1. Theoretical Frameworks Pairing Science w/ Values Science tells us how we can change things, but values tell us what is worth changing – Carr et al (2002, p. 6). 1Randall L. De Pry (2011)

2. Positive Behavior Support Defined Positive behavior support (PBS) is an applied science that uses educational and systems change methods to enhance quality of life and minimize problem behavior. – Carr et al (2002, p. 4) 2

3. Melding Values & Technology (Science) Applying Science in a way that – Respects the Dignity of the individual – Provides opportunities for choice – Avoids the use of strategies that members of the community judge to be dehumanizing or degrading

4. Case Study—Judge Rotenberg Center http://abcnews.go.com/Nightline/video/treatment-torture-11060406 http://abcnews.go.com/Nightline/video/treatment-torture-11060406 Pro-Contingent ShockAnti-Contingent Shock 4

5. How Are Schools Doing…? House Hearings on Seclusion and Restraint – http://www.youtube.com/watch?v=Wdhsk- T6krs&feature=channel http://www.youtube.com/watch?v=Wdhsk- T6krs&feature=channel Randall L. De Pry (2011)5

6. Normalization Access/ Opportunity/Participation/ Value & Worth People with disabilities should live in the same settings as others and have access to the same opportunities as others – Home, school, work, recreation & social life Small group discussion: – What has been your experience re: normalization of school experiences for students with disabilities? How are the “normal” opportunities and experiences of mainstream student available or unavailable to students with disabilities? Identify successes & failures you have seen What could be done?

7. Inclusion Defined Inclusion may be described as providing unconditional opportunities for children [persons] with diverse abilities to participate actively in natural environments within their communities – Dunlap and Fox (1996, p. 39) 7Randall L. De Pry (2011)

8. Contributions to PBS Focus on Person-centered Planning – Where the needs, goals, and preferences of the student/adult are the central focus of planning and service delivery Focus on Self-determination – Supporting the person of concern in a manner that helps s/he become the primary agent of change for their life Focus on Wraparound – Comprehensive support across life domains that is needs driven, not driven by service delivery 8Randall L. De Pry (2011)

9. Person Centered Planning A process for identifying goals and implementing intervention plans – The specific needs and goals of the individual drive the creation of a support plan that are carefully tailored to the unique characteristics of the individual Emphasizing community participation, meaningful social relationships, opportunities for choice & continued to development of personal competencies that contribute to desired goals Ecological Approach - accounting for personal lifestyle and the natural community contexts (family, cultural, lifestyle, etc.)

10. Self-Determination Emphasizes – Choice and decision making – Problem solving – Personal goal setting – Self management – Self-instruction – Self advocacy – Involves changing systems & redesigning environments to give person with disabilities opportunities for self- determination w/ regard to employment, living situations, friendships & personal satisfaction

11. Toward a Technology of “NonAversive” Behavioral Support Horner et al. (1990) Emphasis on Lifestyle Change & Quality of Life Emphasis on Prevention & Pro-Active Intervention v. Crisis Response Emphasis on Antecedent intervention Teaching Adaptive behavior Building environments with effective consequences Minimizing the use of punishers Emphasizes the role of dignity in behavior support

12. School-wide Model 3-tier Prevention Framework

13. Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: FBA  BSP for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

14. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

15. Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people

16. RtI

17. Features of My Theoretical Framework (Positive Behavior Support)

18. Pragmatist Focus on what we can Change We cannot prescribe medication We cannot change the students previous experiences We often cannot change the parenting practices in the home Some venting is good, but too often it takes over leading to less productive meetings