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発達障害児者の問題行動に対する機能分析とPositive Behavioral Support

Definition Positive behavioral support (PBS) involves the assessment and reengineering of environments so people with problem behaviors experience reductions in their problem behaviors and increase social, personal, and professional quality in their lives. PBS is the application of behavior analysis and systems change perspectives within the context of person-centered values to the intensely social problems created by behaviors such as self-injury, aggression, property destruction, pica, defiance, and disruption. It is an approach that blends values about the rights of people with disabilities with a practical science about how learning and behavior change occur. The overriding goal of PBS is to enhance quality of life for individuals and their support providers in home, school, and community settings. The excitement about positive behavioral support lies in the promise it holds for addressing the very real and difficult challenges posed by problem behaviors (Horner, 1999). Positive behavioral support is a collaborative, assessment-based process to develop effective, individualized interventions for individuals with challenging behavior. Support plans focus on proactive and educative approaches. Background Positive behavioral support (PBS) emerged out of a dissatisfaction regarding traditional methods for addressing serious behavior problems which were often too narrowly defined, focused exclusively on consequences, inappropriate within integrated settings, unacceptably intrusive, and/or ineffective in helping people to realize meaningful changes in behavior and lifestyles. Instead, PBS incorporates recent trends in research and practice that emphasize designing positive and effective interventions that are based on a comprehensive assessment of the variables affecting a person's behavior (Horner et al. the 1997 amendments to the Individuals with Disabilities Education Act, which call for the use of functional behavioral assessment and positive supports and strategies (Tilly et al., 1998).