An individual Positive Behavioral Support Plan (PBSP)is developed to address the specific needs of each student. A data collection system is designed and "Criteria for Success" determined. The PBSP is reviewed with everyone interacting with the student at the school including professionals, para-professionals, and administration personnel. In addition, the parents are trained to insure the plan can be carried out at home as well as in school which is important for success.

1. Initial Assessment
   Prior to admission, the Program Director, Special Education Teacher, and Behavior Specialist perform a preliminary Functional Behavioral Assessment of the student's current status. This preliminary assessment includes a review of all available reports including academic status, disciplinary reports from the school, the IEP, progress reports and any other professional evaluations and assessments. The student's teacher, therapists, Special Education Coordinator, and the student are also interviewed.
   
   
2. Academic Planning:
   NCLC staff will communitcate with the student's local school district to ascerain academic needs, course slections and academic credit issues.
   
   
3. Development of Preliminary Positive Behavioral Support Plan
   As a result of this preliminary FBA, a preliminary Positive Behavioral Support Plan and data collection system will be developed and written by the Behavior Specialist in consultation with the Special Education Teacher.
   
   
4. Preliminary Training and Plan Approval
   All plans will be approved by the Special Educator and Program Director as evidenced by their signatures. Professional and para-professional staff interacting with the student will be trained by the Behavior Specialist and Special Educator regarding this preliminary plan prior to the student's arrival. Parents will also be trained in the plan and will sign the plan acknowledging their approval.
   
   
5. Behavioral Review and Completion of Positive Behavioral Support Plan
   The Behavior Specialist will meet at least weekly with the para professional staff, student, and Special Educator to follow progress, observe student and monitor data acquisition. The Behavior Specialist will also speak to the family to monitor behaviors at home. Within the first month of a new student's arrival a Behavioral Review meeting will take place to complete the Functional Behavioral Assessment and develop the Positive Behavioral Support Plan.
   
   Data collection systems are used to determine the student progress. Each plan will have a “Criteria for Success” so the student, family and school staff have a clear understanding of the goal for the student.
   
   
6. Student Training
   As much as is possible, all students will participate in the development of their PBSP and this is documented by their signature on their plan. It is our purpose to provide to them a clear understanding of their behavioral strengths and specific behaviors in need of change to become a successful student and member of society. By participating in the development of their plans it is our purpose to maximize their motivation.
   
   
7. Weekly Individual Sessions
   The student and the Behavior Specialist meet weekly in at least one individual session. The purpose of this meeting is to train the student in cognitive behavioral strategies described in their plan. These strategies may include relaxation, self monitoring, problem solving or other skills needed by the student. In addition they discuss the student's overall progress at the school.
   
   
8. Weekly Communication/Social Skills Group Training Session
   The student generally will participate in a weekly communication/social skills training group with other students at the school. The curriculum of this training begins with elementary skills such as greetings and moves to more complex skills such as conflict resolution. Video taped modeling and feedback is used so students can view the strategies being used and then view themselves performing the skills. The video taped feedback can be paused to emphasize facial expression, posture, distance, and voice modulation. Students are given an assignment to practice the skill outside of the group. Opportunities to practice are built in to the student's daily schedule.
   
   
9. Family Training
   The student's family is an integral component for the success of the PBSP. Input is sought from the parents. The PBSP will also be implemented at home whenever possible. Motivational systems are often part of plans and the location of positive consequences take place at home. Family members are trained at their home and the parents signature authorizes the use of the plan.
   
   
10. Plan Review
    The Behavior Specialist and Special Educator meet weekly with paraprofessional staff to review data and discuss the student progress. When changes to the plan are necessary, they are documented in the plan and staff and family are informed.