Teacher Tools Related to Positive Behavior Support Interventions

List of tools

  • Antecedent Interventions

    Antecedents are events, people, or things that immediately precede problem behavior. Once the antecedent is identified, interventions can be used that reduce the future occurrence of the problem behavior by eliminating the antecedent event, modifying the content, or by changing how the content is presented.

  • Consequence Interventions

    Consequence interventions are used to minimize reinforcement for problem behavior and increase reinforcement for desirable behavior. They also include redirecting a student toward alternative responses and providing crisis prevention strategies to ensure the safety of the student and others.

  • Person-centered and Quality of Life Interventions

    Interventions developed using person-centered planning (PCP) help increase the quality of a student's life with respect to learning, working, recreation, spirituality and social and community affiliations. They can focus on increasing a sense of belonging and inclusion, building friendship and relationship networks, enhancing a sense of dignity and respect, and designing strategies for encouraging self determination and empowerment.

  • Setting Event Interventions

    A "setting event" is an event that momentarily changes the value of reinforcers and punishers in a student's life. They can be physical, social, or biological. Interventions include minimizing or eliminating the setting event, neutralizing the setting event, adding more prompts for positive behavior, increasing the power of reinforcers temporarily, and promoting positive interactions.

  • Teaching Communication Skills

    Teaching communication skills in a structured and meaningful manner can provide a strategy for replacing a problem behavior.

  • Teaching Self Management Skills

    Self-management plans are used to teach students to independently complete tasks and take an active role in monitoring and reinforcing their own behavior.

Developed by: 
Rachel Freeman, PhD, University of Kansas