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

2. 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).

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

4. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 7-4 The Planning Process: Seven Components Rationale or mission Goals Objectives Strategies Constraints and resources Implementation Evaluation

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

6. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 7-6 Planning for Children and Youth and Their Families Collaboration, teamwork, and partnership Models for planning outside education

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

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

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

10. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 7-10 Planning for Level 1 Schoolwide Very young children School-aged children and youth

11. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 7-11 Planning for Level 2 PBS Very young children School-aged children and youth

12. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 7-12 Planning for Level 3 PBS Very young children School-aged children and youth

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

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

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