Positive Behavior Supports is one of the most researched approaches to dealing with problem behaviors in the school setting. Considered primarily as a prevention model, entire school districts have embraced Positive Behavior Supports in an effort to reduce violence and increase safety in the schools. A three-tiered model, Universal strategies should provide the context in which at least 80% of the students experience behavioral success and do not require assistance beyond the school-wide rules and procedures. Secondary strategies should support an additional 15% of students who, for various reasons, need more support, such as small group interventions, routines, or intervention.

It’s that 1%-5% of students that are frequently the reason schools seek services from Support 4 Teachers, Co. These youngsters may be disruptive, dangerous, or otherwise behaviorally not successful in school. Positive Behavior Supports Tertiary strategies are required and by this time teachers and systems feel they have run out of options to serve these students.
 
Support 4 Teachers, Co. use Positive Behavior Supports and help teams develop individualized behavior plans based upon functional behavior assessment that work. Using a model that clearly identifies the target behavior in observable, measurable formats helps teams take data and implement plans systematically. Additionally, our consultants look at the entire context of the classroom within a Positive Behavior Support construct and can point out inconsistencies in the system and ways for teachers to increase the effectiveness of their Universal and Secondary supports. By doing so, youngsters who may initially present significant problems may improve to a point that Secondary supports may be sufficient in the future. Our consultants work with teachers to be sure that behavior plans can be implemented consistently and that outcomes can be evaluated reliably.

Positive Behavior Supports allows teachers to implement data-based strategies and interventions, evaluate progress or lack of progress, and adjust interventions based on program outcomes.