Embedding Self-Determination and Futures Planning Within a Schoolwide Framework. (March 2015)

• Record Type: Journal Article
• Authors: Bohanon, Hank; Castillo, Jose; Afton, Morgan
• Is Part Of: Intervention in school and clinic. Volume 50:Number 4(2015:Mar.)
• Page Start: 203
• Page End: 209
• Publication Date: 2015-03
• Subjects: self-determination -- high schools -- schoolwide -- positive behavior support -- multitiered supports; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451214546407
• Languages: English
• ISSNs: 1053-4512

Abstract

This article illustrates the infusion of self-determination approaches (e.g., futures planning) within a schoolwide context. Unfortunately, some students are not explicitly instructed by school staff to address their plans for the future. This may be a result of school professionals' feelings of inadequacy to address skill sets outside of their specialization (e.g., content area, special education). By connecting self-determination practices with schoolwide initiatives (e.g., schoolwide positive behavior support, Common Core State Standards), educators in particular may be more willing to address these skills in their settings. This article provides an example of these types of connections with an actual case study of one student within an urban high school.