Embedding Self-Determination and Futures Planning Within a Schoolwide Framework
Document Type
Article
Publication Date
2014
Keywords
self-determination, high schools, schoolwide, positive behavior support, multitiered supports
Digital Object Identifier (DOI)
https://doi.org/10.1177/1053451214546407
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.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Intervention in School and Clinic, v. 50, issue 4, p. 203-209.
Scholar Commons Citation
Bohanon, Hank; Castillo, Jose M.; and Afton, Morgan, "Embedding Self-Determination and Futures Planning Within a Schoolwide Framework" (2014). Educational and Psychological Studies Faculty Publications. 33.
https://digitalcommons.usf.edu/esf_facpub/33
