Introduction to the Special Series on Positive Behavior Support in Schools

With a basis in a strong tradition of behavioral science—in particular, applied behavior analysis—positive behavior support (PBS) evolved to improve and extend comprehensive interventions for individuals with severe problem behavior and developmental disabilities (Carr et al., 1999; Sugai & Horner, in press; Sugai et al., 2000). In recent years, and particularly since the release of regulations for the implementation of the 1997 amendments to the Individuals with Disabilities Education Act (IDEA ’97), application of the PBS approach has been expanded to include a variety of settings (school, home, and community), students with and without disabilities, and a broad range of social and academic problem behaviors. More important, the focus on the PBS approach has broadened from individual case management to systems-level implementation, especially for the school as a whole (Lewis & Sugai, 1999; Sugai & Horner, 1999). As such, PBS has been defined as a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behaviors in all students (Sugai et al., 2000). The expansion and evolution of PBS have been accelerated by increased national attention on incidents of school violence, the lack of discipline and prosocial behavior in schools, and the use of drugs and alcohol by youth. The initial reaction has been to increase the amount of surveillance, “toughen up” and apply zero-tolerance sanctions, and enforce exclusionary and alternative placements in anticipation of future problem behaviors by some children (U.S. Department of Health and Human Services, 2001). Although this response may be a “natural” (i.e., negative reinforcement) teacher response (Gunter, Denny, Jack, Shores, & Nelson, 1993; Gunter, Jack, DePaepe, Reed, & Harrison, 1994; Jack et al., 1996) and immediate reductions in problem behavior often are experienced (McCord, 1995; Patterson, Reid, & Dishion, 1992), problem behaviors are likely to return with increased intensity and frequency (Mayer, 1995; Mayer & Butterworth, 1979; Mayer, Butterworth, Nafpaktitis, & Sulzer-Azaroff, 1983).