Positive Behavior Support for ALL Michigan ... - Oakland Schools
Positive Behavior Support for ALL Michigan ... - Oakland Schools
Positive Behavior Support for ALL Michigan ... - Oakland Schools
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Worksheet 2.5 Individual Student System Program Indicators<br />
Individual Student System Program Indicators<br />
Each individual student system of <strong>Positive</strong> <strong>Behavior</strong> <strong>Support</strong> includes the following:<br />
1. Referral <strong>for</strong> multi-disciplinary evaluation <strong>for</strong> special<br />
education and/or behavior support can be accessed as<br />
needed.<br />
2. Each student’s local team has access to additional<br />
medical, mental health, and other community social<br />
services in a timely fashion.<br />
3. Where relevant, medication is used only as prescribed<br />
and is monitored frequently by each student’s local team.<br />
4. Other service agencies are available <strong>for</strong> each student<br />
who has a behavior support plan, and services (e.g.,<br />
mental health services, respite care, counseling) are<br />
effectively integrated with school services in an efficient<br />
manner.<br />
5. Circle of friends, a buddy system, or other supports are<br />
used to facilitate positive interpersonal relationships <strong>for</strong><br />
each particular student who has a behavior support plan.<br />
6. The school-wide Crisis Prevention Program can be<br />
tailored to meet needs of each particular student with a<br />
behavior support plan (see Resources, page 10-15).<br />
7. The academic curriculum is meaningful <strong>for</strong> each<br />
student who has a behavior support plan and can be<br />
adapted/modified to meet his/her needs.<br />
8. Each student who has a behavior support plan is<br />
involved in school-wide activities with developmentally<br />
appropriate peers to facilitate social skills development.<br />
9. A behavior support plan is based on a functional<br />
assessment and reflects multi-component strategies as<br />
designed by the team to meet the individual student’s<br />
needs.<br />
10. Family members are part of each student’s team and<br />
welcome to participate in meetings that are scheduled.<br />
Yes / Somewhat / No<br />
(circle one)<br />
Yes / Somewhat / No<br />
Yes / Somewhat / No<br />
Yes / Somewhat / No<br />
Yes / Somewhat / No<br />
Yes / Somewhat / No<br />
Yes / Somewhat / No<br />
Yes / Somewhat / No<br />
Yes / Somewhat / No<br />
Yes / Somewhat / No<br />
Yes / Somewhat / No<br />
Evidence<br />
Adapted from Knoster (1999)<br />
Section 2 – 18