Positive Behavioral Support for Students with Severe Disabilities: An Emerging Multicomponent Approach for Addressing Challenging Behaviors

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Abstract
Students with severe disabilities who exhibit severe problem behaviors present difficult challenges for teachers and other school personnel. As school psychologists assume the role of educational consultant, they may be called upon to design effective behavioral interventions to meet the needs of these students. In this article, an emerging conceptual framework for developing positive, nonaversive behavioral support plans for students with severe disabilities is introduced. Comprised of multiple components such as alternative skill training, antecedent interventions, and lifestyle planning, positive support plans offer a comprehensive, proactive approach to the reduction and prevention of difficult problem behaviors. The research bases and rationale for this framework are highlighted. Two case examples taken from practice illustrate the use of multicomponent support plans in classroom settings. Implications for school psychologists are discussed.

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