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 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 Gunter, Jack, DePaepe, Reed, Jack et al., 1996) and immediate reductions in problem behavior often are experienced (McCord, 1995; Patterson, Reid, Mayer Mayer, Butterworth, Nafpaktitis, & Sulzer-Azaroff, 1983).