Abstract:

The aim of the paper is to present Applied Behavior Analysis (ABA) and Positive Behavior Intervention and Support (PBS/PBIS) and to clarify its usage for the elimination of problem behavior in a pupil with childhood autism (ASD). Presence of problem behavior (in this case in the form of significant echolalias) is the barrier to successful inclusion among his peers. Positive Behavior Intervention and Support among other things means a comprehensive system focused on classroom management, school environment settings, and targeted intervention for students with problem behavior. It is the effectiveness of PBS in eliminating problem behavior that will be demonstrated in the case of a boy (9.5 years old) who is educated 30 hours a week in a private classroom in accordance with the principles of Applied Behavior Analysis. An individual Behavior Intervention Plan was created for the boy to reduce his problem behavior, which was defined as repetitive echolalia without a communicative character. Before creating an individual Behavioral Intervention Plan, we chose a methodology for the assessment of the function of the student's problem behavior (Motivation Assessment Scale - MAS, Setting Events Checklist - SEC, ABC datasheet etc.). Based on the results, the self-stimulation function was determined for this behavior. The above-mentioned individual plan was assembled for this function, which consisted of antecedent and cosequent strategies and a plan to replace the target behavior. The plan included specific procedures for eliminating problem behavior, supporting desirable behavior, training staff and parents, and a plan in the event of a program failure. Prior to the intervention, the behavior occurred at a frequency of 1047 echolalias in 7 hours when the boy was present in the classroom. The frequency was measured on a mechanical counter 2 days before the intervention setting in order to determine the input relevancy of the measured behavior. Immediately on the first day after the intervention, the behavior began to decrease to 101 manifestations per day in the classroom (15.5 per hour) and after 5 days it decreased to 15 manifestations per day (2.6 per hour). After 14 days, we got to 0 manifestations of problem behavior per day.
Through the case study of the boy, we present PBS interventions at the level of the individual work, the ABA class environment, and the family environment. Presenting the functional assessment methodology of the problem behavior and research results, we want to support the implementation of teachers‘ professional development, mainly for teachers working directly with included pupils with ASD, especially in the field of diagnostic and psychodidactic competencies. Although Applied Behavior Analysis and PBS interventions are nothing new, the school environment in the Czech Republic is struggling with the ignorance of these evidence-based approaches. We discuss how Positive Behavior Support can help to set inclusive conditions in education for pupils with ASD, and how it can help to eliminate the problematic behavior of included children who are then excluded from the school collective due to these manifestations.

Keywords:

Positive Behavior Intervention and Support, inclusion, problem behavior, Behavioral Intervention Plans, PBS implementations, Applied Behavior Analysis.