1. Individual PBS Module 1: Collaborative Teaming and Person-Centered Planning

2. Introduction These web-based training modules are intended to assist
families and professionals in accessing important information
about supporting individuals with problem behavior. The modules
take about hours to complete and can be accessed from
any computer with internet capability.
Note on module: Working Draft - Not to be downloaded, copied,
or disseminated in any manner without the express permission of
Florida's PBS Project and DOE/BEES.
If you have any difficulty accessing the website please contact
for more assistance. We hope that you will
find the information in these modules useful and accessible.

3. Introduction Objectives: By completing this initial training module in
Collaborative Teaming and Person-Centered Planning, team
members will be able to identify the following:
Steps of Florida's PBS process
Common Characteristics of PBS
Different roles on the support team
Steps of the person-centered planning (PCP) process
Themes, goals, and action steps of a PCP Process
Ways to plan effective PCP meetings

4. Positive Behavior Support (PBS) Training Modules
This is the first of four PBS training modules.
1. Collaborative Teaming and Person-Centered Planning
The other modules should be taken in the following order:
2. Functional Behavior Assessment
3. Instructional Issues and Strategies
4. Developing, Implementing, and Evaluating PBS Plans
These modules are designed to support a team as they go through a Positive Behavior Support process with a child or adult with problem behaviors. Let's begin with the first module by reviewing the goal of Florida's PBS Project and the definition of Positive Behavior Support.

5. The PBS Process

6. Florida’s PBS Project
The goal of Florida’s PBS Project is to provide families
and agencies with training, support, and technical
assistance
These activities help support children or adults with
problem behavior as they learn more appropriate
behaviors and attain important quality of life goals
through a person-centered, collaborative teaming
approach

7. Training Format
Florida's PBS Project is available to provide training and technical assistance activities to the teams and participants at each training site.
Training and technical assistance activities will include the
following:
A series of four 1 hour overviews of critical issues and activities involved in the PBS approach accessible by the web or in person
Preparation of the team to better understand and participate in the critical PBS technical assistance activities
A series of team meetings to plan and implement the critical activities in a PBS approach

8. What is Positive Behavior Support?
A values-based, empirically valid approach for resolving problem behaviors and helping people lead enhanced lifestyles
 A collaborative team approach that results in an individualized support plan
 A new applied science of behavior change

9. Characteristics
Positive Behavior Support may differ significantly from other approaches to
addressing problem behavior. These differences are considerable and may include
the following:
PBS is assessment-based. Interventions are directly linked to environmental influences and a hypothesis concerning the function of the problem behavior  
PBS produces comprehensive plans, usually involving multiple interventions
PBS is proactive, teaching alternative skills and adapting the environment
PBS emphasizes lifestyle enhancement and inclusive settings as both the context for and long-range goals of intervention
PBS reflects person-centered values that honor the dignity and preferences of the individual
PBS is designed for use in everyday settings using typically available resources
PBS takes a broad view of intervention success that includes
increases in the use of alternative skills,
Decreases in the incidence of challenging behavior, and
Improvements in quality of life

10. Founding Values
The characteristics of positive behavior support that distinguish it from more traditional methods of addressing problem behavior are a direct result of the following underlying values and philosophies:
People are individuals and the supports they receive should be individualized 
People are members of families so families should be supported as consistent and important aspects of the lives of adults and children 
Social relationships reflect the quality of a person’s life. Friends, family members, peer groups, coworkers, fellow students and other relationships form the background for personal growth and development  

11. Founding Values
Self-determination is important to people. Expressing choices and preferences in the big and small life choices is important 
People are members of natural communities of support that play a significant role throughout the person’s lifespan 
People have the right to be treated with dignity and understanding. The behavior supports provided to individuals should be positive, effective, and free of any components that do not treat the person with dignity or are not based on a clear understanding of the person’s behavior

12. Developing a PBS Team

13. Developing a Positive Behavior Support Team
Now that you have a better idea of Positive
Behavior Support and Florida's PBS Project,
you’re ready to begin developing a support
team.

14. Puzzle Activity Take only a minute and look at the puzzle
below. Count the number of squares you are
able to find in one minute. After one minute
go on to the next frame.

15. Puzzle Activity
How many squares were you able to find (select the ONE best
answer)?
Multiple Choice:
a. between d. between 60-70
b. between e. more than 70
c. between 50-60

16. Puzzle Activity
Actually, there are more than 70 different squares! Don’t worry if
you didn’t find that many. Most people can’t find that many,
especially when they work alone. However, when they work with others
in a team they are often able to find many more squares than they saw
on their own.

17. Advantages of Teams
Working as part of a team has several advantages when
supporting an individual with problem behavior.
Often the behaviors are frustrating and difficult to understand. A team approach enhances information that may reduce frustration and understanding of the person’s behavior.
Working alone, a parent or professional may not see the "big
picture" or can miss critical information of which they may be unaware. A team approach encourages an integration of information from various perspectives. 

18. Behavior Support Teams
Your behavior support team will have the job of:
Gathering information,
Developing a hypothesis,
Creating a support plan, and
Implementing interventions.
Therefore it is important that you have representatives on the team that meet the
following characteristics:
Members from all environments in which the focus individual interacts,
People who know the focus individual well and have a vested interest,
People who know supports and resources, (and methods of accessing them) as well as potential barriers, and
Members to allocate personnel and fiscal resources.
If your team is missing a critical member (parent, teacher, etc.), it is unlikely that
you will be successful in achieving significant quality of life outcomes for the
individual.

19. Principles of Collaboration
Before your team begins to work together they should be aware
that there are some principles of collaboration that will impact
their success as a team. These include the following:
Mutual trust and respect
Shared goals and objectives
Open communication
Effective conflict resolution
Tran disciplinary process
Equity of task distribution
Consensus decision-making
Ongoing problem-solving
*See supplemental handout to read more about these principles.

20. Person Centered-Planning

21. Making Person-Centered Plans
Once you have your support team established, it’s
time to act on the values-base of Positive Behavior
Support with some specific actions. The next section of
the course will review some specific tools your team
can use.

22. The Philosophy Person-Centered Planning is built on a
philosophy that does the following:
Takes a capacity-based perspective of the individual
Uses natural resources to fulfill a vision
Builds a circle of support for the individual that includes friends, family, and service providers

23. What is Person-Centered Planning?
Person-Centered Planning is a way for diverse people, who share a common need to align their :
Vision, purposes, and goals;
Understanding of the focus person’s past, present and future life; and, 
Actions for change, mutual support, personal and team development, and learning.
Person-Centered Planning is, first and foremost, a planning
process. But PCP can also be seen as an assessment tool, in that
it evaluates where the person has been, what their environment
is like now, and where they would like to go in the future.

24. What is Person-Centered Planning?
PCP can also be an intervention. Frequently the process of PCP
identifies for participants areas where their behavior needs to
change to better meet the needs of the individual. As a
result of the process, the participants informally change their
behavior (intervention) and the individual's behavior
subsequently changes, too.
PCP also has the ability to motivate the team because they see
things differently, come to a common vision, and feel supported
in making necessary changes. As a result, PCP has the potential
to create and build a strong and effective team dedicated to
supporting the individual with problem behavior, as well as each
other.

25. What Person-Centered Planning is NOT:
An easy, one-shot process
The answer to all problems
A replacement for an IEP
A quick fix solution to complex human and/or organizational problems
Something to be done and forgotten
A guarantee
PCP starts a process that requires commitment and effort over a
substantial period of time. Make certain that your team is willing
to commit time to a process that may take several months and
6-10 meetings to complete.

26. Activity 2 One of the central activities of the PCP process is to
identify the individual and family’s goals for their
future. This may seem like a simple activity. It may be
harder than you had anticipated!
Take a few minutes to think about your goals for the
future. Don’t move on to the next screen until you
have REALLY thought about what you would like to be
and do in the next few years.

27. Activity 2 So, how hard was it to think about your own future?
Sometimes it is hard for people to think past today. Sometimes they have had
little time to experience and plan for the future. And, sometimes discussions
about the future are emotionally charged.
For instance?
How do parents of a kindergarten-aged child with autism communicate that their goal is to have their daughter in a general education setting this year?
How does an 18 year-old young adult tell his family for the first time that he would like to live in his own apartment?
Person-Centered Planning may address challenging and important issues, but
may also require a supportive and safe environment for all participants to share
their hopes and fears for the future.

28. Why is Person-Centered Planning so important to your team?
Sometimes a support team begins to focus on the person’s behavior
and loses sight of the person/family and their goals for the future. The
PCP process retains the focus on the person and sets the stage for “the
team” to be the driving force in pursuing the person’s dream for the
future.
PCP also looks at the person’s entire environment and how it impacts every
aspect of their life. When the team takes time to understand the person and their
life better, they are likely to develop support plans that fit the person’s life and are
more effective. When you understand the context of a person’s life, it is much
easier to develop an array of effective supports for them.
Finally, PCP has the capacity to change the perceptions and motivations of
participants. They can get excited about the future and collaborating with the
team.

29. Five Essential Goals of Person-Centered Planning
The following five essential goals are central to the
development of a future vision for the adult or child:
Being present and participating in community life 
Gaining and maintaining satisfying relationships 
Expressing preferences and making choices in everyday life 
Having opportunities to fulfill respected roles and live in dignity 
Continuing to develop personal competencies  

30. Team Members Talk About the Process
Team members at Person-Centered Planning meetings have
terrific things to say about the process.
The following are comments from a parent, teachers,
and aides regarding their participation in a Person-
Centered Planning process for a young man with
autism.
Parent on Collaboration- “We were already a team before we
began the PBS process. We were a good team and we worked
well together because we went through the Person-Centered
Planning process before PBS.

31. Team Members Talk About the Process
On Person-Centered Planning:
“Without Person-Centered Planning, the team is not able to think about the person holistically. Instead they become focused on the behaviors and this limits their ability to make the focus person’s needs a priority.”   
“Without Person-Centered Planning, I never would have agreed to PBS because I wouldn’t have thought it would work.”
“It (Person-Centered Planning) helped us become a team. PBS challenges everyone involved to think about themselves critically related to how they interact with Mark. You need to trust everybody on your team to open yourself up at that level.”
“Person-Centered Planning is about believing in someone. You come out of it with a better understanding for what the person wants, how you can help them get it, and then believing that they can achieve it.”

32. Different Approaches
here are at least six or more techniques for conducting a Person-centered Planning process. The most common approaches that you are likely to encounter include:
Planning Alternative Tomorrows with Hopes (PATH)
Takes about 3 hours, Team should have some idea of goals, Team is cohesive and knows the focus person   
Making Action Plans (MAP)
Takes about 1-2 hours,  Team should have well-formed goals, a cohesive team knows the focus person

33. Different Approaches Personal Profiling and Futures Planning
Personal Profiling and Futures Planning
Takes more time. Team does not know focus person well. Comprehensive.   
For the Positive Behavior Support Demonstration Project, we will be facilitating a unique Person-Centered Planning process that shares some features with each of the above approaches. A sample of this process will be introduced in the next few frames.

34. A Sample Person-Centered Plan
Britney

35. Sample Organizational Chart
The above chart describes the types of information (dreams, goals, etc.)
that we will gather and the sequence of activities to gather that
information (1-13 steps). Although a skilled facilitator will assist a team to
go through this process in 1-2 hours, you will have an opportunity to
review Britney’s plan as you prepare for your own PCP process with your
team.

36. Activity 4
Take a few minutes and review the frames from Britney’s PCP.
Think about the main themes or issues that were identified in the
process. See if you can list 3-5 important themes for Britney’s
team to address.
You may want to print a copy of the frames to assist you in
answering some questions about the sample frames. 

37. Britney’s Person-Centered Plan
Britney’s PCP process was a combination of a PATH and Futures Plan

38. D R E A M
THE
With this frame we want to help the person identify their dream for the future, including all the ideas, values, people and things that are important to them.
List anything that is important for the person to realize the kind of life they desire.
Have friends Communicate her wants and needs
Be independent Sleep over her friend’s house
Stay involved with her dance group
Attend a friend’s birthday party
Have fun!!! Go to college
Stay included Stay on grade level
Join girl scouts Live a healthy life
Stay involved with the church
Common themes…
Maintain and establish relationships with same age peers
Stay included
Increase and expand communication

39. Hopes Fears Joins girl scouts
Identify the hopes and fears you have for this individual.
Under “Hopes” list what is possible if we do the best we can.
Under “Fears” list what is possible if things do not improve or get worse.
Joins girl scouts
Attend a community recreational (summer) program
Communicate with others
Understood by others
Always successful!!
Not understood by other people
Doesn’t have the appropriate social skills
Not accepted by children her own age
Never has a friend
Behaviors get worse and she gets kicked out of dance class and/or church
Behaviors get worse and her placement gets changed
Classroom work will continue to frustrate her and she will not be successful
Fears
Common themes…
Communication is a big issue for the family
Family is afraid that her behaviors will get worse and she will not be in a general education classroom
Family is against IQ Testing b/c they feel if the school knows or has this information they will remove her from an inclusive environment

40. List the people who are present in the person’s life.
Family
Agency
List the people who are present in the person’s life.
Place their name in the appropriate section of the circle.
Place the name of individuals who are closest to the person in or near the inner circle.
Grandparents
Aunt and uncle
Mother
Father
Gracie
Mary
Outside Speech Therapy
Outside Occupational therapy
Teacher
Classroom assistant
Neighbors
Mom and dads friends – Nicole and Bill
Mrs. Jones – Church
Jessica – little girl from Ballet class
Up with Downs Group
Ballet teacher
Church group
Common themes…
No friends
More connections within their community
Friends
Community

41. P L A C E S School Home Community
Indicate activities in which the individual participates in the school.
Indicate activities in which the individual participates in the home.
Indicate places in the community that the individual participates on a consistent basis.
List only 4-5 primary activities in each setting.
School
Home
Participates in regular classroom activities
Enjoys being on the playground with other kids
Speech and OT
Music
Library PE
Plays outside on the swing set with her sisters
Swims with her sisters
Watches Barney movies
Eats dinner as a family
Community
Common Themes…
Home – no neighborhood friends, only plays with sisters
Sunday school
Ballet class
Church
McDonalds

42. HEALTH None at this time
Describe the individuals health by listing any positive or negative conditions.
Indicate any medications the individual is currently taking.
Good appetite
Good vision
Appropriate activity level for age
Hearing loss due to middle ear infection
Fine motor difficulties
Important for the family to share this information with the school system b/c they were not completely informed on Britney’s medical and health issues (i.e, hearing loss)
Medicines
None at this time

43. Britney
HISTORY
Born:
Born 6/23/93 and diagnosed with Downs Syndrome
Younger sister was
born. They have a
good relationship.
Indicate some of the critical events that occurred in the person’s life from birth until today.
Put a “*” next to any positive events.
Put a “-” next to any negative events.
Middle ear infection – hearing loss detected
Began Speech Therapy
Started Preschool. It was a great experience
Common themes…
Indicates difficult time in the families life
Indicates medical and/or health related issues
We are able to see where the problems began for Britney
Began Kindergarten – school became concerned about behaviors
In 1st grade
working with PBS project
Today

44. Choices Personal Academic Snack Books to read Breakfast Centers
Clothes
Toys to play with
Movies
Books to read
Centers
Food during lunch
What choices can the individual make within his/her personal and academic life?
Identify what choices are presented to the individual within both areas.
Are Britney’s choices age-appropriate?
Able to make choices at home and at school
Could expand choices at school

45. Respect! Gains Loses Smart Sense of humor Friendly Reads words
Good memory
List any behaviors or characteristics of the person that cause him/her to gain or lose respect or his/her peers or adults.
Under “Gains” list those things you really like about the person.
Under “Loses” list those behaviors that you do not like to see.
Loses
Hits others
Throws her alpha smart
Throws herself on the floor
Runs around the classroom
Doesn’t listen at times
Loses – often refer to the behaviors that the team is concerned with

46. What Works!!! What Doesn’t Work!!!
What strategies work well for the individual?
What strategies have not been as successful or cause the challenging behavior to increase?
What Works!!!
Positive praise Star system
Going to the library Chocolate
Computer Listening to music
Going outside Barney Toys
Helper at home or in the classroom
Tickles Rub her back
Yelling
Paper and pencil task
Anything that has to do with MATH
Time-out Loud places
Stern voices
Scolding her and pointing your finger at her while you’re screaming
Common themes
Good foundation for looking at what strategies work and what to avoid when developing her behavior support plans (i.e., possible triggers are also identified here)
What Doesn’t Work!!!

47. Opportunities Barriers
What are some barriers and opportunities for this individual and his/her team?
Supportive school-based team
Administrator and school believe in INCLUSION
Currently in an inclusive setting
Family is very supportive
Family follows through with homework, extra activities, practices with Britney, etc..
Team has committed to the PBS process
Team has Britney’s best interest at heart
Barriers
Communication barrier between the team
IEP goals are unrealistic
Teacher has a difficult time communicating to family that Britney is frustrated with class work
Family wants Britney to do the same things (work, activities) as the other children with NO modifications
Common themes
Information on how the team is functioning
No positive communication between school and home
Team is committed to the PBS Process
Administrator was on board with PBS and making this work for Britney
School believes in inclusion
Teacher had a difficult time with inclusion

48. Identify any patterns or themes you found throughout this process.
List at least one main point from each of the other frames that you want to share with the team.
Themes
Communication
Difficult to understand at times
Hard time communicating to others
Expand communication
Curriculum
Too hard for Britney
Frustrated
Not successful
Needs one-on-one assistance
Several themes – chose three most common
Peers
No friends
Doesn’t seek attention from her peers

49. Goals
List the goals that you would like to see achieved one year from today.
Think about what might be possible if everyone tries their hardest.
Consider any outcome as long as it is POSSIBLE and POSITIVE.
Express frustration appropriately
Revise IEP goals and discuss transitions for next school year
Increase independence (academic seat work, lunch time, large group time)
Have a friend at school
Hearing (ear) problems would be resolved – live a healthy life
Move on to second grade with peers in an inclusive setting

50. First Steps What actions can be taken immediately? These steps can be
small
Do a Functional Assessment to identify why and when she is getting frustrated
Plan a meeting with appropriate team members to address IEP goals
Implement peer buddy system in class in order to decrease the reliance on the assistant
Identify someone in her class that she likes to be with
Get ears rechecked by the ENT

51. Themes
Listed Themes
 The completed THEMES frame identifies three major themes the team identified for Britney and several sub themes, including:
Communication:
Difficult to understand at times
Hard time communicating with others
Need to expand communication
Peers:
No friends
Doesn’t seek attention from peers

52. Themes Curriculum: Too hard for Britney Frustrated Not successful
Needs one-on-one assistance
These themes and issues served as the foundation for
the short and long-term goals the group identified for
Britney.

53. Activity 5 Take a few minutes and think about some possible
goals for Britney. These might be broader goals that
might be achieved in ONE year. Think about what
might be possible if everyone on the team does their
very best. Consider any outcome as long as it is
POSSIBLE and POSITIVE. 
If you did not print a copy of the frames return to slides
Move on to the next frame after you have
thought of at least 2-3 goals for Britney.

54. Activity 5 Did any of the goals you selected include:
1.   Express frustration appropriately
2.   Move on to second grade with peers in an inclusive setting
3.   Increase independence (academic seat work, lunch time, large group time)
4.   Have a friend at school 5.   Hearing (ear) problems would be resolved ? live a healthy life?
If you developed any of the above goals:
Great! You are beginning to understand how the process works to help identify important goals that the
team will work on in the future.
If you did not have any of the above goals:
These are goals identified by Britney’s team. You might still have identified other important goals. To
determine whether the goal you identified is important, check whether it is mentioned several times during
the process or addresses one of the main themes

55. Listed Goals
Britney's Team listed the following goals to address in the next six months:
1. Express frustration appropriately.
2. Revise IEP goals and discuss transitions for next school year.
3. Increase independence (academic seat work, lunch time, large group time).
4. Have a friend at school.
5. Hearing (ear) problems would be resolved ? live a healthy life.
6. Move on to second grade with peers in an inclusive setting.
These are not the only goals that could be identified from the
PCP process.  However, these are the goals that Britney's team could
come to a consensus on addressing in the next several months.

56. Activity 6 Now think about 2-3 action steps that can be taken in
the next 48 hours to begin work on the goals you
identified. These steps may be small and can be
initiated or completed by a team member. 
If you did not print a copy of the frames return to slides
Move on to the next frame after you have
thought of at least 2-3 goals for Britney.

57. Activity 6 Did any of the first steps you selected include:
Starting a functional assessment to identify why and when Britney is getting frustrated
Planning a meeting to revise IEP goals and discuss transitions for next school year
Implementing a peer buddy system in class in order to decrease the reliance on the
assistant
Identifying someone in her class that she likes to be with
Scheduling to get ears rechecked by the ENT?
If you developed any of the above:
Great! You understand how the process works to help identify first steps that the team can start to work on in the next few days.
If you did not have any of the above:
These first steps were identified by Britney’s team. You might still have identified other first
steps. To determine whether the first step you identified is important, check to make certain
that it matches one of the Goals the team identified.

58. First Steps
Based on the overall goals, Britney's team decided to initiate the
following activities in the next 48 hours.
Do a Functional Assessment to identify why and when she is getting frustrated.
Plan a meeting with appropriate team members to address IEP goals.
Implement peer buddy system in class in order to decrease the reliance on the assistant.
Identify someone in her class that she likes to be with.
Get ears rechecked by the ENT.
There are certainly other first steps that could meet the identified goals, but these
made sense to the team.  Although each goal may not have a first step that has
to be completed in the next 48 hours, there are at least 3-5 activities that the
team can get started on immediately.  

59. Application Activity
  1. Each team member should review and complete the blank Person-Centered Planning form.  The blank forms are the last slides of this Power Point.
2. Team members should identify frames that are essential for discussion at the Person-Centered Planning meeting.
3. Identify at least two possible dates for your PCP meeting.
4. Communicate the agreed PCP meeting date to all team members.

60. Person-Centered Plan: Sample Organizational Chart
Dream
People
Health
Choices
Strategies
Barriers
and
Supports
First Steps
Goals
Places
History
Respect
Hopes
and
Fears
Themes

61. With this frame we want to help the person identify their dream for the future, including all the ideas, values, people and things that are important to them.
List anything that is important for the person to realize the kind of life they desire.
D R E A M
THE

62. List the people who are present in the person’s life.
Place their name in the appropriate section of the circle.
Place the name of individuals who are closest to the person in or near the inner circle.
Family
Agency
Friends
Community

63. P L A C E S School Home Community
Indicate activities in which the individual participates in the school.
Indicate activities in which the individual participates in the home.
Indicate places in the community that the individual participates on a consistent basis.
List only 4-5 primary activities in each setting.
School
Home
Community

64. HEALTH
Describe the individuals health by listing any positive or negative conditions.
Indicate any medications the individual is currently taking.
Medicines

65. HISTORY
Born:
Indicate some of the critical events that occurred in the person’s life from birth until today.
Put a “*” next to any positive events.
Put a “-” next to any negative events.
Today

66. Choices Personal Academic
What choices can the individual make within his personal and academic life?
Identify what choices are presented to the individual within both areas.

67. Respect!
Gains
List any behaviors or characteristics of the person that cause him/her to gain or lose respect or his/her peers or adults.
Under “Gains” list those things you really like about the person.
Under “Loses” list those behaviors that you do not like to see.
Loses

68. What Works!!! What Doesn’t Work!!!
What strategies work well for the individual?
What strategies have not been as successful or cause the challenging behavior to increase?
What Doesn’t Work!!!

69. Hopes Fears Identify the hopes and fears you have for this individual.
Under “Hopes” list what is possible if we do the best we can.
Under “Fears” list what is possible if things do not improve or get worse.
Fears

70. Opportunities
What are some barriers and opportunities for this individual and his/her team?
Barriers

71. Identify any patterns or themes you found throughout this process.
List at least one main point from each of the other frames that you want to share with the team.
Themes

72. List the goals that you would like to see achieved one year from today.
Think about what might be possible if everyone tries their hardest.
Consider any outcome as long as it is POSSIBLE and POSITIVE.
Goals

73. First Steps What actions can be taken immediately? These steps can be
small

74. End of Module 1. Please move onto Module 2: Functional Behavior Assessment