Int. Strategies (I)	Introduction
Help	[Orientation]  Support |  Lesson |  Practice	-	2 of 58

Both regular and special education teachers have indicated that the occurrence of problem behaviors is one of the biggest challenges they face in the classroom (Kampwirth, 1988; Munk & Repp, 1994). Problem behavior can distract both teacher and students, resulting in a decrease in student learning (Weigle, 1997). Many teachers have not been given the information they need in order to support students who present significant challenges in the classroom (Weigle, 1997; O'Neill, Williams, Sprague, Horner, & Albin, 1993). There is, however, a growing body of research providing specific techniques that can be used to reduce problem behavior and support students in community settings (Carr et al., 1999; Durand, & Carr, 1991; Koegel, Koegel, & Dunlap, 1996; Kern, Childs, Dunlap, Clarke, & Falke, 1994; Lalli, Browder, Mace, & Brown, 1993). Collectively, these strategies are referred to as positive behavioral support. Positive behavioral support is an approach for helping students develop social and communication skills, and create a positive environment for learning and social growth (Koegel, Koegel, & Dunlap, 1996). The purpose of the Academy is to translate validated research in positive behavioral support into practical and easy to implement strategies for teachers. This module is meant to introduce you to important intervention strategies in positive behavioral support. Each positive behavioral support module is an instructional package that can be used independently. However, all of the positive behavioral support modules are interdependent. For instance, multiple behavioral support strategies are often needed in order to reduce a student's problem behavior. Although these modules can be used independently, the instructional content will be stronger if the modules are used together. The content map displays the modules in a sequential order, however, the order in which the modules occur does not indicate their importance. The graphic below provides one way of understanding the relationship of the Academy Positive Behavioral Support modules. Functional assessment is at the heart of an effective behavioral support plan. The functional assessment process helps identify the variables that maintain and predict problem behavior. An effective positive behavioral support plan is developed using information collected during a functional assessment. The functional assessment information is used to create an environment that naturally prevents problem behavior, and targets the social and communication skills a student needs in order to be successful in school. Introduction to Intervention Strategies, Part I This Introduction will provide a brief review of how functional assessment methods result in a hypothesis statement. The purpose of the module is to describe positive behavioral support interventions that address the major elements of a hypothesis statement. If you are not familiar with the functional assessment process, this module may be more challenging. Completing the Foundations of Positive Behavioral Support (PBS) and Functional Assessment modules before continuing with this lesson is highly recommended. For more information about these modules, consult the Content Map at the Orientation Level of this module. Functional assessment procedures are meant to improve the effectiveness and efficiency of behavioral support plans and to increase the consistency of behavioral support implementation. The information gained in the functional assessment is used to redesign the environment in such a way that problem behavior becomes unnecessary, and to teach new skills that make problem behavior irrelevant and ineffective (Carr et al., 1999; Horner & Carr, 1997; Horner & Day, 1991; Foster-Johnson & Dunlap, 1993). When you have completed the functional assessment process, you will have a hypothesis statement that describes why a student is engaging in problem behavior. A good hypothesis statement provides information about environmental events and internal factors that may increase the likelihood of problem behavior, identifies the environmental events that precede problem behavior, and describes the problem behaviors and the responses that are presented contingently following these behaviors (O'Neill et al., 1997). Four Major Components of Hypothesis Statement Setting Events Antecedent Problem Behavior(s) Maintaining Consequence Interventions Addresing the Four Major Components Setting Event Interventions Antecedent Interventions Teach New Skills To Replace Problem Behavior Consequence Interventions The hypothesis statement that you develop will cover four major components including setting events that increase the likelihood that problem behavior will occur, antecedent events that immediately precede problem behavior, the problem behavior, and the consequences that maintain problem behavior. Information from each area of the hypothesis statement can be used to design a multi-component positive behavioral support plan. The first lesson included in this module contains interventions that eliminate or reduce the impact of a setting event, and describe strategies for decreasing problem behavior once a setting event occurs. Antecedent interventions describe how to redesign the environmental variables that immediately precede problem behavior. An important part of the positive behavioral support plan is to replace problem behavior with new communication and social skills. The lesson called Replacing Problem Behavior describes two important intervention approaches, teaching communication and designing self-management strategies. Finally, the lesson on consequence interventions provides information on how to minimize the reinforcement a student receives for engaging in problem behavior while increasing reinforcement for desirable behavior. Disclaimer The Positive Behavioral Support Online Academy Modules have been designed for teachers working with students in both general and special education. Fictional case study examples and vignettes across age groups and grade levels are provided in order to demonstrate how positive behavioral support strategies can be applied in diverse settings and situations. Pictures of students appearing in the modules have been used with permission and do not represent actual individuals.