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PBS Guidelines for Educators
 An interview with Lewis Jackson, Ed.D., co-author of Positive Behavioral Support in the Classroom: Principles and Practices. From the September 2001 Education newsletter.Q: What is the first step educators should take when faced with challenging behaviors in students with disabilities? A: Self-reflection on one's teaching and discipline practices is always the first step. Examine the daily and weekly patterns of student engagement versus disruptiveness in relation to both teaching and discipline activities and directives, and also note whether the student's behavior patterns are really that different from the other students'. Sometimes, one student is just a litmus test for emotions being experienced by other students (e.g., a particular activity is boring for all the students, but only one acts out). Self-reflection should also be focused on the teacher's feelings about, as well as the interpersonal relationship with, the student who is expressing challenging behavior: "Is there something I can do to help me like this student more and respect him/her as an individual?" Q: What are some guidelines for behavioral interventions and supports? A: Begin with trying to understand the whys, wheres, and whens of the behavioral issues. Tools associated with functional behavioral assessment can be used in this process, but remember that the issue is understanding, which is richer than simply pinpointing student motivations or identifying triggers. Then use solution-focused processes as a first step in formal planning (see Chapter 10 of book). Q: How can educators teach and enforce appropriate behavior with a student who is nonverbal? A: The same way you would with a student who is verbal. Good teaching involves getting to know any student at a nonverbal level — their likes, moods, dislikes, triggers, etc. Always begin with what you would do with any other student, and remember that most students like being with other students who are fun and lively, regardless of whether they are verbal or nonverbal. Do not become so engrossed in a child's individual needs that you forget that they are more like other children than different. Q: How can educators involve parents in the development of a student's behavior support plan? A: Use inquiry processes (lots of questions plus active listening) to learn as much about the student from the parents as you can. Solicit ideas from them for effective strategies for engaging the student and handling a behavior crisis. Do not let professional knowledge create a distance between you and the family. Avoid jargon, and talk about natural events in natural environments, not "behavioral therapies."
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