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According to Cooper et al., (2007), the seven dimensions of ABA, which are mentioned by Baer et al., (1968), have continued to be the ...
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Similarities and Differences Between Applied Behavior Analysis and Positive Behavior Support Aljawharah Aljunaydil Department of Special Education, George Mason University December 29 , 2020
Abstract This paper is a literature review, which synthesized and analyzed numerous articles about applied behavior analysis (ABA) and positive behavior support (PBS). It started with the history of each term. Then it included the definitions and the characteristics for both of them. Additionally, this paper explored the similarities and differences between ABA and PBS, and it offered some recommendations for future research that could be written regarding ABA and PBS.
Literature Review Origins Throughout the 1950s and the early 1960s, the experimental analysis of behavior method was used by researchers to discover whether the behavior trials in the clinic with nonhuman subjects could be a benefit for humans. In the 1960s, researchers started to apply the principle of behavior to develop socially appropriate behaviors; however, they faced some challenges which were centered in the laboratories. As a result, they needed to create a new experimental procedure. Nevertheless, during this period, many essential behavior applications were discovered, such as token reinforcement systems and curriculum design (Cooper et al., 2007). Throughout the 1960s and the early 1970s, numerous university programs in Applied Behavior Analysis began, and these programs are considered significant contributions that assist the field to be grown. Researchers in the field consider 1968 to be the official start of contemporary applied behavior analysis based on two essential events. First, the Journal of Applied Behavior Analysis JABA , the first journal in applied behavior analysis in the United States, was first published in 1968. This journal was marked as a flagship in the discipline since its beginning. Second, in 1968 Donald M. Baer, Montrose M. Wolf, Todd R. Risley, who are founding fathers of the new field, published their article, “Some current dimensions of applied behavior analysis,” which outlined the principal criteria that guideline applied behavior analysis field (Cooper et al., 2007). Horner et al. (1990) stated that nonaversive behavior management appeared due to the professionals’ debate about using aversive stimuli with people who have severe disabilities and suffer from challenging behaviors. Besides, the authors labeled nonaversive behavior management procedures, “Positive Behavior Support PBS” (Horner et al., 1990). Moreover,
there are two main reasons for PBS emersion: an increase in the concerns of using aversive procedures and the desire to have notable and continuous outcomes (Weiss et al., 2010). Anderson and Freeman (2000) mentioned that because of the high number of people who shift out of institutions and into the less restrictive setting, there had been a need for a method such as nonaversive behavior management to change undesired behaviors. Furthermore, two significant events assist the dissemination of positive behavior support—the first issue of the Journal of Positive Behavior Interventions in 1999, and the inclusion of positive behavioral support in the federal Individuals with Disabilities Education Act (IDEA) in 1997 (Johnston et al., 2006). Applied Behavior Analysis and Positive Behavior Support Analysis of the literature shows it is clear that there is extensive overlap between applied behavior analysis and positive behavior support; however, numerous specialists have different perspectives on how to clarify the relationship between ABA and PBS (Carr & Sidener, 2002; Johnston et al., 2006; Weiss et al., 2010). According to Anderson and Freeman (2000), PBS provides an approach to support individuals with challenging behaviors, and this approach is compatible with ABA principles. Similarly, Carr and Sidener (2002) highlighted that some professionals consider PBS as a service delivery framework of behavior analytics since the majority of PBS features are basic practices for ABA. Johnston et al. (2006) asserted this trend by clarifying that the separation of PBS from ABA is not supported by sufficient evidence. On the other hand, some authors argue that even though PBS is historically rooted in ABA, it is considered a new discipline (Carr & Sidener, 2002). Likewise, Johnston et al. (2006) pointed out that “PBS was not only newer than, but also superior to, ABA” (p. 61). They consider PBS as a unique system with its own identity.
each person, unlike most of the care services systems available for students with disabilities (Anderson & Freeman, 2000). Third, the professionals consider PBS intervention as a successful procedure by measuring the impact on individual life and society. In addition, PBS is distinguished as treatment packages which include assessment, caregiver training, teaching new skills, and specific treatment for challenging behaviors. However, not all of the intervention plans need to present these components (Anderson & Freeman, 2000; Carr & Sidener, 2002). Similarities and differences between applied behavior analysis and positive behavior support The PBS approach focuses on specific values to apply its services such as dignity, meaningful outcome, individualization, normalization, inclusion, social validity, person-center planning, and stakeholder participation. Similarly, these values have been accepted in ABA services (Johnston et al., 2006). Both ABA and PBS emphasize altering behaviors that are critical for the individual and his or her society (Carr & Sidener, 2002). Also, one of the ABA dimensions is generality, which means the ABA approaches aims to see the behavior changes in other environments and other times; in the same way, generality is one of PBS goals (Carr & Sidener, 2002). On the other hand, PBS primarily pays attention to intervention based on antecedent stimuli; however, that does not mean the consequences are not significant in this approach. In contrast, ABA considers the antecedents as well as the consequences. It paid equal attention to the three-term contingency: antecedent, behavior, and consequences (Johnston et al., 2006). Carr and Sidener (2002) mentioned that PBS depends on positive reinforcement in its procedure instead of punishment. In the ABA approach, the expert asserts that it is crucial to use reinforcement as an intervention instead of punishment unless it is necessary for the case.
Studies that have been reviewed, for example Carr and Sidener (2002); Johnston et al. (2006); Weiss et al. (2010), make clear that there has been an ongoing controversy about ABA and PBS as to whether they should be considered separate disciplines, or a single integrated discipline. To illustrate, the practitioners who said ABA and PBS overlap, thought that the science behind both ABA and PBS focuses on behaviors. They consider PBS as an extension field of ABA, while other practitioners said that PBS emphasizes on the life quality of the individual and his or her choices (Weiss et al., 2010). Furthermore, studies such as Anderson and Freeman (2000); Cooper et al. (2007); Trump et al. (2018) have demonstrated the history, definitions, characteristics, similarities and differences, and implementation for ABA and PBS. Applied behavior analysis is defined as “the application of behavior analytic principles to socially significant behavior” (Weiss et al., p. 429), whereas positive behavior support is defined as “a framework for establishing a positive school culture with tiered levels of social and behavioral support” (Sugai & Horner, 2019, p. 120). To implement ABA, there are plenty of procedures used by practitioners such as reinforcement, discrete trial teaching (DTT), task analyses, video modeling, and the Picture Exchange Communication System (Trump et al., 2018). On the other hand, there are three trails to implement PBS: first, adapting the environment on a wide-school level to prevent problem behaviors. Second, accommodating the instruction for a group of students who are at risk level to prevent problem behavior. Third, providing assessment and treatment of problem behaviors for students who are on the individual level (Weiss et al., 2010). According to Filter et al., (2008), future research should focus on identifying the relationship between ABA and PBS to determine how these approaches could contribute to solving an individual’s problems. Also, they mentioned that the lack of interaction between ABA
conducted by typical people under typical contexts, the authors suggested that treatment should be conducted in settings in which undesired behaviors usually occur, and by the same people who expect to apply the procedure. The authors’ contention is that this will help to generalize and maintain the behavior being changed. Third, future research should pay attention to the variable system to have sufficient practices. Lastly, it is suggested that emphasis on the implementation process will help the field of PBS to become broader and more efficient (Clarke et al., 2018; Horner & Sugai, 2018). To summarize, this paper has reviewed several articles about applied behavior analysis and positive behavior support. It has defined each term, and it has demonstrated the history, the catachrestic, the relationship, and the similarities and differences. Also, it has included what is currently known and not known about ABA and PBS.
References Anderson, C. M., & Freeman, K. A. (2000). Positive behavior support: Expanding the application of applied behavior analysis. The Behavior Analyst , 23 (1), 85-94. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2731369/pdf/behavan00011-0087.pdf Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of applied behavior analysis , 1 (1), 91-97. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1310980/pdf/jaba00083-0089.pdf Benedict, E. A., Horner, R. H., & Squires, J. K. (2007). Assessment and implementation of positive behavior support in preschools. Topics in early childhood special education , 27 (3), 174-192. https://hcpbs.org/wp-content/uploads/2018/04/assessment- and-implementation-of-positive-behavior-support-in-preschools.pdf Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J. L., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of positive behavior interventions , 4 (1), 4-16. https://kuscholarworks.ku.edu/bitstream/handle/1808/6147/PBS16_PBS%20Evolution.pd f?sequence=1&isAllowed=y Carr, J. E., & Sidener, T. M. (2002). On the relation between applied behavior analysis and positive behavior support. The Behavior Analyst , 25 , 245-253. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2731616/pdf/behavan00008-0119.pdf Clarke, S., Zakszeski, B. N., & Kern, L. (2018). Trends in JPBI publications, 1999–2016. Journal of Positive Behavior Interventions, 20( 1), 6-14. https://www.researchgate.net/profile/shelley_Clarke2/publication/319012207_Trends_in_
Trump, C. E., Pennington, R. C., Travers, J. C., Ringdahl, J. E., Whiteside, E. E., & Ayres, K. M. (2018). Applied behavior analysis in special education: Misconceptions and guidelines for use. Teaching Exceptional Children, 50 (6), 381-393. https://journals.sagepub.com/doi/abs/10.1177/ Weiss, M. J., Delpizzo-Cheng, E., Larue, R. H., & Sloman, K. (2010). ABA and PBS: The dangers in creating artificial dichotomies in behavioral intervention. The Behavior Analyst Today, 10 (3-4), 428-439. https://psycnet.apa.org/fulltext/2010- 14709 - 007.html
