Personalized Goals for Positive Behavioral Support: Engaging Directly with Children who have Intellectual and Developmental Disabilities.

Stakeholder involvement is fundamental to Positive Behavioral Support yet research in this area rarely obtains views of children with Intellectual and Developmental Disabilities. This study aimed to develop and demonstrate a means of engaging directly with children to identify personalized goals and priorities for their future support. An augmented communication approach was used to facilitate interviews with children who had a range of disabilities and displayed behavior that challenges. The interviewer asked children about activities, their own behavior, a caregiver's behavior, and quality of life to focus future potential assessment and intervention. We completed interviews in at least some areas with 9 out of 14 children. Children prioritized goals for future support and evidenced insight into behavior, needs, and preferences. These findings have promising implications for further direct engagement of children with disabilities throughout a support pathway to achieve outcomes rich in social validity. Highlights: This study interviewed children with Intellectual and Developmental Disability about their goals and priorities for support. An augmentative communication approach (Talking Mats) was used. Children who completed interviews identified goals and priorities for their behavior, caregivers and other life areas. It is possible to engage directly with some children who have intellectual and developmental disabilities in behavior support research and practice. [ABSTRACT FROM AUTHOR]