| Does your child with autism or ADHD have behavioral | | | | 4. The development of positive behavioral intervention |
| issues while at school? Does your school district | | | | and plans, are guided by functional behavioral |
| continue to punish your child, rather than find a way to | | | | assessment and is a foundation on which positive |
| decrease their negative behavior? This article will | | | | behavioral support is delivered. |
| discuss the use of positive behavioral supports to | | | | 5. Functional Behavioral Assessment is a systematic |
| increase positive behavior thus decreasing negative | | | | way of identifying problem behaviors and the events |
| behavior. | | | | that predict occurrence, and maintenance of those |
| Punishment only works in the short term to decrease | | | | behaviors. |
| negative behavior. Positive behavioral supports are | | | | 6. A proactive perspective is maintained along a |
| research based and best practice, to change a child's | | | | continuum, using prevention and interventions. |
| behavior for the long term. | | | | A few things to keep in mind: |
| The Individuals with Disabilities Education Act 2004 | | | | In my experience, a lot of children that have a disability |
| (IDEA 2004) requires : The IEP team in a case of a | | | | develop negative behavior, because of frustration with |
| child whose behavior impedes his or her learning, or | | | | their academics. There is a huge connection between |
| that of others to consider. . .strategies including positive | | | | academic difficulty and behavioral difficulty. If your child |
| behavioral intervention and systems to achieve | | | | has negative behavior at school, you must investigate |
| positive change. | | | | and make sure that the academics that they are being |
| So while many special education personnel continue to | | | | taught are at their academic level. Make sure any |
| punish a child with a disability for negative behavior, the | | | | change in academic curriculum, is included in your child's |
| use of positive supports are required by IDEA 2004, | | | | individual education plan (IEP). |
| and they are also effective long term. | | | | Also, children with negative behaviors must be taught |
| A summary of Positive Behavioral Supports: | | | | new acceptable behaviors, to replace the negative |
| 1. Positive behavioral support is the application of | | | | ones. Identify other appropriate behaviors that can be |
| positive behavioral interventions and systems to | | | | taught, that will serve the same function for the child. |
| achieve positive change. | | | | Make sure that any new behaviors that need to be |
| 2. Positive behavioral support is an approach to | | | | taught to your child, are listed in their IEP. |
| discipline and intervention that is proving both effective | | | | By focusing on positive behavioral supports rather than |
| and practical in schools. | | | | punishment you can help your child increase their |
| 3. The emphasis is on behavior change that is durable, | | | | positive behavior. This will in turn will benefit their |
| comprehensive, and linked to academic and social | | | | education, and their life! |
| gains. | | | | |