Positive Behavior Support Approach Research Articles

Employing a positive behaviour support approach on a neuro-behavioural ward: A service evaluation

Background:Outcomes from neuro-behavioural wards can be overlooked due to the complex and varied presentations and difficulty in establishing the ingredients contributing to functional improvements.Methods:A service evaluation was conducted on an adult Neuro-behavioural Rehabilitation Unit (NRU) at the Royal Hospital for Neuro-disability (RHN) (2015-2022). Primary aims were to examine demographic characteristics and assess the functional benefits of admission to a setting that utilises a positive behaviour support (PBS) approach as indicated by the Functional Independence Measure and Functional Assessment Measure (FIM+FAM) and Swansea Neurobehavioural Outcome Scale (SASNOS) scores.Results:The FIM+FAMs of 53 patients (38% female; mean age 44) were included. The majority of patients were White British (60%). Most patients were admitted to the NRU following a traumatic brain injury (TBI; 41%), and admission was, on average, seven months after their injury. The results show that the mean FIM+FAM score revealed significant statistical improvement from admission to discharge. Improvement is also seen in all domains and almost all sub-domains of the SASNOS.Conclusion:The findings support an association between admission to a neuro-behavioural rehabilitation setting providing PBS and improvements over time. Careful selection of outcome measures and consistent completion is necessary to support successful funding applications for neuro-behavioural rehabilitation services.

발달장애인의 도전적 행동(Challenging Behavior) 완화를 위한 작업치료 중재에 대한 체계적 고찰

Objective: This study aimed to find the effects of occupational therapy (OT) as a way to alleviate challenging behaviors for persons with developmental disabilities. Methods: Literature published from January 2000 to July 2022 was searched in Pubmed, CINAHL, ERIC, Cochrane Library, EMBASE, and RISS. The search terms were “Behavioral disturbance” OR “Problem behavior” OR “Maladaptive behavior” OR “Aberrant behavior” OR “Behavioral abnormalities” OR “Challenging behavior” AND “Occupational therapy” AND “Developmental disability” OR “Autism” OR “Intellectual disability.” Both Korean and English were used. The searched literature was systematically analyzed according to the PICO format. Results: A total of 14 papers were selected for review. Sensory therapy, play therapy, and therapeutic mediation therapy approaches were shown to be effective in alleviating challenging behaviors, but demonstrated no improvements in other functions. A cognitive learning approach and a positive behavior support approach were effective in alleviating challenging behaviors and improving the school performance. In addition, parental education was effective in alleviating the challenging behaviors in children, although there was a limit in extending the therapeutic effects on improving their daily life functions. Conclusions: It was found that various OT approaches have been used to mediate challenging behaviors. Future research should highlight the generalized effects in daily life and school performance rather than emphasizing only the mitigation of challenging behaviors.

Flip the Triangle: using quality improvement methods to embed a positive behaviour support approach on a medium secure forensic ward for men with intellectual disabilities

Incidents of violence and aggression are serious concerns on a secure ward for people with intellectual disabilities and are often met with increases in physical and restrictive interventions. However, these...

The use of positive behaviour support plans in mental health inpatient care: A mixed methods study.

WHAT IS KNOWN ON THE SUBJECT?: There is a drive to use positive and proactive approaches to mental health care to reduce the use of restrictive practices such as seclusion and restraint. Positive behaviour support plans have been used successfully to do this in learning disability services, and in England, it is now a regulatory requirement that anyone with challenging behaviour should have an individualized behaviour support plan. However, positive behaviour support plans specifically have not been evaluated as part of routine mental health care and mental health nurses' and relatives' attitudes towards them are unknown. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This evaluation of positive behaviour support plans in routine mental health inpatient care found that they had not been widely implemented or completed as intended. Barriers to the use of the plans included confusion among nurses and relatives around the principles of positive behaviour support, including how, when and for whom the plans should be used, difficulties in being able to describe the function of a patient's behaviour and lack of engagement with relatives and patients. Nevertheless, nurses and relatives valued the plans, in particular for their potential to facilitate holistic care. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: To use the plans successfully, mental health nurses will need training to understand fully the rationale behind the positive behaviour support approach and will need to engage more with relatives and patients. Commitment to the approach from the whole care team and organization will be needed to implement the plans consistently for all patients. Abstract Introduction An international drive is to minimize restrictive practices in mental health care. Positive behaviour support plans (PBSPs) help staff prevent behaviour which would require restrictive intervention. Originating in learning disability services, data within mental health care are limited. Aims To evaluate PBSPs within a mental health inpatient service; understand mental health nurses' and relatives' attitudes to them; and understand the barriers and facilitators for their use in routine mental health care. Methods Mixed methods-quality ratings and interviews with relatives and nurses. Results Positive behaviour support plans were poorly implemented. Relatives and nurses valued the potential of PBSPs to facilitate holistic care, though no relative had contributed to one and not every eligible patient had one. Barriers to their use included confusion around positive behaviour support, including how, when and for whom PBSPs should be used, and difficulties describing the function of a behaviour. Discussion The potential of PBSPs to improve mental health care is recognized. However, there are barriers to their use which should be addressed to ensure that PBSPs have been properly implemented before their impact on patient care can be assessed. Implications for practice Mental health professionals implementing PBSPs should engage with relatives and patients, gain organizational commitment and ensure that those involved understand fully the positive behaviour support approach.

LAYANAN BIMBINGAN KELOMPOK DENGAN PENDEKATAN POSITIVE BEHAVIOR SUPPORT DALAM MENINGKATKAN KEDISIPLINAN SISWA

This research aims to determine the effect of applying group guidance with a positive behavior support approach to improve student discipline. The method used is true experimental design with a pretest-posttest control group design. The experimental group received group guidance for 9 sessions and in the control group did not receive training. The population in this research were class VIII students of SMP Negeri 229 Jakarta. The sampling technique used was simple random sampling, the sample in this study amounted to 20 people who had a low discipline category and were divided into two groups namely 10 experimental group students and 10 control group students. While the technique of analyzing data using descriptive statistics using empirical mean to see the average pretest and posttest scores in the experimental group and the control group. Can be seen from the comparison of the pretest score 274 and posttest 392 in the experimental group and get a score of 118 which means an increase of 69.8%. The results of testing the hypothesis with the Wilcoxson test, a signed ranking test indicates that the value of Asymp. Sig of 0.005 <0.05 (Significant) which means that through the results of the calculation can be interpreted as a significant difference between the experimental group and the control group and can prove what is meant by the guidance group that requires positive behavioral support to increase student discipline

Putting the Positive and Safe agenda into practice: Reflections on our journey of promoting a positive behaviour support approach in an NHS mental health trust

This article explores positive behaviour support (PBS) approaches across three directorates of an NHS mental health trust. While we each took a different approach in developing PBS plans, these are context-driven and therefore applicable to a range of client groups.

Spare the restraint

A new film highlights how one regularly restrained client’s life was transformed by the positive behaviour support approach

Positive behaviour support for people with a diagnosis of personality disorder

This paper discusses some risk management challenges associated with the diagnosis of personality disorder (PD) and describes a positive behaviour support (PBS) approach to addressing these.

Effective Practices in the Face of Principal Turnover

the faculty at Pecan Creek Elementary that it was transferring the school’s principal, Ms. Davies, to a lowerperforming school within the district. Ms. Davies was a well-known proponent of a multitiered schoolwide positive behavior intervention and support (PBIS) approach, and educators considered her to be a “champion” for providing evidence-based interventions for students with behavior disorders. Under the active leadership of Ms. Davies, the school’s PBIS team met every other week to discuss schoolwide data, track individual student progress, and adjust plans for students who required individualized behavior support. Ms. Davies worked hard to help the team ensure high levels of implementation fidelity and for 3 years successfully managed to use site-based funds to allow release time for team members to meet during regular school hours and to attend relevant professional development training. In the fall, Mr. Thibault will become the new principal at Pecan Creek. Mr. Thibault’s primary focus has been on improving overall achievement. He says that he supports the PBIS initiative, but he did not make it a priority at his previous school. The team fears that he will not focus on PBIS at Pecan Creek and that problem behavior will increase, staff members will lose faith in system effectiveness, and some educators will search for alternative approaches. T A C H IN G Ex ce pt io n al C hi ld re n , Vo l. 46 , N o. 3, pp . 19 -2 5. C op yr ig ht 20 14 C EC . Effective Practices in the Face of Principal Turnover

Training Care Teams of Children with Autism Spectrum Disorders in Positive Behaviour Support: An Innovative Approach

As part of a team, the authors developed a workshop to help parents and teams address the behavioural needs of children with autism using a positive behaviour support (PBS) approach. Teams received comprehensive training in PBS and completed weekly homework assignments. Measures of participant satisfaction, parent satisfaction and efficacy and child behaviour suggested this training as an effective intervention for these teams. Participants reported improvements and the effective implementation of strategies after involvement in the workshops. This innovative model suggests potential for teams struggling with communication challenges in addressing problem behaviours in children with autism.

Utilizing a Positive Behavior Support Approach to Achieve Integrated Mental Health Services

ABSTRACT Although experts in early childhood mental health services make clear the need to infuse mental health services into all program components, many have suggested that the mental health services in the majority of Head Start programs are narrowly focused and that mental health consultants are often used in limited ways (see D. J. Cohen, Solnit, & Wohlford, 1997; E. Cohen & Kauffman, 2000; Forness et al., 2000; Green, Simpson, Everhart, Vale, & Gettman, 2004; Knitzer, 1993, 1996; Yoshikawa & Knitzer, 1997; Yoshikawa & Zigler, 2000). This article demonstrates how one Head Start program has begun to utilize the technology of Positive Behavior Support to develop an integrated model of mental health consultation services.

A Family-Centered Positive Behavior Support Approach to the Amelioration of Food Refusal Behavior

The purpose of this study was to evaluate the effectiveness of a family-centered positive behavior support approach to the amelioration of food refusal behavior in a child with autism. The study was conducted with the child and his family in their home. It employed an empirical case study design with one meal routine: snack time. Following training and support with the child's mother, results show high levels of child food acceptance, successful child participation in observed snack routines, and high parental ratings of social validity and contextual fit. Improvements maintained up to 26 months postintervention. Implementation also was associated with generalization of the child's eating behavior to new foods and to his father's supporting him during snack time. Child behavioral improvements also were associated with parental reports of gains in family quality of life. Results are discussed in terms of implications for practitioners and researchers involved in behavioral feeding interventions.

Family Implementation of Positive Behavior Support for a Child With Autism

This study examined the efficacy, social validity, and durability of a positive behavior support (PBS) approach with the family of a girl with autism and severe problem behavior. The study was conducted across a 10-year period beginning when the child was 5 years old. A multiple baseline across family routines design evaluated the functional relationship between parent implementation of a PBS plan and longitudinal improvements in child behavior and successful participation in routines. Daily indicator behavior data allowed us to assess generalized improvements in child behavior. An inventory of monthly community activities allowed us to assess changes in child quality of life. In addition, social validity and contextual fit were assessed. Results document that the intervention was associated with a 75% reduction in problem behavior, and that the effects were maintained across a 6-month to 7-year follow-up period. Associated outcomes included generalized improvements in child behavior and enhanced community activity patterns. Parents also rated the social validity and contextual fit of the approach highly. Results verify the efficacy and social validity of the approach and offer preliminary descriptive evidence of its durability. Contributions to the literature, implications, and future directions are discussed.