The Importance of Teaching SKILLS in Positive Behaviour Support
Why teaching ‘skills’ is so important in PBS
Positive Behaviour Support (PBS) is a comprehensive approach to understanding and addressing challenging behaviours in individuals. At its core, PBS emphasizes teaching new skills to replace problem behaviours, rather than simply managing or suppressing them. In this blog, we’ll explore the importance of skills teaching in PBS and provide examples of functionally equivalent behaviours.
Why Skills-Teaching Matters
Skills teaching is essential in PBS because it addresses the underlying causes of challenging behaviours.
Sometimes, individuals lack the skills to communicate their needs, express their emotions, or engage in daily activities. They may then resort to so called problematic behaviours. By learning ‘alternate skills’, they will develop more effective and socially acceptable ways to communicate their needs.
Functionally Equivalent Behaviours
Functionally equivalent behaviours are alternative actions that should replace the problematic behaviour. They serve the same purpose as the problem behaviour, but are more acceptable and efficient. Here are some examples:
- Go from ‘hitting’ to ‘asking’: It’s problematic if a child hits someone in order to get your attention. They can be taught to ask for attention (either verbally or through a gesture such as waving or pointing) instead.
- Replace ‘screaming’ with ‘regulation‘: What if you have a student who screams whenever they’re asked to do something? They can be taught to ask for a break or time-out, giving them time to regulate their emotions and refocus.
- Reduce those tantrums: What do we do if a child throws tantrums when they want something? They could instead be taught to ask or use gestures to express their need, such as pointing to a toy or saying “I want juice.”
- Remove aggression: This is when a person faces a frustrating situation and then behaves aggressively as a result. They could be taught problem-solving skills such as deep breathing, counting, or getting help from a trusted adult instead.
Teaching Replacement Behaviours
To teach functionally equivalent behaviours, PBS practitioners use a variety of strategies, including:
- Modelling: Demonstrating the desired behaviour and providing clear instructions on how to use it.
- Antecedent Interventions: Altering the environment or situation to prevent problem behaviours from occurring.
- Consequence Strategies: Implementing positive reinforcement or logical consequences to encourage the use of replacement behaviours.
- Gradual Release: Phasing out support and reinforcement as the individual becomes more proficient in using the replacement behaviour.
CONCLUSION
Skills-teaching is a critical component of Positive Behaviour Support. It addresses the underlying causes of challenging behaviours, equipping individuals with more effective and socially acceptable ways to interact. By teaching functionally equivalent behaviours, individuals develop the skills they need to thrive, reducing problem behaviours and improving overall well-being. As we strive to create more inclusive and supportive environments, we cannot overstate the importance of skills-teaching in PBS.
If you’d like to find out more about One Central Health, give us a call today on (08) 9344 1318.
Blog Written by Belinda Britton
Images by Freep!k
