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Creating Positive Lifestyles

The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.

Module Overview:

There are five major goals for this module. Upon completion of this module, you should be able to do the following:

  1. Describe person-centered planning and how it relates to increased student involvement in educational planning.


  2. Define self-determination and describe why is it important to the educational process.


  3. Discuss how choices and preferences are related to person-centered planning and self-determination.


  4. Describe what quality of life means and the types of strategies used to determine whether our efforts to increase a student's quality of life have been successful.


  5. Discuss how person-centered planning and self-determination can increase a student's quality of life.



Content Map: The content map below provides an overview of the subject matter that will be covered within the Academy's Positive Behavioral Support Modules.

The content map below provides an overview of the subject matter that will be covered within the Academy's Positive Behavioral Support Modules.

space Module number one space
spaceModule spaceFoundations of PBS
  1. Overview of PBS
  2. Basics of Behavior
  1. Introduction to PBS
  2. Preventing Problem Behavior
space Module number two space
spaceModule spaceFunctional Assessment
  1. Value Driven Assessment
  2. Methods and Outcomes
  3. Indirect Assessment Methods
  1. Direct Assessment Methods
  2. Applying Assessment Results
space Module number three space
spaceModule spaceDevelopment & Implementation of PBS Plans
  1. Design of PBS Plans
  2. Implementing PBS
  1. Modifying & Assessing PBS Plans
space Module number four space
spaceModule spaceIntervention Strategies (Part I)
  1. Setting Events
  2. Antecedent Interventions
  1. Replacing Problem Behavior
  2. Consequence Interventions
space Module number five space
spaceModule spaceIntervention Strategies (Part II)
  1. Social Skills
  2. Crisis Prevention
  1. Physiological Influences
space Module number six space
spaceModule spaceRedesigning Environmental Systems
  1. Classroom Management Strategies
  2. Staff Development
  1. School-Wide Discipline
space Module number seven space
spaceModule spaceCreating Positive Lifestyles
  1. Person-Centered Planning
  2. Self-Determination
  1. Quality of Life


Outline:

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

Creating Positive Lifestyles

  1. Person-Centered Planning
    1. Introduction
      1. Positive behavioral support and quality of life
      2. Person-centered planning and quality of life
      3. Student participation in planning and self-determination
      4. The benefits of person-centered planning
      5. Layout of lesson
        1. What constitutes person-centered planning
        2. How choice and preference are related to person-centered planning
        3. Issues related to implementing person-centered planning

    2. What constitutes person-centered planning
      1. Related planning processes
        1. Whole life planning
        2. McGill Action Planning System
        3. Personal futures planning
        4. Essential lifestyle planning
        5. Outcome-based planning
        6. Individualized Educational Program (IEP)
      2. Shared principles of person-centered planning processes
        1. Primary direction from the individual
        2. Emphasis on involvement of family members and friends
        3. Focus on the preferences, talents, and dreams of the individual
        4. Vision of individual's preferred life-style and goals needed
        5. Broad implementation approach using local, informal, and generic resources
      3. Uses of person-centered planning
        1. Educational plan
        2. Positive behavioral support
        3. Supported employment
        4. Curriculum design and revision
        5. Community living, housing and support
        6. Enhancing community connections
        7. Selecting assistive technology
        8. Self-determination

    3. How preferences and choices are related to person-centered planning
      1. Preferences and choices as distinct components
      2. Expressing preferences and making choices
      3. Preferences and choices in relation to a variety of human service principles
        1. Normalization
        2. Goal of quality of life
        3. Construct of self-determination
        4. Community integration and participation
      4. Preferences and choice related to positive outcomes
        1. Increases in motivation
        2. Increases in productivity
        3. Decreases in aggressive behavior
      5. Current lack of opportunity to express preferences and make choices

    4. Issues related to person-centered planning
      1. General issues
        1. Individual's control over the direction of the process
        2. Choice to live or work in a segregated setting
        3. Person-centered planning in organized service settings
        4. Participation level of family, friends, neighbors, and co-workers
        5. Ongoing support group and modifications over time
      2. Considerations for individuals
      3. Considerations for organizers and facilitators
      4. Considerations for systems


  2. Self-Determination
    1. Introduction
      1. Relation of positive behavioral support and self-determination
      2. Self-determination and student choice
      3. Self-determination and self-sufficient adults
      4. Lay-out of lesson
        1. What constitutes self-determination
        2. How choices and preferences are related to self-determination
        3. Issues related to self-determination

    2. What constitutes self-determination
      1. Acting as a causal agent and making choices
      2. Self-determination principles
        1. Freedom
        2. Authority
        3. Support
        4. Responsibility
      3. Skills needed to act as a causal agent
      4. The Adaptability Instruction Model
        1. Decision making
        2. Independent performance
        3. Self-evaluation
        4. Adjustment skills
      5. The Self-Determined Learning Model of Instruction
        1. Phases of instruction
          1. What is my goal
          2. What is my plan
          3. What have I learned
        2. Student questions in each phase
          1. Identify the problem
          2. Identify the potential solutions
          3. Identify barriers to solving the problem
          4. Identify the consequences of each solution
        3. Teacher objectives
        4. Educational supports

    3. How choices and preferences are related to self-determination
      1. Distinct components
      2. Seldom included in current practices
      3. Relation to person-centered planning
      4. Positive outcomes
        1. Increases in academic gains
        2. Increases in productivity
        3. Increases in motivation
        4. Decreases in problem behavior

    4. Issues related to self-determination
      1. Limited opportunities to self-determine
      2. Opportunities to generalize knowledge and skills
      3. Opportunities to learn self-management and self-instruction
      4. Self-management and increased positive outcomes
      5. Instructional methods and materials to teach self-determination


  3. Quality of Life
    1. Introduction to quality of life
      1. Importance of choices and preferences
      2. Aspects of quality of life
        1. Personal satisfaction
        2. Health care
        3. Living environment
        4. Family, social, and emotional relationships
        5. Education, work, and leisure
      3. Contribution of research
      4. Concerns related to quality of life data
      5. Lay-out of lesson
        1. Definition of quality of life
        2. Issues related to measuring quality of life
        3. Quality of life and application to services and supports

    2. Definition of quality of life
      1. Core principles
        1. Same relationships regardless of ability level
        2. Experienced when needs are met
        3. Multidimensional
        4. Enhanced when people are empowered
        5. Enhanced by social integration
        6. Knowledge of people
        7. Multiple measurement techniques
      2. Characteristics of quality of life
        1. Promotes self-advocacy
        2. Considers personal choices and preferences
        3. Is ultimately subjective
        4. Requires a life-span perspective
      3. Quality of life domains
        1. Health care
        2. Living environment
        3. Family
        4. Education
        5. Work
        6. Leisure
      4. A parent's perspective
        1. Location
        2. Community participation
        3. Choices
        4. Safety
        5. Control of finances
        6. Health
      5. Issues related to measuring quality of life
        1. Multidimensional
        2. Interactive
        3. Cultural influences
        4. Special considerations for certain populations
        5. Using objective and subjective measures
        6. Students who exhibit challenging behavior

    3. Quality of life and application to services and supports
      1. Person-centered planning and quality of life
      2. Quality of life at work
      3. Supported living
      4. Health and recreation
      5. Organizational issues
        1. Staff development and quality of life
        2. Continuous quality enhancement
        3. Consumer-defined outcomes
      6. Policy development implications
        1. Identifying unmet needs
        2. Organizing outcomes data
        3. Linking quality of life for all people



Readings: Bambara, L. M., Koger, F., Katzer, T., & Davenport, T. (1995). Embedding choice in the context of daily routines: An experimental case study. Journal of the Association for Persons with Severe Handicaps, 20, 185-195.

Brown, F., Gothelf, C. R., Guess, D., & Lehr, D. H. (1998). Self-determination for individuals with the most severe disabilities: Moving beyond chimera. Journal of the Association for Persons with Severe Handicaps, 23 (1), 17-26.

Holburn, S., & Vietze, P. (1999). Acknowledging barriers to adopting person-centered planning. Mental Retardation, 37(2), 117-124.

Time Estimates: The amount of time required to complete this module will vary. Some students will have more background on the content of the module and thus may work more rapidly on the activities and assessments. Others may require more time to complete the required readings. Some students may prefer to review the presentations more than once or to spend more time on activities. We estimate that the time for completing all lessons and features, including the readings, will average about twelve hours per module. There are no qualitative performance expectations attached to the amount of time you devote to completing this module. The time you spend in completing lessons and modules is not reported. This is merely an estimate to assist you in planning your time.


Navigation: Pages in this module are organized in a logical sequence from the first to the last page. Use the forward and back arrow in the top right of the menubar to move through the logical sequence of pages. You may also click "ToC" in the top right of the menubar to access the Table of Contents. Menus for each level and lesson appear in the center of the menubar. Access any level menu by clicking the level titles in the center of the menubar.


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