Abstract
As student diversity in schools continues to swell and the general education classroom becomes increasingly more inclusive, classroom management techniques and schoolwide behavioral systems are receiving increased attention. In Keith Storey and Michal Post’s text, Positive Behavior Supports in Classrooms and Schools: Effective and Practical Strategies for Teachers and Other Service Providers, practical, research-based strategies and methods of implementing positive behavioral supports are examined. This straightforward, uncomplicated approach to complex behavioral issues seeks to cultivate confidence in readers and leave them with a “can-do” attitude toward positive behavioral intervention. Through simplistic language, concrete examples, and step-by-step guidelines, this text may be utilized for immediate solutions to common behavioral challenges. As a quick read and excellent reference, educators and service providers will likely dog-ear pages, highlight key messages, and write in the margins of this highly relevant text. As Storey and Post explain, “The scope of this book is to provide an overview of positive behavior supports that is written in an informational format that teachers and other service providers can immediately put to use” (p. vii).
The clever organization of this text lends itself to rapid readability and frequent referencing. All chapters begin with a list of Key Point Questions. Similar to learner outcomes, these questions describe chapter focus and establish content that readers will obtain from the applicable sections. Because key questions correspondingly align with the headers within each chapter, readers may choose to study entire chapters or leaf directly to questions and answers of interest. Again, Storey and Post cater to readability and the teacher’s need to take immediate action. Following the numbered list of key point questions, each chapter includes two case studies strategically used to demonstrate specific skills, strategies, or scenarios that align with the overall topic of each chapter. Subsequently, key point questions are explored and addressed. The answers are discussed via reference to proven methodologies and research findings, examples, corresponding figures, considerations, recommendations, and guidelines. Here is where educators and other service providers will likely find strategies for immediate implementation.
To conclude each chapter, Storey and Post highlight best practices of topic material presented. This section is reminiscent of a “summary” segment included in most textbooks. However, unlike summary sections that recap chapters in a detailed paragraph or two, the “Best Practice” sections included in this text offer a list of two to five key points or take away messages from the chapter. This keeps the text focused and identifies those best practice strategies and essential elements that are critical to the successful implementation for positive behavior supports. In an effort to actively engage readers, Storey and Post pose questions for discussion as well as outline school-based activities that reinforce chapter content. One limitation is that although these activities are interactive and designed to strengthen understanding of behavioral concepts, they do not extend easily to preservice educators studying classroom management on campus or via online learning; rather, activities are more applicable for educators and other service providers already working in the field.
Chapter 1 provides an overview of positive behavior supports. Applied behavior analysis (ABA) is explored from a theoretical and historical perspective. Psychologists such as B. F. Skinner and John Watson are referenced in an effort to describe behavior as observable actions that can be predicted and positively impacted by effectively controlling the environment; by increasing desirable behaviors through positive reinforcement and supports, undesirable behaviors will diminish. Storey and Post openly acknowledge that criticism of ABA prevents some educators from engaging in behavioral change practices. Impressively, as most common concerns are shared, Storey and Post offer corresponding rebuttal, which ease reader uncertainties and feelings of mistrust about behavioral interventions. For example, the argument is made that “Behavior approaches do not work with many students” (p. 14). Storey and Post respond, “Extensive research indicates that ABA approaches work with all types of students and for students of all ages (including adult learners)” (p. 14). In concluding this chapter, the authors reiterate the importance of focusing on observable student behaviors, as opposed to internal thoughts that are not observable.
Chapters 2 and 3 focus on measuring and analyzing the function of behavior. The need for thorough and accurate data collection is emphasized, and observational strategies are described. With figures and concrete examples, behavior observation and data analysis become manageable and relevant tasks. Storey and Post underscore the importance of understanding the function behind behavior, allowing educators and other service providers to promote positive behaviors that meet the same functional need. Two overarching umbrella functions are recognized as promoting behavior: “(a) to obtain something desirable, and (b) to escape or avoid something undesirable” (p. 48). Guidelines for conducting functional behavior assessments (FBA) are explored, as are the roles of antecedent, behavior, consequence (ABC) analysis; professional, student, and parent interviews; direct observations; and systematic manipulations of environment, context, or other contributory variables. Finally, the selection of replacement behaviors explicitly devised to meet the same function of the undesirable behavior is discussed. Although readers will find this information beneficial when investigating functions of problematic behaviors, Storey and Post fail to connect the FBA to the creation of a behavioral intervention plan (BIP). One might consider this a missed opportunity.
Reinforcement and punishment are discussed in Chapters 4 and 5. Initially, Storey and Post differentiate between positive and negative reinforcements, explaining that positive reinforcement occurs when undesirable behavior changes due to the delivery of a positive stimulus or event, whereas negative reinforcement utilizes the removal of stimulus to increase positive behavior. Methods of utilizing reinforcements are described, as are differing types of reinforcements. Storey and Post present punishment as neither “good” nor “bad.” Instead, “when combined with reinforcement and other positive interventions, the use of punishment can be an effective strategy in implementing positive behavior supports” (p. 83). They recognize that punishment may stop behavior but stress that without providing replacement behaviors, punishments are rarely effective for the long term. In fact, if not careful and strategic about utilizing punishment, educators and other service providers may inadvertently inhibit learning. Emphasis is placed on short-term employment of punishment, and the authors stress that positive behavior replacement should simultaneously be taught and reinforced.
Chapters 6 through 8 share strategies for preventing behavior and building community within the classroom, while Chapters 9 and 10 focus on self-management techniques and social skill development. Relevant and straightforward steps to creating organized and structured classrooms are briefly illustrated. Positive measures that may be preemptively implemented are likewise explored. Readers learn about goal setting, simple token economies, good behavior games, relaxation techniques, curriculum modification, anger control training, and pretask requests. Descriptions of each are relatively short, and readers wanting additional information may need to conduct outside research. Storey and Post further study the utilization of cooperative groups to connect peers and support student learning, which, in turn, may promote positive behavior. Engaging students in altering their own behavior and giving them control to monitor self-progress are two key elements of self-management. Storey and Post provide ample material, examples, and guidelines specific to this topic. Methodology in self-management is explored, and self-recording and evaluation procedures are presented, as are ways in which to teach self-management techniques to participating students. Finally, the authors demonstrate the need to teach social skills explicitly and provide multiple methods, examples, and resources to do so.
In Chapter 11, Storey and Post spend time analyzing and defining School-Wide Positive Behavior Supports (SWPBS). Within a fully functioning SWPBS school, a united effort to foster positive behavior while diminishing undesirable behavior is adopted across staff and school community. Common behavioral goals are generated through the use of data analysis and staff collaboration. Schoolwide expectations are adopted, and common language is utilized among staff and student. For students with unique behavioral challenges, additional support and interventions may be necessary. Storey and Post explain that these students fall within Tier II of the SWPBS model. Specific interventions with more intensity and adult contact are thoroughly explored within this section of the text. Examples of data collection systems and models of program implementation are presented. Unfortunately, while Storey and Post recognize that a low percentage of the student population will need even further intervention and supports (Tier III intervention), little description or support is offered here. Readers would benefit from additional information or suggested resources specific to Tier III interventions.
Finally, Chapter 12 addresses the need for schools, agencies, and families to work collaboratively to improve behavior and support children. Storey and Post emphasize the importance of parental involvement and suggest that strategies utilized at school should be reinforced at home. Wraparound services are presented as an exemplary way to bring multiple stakeholders together to assist students and families who need a variety of supports from a variety of entities. In addition, Storey and Post discuss the negative impacts of bullying and violent behavior.
Limitations of the book include a failure to connect FBA to the development of positive behavior support plans or behavior intervention plans. Once again, this highlights the lack of information relative to Tier III intervention. The authors also miss an opportunity to contextualize positive behavior supports in differing settings. A brief comparison of implementation strategies between primary and secondary classrooms and schools would be beneficial. In addition, readers would appreciate specific information regarding the use of PBS in inclusive classrooms, in which the relationship between culture and disability is explored. Finally, although the text is research driven, in several places, out-of-date research is cited, and there is a lack of more recent statistics and findings that would appear to have more relevance in today’s classrooms.
Despite the above limitations, Positive Behavior Supports in Classrooms and Schools: Effective and Practical Strategies for Teachers and Other Service Providers provides a practical, teacher-friendly, and straightforward look at student behavior. Specific strategies and guidelines shared may be easily implemented in the classroom or school. Storey and Post impressively take complex, intricate material and present it in a simple, uncomplicated manner. Essential elements of theories, methodologies, and research are woven into best practice procedures and effective techniques. This text is highly recommended for teachers, other service providers, and preservice educators looking to understand and improve student behavior.