Multi-Element Behavior Support (MEBS) is a model for improving quality of life for folks who are currently meeting their needs through the use of behaviors other people find challenging. This paradigm is a type of Positive Behavior Support (PBS), however, unlike typical PBS models, MEBS categorically refuses to use punishment procedures to effect change on behavior. The MEBS paradigm is a person-centered, dignity-driven model, focused on making the environment a good fit for the needs of the person, teaching skills to enhance the person's independence and empower their choices, setting the person up for success through planned approaches and relationship-driven supports from others, as well as de-escalation techniques that are responsive to the needs of the person moment to moment.
MEBS measures the success of a support plan based partially on the experience of the person receiving that plan and their immediate stakeholder group. The purpose of a MEBS plan is to improve the quality of life for the person served, rather than to decrease a behavior that other people have identified as challenging, difficult, or otherwise objectionable.
The MEBS model uses assessment to inform both plan creation and training/education of those responsible for the plan, and measures values-based outcomes to ensure the efficacy of the plan.
The MEBS model uses assessment to inform both plan creation and training/education of those responsible for the plan, and measures values-based outcomes to ensure the efficacy of the plan.
MEBS References
Crates, N., & Spicer, M. (2016). Reactive strategies within a positive behavioural support framework for reducing the episodic severity of aggression. International Journal of Positive Behavioural Support, 6(1), 24–34.
Crates, N., & Spicer, M. (2012). Developing behavioural training services to meet defined standards within an Australian statewide disability service system and the associated client outcomes. Journal of Intellectual & Developmental Disability, 37(3), 196–208.
Hughes, E.C., & Huerta, E. (2016). Reducing episodic severity of challenging behaviours in public school settings using the multi-element behavioural support plan. International Journal if Positive Behavioural Support, 6(2) 12–27.
LaVigna, G. W., & Donnellan, A. M. (1986). Alternatives to punishment: solving behavior problems with non-aversive strategies. Irvington Publishers.
LaVigna, G. W., & Willis, T. J. (1992). A model for multielement support plan planning and outcome measurement. In D. Berkell (Ed.), Autism: Identification, education, and support plan (pp. 135– 149). Erlbaum.
LaVigna, G. W., & Willis, T. J. (2005a). Episodic severity. Journal of Positive Behavior Interventions, 7(1), 47–54.
LaVigna, G., & Willis, T. (2005b). A positive behavioural support model for breaking the barriers to social and community inclusion. Tizard Learning Disability Review, 10(2), 16–23.
LaVigna, G. W., Willis, T. J., Shaull, J. F., Abedi, M., & Sweitzer, M. (1994). The Periodic Service Review: A Total Quality Assurance System for Human Services and Education. Paul H. Brookes Publishing Co.
LaVigna, G. W., & Willis, T. J. (2002). Counter-Intuitive strategies for crisis management within a non- aversive framework. In D. Allen (Ed.), Behaviour Management in Intellectual Disabilities: Ethical Responses to Challenging Behavior. Kidderminster, UK, British Institute of Learning Disabilities.
LaVigna, G., & Willis, T. (2005c). Differential reinforcement of other behavior. In M. Hersen J., Rosqvist, & A. M. Gross (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy (pp. 262–262). SAGE Publications, Inc.
LaVigna, G. W., & Willis, T. J. (2016). The alignment fallacy and how to avoid it. International Journal of Positive Behavioural Support, 6(1), 6–13.
Potter, Geoff. (2016). The Impact of Situational Management Strategies on Episodic Severity. The International Journal of Positive Behavioural Support. 6. 17-23.
Spicer, M., & Crates, N. (2016). Non-aversive reactive strategies for reducing the episodic severity of aggression. International Journal of Positive Behavioural Support, 6(1), 35–51.