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Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

George Sugai

University of Oregon

Robert H. Horner

University of Oregon

Glen Dunlap

University of South Florida

Meme Hieneman

University of South Florida

Timothy J. Lewis

University of Missouri

C. Michael Nelson

University of Kentucky

Terrance Scott

University of Kentucky

Carl Liaupsin

University of Kentucky

Wayne Sailor

University of Kansas

Ann P. Turnbull

University of Kansas

H. Rutherford Turnbull, III

University of Kansas

Donna Wickham

University of Kansas

Brennan Wilcox

University of Kansas

Michael Ruef

Cal Poly University

Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts are not new, but they are important for improving the quality of efforts to educate children and youth with disabilities. The purposes of this article are to describe (a) the context in which PBS and FBA are needed and (b) definitions and features of PBS and FBA. An important message is that positive behavioral interventions and supports involve the whole school, and successful implementation emphasizes the identification, adoption, and sustained use of effective policies, systems, data-based decision making, and practices. Systems-level challenges are also discussed.

Journal of Positive Behavior Interventions, Vol. 2, No. 3, 131-143 (2000)
DOI: 10.1177/109830070000200302


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