Support and assistance for inclusion in schools

Addressing in a positive way the behavioral disorders that children, adolescents and young people often present in schools, is an alternative to ending the exclusion from classrooms of students with behavioral disorders and the drastic application of sanctions.

Based on people’s values and rights, the application of the Positive Behavioral Support model aims at the well-being of the student and the improvement of relations with his environment, based on the positive reinforcement of capacities and learning new skills.

The Positive Behavioral Support service we offer to schools, formed of a team of psychologists and psychopedagogues with extensive expertise in the model, offers personalized training and support to education professionals to address problematic behaviors in the classroom and improve the well-being of the student and the people around him.

We identify as behavioral disorders or problematic behaviors that, due to their identity, duration and frequency, affect the student’s personal development, as well as their personal relationships and their ability to participate in the classroom and school environment , but also the rest of community and social environments. 

Problematic behavior situations require an over-exertion from the support system to adequately address the needs of the student in the classroom. Usually a comprehensive approach will be taken, which requires an individualized and adaptive response, adjusting and adapting the environment. Problematic behaviors can be modified, changed and reeducated, and they cease to be problematic to be alternative behaviors.

Positive Behavioral Support (PSB) is a strategy to improve comprehensive interventions for people with severe behavioral problems and developmental disabilities. Currently, the application of this support model has proven to be a great tool when facing different situations that occur both at school, at home and in the community, for children, adolescents, young people and adults, with and without disabilities, and faced with a wide range of problematic behaviors that originate in both academic and social areas.

Even more importantly, the model has broadened its focus from an individual case perspective to a group systems-level implementation, especially designed for schools, residential homes, and day care centers. In this way, this support model is defined as a broad set of systemic and individual strategies to achieve important social and learning outcomes for all students and also users of day and residential centers.

What are the main characteristics of Positive Behavioral Support?

The systemic application of Positive Behavioral Support offers schools, day care centers, residential services, families and communities, an effective approach that allows the adoption and maintenance of practices based on the quality of life and effective academic and behavioral learning:

  • Prevention focused on a continuum of supports.
  • Proactive approaches to teach and improve social behaviors, based on evidence-based practices.
  • Set of systemic proposals for change to support effective practices, based on the analysis of the causes and the data collected.

Prevention, key factor

 

The practices and systems of Positive Behavioral Support are organized along a continuum in which prevention is considered, as one of the key factors of the model, from 3 main perspectives:

-Primary prevention: focuses on reducing the number of new cases of behavior or problematic situations, ensuring and maintaining the use of the most effective practices for all students/users. It focuses on the organization of learning and living spaces, through effective learning systems.

-Secondary prevention: focuses on reducing the number of existing instances of problem behaviors or situations by providing additional behavioral support or instruction to a relatively smaller number of students and users who are at medium risk and who need more specialized support than they occur in primary prevention.

-Tertiary Prevention: Focuses on reducing existing instances of complex, difficult, and long-lasting problem behaviors exhibited by students/users who are at risk of significant emotional, behavioral, and social failure. In these cases, emphasis is placed on the use of specially designed and individualized interventions in order to decrease the duration, intensity, complexity and/or frequency of the problematic behavior or situation (functional assessment, specific behavioral support plans based on functions, learning new behaviors).

Training in Positive Behaviour Support

A closer look to Positive Behaviour Support

Knowledge of PBS principles and practices and basic approach to prevention based support approach, attitude and style.

Training for professionals

Intended for direct care professionals, volunteers and people interested in knowing what PBS is, the principles and basic strategies for supporting people with behavioral problems.

Knowledge of PSB

We will learn what the SCP is and how we work with values and principles on a daily basis

Resources for inclusion at schools

Understanding behaviour from a functional perspective.

PBS at schools

Intervention model based on PBS (primary, secondary, tertiary prevention).

Reactive strategies application

Tools to tackle prevention and intervention plans in the classroom

Join the course

Deepen knowledge related to behavior

In the interest of deepening the application of Positive Behavioral Support in our areas of work related to behavior, you can update your knowledge, in the following link:

Check the statement of principles on the application of Positive Behavioral Support

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