Emergence of Behavioural Support in the USA

Abstract

Over three decades, the positive behaviour support approach, together with its practice base, has been methodically developed, applied, and researched within elementary and secondary schools in the USA. The approach was initiated to better address the severe and challenging behaviours presented by students and adults with developmental disabilities, and the framework has been expanded to meet pressing needs to keep schools safe and free from antisocial behaviour and bullying. The 1997 IDEA legislation in the USA mandated this approach for all students whose problem behaviour inhibits productive learning. Historically, the 1960s theory of applied behaviour analysis and the 1980s philosophy of nonaversive behavioural intervention gave rise to a new value-based technology providing behavioural support for individuals. Positive behavioural support (PBS) technology advanced as key dedicated groups of people strengthened the reach and relevance of behavioural support to individuals within and across systems. Tracing the work of LaVigna and Willis through their Institute for Applied Behavior Analysis and that of Horner and Sugai as codirectors of the federally funded Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports illustrates the breadth and ongoing development of PBS. The shift into a school-wide approach fostered three tiers of behavioural assessment and intervention planning for behaviour and academics, with Tier 2 supports and Tier 3 intensive interventions providing positive and at times prevailing outcomes for many students with SEN.