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Facilitating General Education Participation for Students with Behavior Problems by Linking Positive Behavior Supports and Person-Centered Planning

Department of Special Education, Box 328-Peabody College, Vanderbilt University, Nashville, TN 37203, craig. kennedy{at}vanderbilt.edu

Terry Long

Vanderbilt University

Kristine Jolivette

University of Kentucky

Jennifer Cox

Vanderbilt University

Jung-Chang Tang

Vanderbilt University

Travis Thompson

University of Kansas Medical Center

We studied the effects of combining positive behavior supports and person-centered planning on problem behavior and general education participation. Three students—one receiving special education services and two who were at risk for more restrictive placements-participated in a school team-based assessment and intervention process. Assessments focused on students' strengths, interests, and support needs, along with possible social and biological causes of problem behavior. Schoolwide interventions, based on this expanded functional assessment approach, were implemented in teams composed of general educators, special educators, and school administrators. Results indicated that two of the three students increased or maintained high levels of general education participation and showed decreases in problem behavior. For a third student, poor implementation of the support plan was associated with increases in problem behavior and decreases in general education participation. Interrelations between operant function, support plan implementation fidelity, and student success are highlighted, along with a discussion of linking positive behavior supports and person-centered planning for students with and without disabilities.

Journal of Emotional and Behavioral Disorders, Vol. 9, No. 3, 161-171 (2001)
DOI: 10.1177/106342660100900302


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