Positive behavior support (PBS) is an applied science that uses educational and systems change methods (environmental redesign) to enhance quality of life and minimize problem behavior. PBS initially evolved within the field of developmental disabilities and emerged from three major sources: applied behavior analysis, the normalization/inclusion movement, and person-centered values. Although elements of PBS can be found in other approaches, its uniqueness lies in the fact that it integrates the following critical features into a cohesive whole: comprehensive lifestyle change, a lifespan perspective, ecological validity, stakeholder participation, social validity, systems change and multicomponent intervention, emphasis on prevention, flexibility in scientific practices, and multiple theoretical perspectives. These characteristics are likely to produce future evolution of PBS with respect to assessment practices, intervention strategies, training, and extension to new populations. The approach reflects a more general trend in the social sciences and education away from pathology-based models to a new positive model that stresses personal competence and environmental integrity. Edward G. Carr 4The fourfold purpose of this article is to (a) provide a definition of the evolving applied science of positive behavior support (PBS); (b) describe the background sources from which PBS has emerged; (c) give an overview of the critical features that, collectively, differentiate PBS from other approaches; and (d) articulate a vision for the future of PBS.

Nonaversive behavior management is an approach to supporting people with undesirable behaviors that integrates technology and values. Although this approach has attracted numerous proponents, more adequate definition and empirical documentation are still needed. This article presents an introduction to the nonaversive approach. Important definitions are suggested, and three fundamental elements are presented: (a) an emerging set of procedures for supporting people with severe challenging behavior; (b) social validation criteria emphasizing personal dignity; and (c) a recommendation for prohibition or restriction of certain strategies. These elements are defined in hopes of stimulating further discussion and empirical analyses of positive behavioral support.

Positive behavior support is an effective and proactive approach for resolving serious problem behaviors that has been recommended by a growing number of professionals, advocates, policies, and laws. Building the capacity of educators and other professionals to provide positive behavior support is a vital concern as schools and community agencies serve increasingly diverse populations that include children and youth with disabilities and problem behaviors. This article describes issues and essential elements for building such capacity through inservice training. A core curriculum is outlined, and a national exemplar of comprehensive inservice training is described. Essential features of training that are needed for the development of practical skills are discussed.

Nonaversive behavior management is an approach to supporting people with undesirable behaviors that inte grates technology and values. Although this approach has attracted numerous proponents, more adequate def inition and empirical documentation are still needed. This article presents an introduction to the nonaversive approach. Important definitions are suggested, and three fundamental elements are presented: (a) an emerging set ofprocedures for supporting people with severe chal lenging behavior; (b) social validation criteria empha sizing personal dignity; and (c) a recommendation for prohibition or restriction of certain strategies. These elements are defined in hopes of stimulating further discussion and empirical analyses of positive behavioral support. DESCRIPTOR: nonaversivesIn recent years, a broad-based movement has emerged in support of nonaversive behavior manage ment. This movement reflects a commitment to the value that people with severe disabilities who exhibit

Individualizededucation programs (IEPs) written for students with severe disabilities who attended either integrated or segregated educational sites were evalu ated on the basis of the degree to which they included seven components identified as indicators of best prac tices. These seven indicators fall into three categories: age-appropriateness, functionality, and potential for generalization to a variety of environments. Teacher training and expertise were held constant. A difference was found between the groups on the overall quality of IEP objectives, with higher scores on those IEPs written for students who were integrated into regular school campuses. Opportunities available in integrated pro grams that may enhance IEP quality are discussed.