Presentation on theme: "Introduction These web-based training modules are intended to assist"— Presentation transcript:
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 informationabout supporting individuals with problem behavior. The modulestake about hours to complete and can be accessed fromany computer with internet capability.Note on module: Working Draft - Not to be downloaded, copied,or disseminated in any manner without the express permission ofFlorida's PBS Project and DOE/BEES.If you have any difficulty accessing the website please contactfor more assistance. We hope that you willfind the information in these modules useful and accessible.
3 Introduction Objectives: By completing this initial training module in Collaborative Teaming and Person-Centered Planning, teammembers will be able to identify the following:Steps of Florida's PBS processCommon Characteristics of PBSDifferent roles on the support teamSteps of the person-centered planning (PCP) processThemes, goals, and action steps of a PCP ProcessWays 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 PlanningThe other modules should be taken in the following order:2. Functional Behavior Assessment3. Instructional Issues and Strategies4. Developing, Implementing, and Evaluating PBS PlansThese 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.
6 Florida’s PBS ProjectThe goal of Florida’s PBS Project is to provide familiesand agencies with training, support, and technicalassistanceThese activities help support children or adults withproblem behavior as they learn more appropriatebehaviors and attain important quality of life goalsthrough a person-centered, collaborative teamingapproach
7 Training FormatFlorida'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 thefollowing:A series of four 1 hour overviews of critical issues and activities involved in the PBS approach accessible by the web or in personPreparation of the team to better understand and participate in the critical PBS technical assistance activitiesA 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 CharacteristicsPositive Behavior Support may differ significantly from other approaches toaddressing problem behavior. These differences are considerable and may includethe 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 interventionsPBS is proactive, teaching alternative skills and adapting the environmentPBS emphasizes lifestyle enhancement and inclusive settings as both the context for and long-range goals of interventionPBS reflects person-centered values that honor the dignity and preferences of the individualPBS is designed for use in everyday settings using typically available resourcesPBS takes a broad view of intervention success that includesincreases in the use of alternative skills,Decreases in the incidence of challenging behavior, andImprovements in quality of life
10 Founding ValuesThe 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 ValuesSelf-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
13 Developing a Positive Behavior Support Team Now that you have a better idea of PositiveBehavior Support and Florida's PBS Project,you’re ready to begin developing a supportteam.
14 Puzzle Activity Take only a minute and look at the puzzle below. Count the number of squares you areable to find in one minute. After one minutego on to the next frame.
15 Puzzle ActivityHow many squares were you able to find (select the ONE bestanswer)?Multiple Choice:a. between d. between 60-70b. between e. more than 70c. between 50-60
16 Puzzle ActivityActually, there are more than 70 different squares! Don’t worry ifyou didn’t find that many. Most people can’t find that many,especially when they work alone. However, when they work with othersin a team they are often able to find many more squares than they sawon their own.
17 Advantages of TeamsWorking as part of a team has several advantages whensupporting 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 "bigpicture" 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, andImplementing interventions.Therefore it is important that you have representatives on the team that meet thefollowing 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, andMembers to allocate personnel and fiscal resources.If your team is missing a critical member (parent, teacher, etc.), it is unlikely thatyou will be successful in achieving significant quality of life outcomes for theindividual.
19 Principles of Collaboration Before your team begins to work together they should be awarethat there are some principles of collaboration that will impacttheir success as a team. These include the following:Mutual trust and respectShared goals and objectivesOpen communicationEffective conflict resolutionTran disciplinary processEquity of task distributionConsensus decision-makingOngoing problem-solving*See supplemental handout to read more about these principles.
21 Making Person-Centered Plans Once you have your support team established, it’stime to act on the values-base of Positive BehaviorSupport with some specific actions. The next section ofthe course will review some specific tools your teamcan use.
22 The Philosophy Person-Centered Planning is built on a philosophy that does the following:Takes a capacity-based perspective of the individualUses natural resources to fulfill a visionBuilds 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 planningprocess. But PCP can also be seen as an assessment tool, in thatit evaluates where the person has been, what their environmentis 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 PCPidentifies for participants areas where their behavior needs tochange to better meet the needs of the individual. As aresult of the process, the participants informally change theirbehavior (intervention) and the individual's behaviorsubsequently changes, too.PCP also has the ability to motivate the team because they seethings differently, come to a common vision, and feel supportedin making necessary changes. As a result, PCP has the potentialto create and build a strong and effective team dedicated tosupporting the individual with problem behavior, as well as eachother.
25 What Person-Centered Planning is NOT: An easy, one-shot processThe answer to all problemsA replacement for an IEPA quick fix solution to complex human and/or organizational problemsSomething to be done and forgottenA guaranteePCP starts a process that requires commitment and effort over asubstantial period of time. Make certain that your team is willingto commit time to a process that may take several months and6-10 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 theirfuture. This may seem like a simple activity. It may beharder than you had anticipated!Take a few minutes to think about your goals for thefuture. Don’t move on to the next screen until youhave REALLY thought about what you would like to beand 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 hadlittle time to experience and plan for the future. And, sometimes discussionsabout 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, butmay also require a supportive and safe environment for all participants to sharetheir 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 behaviorand loses sight of the person/family and their goals for the future. ThePCP process retains the focus on the person and sets the stage for “theteam” to be the driving force in pursuing the person’s dream for thefuture.PCP also looks at the person’s entire environment and how it impacts everyaspect of their life. When the team takes time to understand the person and theirlife better, they are likely to develop support plans that fit the person’s life and aremore effective. When you understand the context of a person’s life, it is mucheasier to develop an array of effective supports for them.Finally, PCP has the capacity to change the perceptions and motivations ofparticipants. They can get excited about the future and collaborating with theteam.
29 Five Essential Goals of Person-Centered Planning The following five essential goals are central to thedevelopment 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 haveterrific 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 withautism.Parent on Collaboration- “We were already a team before webegan the PBS process. We were a good team and we workedwell together because we went through the Person-CenteredPlanning 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 Approacheshere 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 personMaking 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 PlanningTakes 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.
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 thatinformation (1-13 steps). Although a skilled facilitator will assist a team togo through this process in 1-2 hours, you will have an opportunity toreview Britney’s plan as you prepare for your own PCP process with yourteam.
36 Activity 4Take a few minutes and review the frames from Britney’s PCP.Think about the main themes or issues that were identified in theprocess. See if you can list 3-5 important themes for Britney’steam to address.You may want to print a copy of the frames to assist you inanswering 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 MTHEWith 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 needsBe independent Sleep over her friend’s houseStay involved with her dance groupAttend a friend’s birthday partyHave fun!!! Go to collegeStay included Stay on grade levelJoin girl scouts Live a healthy lifeStay involved with the churchCommon themes…Maintain and establish relationships with same age peersStay includedIncrease 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 scoutsAttend a community recreational (summer) programCommunicate with othersUnderstood by othersAlways successful!!Not understood by other peopleDoesn’t have the appropriate social skillsNot accepted by children her own ageNever has a friendBehaviors get worse and she gets kicked out of dance class and/or churchBehaviors get worse and her placement gets changedClassroom work will continue to frustrate her and she will not be successfulFearsCommon themes…Communication is a big issue for the familyFamily is afraid that her behaviors will get worse and she will not be in a general education classroomFamily 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. FamilyAgencyList 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.GrandparentsAunt and uncleMotherFatherGracieMaryOutside Speech TherapyOutside Occupational therapyTeacherClassroom assistantNeighborsMom and dads friends – Nicole and BillMrs. Jones – ChurchJessica – little girl from Ballet classUp with Downs GroupBallet teacherChurch groupCommon themes…No friendsMore connections within their communityFriendsCommunity
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.SchoolHomeParticipates in regular classroom activitiesEnjoys being on the playground with other kidsSpeech and OTMusicLibraryPEPlays outside on the swing set with her sistersSwims with her sistersWatches Barney moviesEats dinner as a familyCommunityCommon Themes…Home – no neighborhood friends, only plays with sistersSunday schoolBallet classChurchMcDonalds
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 appetiteGood visionAppropriate activity level for ageHearing loss due to middle ear infectionFine motor difficultiesImportant 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)MedicinesNone at this time
43 BritneyHISTORYBorn:Born 6/23/93 and diagnosed with Downs SyndromeYounger sister wasborn. They have agood 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 detectedBegan Speech TherapyStarted Preschool. It was a great experienceCommon themes…Indicates difficult time in the families lifeIndicates medical and/or health related issuesWe are able to see where the problems began for BritneyBegan Kindergarten – school became concerned about behaviorsIn 1st gradeworking with PBS projectToday
44 Choices Personal Academic Snack Books to read Breakfast Centers ClothesToys to play withMoviesBooks to readCentersFood during lunchWhat 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 schoolCould expand choices at school
45 Respect! Gains Loses Smart Sense of humor Friendly Reads words Good memoryList 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.LosesHits othersThrows her alpha smartThrows herself on the floorRuns around the classroomDoesn’t listen at timesLoses – 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 systemGoing to the library ChocolateComputer Listening to musicGoing outside Barney ToysHelper at home or in the classroomTickles Rub her backYellingPaper and pencil taskAnything that has to do with MATHTime-out Loud placesStern voicesScolding her and pointing your finger at her while you’re screamingCommon themesGood 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 teamAdministrator and school believe in INCLUSIONCurrently in an inclusive settingFamily is very supportiveFamily follows through with homework, extra activities, practices with Britney, etc..Team has committed to the PBS processTeam has Britney’s best interest at heartBarriersCommunication barrier between the teamIEP goals are unrealisticTeacher has a difficult time communicating to family that Britney is frustrated with class workFamily wants Britney to do the same things (work, activities) as the other children with NO modificationsCommon themesInformation on how the team is functioningNo positive communication between school and homeTeam is committed to the PBS ProcessAdministrator was on board with PBS and making this work for BritneySchool believes in inclusionTeacher 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.ThemesCommunicationDifficult to understand at timesHard time communicating to othersExpand communicationCurriculumToo hard for BritneyFrustratedNot successfulNeeds one-on-one assistanceSeveral themes – chose three most commonPeersNo friendsDoesn’t seek attention from her peers
49 GoalsList 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 appropriatelyRevise IEP goals and discuss transitions for next school yearIncrease independence (academic seat work, lunch time, large group time)Have a friend at schoolHearing (ear) problems would be resolved – live a healthy lifeMove on to second grade with peers in an inclusive setting
50 First Steps What actions can be taken immediately? These steps can be smallDo a Functional Assessment to identify why and when she is getting frustratedPlan a meeting with appropriate team members to address IEP goalsImplement peer buddy system in class in order to decrease the reliance on the assistantIdentify someone in her class that she likes to be withGet ears rechecked by the ENT
51 ThemesListed Themes The completed THEMES frame identifies three major themes the team identified for Britney and several sub themes, including:Communication:Difficult to understand at timesHard time communicating with othersNeed to expand communicationPeers:No friendsDoesn’t seek attention from peers
52 Themes Curriculum: Too hard for Britney Frustrated Not successful Needs one-on-one assistanceThese themes and issues served as the foundation forthe short and long-term goals the group identified forBritney.
53 Activity 5 Take a few minutes and think about some possible goals for Britney. These might be broader goals thatmight be achieved in ONE year. Think about whatmight be possible if everyone on the team does theirvery best. Consider any outcome as long as it isPOSSIBLE and POSITIVE. If you did not print a copy of the frames return to slidesMove on to the next frame after you havethought of at least 2-3 goals for Britney.
54 Activity 5 Did any of the goals you selected include: 1. Express frustration appropriately2. Move on to second grade with peers in an inclusive setting3. 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 theteam 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. Todetermine whether the goal you identified is important, check whether it is mentioned several times duringthe process or addresses one of the main themes
55 Listed GoalsBritney'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 thePCP process. However, these are the goals that Britney's team couldcome 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 youidentified. These steps may be small and can beinitiated or completed by a team member. If you did not print a copy of the frames return to slidesMove on to the next frame after you havethought 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 frustratedPlanning a meeting to revise IEP goals and discuss transitions for next school yearImplementing a peer buddy system in class in order to decrease the reliance on theassistantIdentifying someone in her class that she likes to be withScheduling 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 firststeps. To determine whether the first step you identified is important, check to make certainthat it matches one of the Goals the team identified.
58 First StepsBased on the overall goals, Britney's team decided to initiate thefollowing 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 thesemade sense to the team. Although each goal may not have a first step that hasto be completed in the next 48 hours, there are at least 3-5 activities that theteam 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.
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 MTHE
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.FamilyAgencyFriendsCommunity
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.SchoolHomeCommunity
64 HEALTHDescribe the individuals health by listing any positive or negative conditions.Indicate any medications the individual is currently taking.Medicines
65 HISTORYBorn: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!GainsList 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 OpportunitiesWhat 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
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