How to Implement Positive Behavior Supports for Autism

Positive Behavior Support (PBS) is a comprehensive framework designed to improve the quality of life for individuals with autism spectrum disorder (ASD) by addressing their unique challenges and fostering growth through evidence-based practices. If you’ve been following around for a while, you know that this is something we take seriously. We want all of our interventions and supports to be evidenced based because that’s when we know we’re doing the right thing to help our students succeed longterm.

At its core, PBS is an evidence-based approach that integrates strategies to reduce challenging behaviors while teaching new skills that foster independence, communication, and social engagement. Sounds good, right?

PBS emphasizes the use of positive reinforcement, collaboration among team members, and allows us to create an individualized plan tailored to the person’s specific needs and circumstances. By focusing on a person-centered approach, PBS helps to reduce problematic behavior and replace it with positive behavioral changes, paving the way for future success in various settings.

This blog outlines key strategies to implement PBS effectively, with a focus on visual supports, adapted books, social skills, and positive behavior strategies. These tools are essential in educational settings, at home, and in therapy sessions to promote positive outcomes and meet the diverse needs of autistic children. Before we go over these strategies in detail, let’s talk a bit about using PBS with autistic students.

Why use PBS with autistic students?

Positive Behavior Support is a great system for autistic students because it really emphasizes proactive, individualized strategies that focus on the whole child rather than just addressing surface-level behavior. This approach considers the underlying causes of challenging behaviors, empowering students with autism to develop skills that lead to greater independence and success in various aspects of their lives. This is ultimately our goal with any intervention. 

One of the key advantages of PBS is its emphasis on teaching new, positive behaviors rather than just trying to eliminate problematic ones. It is, of course, important for us to shape unsupportive behavior, but we don’t want to ONLY do that.

For autistic students, this can mean learning functional communication skills, coping strategies, and social behaviors that help them navigate their environment feeling more confident. When we pour energy into these replacements for challenging behaviors, PBS creates an environment of growth and development that builds on each student’s strengths, not simply what they’re lacking.

Additionally, PBS provides a structured yet flexible framework that can be tailored to meet the unique needs of each student. This individualized approach ensures that interventions are meaningful and relevant to the student’s goals. It’s important to also take preferences, and developmental stage into account. For example, a student who struggles with transitions may need to use a visual schedule and first-then board, while another may thrive with functional communication to express their needs more effectively.

There is no one size fits all to any intervention, whether you’re using PBS or not and it’s important to remain flexible when implementing any new program, intervention, or strategy.

By integrating PBS into the daily lives of autistic students, educators, therapists, and family members can create a consistent support system across different settings. 

This consistency helps students generalize skills and behaviors, improving their ability to adapt to new environments and challenges. 

Additionally, PBS promotes collaboration among team members, ensuring that everyone involved is working toward the same objectives, maximizing the likelihood of success.

In short, PBS not only helps address immediate behavioral concerns but also lays the foundation for long-term personal growth, enhanced quality of life, and the ability to participate more fully in the world around them.

Now that you know exactly why we use positive behavior supports when working with autistic students and their behavior, let’s look at some specific strategies and supports that will help you in the classroom. 

Visual Supports: A Way to Unlock Understanding

Visual supports are among the most effective tools for helping individuals with ASD navigate daily routines and social interactions. They provide clarity, reduce anxiety, and support skill development by presenting information in a way that is easier to process and remember. The key 

What Are Visual Supports?

Visual supports use images, symbols, or written words to communicate information, expectations, or steps in a process. These tools are particularly effective because they cater to the specific needs of individuals who may struggle with verbal communication or require additional assistance to understand social situations and task sequences.

Examples of Visual Supports

Visual Schedules: Shows daily activities in sequence, helping students anticipate transitions and stay on task.

A visual schedule can help students know what is coming next and feel prepared for it. Instead of always being told what to do, students have a little more agency over their schedule when they feel ready for what’s coming. Visual schedules can be a game-changer for so many kids, even the ones you don’t originally think would benefit.

First-Then Boards: Reinforce tasks by showing a preferred activity after a required one.

A first-then board limits over-talking, over-explaining, and gives you a visual support to refer back to if behaviors are rising up. It’s a great tool to use for everything from getting work done, to walking in the hall.

Choice Boards: Allow students to select from options, promoting autonomy and reducing disruptive behaviors.

These boards give students the feeling that they are in control. These can be used with rewards or work tasks and woven into their day easily. Choice boards also keep things fresh and exciting for students as they move throughout their day.

Social Stories: Narratives that explain appropriate behaviors in specific settings, enhancing social communication and understanding. Click here for 5 free ones to try out!

Another amazing resource that can change so many behaviors easily. A social story is simply a way to review, reinforce, and remind students of expected behavior. Try using these before you anticipate a behavior, or when one begins to arise. 

Visual Timers: Show the passage of time visually, aiding in transitions and time management.

I use these all the time with students! It’s so easy to forget that students don’t understand the concept of time and it can feel so much bigger to them. We say 5 more minutes, they feel like it’s 1 hour! Giving students a visual allows them to see a very abstract concept more concretely. 

Why Visual Supports Matter

The use of positive behavior support strategies like visual supports can make a huge difference in addressing challenging behaviors and teaching appropriate behavior. These supports align with the fundamental philosophy of positive behavior support by emphasizing proactive interventions that build on strengths.

Best Ways to Implement Visual Supports

• Individualization: Tailor supports to the person’s specific goals and comprehension level. For example, if a student is struggling to sound out words, they should have pictures on their visuals and not just words. Special education is always striving toward greater individualization. No two students are alike and our interventions have to support that!
• Consistency Across Settings: Use supports in educational environments, home, and therapy sessions to ensure consistency. When we use visuals in every educational setting, and even at home, we’re reinforcing the skills that accompany those visuals. It’s so important to be consistent! For example, if you are using a token economy it should be used in therapies like OT and Speech as well as within the classroom. 
• Collaboration with Team Members: Teachers, occupational therapists, and family members can work together to integrate visual supports into routines. A nod to that consistency piece again, when everyone is on the same page, we get the results we’re looking for and see greater success with out students.

For additional information on creating and using visual supports, refer to 12 Must-Have Visual Supports for Students with Autism.

Using Adapted Books to Promote Engagement and Learning

Adapted books are customized reading materials that meet the specific needs of individuals with ASD, helping them develop communication skills, improve comprehension, and build confidence in educational settings. They allow students to participate in the general education environment more purposefully and can also be used in small group settings to reinforce skills. These resources can be used in all settings and for all disciplines, making them a go-to resource for your classroom.

How Adapted Books Help

Simplified Text

Reduces cognitive load for easier understanding; breaking down big concepts into smaller, bite-sized chunks to help students comprehend the teaching. If you have a student that is in the general education setting, but not on the same grade-level, these books can help bridge that gap. You can make an adapted book from the same text you’re using inside of the classroom, choosing simpler concepts that are targeting IEP goals. While the class engages in the same text, your student is still engaged, just on a more appropriate level for their needs.

Interactive Elements

Features like velcro pieces and flaps make reading tactile and engaging. We want students to be able to interact with their learning in a multi-sensory way. By engaging the senses, using physical pieces, and creating more concrete learning, we support students with retaining information. Students tend to be more engaged in reading especially, when you can use adapted books that hold their interest and give them something to physically do.

Skill Development

Focuses on specific goals, such as vocabulary building and understanding social situations. Again, that individualization piece is huge. When we get very clear about what skills our students need to learn and work backwards to achieve them, we scaffold learning in a way that supports greater retention. 

Steps to Create Adapted Books

1. Simplify Content: Focus on essential information to align with the person’s specific skills and interests.
2. Incorporate Visuals: Add images that support comprehension, making it easier to connect concepts.
3. Make It Interactive: Use flaps, matching activities, or sequencing tasks to keep learners engaged.

By addressing skill deficits and leveraging positive behavioral interventions, adapted books support positive behavioral changes and enhance individualized learning. For additional information, explore Adapted Books for Autism. 

Dont want to create your own? I have you covered there- I have an extensive variety of adapted books for you to check out by clicking here!

Social Skills: Building Meaningful Connections

Teaching social skills is a cornerstone of PBS, as these abilities are essential for forming relationships, navigating social interactions, and participating in the community.

Key Strategies for Developing Social Skills

1. Modeling Appropriate Behavior: Demonstrate behaviors like turn-taking or initiating greetings. A great time to model this is during morning meeting. Morning meetings are more than just getting together to find out your favorite candy, it is a time where you can model and then practice some of these skills!
2. Role-Playing Scenarios: Practice skills in simulated settings, such as asking for help or sharing with peers. It is great to practice these in contrived situations because we need to be able to have students practice them when they themselves are calm, cool and collected as opposed to angry or upset.
3. Peer Support: Encourage interaction with peers to develop social communication naturally.
4. Social Stories: Use stories to explain behaviors in social situations and how to respond appropriately.

Setting Specific Goals for Social Skills

• Be Specific: Define clear objectives, such as staying on topic of a conversation for a set amount of time. You want to be as clear as you can and make sure you focus on one directive and skill at a time. Students will likely need a lot of scaffolding and reminders as they work on gaining these skills. 
• Measure Progress: Track frequency or duration of specific behaviors over time. You want to make sure your interventions are working! The only way to do that is to take data and measure. You can create an easy tally sheet for social skills tracking. Making sure you’re taking data ensure you can share accurate growth at IEP meetings.
• Collaborate with PBS Practitioners: Work with trained practitioners ( like me!) and team members to design an individualized plan that targets the person’s unique challenges. You want to collaborate with other professionals in your building that can provide more insight and resources into your PBS plan. Behavioral support is a group activity! It takes a village to support students and target their various needs.

Focusing on social skill development can significantly enhance a person’s quality of life by increasing opportunities for meaningful social interactions. For a deeper dive, see Social Skill Goals for Students with Autism.

Positive Behavior Strategies: Turning Challenges Into Opportunities

Positive behavior strategies are the backbone of PBS, aiming to reduce problem behavior by teaching new ways to communicate and interact with the world. These strategies are rooted in evidence-based practices like applied behavior analysis (ABA) and on findings from student specific functional behavior assessments (FBA).

Key Positive Behavior Strategies

1. Behavior-Specific Praise: Reinforce positive behaviors by acknowledging specific actions. For example, “Great job using your words to ask for help!” Keep these short, but very specific and to the point. Don’t be afraid to praise even the smallest, inconsequential tasks like walking into the building, or walking down the stairs. Go all-in on praise, especially in the beginning if you find that your student responds well to it. It’s important to note, some students don’t do well with verbal, public praise, so find what works for your students and do that. 
2. Scheduled Breaks: Prevent disruptive behaviors by offering breaks to address sensory or emotional needs. You can make these non-contingent on behavior. These breaks are solely to allow decompression time. To run, swing, calm, or reset after moments of high-intensity in their schedule. Don’t be afraid to use more of these during the day.
3. Functional Communication Training: Teach alternative methods of communication to reduce difficult behavior. When students aren’t able to share their emotions verbally, you’ll see bigger behaviors. Being able to communicate needs is the cornerstone of behavior change. Don’t overlook this piece of the puzzle.
4. Nonverbal Signals: Use gestures, visuals, or subtle cues to redirect or encourage appropriate behavior. We tend to talk way too much when redirecting kids. Less is always more when communicating to students. Less verbal communication also allows students to become more independent sooner! Grab some nonverbal signals here.
5. Positive Behavior Support Plan: Develop a detailed plan that includes strategies for managing behaviors, teaching skills, and tracking progress. We love a solid behavior support plan. Make sure you get everyone on board and gather the right input to support your student. More on this below!

How to Create a Behavior Plan

Now that you have the data and the interventions you’d like to use, we can put these together in behavior plan. Creating a behavior plan is a critical step in implementing Positive Behavior Support for autistic students. 

A well-structured behavior plan not only addresses challenging behaviors directly, but also provides clear strategies for teaching positive replacement behaviors, ensuring consistency across environments and team members. It’s a guiding document that helps all members of the team

1. Start with a Functional Behavior Assessment (FBA)
   To create an effective behavior plan, it’s essential to identify the function of the behavior. The FBA helps determine why a behavior is occurring by analyzing its triggers (antecedents) and outcomes (consequences). Understanding whether the behavior serves to gain attention, escape a task, or fulfill a sensory need provides the foundation for tailoring interventions.
2. Set Clear and Measurable Goals
   A behavior plan should outline specific, achievable goals for the student. For instance, instead of a vague goal like “reduce disruptive behavior,” aim for “use a communication card to request a break during structured activities.” These goals should align with the student’s developmental level and long-term objectives.
3. Choose Proactive Strategies
   Proactive strategies are essential to minimize triggers and set the student up for success. Examples include visual schedules to reduce anxiety about transitions, providing sensory breaks to prevent overload, or adjusting tasks to make them more engaging. These strategies help prevent challenging behaviors before they arise.
4. Teach Replacement Behaviors
   An effective behavior plan focuses on teaching positive behaviors to replace problematic ones. For example, if a student shouts to gain attention, teaching them to raise their hand or use a visual cue provides an alternative way to meet the same need. Replacement behaviors should be easy for the student to perform and consistently reinforced by the team.
5. Include Reactive Strategies
   While proactive approaches are key, it’s also important to have a plan for addressing challenging behaviors when they occur. This could include calmly redirecting the student, using nonverbal cues, or providing a safe space for de-escalation. Reactive strategies should be respectful and focused on maintaining a positive learning environment.
6. Ensure Consistency Across Settings
   A successful behavior plan requires collaboration among all team members—teachers, therapists, and family members—to ensure consistency. Everyone involved should understand their role in implementing the plan and use the same strategies and language to support the student.
7. Monitor Progress and Adjust as Needed
   Regularly reviewing the behavior plan is essential to ensure it’s working effectively. Use data collection to track the frequency and intensity of behaviors, and adjust the plan as the student grows and develops new skills. Flexibility and responsiveness are key to maintaining progress.

Creating a behavior plan is a powerful way to support autistic students in achieving their full potential. By focusing on proactive strategies, skill-building, and collaboration, behavior plans not only address immediate challenges but also pave the way for long-term success in school, home, and community settings.

A Holistic Approach for Positive Change

Positive Behavior Support is more than a system of behavior management—it’s a comprehensive approach that values the individual’s strengths, challenges, and goals. By using positive reinforcement, visual supports, adapted books, and positive behavioral interventions, PBS helps individuals with ASD achieve positive outcomes in their daily routines and beyond.

Each child is unique, and PBS provides the flexibility to tailor strategies to their specific needs. By working together as a support network, including educators, therapists, and family members, we can create meaningful and lasting change in our students’ lives.

I’m not going to lie, implementing PBS requires a lot of work, consistency and effort, but the results—improved communication skills, greater independence, and enhanced quality of life—make it one of the most effective approaches for supporting individuals with autism.

Having your team on the same page as you regarding the PBS plan is incredibly important to support your students. It takes a village, as we know, to make lasting change. This means everyone is on the same page and doing everything they can to reach the goals you’ve outlined. 

Use this guide to find the right visual supports, adapted books, social skills and behavior strategies to implement into a behavior plan for your students. Every plan will look different, and will need to be tweaked and edited along the way, but the foundation will support a positive behavioral shift. Start today by exploring the strategies above, collaborating with team members, and building a structured plan to give your students the opportunity to grow and thrive in their school environment.