Positive Behavior Support (PBS) is a tailored and all-encompassing technique that parents and caregivers use to teach and encourage children to behave appropriately. By removing the items that trigger, encourage, or reward unpleasant behavior, the method eliminates the need for it. It also teaches youngsters how to replace challenging behavior with more suitable behavior.
Positive Behavior Support (PBS) is for anyone who has a problem with their behavior, including autistic kids. People with intellectual, learning, developmental, and social challenges can also benefit from the method.
The goal of Positive behavior support: Positive Behavior Support (PBS) is designed to alleviate challenging behavior.
Positive Behavior Support (PBS) evolved from Applied Behavior Analysis in the 1980s (ABA). Both PBS and ABA are founded on ‘learning theory,’ but PBS has a larger emphasis on being person- or family-centered. Positive Behavior Support (PBS) is based on the premise that all behavior has a purpose. Difficult behavior can be decreased if we understand what youngsters are trying to accomplish or express via their actions.
PBS seeks to educate youngsters with more positive and socially appropriate methods to communicate and achieve what they desire. As a result, challenging behavior becomes inefficient or unneeded, and youngsters are less likely to engage in it.
A crucial aspect of a PBS approach is a customized plan that is:
- Implemented on a daily basis by everyone associated with a kid.
- When a behavior occurs in the natural environment, this term is used.
Positive Behavior Support (PBS) involves:
- Medical Assessment
- Observation Sessions by psychologist and caregivers.
- Detailed plan
First, the child undergoes a medical examination to ensure that the problem behaviors are not the result of a physical illness. Next, a trained practitioner, such as a psychologist or other professional, meets with the child’s family and conducts observation sessions to determine the purpose of the child’s behavior and what the child gains by acting in this manner. A functional assessment is a name given to this process. After the assessment, families work with the practitioner to develop a detailed plan to eliminate or reduce the triggers of the problem behavior and, to the extent possible, to eliminate any accidental rewards for the behaviour. Parents can teach and encourage their child to use new skills and alternate, appropriate ways of interacting with others to express wants and needs once they have a plan.
High-quality research supports Positive Behaviour Support (PBS). It shows that,
- Enhances the academic achievement of children.
- Reduces children’s hostility toward themselves and others Reduce self-stimulatory behavior by assisting them in making appropriate requests and by assisting them in giving and sharing information.
- Tantrums and obnoxious behavior are reduced.
How well a behavior therapy works is determined by how consistently and accurately it is implemented, as it is with all forms of behavior therapies.
Positive Behaviour Support (PBS) trained psychologists and other experts can create PBS interventions and assist carers in implementing them.
Speech-Language Pathologists (SLPs) work as therapists in public schools with children who have a variety of language, articulation, and communication impairments. These issues are frequently evident in youngsters who also exhibit disruptive or inattentive tendencies. SLPs in schools are obligated to offer effective treatment to each child; yet, the efficiency of treatment is frequently hampered by children’s outbursts. Although there are empirically established behavior control plans and tactics in normal elementary school classes, little is known about the knowledge and execution practices of school-age children’s SLPs. Differential Reinforcement, Token Reinforcement, Antecedent Based Intervention, Functional Communication Training, Prompt Fading, and Time Delay Response Interruption/Redirection, Prompting, Operant Reinforcement Schedules, were among the tactics investigated.
Speech-Language Pathologists (SLPs) in primary schools provide prevention, assessment, and intervention to pupils who have been referred to them (ASHA Roles; Ehren, 1993). Furthermore, the majority of school-based SLPs have children with Autism Spectrum Disorders (ASD), and many of these children require customized behavior regimens (Schwartz & Drager, 2008). As a result, it’s critical that SLPs are aware of and confident in using evidence-based behavior management tactics. Positive behavioral interventions are used by PBS to make behaviors more socially acceptable (Sugai et. al, 2000). The concept of reinforcement is one of the most popular supports employed in a PBS intervention strategy.
