Practical Tools for Positive Behavior Facilitation

Edna C. Olive

Positive Behavior Facilitation (PBF) is a comprehensive approach to understanding and intervening in the behavior of youth. This article describes the components of PBF.

Research clearly indicates that the behaviorof children is best understood and ultimate-ly managed by comprehensive strategiesand techniques that consider not only what

a child is doing but also why a child is demonstrat-ing a particular behavior (Brendtro, Brokenleg, &Van Bockern, 2002; Bre n d t ro & Ness, 1983;Garbarino, 1999; Long, Wood, & Fescer, 2001;Mendler & Curwin, 1999; Redl & Wineman, 1951).All too often, the strategies we attempt to utilize withour children and youth focus exclusively on the whatwithout considering the why. We become focused onthe disturbance the child is creating, and most of ourenergy is used to find ways to make a child stopdoing that particular thing. As a model for interven-ing in behavior, PBF examines not only the what; itpurports that the why is as important in effectivelyintervening in the self-defeating behavior of childrenand in supporting, or facilitating, the demonstrationof positive behavior from our youth.

In Discipline with Dignity for Challenging Yo u t h,Mendler and Curwin (1999) write that change is oneof the more difficult processes for humans. PBFreminds us that behavior is not micro w a v e a b l e ,meaning that behaviors are generally developedover time, and the changing of these behaviors is alsodone over a period of time. In today’s microwave-able society, we expect everything to happen asspeedily and conveniently for us as possible.However, we must remember that human behavior

is not something we can simply pop into a machine,push a button, and have delivered to us in an alteredstate. Humans develop certain behaviors for reasonsthat seem to make sense at the time they are devel-oped, and the altering or ceasing of such behaviors isnot accomplished with the snap of a finger. PBF sup-ports the efforts of helping adults in intervening instudent behavior by providing an understanding ofwhat is necessary to change behavior and the inher-ent challenges our children face in developing newand more self-supportive behaviors.

PBF also presents a comprehensive continuum forexamining, understanding, and intervening in thebehavior of acting-out children. Its view is multi-faceted, as PBF has been designed to offer a thoroughapproach in addressing and responding to behav-iors. PBF teaches strategies for resolving crisis ver-sus traditional models of behavior intervention,which are often narrow and reactive in nature .Traditional models tend to focus on the cessation ofbehavior, while ignoring the necessity for resolutionof conflict and teaching new behaviors to childrenand youth.

Assessment and Action in PositiveBehavior Facilitation

Adults who are charged with managing the behaviorof children and youth are often very skilled at assess-ing behavior. Traditionally professionals have

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assessed behavior by identifying what is wrong withthe behavior of a particular child or group of chil-dren (Dewey, 1944; Hobbs, 1994; Redl & Wineman,1951). However, we are often not quite as skilled atidentifying the necessary and appropriate actions totake once we have assessed the child, the behavior,and the particular circumstance. Because traditionalmodels of behavioral intervention are often reactivein their scope, there is a scarcity of models thatencourage positive action based upon thorough andlogical assessment of the child and the presentingcircumstances. PBF recognizes the importance ofassessment and action in intervening in behavior.The six tools of PBF are based upon strategies thatassist educators in the process of: 1) making thor-ough assessments of themselves, the child, the envi-ronment in which the child is functioning, and thepresenting circumstances; and 2) taking appropriateand effective action based upon the assessment andthe determination of what is most supportive andeducative for the child.

The Tools of Positive BehaviorFacilitation (PBF)

Effective paradigms for behavioral intervention arevaried and far-reaching in their scope of examiningand responding to student behavior (Bre n d t ro ,Brokenleg, & Van Bockern, 2002; Brendtro, Ness, &Mitchell, 2001; Kohn, 1996; Long, Wood, & Fescer,2001). Consequently, PBF presents six tools that arenecessary for understanding and intervening suc-cessfully in the behavior of children. The purpose ofthese tools is to promote the mental, behavioral,emotional, spiritual, and physical well-being of chil-dren and youth by teaching adults to use techniquesand strategies that can minimize inappro p r i a t ebehaviors and maximize opportunities for positive,more functional behaviors.

The first three tools of PBF are assessment tools thatassist professionals in thoroughly and accuratelyexamining the existing variables that impact thebehavior of a child. The remaining three tools ofPBF are action tools that are specific strategies andtechniques for addressing change in the behavior ofa child. The six tools of PBF are: 1) awareness andmanagement of self, 2) knowledge of the dynamicsof conflict, 3) understanding behavior managementvs. behavioral change, 4) therapeutic milieu, 5) sur-face behavior management techniques, and 6) effec-tive communication.

Tool #1: Awareness and Management of SelfAlmost a half century ago, Jersild (1955) wrote:

To help a [child] have meaningful experi-ences, an [adult] must know the [child] as aperson. This means that the [adult] muststrive to know himself. An [adult’s] under-standing of others can be only as deep as thewisdom he possesses when he looks inwardupon himself. How does one achieve under-standing of self? One broad principle is this:to gain knowledge of self, one must have thecourage to seek it and the humility to acceptwhat one may find. (pp. 82, 83)

These words speak to the importance of the first toolof PBF, Aw a reness and Management of Self.Facilitation of positive behavior requires us to assessourselves and examine our own behaviors. In otherwords, we cannot do for someone else what we can-not or do not do for ourselves. By becoming awareof and managing ourselves, we can learn the impactof thoughts and feelings on our behaviors. Thisinformation can then assist us in encouraging ourchildren to understand themselves, which is thefoundation of all behavioral change. This first tool: • Allows for the examination and understanding of

personal motivations and how individual frameof reference impacts interactions with childrenand youth;

• Assists us in remembering that managing thebehavior of others is impossible without the abili-ty to manage personal behaviors;

• Provides the opportunity to examine personalpatterns of behavior and the thoughts and feel-ings that support these patterns. This examinationsupports self-knowledge, self-exploration, andself-correction;

• Offers adults the vital information necessary forself-examination and introspection. Mental andemotional triggers, defense mechanisms, sugges-tions for strategies for managing feelings, and per-sonality types are all explored.

Through the internalization and practice of aware-ness and management of self as a tool for PBF, adultscan encourage and sustain positive attitudes andbehaviors in themselves while facilitating the samein children and youth.

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Tool #2: Knowledge of the Dynamics ofConflict Long (1996) tells us that conflict is often the resultwhen otherwise well-meaning adults get trappedinto conflict and crisis events with children andyouth. Knowledge of the Dynamics of Conflictteaches recognition of what takes place when con-flict arises. Awareness of the dynamics of conflictenables analysis of the interactions among a child’sthoughts, feelings, and behavior, and the environ-ment’s response or reaction to the child. This toolalso provides a powerful model for understandinghow children and youth in stress can transfer theirs t ressful feelings to adults and, if the adult isunaware or unprepared, how adults may mirror thestudent’s acting-out behavior.

Knowledge of the dynamics of conflict also allowsfor an understanding of crisis events and three criti-cal truths about conflict. These truths support us inconsidering the specific dynamic of conflict and howadults participate in this dynamic. These truths are:1) we must respond more and react less, 2) relieffrom a crisis is not resolution of crisis, and 3) conflictis not equivalent to crisis. When utilizing Tool #2,we have critical information that can guide us inresponding vs. reacting to conflict, resolving conflictwith children, and addressing conflict in ways thatdo not create crisis events.

Tool #3: Understanding the DifferencesBetween Behavior Management andBehavior ChangeUnderstanding the Differences between BehaviorManagement and Behavior Change allows us to beclear about our intentions regarding the behavior ofc h i l d ren and youth. Many of us are willing toaddress the behaviors that we see from the youth weserve. However, we are often unclear about what wea re attempting to accomplish in addressing thebehaviors. We must understand that making a deci-sion about managing behavior or supporting changeof behavior is critical in facilitating positive behav-ior. Once we make this decision, we must realizethat management vs. behavior change requires us touse very diff e rent skills. This tool distinguishesbetween what is needed from the adult to manage achild’s behavior and what is needed from the adultto facilitate change in a child’s behavior.

When we are managing behavior, mastery of a spe-cific set of skills is necessary. In supporting behav-

ioral change, a very different set of skills is requiredfrom us. In order to facilitate positive behavior, wemust understand the differences between the two,be able to carry out both effectively, and be clearabout when it is appropriate to strictly managebehavior vs. to facilitate change of behavior. Manyadults who are interacting with children and youthmay be addressing behavior without an understand-ing of the skills they are using or why they are usinga particular skill. Many programs are ineffective inaddressing the behavior of children because theyhave not stopped to ask what their goals are whenintervening in behavior: management or support ofchange. Management of behavior is extremely nec-essary in order for us to educate and support ourchildren. Without it, we can expect chaos and con-fusion in our environments. However, we must real-ize that both skills are necessary when interveningin student behavior in ways that encourage devel-opment of functional and long-lasting behavioralchanges in children and youth.

Tool #4: Therapeutic MilieuTherapeutic milieu by traditional definition means“healing environment.” Many decades ago it wasthought that therapeutic milieu, as originally devel-oped by Fritz Redl (1966), was a model with whichspecial educators should be familiar, particularlythose with the charge of managing and educatingc h i l d ren with serious emotional disturbance.However, because so many of today’s children andyouth have been psychologically, physically, andemotionally wounded, the creation of therapeuticmilieu is more necessary than it has ever been, inboth general and specialized settings. The develop-ment of therapeutic milieu as a tool of PBF is neces-sary as it provides a structure for establishing anenvironment that will nurture and support childrenas they develop and, in some cases, heal.

The role of therapeutic milieu in Positive BehaviorFacilitation directly relates to the climate in whichchildren are served. Through the utilization of thistool, we learn that therapeutic practices are alsotransferable to all education settings. The establish-ment of an educational environment and processthat considers a child’s perceptions, thinking, andfeelings is crucial to facilitating positive behavior.The development of a therapeutic milieu requires usto remember that all things in an enviro n m e n timpact upon the well-being of children. Thosethings can be visible and obvious, while others will

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not be visible or quite so obvious. When utilizingthe tool of therapeutic milieu, we must be aware ofthe impact of all factors present in the environmenton a child’s functioning.

Therapeutic milieu also plays a vital role in PositiveBehavior Facilitation because it recognizes theimpact of the atmosphere of a particular environ-ment and the role that environment plays in thebehavior of children. Many children will behave inone way in certain settings and a completely differ-ent way in another setting. Often this is due to theatmosphere or climate of the particular setting. Inhis seminal work, Democracy and Education, Dewey(1944) explains that children’s activities can be pro-moted or hindered, stimulated or inhibited by theenvironment, emphasizing its critical nature. As weobserve the behavior of children and ask ourselveswhat can we do to facilitate positive behavior, thera-peutic milieu assists us in understanding the impor-tance of the environment, both physically and psychologically.

Tool #5: Surface Behavior ManagementTechniquesIt is probably safe to say that adults who seek to sup-port children and youth ask themselves the follow-ing questions: “How do I address the ‘garden vari-ety’ behaviors of children and youth?” “Does everyexhibited behavior require me to offer an in-depthresponse or are some behaviors simply to be man-aged?” “If there are behaviors that just need to bemanaged, what are they and how do I do it?”Surface Behavior Management Techniques (SBMTs)are effective and efficient ways of addressing surfacebehavior.

In Conflict in the Classroom, Fagan (1996) tells us thatmany educators have too limited a range of tech-niques that can be quickly utilized in response todeviant and acting-out behaviors of the children weserve. There are many instances in which we arerequired to respond to a behavior as simply as pos-sible. The factors that must be considered whenmaking a decision to respond to a behavior andwhich should drive your decision regarding yourresponse are: 1) What purpose does this behaviorserve for this child; in other words, what need is thebehavior meeting?; 2) What am I hoping to accom-plish in responding this way?; and 3) What do Ibelieve the child needs from me in order to make thebest behavioral decisions for him- or herself?

SBMTs are specific strategies and techniques that areeffective in managing the surface behavior of chil-dren and youth. These techniques can be utilized byadults to restore, maintain, and promote order in theenvironment and to increase the demonstration ofdesirable behaviors in children. This tool provides abroad range of skills for intervening in problembehaviors that may impede the on-going educationand development of children and youth.

Tool #6: Effective CommunicationEffective Communication offers a comprehensiveview of understanding and practicing what is neces-sary for interacting with children and youth, partic-ularly when either a conflict or a crisis arises. Thistool points out that communication with childrenrequires more than casual conversation. By examin-ing and practicing the skills presented here, adultswill learn the strategies necessary for effective andhelpful communications.

Communicating with children, particularly in timesof conflict, involves many more skills than those weuse in ordinary conversation. Our goal is to com-municate with children in ways that open communi-cation rather than close communication. Our skillsin this area can make a great difference for the chil-

“No End” by Joe A., Sioux Falls, SD.Used with permission.

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dren and youth we serve. Our skills in communica-tion with youth can determine whether or not ouryouth begin to believe that “talking out” their issuesis more functional than “acting out” their issues.

When we communicate with children and youth inan effort to facilitate positive behavior, we use inter-viewing skills (Long, Fescer, & Brendtro, 1998; Long,Wood, & Fescer, 2001). Interviewing skills involvethe techniques of listening, attending, observing,responding, signaling, and decoding. These skillsrepresent the six necessary elements of the success-ful interview with children and youth. If we havebeen effective in our communications with children,their behaviors become less of a mystery and sourceof frustration for us. Through effective communica-tion we can begin to understand the needs of ourchildren and assist them in making choices that areself-supportive vs. self-defeating.

Effective Communication is central to PBF because itis through communication that we begin to under-stand the circumstances and events of our children’slives. The skill of entering into a child’s life space inways that allow the child to be comfortable is pri-marily mastered through the knowledge and use ofthe tool of Effective Communication. When wereach a level of understanding of the conditions inwhich our children live, we are better able to beempathetic to their struggles and offer support inways that facilitate positive behavior.

ConclusionPBF was developed to address the on-going andincreasing training needs of adults who are seekingto effectively serve children and successfully inter-vene in the behaviors of youth in ways that promoteself-management, self-suff i c i e n c y, and self-aware-ness. As a training program, PBF seeks to provideinformation comprehensively and clearly so thatthose who are certified in PBF are equipped with thenecessary tools to interact with children and youthin ways that uplift them, as opposed to discouragingand minimizing them.

It seems clear that we, as educators and helpingadults, cannot continue on the road we are currentlyon with our children. On our current path, we losefar too many young lives. PBF is a divergence in theroad that seeks to join the ranks of many educatorsand professionals who recognize the dire need ofsuch a divergence. Although Redl & Wi n e m a n

(1951) told us over 50 years ago that the manner inwhich many children’s issues were being addressedwas ineffective, we largely have not changed tradi-tional, yet ineffective, models of education and treat-ment. PBF hopes to expand our thinking and ourpractice regarding the behaviors of children in waysthat encourage us to make an “about-face” and seekeffective and caring paths for supporting our youth.

Edna C. Olive, EdD, is the founder and executive director ofROCKET, Inc. in Silver Spring, Maryland. She is involved inresearch, training/staff development, professional writing, andprogram development. Dr. Olive can be reached by phone:301/216-9007 or e-mail: rocketkids@comcast.net

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