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CHAPTER 7: Planning Behavior Supports

CHAPTER 7: Planning Behavior Supports. Behavior Management: Principles and Practices of Positive Behavior Supports Third Edition John J. Wheeler David D. Richey. Objectives. List and describe the seven components of the planning process.

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CHAPTER 7: Planning Behavior Supports

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  1. CHAPTER 7:Planning Behavior Supports Behavior Management: Principles and Practices of Positive Behavior Supports Third Edition John J. Wheeler David D. Richey

  2. Objectives • List and describe the seven components of the planning process. • List and describe the five factors that influence the success or failure of a plan. • Describe two planning processes typically used in programs for children, youth and families. • Compare and contrast individual education programs (IEPs), individual family service plans (IFSPs), and person-centered planning (PCPs).

  3. Objectives continued… • Discuss generally the role of planning in each of the three levels of positive behavior support. • Outline a level 1 schoolwide support plan for preschool, middle school, and high school. • Outline a level 2 behavior support plan for a preschooler and school-aged child with challenging behavior. • Outline a level 3 behavior support plan for a preschooler and school-aged child with challenging behavior.

  4. The Planning Process: Seven Components • Rationale or mission • Goals • Objectives • Strategies • Constraints and resources • Implementation • Evaluation

  5. Factors Influencing a Successful Plan • Addressing seven components of planning process • How much emphasis is given to collaboration and teamwork among the members responsible for designing and carrying out a plan • The extent to which the plan is real, practical, and useable • Role of the person “targeted” • How doable the plan is and its sustainability

  6. Planning for Children and Youth and Their Families • Collaboration, teamwork, and partnership • Models for planning outside education

  7. Planning for Children and Youth with Disabilities • Individualized Family Service Plan (IFSP) • Individual Education Program (IEP) • Person-centered planning (PCP) and group action planning (GAP)

  8. Behavior Support Planning • Impeding behavior and the law • Planning at the three support levels of PBS • Level 1: targets all students, emphasizes prevention. • Level 2: individualized and more intense than level 1 and is the result of functional assessments in school settings. • Level 3: supports are intended for children and youth with the most comprehensive and pervasive challenging behaviors.

  9. Behavior Support Planning Continued… • Prevention • Primary (Level 1; schoolwide) • 80% to 90% of students without serious behavior problems • Secondary (Level 2; targeted PBS) • 5% to 15% of students at risk for problem behavior • Tertiary (Level 3; intensive PBS) • 1% to 7% of students with chronic/intense challenging behavior

  10. Planning for Level 1 Schoolwide • Very young children • School-aged children and youth

  11. Planning for Level 2 PBS • Very young children • School-aged children and youth

  12. Planning for Level 3 PBS • Very young children • School-aged children and youth

  13. Considerations for Level 3 Planning for Very Young Children • Nature of the IFSP • Living, learning, and developmentally appropriate environments • Unique role of parents and families

  14. Considerations for Level 3 Planning for School-Age Children and Youth • Links among home, school, and community • Fostering self-determination • Shared vision among team members • Role of the person for whom plan is intended

  15. Summary • It is important for us to think of planning as something that we do with people rather than something that is done to people.

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