Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans

By Linda M. Bambara; Lee Kern | Go to book overview

CHAPTER 11
Long-Term Supports
and Ongoing Evaluation

TIM KNOSTER
DON KINCAID

The preceding five chapters have focused primarily on strategies to identify and create interventions and supports for variables closely related to problem behaviors. Specifically, along with assessment approaches, the three positive behavior support (PBS) plan components described have been antecedent/setting event interventions, instruction in alternative skills, and response interventions. Though important, these three components generally are not sufficient to achieve meaningful outcomes and maintain longterm change. To fully assure a valued quality of life and continued progress over long periods of time, additional support and planning will need to be considered. Thus long-term supports constitute the fourth essential component of a comprehensive support plan.

The purpose of this chapter is to provide guidance for the design and implementation of long-term supports. Included is an overview of factors that contribute to a valued and satisfying quality of life. In addition, this chapter provides a perspective on important issues concerning ongoing evaluation; it thus builds upon and expands the measurement strategies described in Chapter 5. Finally, this chapter offers considerations for reviewing progress over the long term and modifying the support plan if needed.

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