Abstract
The focus of the three-tier approach of positive behavior support (PBS) in nonclassroom settings is to provide proactive supports that include early detection and intervention at the primary, secondary, and tertiary levels. The logic of this approach rests on putting proactive structures in place and then monitoring student response. If many students are demonstrating problems, then the universal features of the setting need to be adjusted. Yet, even when effective primary prevention systems are in place, a few students may still fail to respond appropriately and will require more intensive interventions at the secondary or tertiary level to promote behavioral competence. Thus, a continuum of interventions is implemented across nonclassroom, classroom, and individual student support systems to support students who do not respond to universal procedures. Although each of these systems has unique features, they overlap and have an impact the others (Crone & Horner, 2003; Todd, Horner, Sugai, & Colvin, 1999) as represented in Fig. 21.1.
Nonclassroom systems refer to those areas outside the classroom where students gather for a specific purpose (e.g., cafeteria, playground, school assembly, hallway, bus zone, parking lot, restroom). When conditions in specific settings are characterized by less-structured activities, ambiguous rules and routines, a focus on social interaction between students, low rates of supervision, and a high density of students, significant management challenges can emerge. Primary prevention for nonclassroom settings focuses on directly teaching and encouraging clearly defined routines and behavior expectations relevant to the specific setting. A continuum of secondary (targeted) and function-based tertiary interventions may be necessary to reduce behaviors that are not responsive to universal approaches, including (a) increased supervision and monitoring, (b) increased opportunities for positive reinforcement, (c) increased opportunities for instructional feedback, and (d) targeted social skills training.
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Newcomer, L., Colvin, G., Lewis, T.J. (2009). Behavior Supports in Nonclassroom Settings. In: Sailor, W., Dunlap, G., Sugai, G., Horner, R. (eds) Handbook of Positive Behavior Support. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09632-2_21
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