A Definition of Positive Supports

Positive supports are actions and beliefs that reflect respectful interpersonal relationships, choice, communication, inclusive communities, and self determination to assist a person to become a more independent, contributing member of the community.

They encompass a variety of strategies that are considered unconditionally for a person who may be exhibiting behaviors that challenge family members, educational staff, service providers, and/or the community. People also require positive supports during other times in their lives. A committed group of diverse people collaborate to identify, develop, and secure the needed supports, while acknowledging a persons individuality. Positive supports recognize people's rights to make informed choices, take risks, and contribute in the decision making process.

Foundations of Positive Supports

Core Elements of Positive Supports

Active member of an inclusive community

Person centered planning

Communication

Choice

Friendship

Collaborative team

Control resides with person

Support during crisis

Teaching/building competencies

Ensuring Inclusive Communities, Center for Community Inclusion (1995)

Positive Supports Questions to Ask.</P>

Is the support you provide to individuals with disabilities positive in its approach? Take a moment to answer the questions below to find out.

1. Does the person have the opportunity to make informed choices that impact his/her life? (e.g. real life choices such as who, or what agency will provide support, hiring and firing staff, where to live/work, what/how much to eat)

2. Does the person have a way to communicate his/her needs and wants throughout the entire day?

3. Does the person have reciprocal relationships in his/her life? (While paid staff at times develop reciprocal relationships with a person, these paid relationships should not be the only ones a person has.)

4. Is the person an active member of the community, participating in events of his/her choice on an individual basis? (This does not include activities designed exclusively for individuals with disabilities.)

5. Is person centered planning used to identify supports based upon the person's dreams, goals, strengths, and needs ensuring that the supports are unique to him/her?

6. Do supporters reevaluate what is needed when identified supports do not appear beneficial?

7. Do supporters listen to and acknowledge the concerns and requests that a person may have no matter how he/she makes that request (e.g., talking, use of behavior)?

8. Do supporters acknowledge that their own values, behavior, and needs may influence their interactions with and the behavior of others?

9. Do supporters respect the person's right to take risks after he/she has obtained relevant information and the support needed to evaluate the information?

10. Does the person advocate for him/her self to determine his/her own life?

11. Are identified supports flexible to meet the ever-changing needs a person may have?

12. Do we recognize and accept the diversity of the people we work with and support?

CenterPoint is the newsletter of the Center for Community Inclusion, Maine's University Affiliated Program.

In complying with the letter and spirit of applicable laws and in pursuing its own goals of pluralism, the University of Maine shall not discriminate on the grounds of race, color, religion, sex, sexual orientation, national origin or citizen status, age, disability, or veterans status in employment education, and all other areas of the University. The University provides reasonable accommodations to qualified individuals with disabilities upon request. This publication is available on audiotape and upon request this material will be made available in other alternative formats to accomodate the needs of individuals with disabilities.

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