1. CHAPTER 12: Quality of Life and Self-Determination 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 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.

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

4. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-4 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.

5. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-5 Introduction to Quality of Life continued… PBS focuses not only on reducing behavior problems, but on enhancing a person’s overall quality of life.”

6. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-6 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.

7. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-7 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.

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

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

10. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-10 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)

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

13. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-13 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

14. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-14 Self-determination and Ecology Bronfenbrenner’s Bioecological Model 5 Systems: Microsystem Consider Bandura’s Social Learning Theory Mesosystem Exosystem Macrosystem Chronosystem

15. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-15 Collaborative Efforts to Build Self- Determination Skills for Children Across Environments Home School Community

16. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-16 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

17. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-17 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)

18. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-18 PBS, Self-determination, and Challenging Behavior Infants and toddlers Early childhood Primary & elementary Middle school High school

19. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-19 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.

20. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 12-20 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.