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It outlines PBS as research-validated, emphasizes consistent processes, positive wording of expectations, recognition and reinforcement, data collection, and instructional components rather than “zero tolerance” punishment.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/dealing-with-the-use-of-posiebeavior-suorport-strapterogies-inms/591415/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/dealing-with-the-use-of-posiebeavior-suorport-strapterogies-inms/591415.png","ImageObject",300,407,{"name":42,"@type":43},"supergirl","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problem does positive behavior support (PBS) aim to address?","Question",{"text":62,"@type":63},"PBS addresses problem behaviors in a positive way, offering a structured alternative to punishment-based discipline.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does PBS differ from traditional approaches?",{"text":67,"@type":63},"PBS uses a clear process that includes teaching expectations and documenting incidents, rather than relying on “zero tolerance” policies without instruction.",{"name":69,"@type":60,"acceptedAnswer":70},"What are the typical core features of PBS mentioned in the text?",{"text":71,"@type":63},"PBS typically includes creating common expectations, teaching them, acknowledging expected behavior, imposing consequences for noncompliance, and collecting data to guide decisions.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},591415,1793133809,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","dealing with  \nThe use of Posiebeavior suorport strapterogies inms  \nby Brian C. McKevitt, Jessica N. Dempsey, Jackie Ternus, and Mark D. Shriver  \nIn recent years, positive behavior support (PBS) strategies have been promoted as alternatives to traditional discipline for children and youth (Lewis & Sugai, 1999) . School use of PBS has been shown to significantly reduce the number of children referred to the office for discipline (Bohanon et al., 2006; Luiselli, Putnam, Handler, & Feinberg, 2005; McCurdy, Mannella, & Eldridge, 2003) . It also allows administrators and teachers to regain time otherwise spent managing problem behaviors (Scott & Barrett, 2004) .  \nRecently, PBS strategies have been applied outside the classroom in settings including playgrounds (Lewis, Colvin, & Sugai, 2000; Todd, Haugen, Anderson, & Spriggs, 2002) and summer recreation programs (Ternus, 2008) . Though implementing traditional school-  \nBRIAN C. MCKEvITT is an assistant professor in the psychology department at the University of Nebraska at Omaha. He earned his Ph. D. in educational psychology from the University of Wisconsin-Madison and is a certified school psychologist in Iowa and Nebraska. His primary research and professional interests focus on school-wide positive behavior support in traditional and alternative school settings and on evidence-based social, emotional, and behavioral interventions. JESSICA N. DEMPSEy is a school psychology graduate student at the University of Nebraska at Omaha. She is currently completing her internship at Heartland Area Education Agency in central Iowa. She is a 2008 graduate of Creighton University and earned [her M.S. degree](her M.S. degree) at the University of Nebraska at Omaha in 2010. Jessica will complete her educational specialist degree in school psychology in the summer of 2012. JACKIE TERNuS is a school psychologist in the Austin (MN) Public Schools. She earned her educational specialist degree from the University of Nebraska at Omaha in 2010. Her research and professional interests include positive behavior support and the impact of executive functioning deficits on student performance.  \nMARK D. SHRIvER is an associate professor in psychology and pediatrics at the Munroe-Meyer Institute (MMI) of the University of Nebraska Medical Center. He earned his Ph. D. from the University of Nebraska-Lincoln. He provides outpatient behavioral health services at MMI, where he is director of the Academic Evaluation and Intervention Clinic. He also works as a program evaluator for 21st Century Community Learning Centers programs in Nebraska.  \nbased PBS in out-of-school time (OST) programs may undesirable behaviors and allow participants to practice present challenges, PBS offers an appropriate alternative the right way to behave.  \nto punishment-based behavior management. Durlak and Systems for acknowledging participants when they  \nWeissberg (2007) found that afterschool programs that do what is expected may involve not only verbal praise used evidence-based approaches to teaching social and but also tangible reinforcement such as tickets that parbehavioral skills had better student outcomes than did ticipants can accumulate to earn rewards. Both group programs that did not use research- and individual conduct can be re  \nbased strategies. PBS is a set of research- inforced with rewards.  \nvalidated strategies for dealing with The PBS literature advocates  \nproblem behaviors in a positive way This technique is in direct for a clear and consistent process (McKevitt & Braaksma, 2008) . Our opposition to traditional for addressing student behaviorstutwdoiescoofmPmBuSnitimplemeny summetartionrecrine- punitive approaches that thCaotnsdeoqesuenncoets meforetpeoxoprectationsbehavior. ation programs suggest that PBS is do not include an must match the severity of the vioa promising method for promoting instructional component, lation and should teach students desired behavior among children including “zero tolera","cbCaivFV12maDR83","https://ap.wps.com/l/cbCaivFV12maDR83","pdf",278544,"English","# Positive Behavior Support (PBS)\n## PBS in school settings\n## PBS in out-of-school time programs\n## Core features of PBS\n## Defining and teaching expectations\n## Reinforcement, data collection, and consistent consequences","[{\"question\":\"What problem does positive behavior support (PBS) aim to address?\",\"answer\":\"PBS addresses problem behaviors in a positive way, offering a structured alternative to punishment-based discipline.\"},{\"question\":\"How does PBS differ from traditional approaches?\",\"answer\":\"PBS uses a clear process that includes teaching expectations and documenting incidents, rather than relying on “zero tolerance” policies without instruction.\"},{\"question\":\"What are the typical core features of PBS mentioned in the text?\",\"answer\":\"PBS typically includes creating common expectations, teaching them, acknowledging expected behavior, imposing consequences for noncompliance, and collecting data to guide decisions.\"}]","dealing with The use of Posiebeavior suorport strapterogies inms | PDF",1792071812,25]