PBS
What does PBS stand for?
Proactive Behaviour Strategies
When are reactive strategies used?
In response to an interfering behaviour that is already occurring
What do the following PBS strategies have in common?
Visual schedule, transitional objects, gross motor breaks, First-Then boards, and priming
During a craft activity, a learner becomes increasingly frustrated and does not want to participate. Interfering behaviours have not occurred yet, but you are facing refusals. Which proactive strategy/strategies would be effective in this situation?
Prompt functional communication - Teaching learner how to express their frustrations effectively
Choices - Offering learner choices within the activity can give them a sense of control and increase their willingness to participate.
Assess for motivation/First-Then: Introducing motivating materials or items can capture the student's interest and encourage participation, in combination with a First-Then board (First craft, Then (motivating item)).
Any other strategies?
When do we use PBS strategies?
Before interfering behaviours occur, to reduce the likelihood of them from occurring
True or false: In response to an interfering behaviour, you should always follow through with the demand
False: following through with the demand is effective for escape-maintained behaviours, but may not be effective for behaviours that serve a different function.
What do the following reactive strategies have in common?
Planned ignoring, sanitizing the environment, minimize verbal instructions, and use NVCI and call for help.
Take a step back: these strategies all involve stopping what you are doing and taking a step back to re-assess the situation and minimize stimulation in the environment.
You are running Coding Club and Nucleus Labs noted that a learner is also diagnosed with ADHD. They are struggling to focus and begin to fidget. Which proactive strategy could help address this behaviour and prevent dysregulation?
Gross motor breaks - Allowing the child short breaks for physical activity can help release excess energy and improve focus during academic tasks.
Prompt functional communication - Prompt the learner to ask for a break to promote independence and self-advocacy
Any other strategies?
False: PBS strategies will not always work for every learner, and some PBS strategies will work better for some learners than others.
Name and explain 3 reactive strategies.
Names and explains 3 of the following:
What PBS tools does 'knowing your learner' add to your toolbelt?
By getting to know your learner, you can add the following PBS strategies to your toolbelt: Pairing, NCR, assessing for motivation, increasing motivation with new toys, and Hi-Ps.
You provided transitional warnings and a visual schedule, but a learner becomes upset when their preferred activity in a shared space is interrupted to transition to the next location. They flop and cry, and refuse to give up their preferred activity. Which reactive strategy could help ease their transition?
First-Then board - Using a visual aid to show the sequence of tasks can help the learner understand what they need to do first before coming back to their preferred activity.
Any other strategies?
Name and explain 3 PBS strategies.
Names and explains 3 of the following:
True or false: In response to an interfering behaviour, you should handle the situation on your own
False: If you have attempted a variety of strategies with no success, or if the interfering behaviour becomes dangerous to yourself, the client, or others, call for back up.
One reactive strategy is following through with the demand. There are 3 different ways to follow through with the demand. What are they, and give a brief explanation of them.
1. Decrease their response effort: makes the task easier to accomplish for the learner
2. Reduce our expectations: reducing the amount of work that the learner is expected to do
3. Prompting: Supporting the learner through physical, gestural, verbal, or other types of prompts to accomplish the task
A learner with communication difficulties becomes frustrated that they have to wait their turn for the trampoline, and starts to exhibit aggressive behaviour towards the learner that is on the trampoline. Which reactive strategy/strategies could help manage this situation?
First-Then board - This can let the learner know that they will have to wait, but they can access the trampoline after the other learner is done with it. Tip: you can try putting a different activity in the "First" section so that the learner has something to do while they wait (Ex: First basketball, then trampoline)
Follow through with prompting - prompt the learner to engage in a different activity while the learner that is on the trampoline finishes their turn. By following through with waiting, this ensures that the learner that is aggressing does not learn that if they aggress towards others, they will get what they want.
NVCI and call for back up if needed