and vice president of the board. He is editor of the APBS Newsletter and serves on the editorial board of the Journal of Positive Behavior Interventions as a consulting editor. Dr. De Pry has presented his work nationally and internationally and works with a variety of schools, agencies, and organizations around disability and behavior support issues.
