CHAPTER 12: Quality of Life and Self-Determination Behavior Management: Principles and Practices of...

CHAPTER 12:Quality of Life and Self-Determination

Behavior Management:Principles and Practices of Positive Behavior Supports

Third EditionJohn J. WheelerDavid D. Richey

Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved

12-2

Objectives

Define and describe quality of life Define and describe self-determination. Describe and discuss the relationship

between PBS and self-determination. Discuss the relationships among quality of

life, social validity, and self-determination of person with disabilities.

Describe and discuss Bronfenbrenner’s bioecological systems theory and its relationship to self-determination.


12-3

Objectives continued…

List and describe the four subsystems of the systems theory perspective and provide examples of self-determination in each.

List and describe the 12 teaching components of self-determination.

Discuss how self-determination is included in PBS for children and youth with challenging behavior at different ages.


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Introduction to Quality of Life

According to the Association for Positive Behavior Support (APBS, n.d.):

“A hallmark of PBS planning is its emphasis on improving overall lifestyle quality (relationships, activities, health) as an integral part of behavior support.


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Introduction to Quality of Life continued…

PBS focuses not only on reducing behavior problems, but on enhancing a person’s overall quality of life.”


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Introduction to Self-determination

The overriding mission of positive behavior support (PBS) is to facilitate the self-determination of children and youth with challenging behaviors; to facilitate children and youth being more independent and in charge of their own lives.


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The Relationships among PBS, Quality of Life, and Self-

Determination Anderson and Freeman (2000) described

PBS as having three prominent features person-centered values recognition of individual needs outcomes that enhance the quality of life.

It is important to understand how self-

determination is connected to more traditional and established behavior interventions and ABA.


12-8

Quality of Life and Persons with Disabilities

Frequently included in the consideration of quality of life are issues and practices associated with socially valid outcomes: person-centered planning development across the life span roles and functions of the family joy and happiness personal well-being self-determination


12-9

Quality of Life continued… Schalock (2000) defined quality of life as

“a concept that reflects a person’s desired conditions of living related to eight core dimensions of one’s life: emotional well-being interpersonal relationships material well-being personal development physical well-being self-determination social inclusion rights”


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Quality of Life continued…

Self-determination, as a dimension of quality of life for persons with disabilities, has been explored in professional literature. Wehmeyer and Schwartz (1998) Wehmeyer and Schalock (2001)


12-11

Social Validity

refers to the extent to which the objectives and outcomes of intervention are meaningful (valid) for the lives of the individuals for which they are intended.


12-12

Four Characteristics for Determining the Extent to Which Behaviors Are

Self-determined

1. Autonomous Functioning Acting according to one’s preferences,

free of undue external influence

2. Self-Regulation Engaging in self-management, goal

setting and attainment, and problem solving


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Four Characteristics for Determining the Extent to Which Behaviors Are Self-

determined continued…

3. Psychological Empowerment Acting on the belief that one can exert

control over areas important to him or her, that he or she possesses the skills necessary to exert control, and that exercising those skills will result in desired outcomes

4. Self-Realization Acting on an accurate knowledge of one’s

strengths and limitations


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Self-determination and Ecology

Bronfenbrenner’s Bioecological Model 5 Systems:

Microsystem Consider Bandura’s Social Learning Theory

Mesosystem Exosystem Macrosystem Chronosystem


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Collaborative Efforts to Build Self-Determination Skills for Children

Across Environments

Home School Community


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Self-determination and a Systems Perspective

A system is “an integrated set of parts that function together for some end purpose or result” (Goldsmith, 2000, p. 32).

A family systems framework to understand in particular what happens in families in which there is a member with a disability has been explained by Turnbull, Summers, and Brotherson (1984). 4 subsystems: input, process, output, feedback


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Using the Systems Perspective to Examine the Acquisition and

Maintenance of Self-determination Skills in Children Assessing and Planning for Self-

Determination (Input)

Teaching Self-Determination Skills (Process/Throughput)

Outcomes of Teaching Self-Determination (Outputs, Results)


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PBS, Self-determination, and Challenging Behavior

Infants and toddlers Early childhood Primary & elementary Middle school High school


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Summary

PBS has as a central mission the improvement of the quality of life for children and youth with special needs as well those who do not have disabilities. One component of quality of life is self-determination.


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Summary continued…

With the current status of reforms in education, including unified systems reform and inclusion, it may be expected that in the future self-determination will receive increasing attention as both a specific component of curricula and classroom instruction at all grade levels as well as a broader mission.

CHAPTER 12: Quality of Life and Self-Determination Behavior Management: Principles and Practices of...

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