CHAPTER 7: Planning Behavior Supports Behavior Management: Principles and Practices of Positive...

CHAPTER 7:Planning Behavior Supports

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

7-2

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).


7-3

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.


7-4

The Planning Process: Seven Components

Rationale or mission Goals Objectives Strategies Constraints and resources Implementation Evaluation


7-5

Factors Influencing a Successful Plan

1. Addressing seven components of planning process

2. How much emphasis is given to collaboration and teamwork among the members responsible for designing and carrying out a plan

3. The extent to which the plan is real, practical, and useable

4. Role of the person “targeted”5. How doable the plan is and its

sustainability


7-6

Planning for Children and Youth and Their Families

Collaboration, teamwork, and partnership

Models for planning outside education


7-7

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)


7-8

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.


7-9

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


7-10

Planning for Level 1 Schoolwide

Very young children

School-aged children and youth


7-11

Planning for Level 2 PBS

Very young children



7-12

Planning for Level 3 PBS

Very young children



7-13

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


7-14

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


7-15

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.

CHAPTER 7: Planning Behavior Supports Behavior Management: Principles and Practices of Positive...

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