Presentation on theme: "Integrating Wraparound Approaches in PBIS Schools"— Presentation transcript:
1 Integrating Wraparound Approaches in PBIS Schools .Intensive Level PBIS:Integrating Wraparound Approachesin PBIS SchoolsDeveloping, Implementing & EvaluatingIndividualized Teams andPlans for Students withComprehensive Needs & Their FamiliesA 2-Day Training for SchoolsImplementing School-wide PBISSeptember, 2005Lucille Eber Ed.D
2 Overall Goals Training: Understand a) key features of wraparound value base and process; b) wraparound as a component of a school-wide system of positive behavior support for all youth; and c) procedures for designing for individualized team and interventions for 1-5% of students and their families.2. Gain experience with components of the wraparound process:a) engaging key players, b) team design c) strength and needs driven, and d) interventions/outcomes based.3. Learn to apply data-based decision-making, self-assessment and monitoring procedures to ensure effectiveness of practices.
3 Wraparound as a Component Positive Behavior Support System of a School-widePositive Behavior Support SystemAre elements of wraparound consistentwith approaches usedin schools for all kids?Proactive?Strength-based?Team-based?Family centered?Voice, ownership?Natural supports?
4 Designing School-Wide Systems for Student Success Academic SystemsBehavioral SystemsIntensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityIntensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures1-5%1-5%Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response5-10%5-10%Targeted InterventionsSome students (at-risk)High efficiencyRapid responseIndividual or GroupUniversal InterventionsAll studentsPreventive, proactive80-90%Universal InterventionsAll settings, all studentsPreventive, proactive80-90%
5 Positive Behavior Support UniversalSchool-Wide AssessmentSchool-Wide Prevention SystemsTargetedIntensiveGroup InterventionsAnalyze Student DataSmall group interventionsSimple Student InterventionsComplex StudentInterventionsInterviews, Questionnaires, etc.InterventionAssessmentObservations and ABC AnalysisComplex Individualized InterventionsTeam-Based Wraparound InterventionsMulti-Disciplinary Assessment & AnalysisT. Scott, 2004
6 t = (335) p< .0001t = 2.30 (27) p < .03N=223N=223N=38N=38N=17N=17N=169N=169
8 IL PBIS Schools at Phase II or Higher SET Criterion Comparisons July 2005
9 What Do we Know about the Tertiary Level: “Requires real talent and skills” (Rob Horner)Applies Art (of engagement) and Science (of interventions)Needs to happen sooner for many students/familiesGets tougher with each system failureRequires thinking differently with kids and familiesIs easier in schools proficient with school-wide PBISIncludes system/practice/data componentsL. Eber 2005
10 Individualized Comprehensive Teams/Plans Who?Youth with multiple needs across home, school, communityYouth with multiple life domain needsThe adults in youth’s life are not effectivelyengaged in comprehensive planning(i.e. adults not getting along very well)What?The development of a very unique, individualized, strength-based team & plan with the youth and family that is designed to improve quality of life as defined by the youth/family .
11 Individualized, Comprehensive Teams/Plans What Do Intensive Plans include?Supports and interventions across multiple life domains and settings (i.e. behavior support plans, academic interventions, basic living supports, multi-agency strategies, family supports, community supports, etc.)What’s Different?Natural supports and unique strengths are emphasized in team and plan development. Youth/family access, voice, ownership are critical features. Plans include supports for adults/family as well as youth.
12 Intensive Intervention Facilitate/guide a wraparound team planning processFamily/student/teacher ownership of planAccess full range of school and community support services across life domainsHome, school, community settingsIndividualized academic and behavior interventions are integrated into wrap plans
13 What Happens during the Wraparound process? The wraparound process creates a context for design & implementation of research-based behavioral, academic and clinical interventions
14 Unique FitWraparound plans should be uniquely designed to fit individual students needs as opposed to making a student fit into a prescribed program.
15 Integrating wraparound and PBIS Establishing a school-wide system of positive behavior supports can establish environments in schools that help personnel feel more confident about wraparound approaches with students with significant needs.
16 What is Wraparound?Wraparound is a tool used to implement interagency systems of care in achieving better outcomes for youth and their families.Wraparound is an important component of school-wide systems of positive behavior supports (PBS)
17 What is Wraparound? (cont) Wraparound is a process for developing family-centered teams and plans that are strength and needs based (not deficit based) across multiple settings and life domains.Wraparound plans include natural supports, are culturally relevant, practical and realistic.
18 What is Wraparound? (cont’d) Blending perspectives of team members results in a variety of traditional and nontraditional strategies that are directly linked to agreed upon outcomes.The wraparound process creates a context for effective implementation of research-based behavioral, academic and clinical interventions
19 What happens during the wraparound process? Blending perspectives of teammembers results in a variety oftraditional and nontraditional strategiesthat are directly linked to agreedupon outcomes.
20 Life Domains Family, School, Community Medical/Health RecreationalEducation/VocationalSpiritualCulturalSocial/FunSafetyEmotional/behavioralBasic NeedsLegalRelationshipsOther
21 Wraparound: used with individual students plans reflect voice, priorities of youth and familybased on unique youth and family needsculturally relevant teams and plansbuilt upon youth, family and provider strengthsuses traditional and non-traditional interventionsencompasses multiple life domainsresources are blended; must be flexibleservices are planned, implemented, and evaluated by a teamteam supports youth, family and providersunconditional - if the plan doesn’t work, change the plan
22 Social Competence &Academic AchievementOUTCOMESSupportingDecisionMakingSupportingStaff BehaviorDATASYSTEMSPRACTICESSupportingStudent Behavior
23 How did a school-wide cool tool emerge from a Wraparound planning processfor an individual student?The team decided to develop a school-wide cool tool toteach/shape “respectful interactions with adults” because:concerns about being able to deliver consistent practice, promptsand reinforcers across all settings at school.concerns that Simon would not be accepting of an individualizedapproach to teaching the desired behaviorthe principal stated that Simon wasn’t the only student who neededteaching/practice of this behavior
24 Value Base Build on strengths to meet needs One family-one plan Community-based responsivenessIncreased parent choiceIncreased family independenceCare for children in context of familiesCare for families in context of communityNever give upP.Miles, 2004
25 Establish Family Voice/Ownership No blaming, no shamingStart with strengthsThey choose their own teamFocus on what they identify as needsListen to their story before the meetingValidate their perspectiveCommunicate differently…..
26 No Blame. No Shame. Means you are not allowed to have an opinion while hearing someone’s story (unless there is an imminent safety issue).-Pat Miles-
27 How Do we Know if the Team is Truly Family-centered? Does the family ( including the youth ) feel like it is their meeting and their plan instead of feeling like they are attending a meeting the school or agency is having about them.
28 Points to Remember about Engaging Families … Remember that the professionals don’t get to choose or judge how families raise their kids.Always start with a conversation ( not a meeting) with the family, getting their trust and permission before talking with others.
29 A Definition of Unconditional Care Students don’t fail “plans fail”.When the plan fails, don’t blame the youth/family.Instead, change the plan.
30 Compare & ContrastBreak into smaller discussion groups. List the similarities and differences between what you’re doing now and Wraparound as it has just been defined.
31 Using the Wraparound Process Preparing for wraparound meetings through individual conversations with core team members is a critical first step.The first contact with the family should feel different than being invited to a meeting.A rich strength profile is a valuable tool for action planning.
32 Examples of Guiding Questions to Assist in Initial Conversations What has worked or hasn’t worked and why do you think it has worked or not?What challenges or barriers have you encountered as you have attempted specific strategies?What is your hope, dream, vision of success with your (this) child/family?
33 Big Question ?Can wraparound teams use data-based decision-making to prioritize needs, design strategies, & monitor progress of the child/family team?more efficient teams, meetings, and plans?less reactive (emotion-based) actions?more strategic actions?more effective outcomes?longer-term commitment to maintain success?
34 Four Phases of Wraparound Implementation Team PreparationGet people ready to be a teamComplete strengths/needs chats (baseline data)Initial Plan DevelopmentHold initial planning meetings (integrate data)Develop a team “culture” (use data to establish voice)Plan Implementation & RefinementHold team meetings to review plans (ongoing data collection and use)Modify, adapt & adjust team plan (based on data)Plan Completion & TransitionDefine good enough (Data-based decision-making)“Unwrap”
35 Blending Data Sources: Listening/probing during conversations/chats:Translating their storiesData ToolsDocumenting key areas of strengths/needs
36 The Data Tools: Wraparound Integrity Tool (WIT) Referral/Disposition Tool (RD-T)Home/School/Community Tool (HSC-T)Education Information Tool (EI-T)Big Behavior Tool (BB-T)Youth Satisfaction Tool (YS-T)Family Satisfaction Tool (FS-T)ISBE Parent Survey (upon discharge?)
37 First Phase of Wraparound: Team Development FacilitatorMeets with family & stakeholdersGathers perspectives on strengths & needsAssess for safety & restProvides or arranges stabilization response if safety is compromisedExplains the wraparound processIdentifies, invites & orients Child & Family Team membersCompletes strengths summaries & inventoriesArranges initial wraparound planning meeting
38 First Phase of Wraparound: Team Development Completed ProductsA strength summary detailing the family’s storyA strength inventory listing of family strengthsList of potential team membersInitial needs listReferral-Disposition ToolEducational Information ToolHome/School/Community ToolBig Behavior ToolDetailsSigned Releases to speak with potential team membersRoster of team members names, numbers & addressesIndividualized arrangements to assure maximum team participation in meeting
39 First Phase of Wraparound: Team Development Benefits & EnhancementsDefines the starting pointCreates a common reality for all team membersSets foundation for future measurementCreates capacity to gather a range of responsesWhat are yours?Challenges & QuestionsIntegrating data tools into basic wraparound patternsWhat if responses are vastly different?Avoiding the “paper-driven” trapHow to share your information as you move to Phase IIBalancing family driven & directive interviewingIntroducing Wraparound Evaluation Tool
40 Second Phase of Wraparound: Plan Development Facilitator:Holds an initial (or 2) wraparound plan development meetingIntroduces process & team membersPresents strengths & distributes strength summarySolicits additional strength information from gathered groupLeads team in creating a missionIntroduces needs statements & solicits additional perspectives on needs from teamCreates a way for team to prioritize needsLeads the team in generating brainstormed methods to meet needsSolicits or assigns volunteersDocuments & distributes the plan to team members
41 Second Phase of Wraparound: Initial Plan Development Completed ProductsA written plan of care thatDetails the Mission StatementNeeds selected for actionInterventions/actions including who will do what when & what strengths are being built onA written crisis response plan detailing anticipated event & response as well as a notification planFamily-Caregiver Satisfaction ToolYouth Satisfaction ToolWraparound IntegrityToolAll previously introduced ToolsDetailsDistribution of Plan of Care to all team membersA schedule for ongoing meetings
42 Second Phase of Wraparound: Initial Plan Development Benefits & EnhancementsGathers child & family input from a variety of sourcesRates your practice across operational valuesTies to results rather than just processWhat are yours?Challenges & QuestionsTiming, timing, timingBalancing parent/caregiver & youth satisfaction is trickyAge of child respondentSummarizing relevant data for this team, how do you choose?Introducing a structured decision making process in passionate circumstances
43 Third Phase of Wraparound: Plan Implementation & Refinement FacilitatorSponsors & holds regular team meetingsSolicits team feedback on accomplishments & documentsLeads team members in assessing & analyzing the planFor Follow ThroughFor ImpactCreates an opportunity for modificationAdjust services or interventions currently providedStop services or interventions currently providedMaintains services or interventions currently providedSolicits volunteers to make changes in current plan arrayDocuments & distributes team meeting minutes
44 Third Phase of Wraparound: Plan Implementation & Refinement Completed ProductsOngoing meeting minutes that detail changes in the Plan of CareQuarterly reports that detail progress toward meeting needs/achieving outcomes (the graphs)Ongoing record of team member participation detailing who has attended & who has notAll ToolsDetailsMethod for communication for team membersProcess for orienting new team members as circumstances change
45 Third Phase of Wraparound: Plan Implementation & Refinement Benefits & EnhancementsGets the facts in front of the teamAllows for reasoned modification, takes the personal out of itWhat are yours?Challenges & QuestionsIntegrating data summaries with other inputsStrategically choosing best summariesFollowing a disciplined decision making processRelating the data to the intervention rather than just the location
46 Fourth Phase of Wraparound: Plan Completion & Transition FacilitatorHolds meetingsSolicits all team members sense of progressCharts sense of met needHas team discuss what life would like after WraparoundReviews underlying context/conditions that brought family to the system in the first place to determine if situation has changedIdentifies who else can be involvedFacilitates approach of “post-system” wraparound resource peopleCreates or assigns rehearsals or drills with a “what if” approachFormalizes structured follow-up if neededCreates a commencement ritual appropriate to family & team
47 Fourth Phase of Wraparound: Plan Completion & Transition Completed ProductsWritten Transition Plan that details how to access ongoing services/supports if necessaryWritten crisis plan that details who & how to contact individualsFollow up phone numbers for team membersFormal Discharge Plan detailing strengths & interventions that were successful & those that weren’tAll ToolsDetailsWritten letters of introduction for anticipated next formal service access
48 Steps for Developing a Wraparound Plan Step 1: Initial Conversations (story)Step 2: Clarify Agenda, logistics, & team rulesStep 3: Introduce by Roles and GoalsStep 4: Develop/Review a Mission StatementStep 5: Start Meeting w/Strengths; Celebrate SuccessesStep 6: Identify Needs across DomainsStep 7: Prioritize NeedsStep 8: Develop ActionsStep 9: Assign Tasks/Solicit Commitments/Set Next Meeting DateDocument, Evaluate, Revise…..
49 Life Domain Profile: Strengths, Needs Team Design and TeamDevelopment:Identifying Roles ofTeam membersLife Domain Profile: Strengths, NeedsInterventions
50 Teams & Wraparound Practice Patterns: How it Happens in Wraparound Three types of team membersNatural: connected to family by relationshipInformal: Connected by citizenshipSystem: Paid to carePotential team members are generated through initial conversations prior to first meetingFamilies are encouraged to invite their supports to help “us” stay on trackAgree to change the conversation to accommodate participationIdentify who will invite whoOrient team members prior to first meeting
51 Examples of Natural Support People who have been on teams ColleaguesFriendsExtended FamilyNeighborsCoachesClergyBus DriversBabysittersSchool CustodianCrossing GuardClassmates
52 Examples of Natural Supports Found on Wraparound Teams Co-workersRelatives: extended familyFriendsClassmatesClergyStoreowners/merchantsPostal WorkersCrossing GuardsTaxi DriversNeighborsCoachesSchool custodiansBartendersPrevious “helpers”P.Miles, 2004
53 How are wrap teams different? Roles are the focus (not job titles)Natural supportsFocus on strengthsFamily voice and ownershipFocus on needs (instead of services)
54 Teacher could Provide: Examples of Roles aTeacher could Provide:Academic CoachBehavioral CoachFriendCrisis supportRespite provideTranslator
55 Who is currently on team? (activity) What role does each person feel they play with this student/family?
56 Strengths & Wraparound Practice Patterns: How it Happens in WraparoundOccurs with a named facilitator & family member/person“Chat” format rather than assessmentOther perspectives on strengths are solicitedRequires looking as well as listeningLists are generated prior to first meetingEach family strengthsFamily as a wholeStarts with descriptive moves to contextual moves to functionalPresented at first team meeting & added to rather than completely generated at first meeting
57 Listening for Strengths Traits & TalentsWho is the child/family & what are their characteristics?Skills and AbilitiesWhat can the child/family do?Attributes and HistoryWho was involved, and what did they contribute?PreferencesWhat else would feel real and valid for this child/family?
58 How are strengths used continuously in the wraparound process? To engage team membersTo establish ownership of team and planTo ensure ownership in interventionsTo ensure interventions are proactiveTo continuously build on successes
59 Strength Products The Strength Summary The Strength Inventory Is distributed to each team member and isA written narrative thatTells a Story of the entire familyIdentifies strengths, talents, capacities & giftsWhile relating the facts from a positive framework.The Strength InventoryA list of traits, talents, skills & attributesThat are summarized in hand-outs & visualsThat provides a quick listing ofThe family’s capacities, potentials, gifts & accomplishments andIs reviewed together as a team.
60 Strengths & Wraparound Best Practice TargetsServices & interventions are created based on strengthsNo service is used without a corresponding strengthMore is documented about strengths than problemsStrengths of each family member and the family as a whole are recordedFamilies are introduced & referred based on strengths
61 Data-based Decision-making Can teams use data to prioritize needs, design strategies, & monitor progress of the child/family team?more efficient teams, meetings, and plans?less reactive (emotion-based) actions?more strategic actions?more effective outcomes?longer-term commitment to maintain success?
62 Wraparound Case Study “Diego” Reason for Wrap Referral 6th graderAcademic DifficultiesBehavioral DifficultiesImpaired RelationshipsFamily Support NeedsSocial Skills Needs
63 Wraparound Case Study “Diego” Getting to Strengths via Chats & Data Responsible caretaker for younger siblingsLikes MathEnjoys watching National Geographic channelWorks well 1:1 with adults when he feels respectedLikes physical activity, especially boxing
64 Using Data and Voice & Choice Wraparound Case Study “Ozzie” cont. Getting to Strengths and Needs at BaselineUsing Data and Voice & ChoiceOzzie the twister kid
65 Strength profile activity: Specific/FunctionalMultiple settingsMultiple life domainsHidden StrengthsFamily strengths
66 “Diego” Getting to Needs via chats and data Control AngerPass classesIndependent Work CompletionHealthy eating habitsImprove reading skills
67 Using the data to blend perspectives Wraparound Case Study “Ozzie” Getting to Strengths and Needs at BaselineUsing the data to blend perspectives
68 throughout the process Wraparound Case Study “Diego” cont. Getting to Strengths and Needsthroughout the processDiego: Getting to more strenghts. Yellow – responds like other youth to emotional situationsBlue – knows how to ask for helpKnows when to ask for helpResponds like other youth to emotional situationsKnows how to ask for helpKnows when to ask for help
69 “Roman” Using the Data to get to Strengths and Needs SchoolHome
70 An Example Of: Different Perspectives ? Jim’s family member stated that lack of reading skills and transition to high school are their biggest concerns.They are also opposed to the use of repeated suspensions and detentions.Jim’s school state that his acting-out behavior is their biggest concern.
71 An Example Of: Different Perspectives What is the need ? (cont’d) The school also expressed a concern about their perceived lack of support from the family for behavior consequences imposed at school.The student stated that he would “rather get in trouble than look stupid in front of his friends”.
72 Needs & Wraparound Assumptions & Values Difficult behaviors result from unmet needsDifficult behaviors tell us important things about a person’s lifeCommon “misses” for familiesMeaningful relationshipsSense of safety & well beingPower & ControlJoyRelevant skills & knowledgeA sense of value & self worthNeeds are not servicesAllow family to voice their needs rather than assessing needs for themNeeds extend beyond “service” boundariesP.Miles, 2004
73 A Good Question To AskWhat does this youth need to function more like a typical youth who is doing OK in our school and community?
74 The Steps of the Wraparound Process Before action planning, the team must first reach consensus on priority needsActions must be agreed to, clearly documented and monitored by the team.
75 Services & Needs are Different Defines the actionThree levelsExisting serviceInterventionSupportFrequent changes based on new informationNeedDefines why do the actionUnifying concept that cuts across all three levels of serviceChanges infrequently until reports indicate “met need”P.Miles, 2004
76 Goals and Needs are Different Is something I can imagine for someone else“You need to get into treatment”May address system or adult mandates“You need to do this”Addresses needing “to”More of a commandNeedIs something I can imagine the person saying if they could“I need help getting a life to be sober for”Will address compelling reason for the person“I need to do this so I can get that”Addresses needing “from”more of a compelling purposeP.Miles, 2004
77 “Needs” Talk in Team Meetings When a team member disguises a service as a need, i.e.He needs a special education placement orThe family needs counselingAsk the team memberWhat do you hope will be accomplished through this?Why do you think this is important to the person?How will you know when it’s been effective?
78 Needs & Individualized Service Planning Focus on the “why” of a need not the “how” of itNeeds to be reassured to know that others see him as okay even when he makes mistakes on homework rather than he needs to complete his homeworkUse descriptive termsTo learn, To know, To experience, To feel, To see, To have, To beDeal with the “big” stuffFamilies deserve to know their teams are dealing with their larger challengesMore than one way to Meet itP.Miles, 2004
79 Needs & Wraparound Practice Patterns: How it Happens in Wraparound Named facilitator looks for needs as they complete the strengths “chats”Needs statements brought together as a teamFamily confirms accuracy or notPrioritized as most important togetherFocus on the “why” of a need not the “how” of it> Needs to be able to support kids rather thanneeds a car to get to workNeeds are not services> Not “she needs treatment” but “she needs to know she can still have fun while sober”Needs are not goals> Not “she needs to attend school” but “she needs to be convinced she can learn in school”P.Miles, 2004
80 Needs & Wraparound Best Practice Targets Needs are documented in a plan of careNeeds range across life domain areasNeeds are “spoken” & approved by the familyNeeds are prioritized to no more than fiveTeam measures family experience of “met need” rather than service providedInterventions to meet needs are documented rather than slots for referralP.Miles, 2004
81 Examples of Needs Statements: The student needs to know how to keep friends.The student needs to learn how to express his anger without hurting others.The parent needs to know her son is getting a fair shake at school.The student needs to be reassured that he can complete the work.The student needs to feel adults and peers respect him.
82 Using the Wraparound Process Propose draft needs statement with the family before the meeting.Draw team members in during the meetings with questions and requests to share their story or perspective.
83 Needs based interventions will: Change the environment around the situation rather than waiting for the person with the unmet need to do the changingHelp build skills for the child and the child’s supporters (family, teachers, neighbors, kin, etc.)Access existing resources when there is fit, avoid existing resources when there is not
84 Exploring Unmet Needs as the Basis for Behavior 1.Describe the Behavior3. Why would anyoneneed to act that way?2. What Happened Next?P.Miles, 2004
85 A Quick Test Review Your needs statements Are needs statements clearly articulated? (Clarity)Can you tell who has what need? (Individualized)Is the need stated in such a way that it will take time to work on it? (Enduring)Is there more than one way to meet the need? (Needs vs. Service)P.Miles, 2004
86 Compare & Contrast: Defining Need Break into smaller discussion groups. Have someone volunteer to discuss a situation with a family. As the person is discussing the situation with the family, the group should brainstorm underlying needs statements. Try to brainstorm at least ten potential needs statements using the strategies defined in this section.
87 Ownership & Voice: A Key to Intervention Design Interventions….Ownership & Voice: A Key to Intervention DesignThe person who is supposed to implement the strategy needs to be actively involved in designing it; or it probably won’t work!
89 Examples of Behavioral Pathways Jason screams and hits his head when approached by his peers Marge or Allison. When he screams, Allison and Marge move away and leave Jason alone. This is more likely to happen if Jason is tired.Setting Event Trigger Behavior ConsequenceTired Approached Scream Avoid Margeby Marge hits head & Allison’sor Allison teasing
90 Examples of Behavioral Pathways Marla steals objects and hides them in her desk/backpack. There is always a “big scene” when the objects are discovered. The problem is most likely during independent/seat work.Setting Event Trigger Behavior Consequenceteacher working stealing teacheroccupied alone objects attention
91 Steps for SuccessMake sure the people who the plan effects the most have the most ownership over it.The process itself should feel supportive to the child, family, and teacher.Recognize that your system or program may already have some of the features in place. Build on these as you initiate others.
92 Points To Keep in Mind When Action Planning with a Team Data collection strategies may need to be designed by teams.
93 Points To Keep in Mind When Action Planning with a Team.. Scientifically sound strategies can fail if they don’t fit with values and skills of those who are supposed to implement them.
94 Mapping a Route to Effectiveness (cont’d) Effective wraparound plans go beyond crisis/safety needs and include strategies for skill development of youth, family or other core team members.Effective wraparound plans may include strategies to support the adults (families, teachers) as well as the youth.
95 Effective plans clearly describe what the positive change will look like as well as specify who will do what to ensure that the desired change is likely to be achieved.
96 Activities for building strengths may not necessarily be contingent on a behavior change but may be explicitly for the purpose of creating success experiences.
97 Effective teams know when they do not yet have enough information to design an effective strategy
98 Effective Behavior Interventions: Function – basedProactiveHave adequate dosage of:InstructionPracticeSupportEncouragementMonitoring
99 The task is not redesign the individual but to redesign the environment in order to prevent problem behavior and ensure an acceptable behavior is produced instead Rob Horner
100 The purpose of doing a Functional Behavior Assessment (FBA) is to guide the design of an effective intervention. Therefore an FBA is not complete until an effective strategy is in place
101 Points To Keep in Mind When Action Planning with a Team Designing interventions without assessing the “why” of the problem can result in making the problem worse instead of better.An FBA is not complete until an effective strategy is in place
102 Points To Keep in Mind When Action Planning with a Team… Scientifically sound strategies can fail if they don’t fit with values and skills of those who are supposed to implement them.Anticipating crisis events that may occur and designing response is essential for long term success.
103 Compare & Contrast: Practicing Individualized Responses Break into the same group you were in for the discussion about need. Choose one need statement. As a group brainstorm at least ten imaginative ways to meet that need. Each method has to build on community or family strengths and cannot be an existing service.When you have finished trade Needs Statements, only, with another group. That group should brainstorm ten strength based imaginative responses to your needs statements.Compare your lists. What have you learned?P.Miles, 2004
104 Wraparound Case Study “Carlos” Reason for Referral (baseline) for Comprehensive Wraparound Plan(Nov. 03)Behavior Difficulties (home,school, community)Academic difficultiesEmotional needs (h/s/c)Social skills needs (h/s/c)
105 Wraparound Case Study “Carlos” cont. Reason for Referral cont. Impaired family relationshipsImpaired peer relationshipsFamily support needsMental health needs (depression)
106 Wraparound Case Study “Carlos” cont. Student Baseline Information Repeated seventh gradeGeneral ed classroom 100% of dayFailing academics (GPA 0 – 59%)6 or more detentions2 – 5 in-school suspensions
107 Wraparound Case Study “Carlos” cont. Using Data to get Voice & Choice Question: To what extent have members on your team...treated you with respect?Carlos – Youth Satisfaction using data to celebrate success.
108 Wraparound Case Study “Carlos” cont. Using Data to get Voice & Choice Question: To what extent have members on your team...involved you in activities and programs that were beneficial?Carols = youth satifaction – using data to celebrate success and stay on track
109 Wraparound Case Study “Carlos” cont Wraparound Case Study “Carlos” cont. Classroom Functioning From three points in time (11/03 – 06/04)
110 Wraparound Case Study “Carlos” cont Wraparound Case Study “Carlos” cont. Strengths Sustained at Six Months (11/03 – 06/04)
111 Wraparound Case Study “Carlos” cont Wraparound Case Study “Carlos” cont. Strength Sustained at Six Months (11/03 – 06/04)Works independently
112 Wraparound Case Study “Carlos” cont Wraparound Case Study “Carlos” cont. Need Becomes Strength at Six Months (11/03 – 06/04)Has enough to do (age-appropriate activities)
113 Wraparound Case Study “Carlos” cont Wraparound Case Study “Carlos” cont. Ongoing Needs/Six Months (11/03 – 06/04)
114 Wraparound Case Study “Carlos” cont Wraparound Case Study “Carlos” cont. Strengths Gained 2nd Year (11/03 – 02/05)
115 Wraparound Case Study “Carlos” cont Wraparound Case Study “Carlos” cont. Using Data to get to Interventions Emotional FunctioningCarlos. Point 6 – controls anger. Don’t know what happened????
116 Facilitating Wraparound Effective wraparound facilitators guide the team process rather then do everything for the youth and family.Wraparound facilitators need to be able to identify successes and challenges of guiding the team process.
117 Some Things the Educational Staff Might Find Different When Using the Wraparound Planning Process Initial Engagement of family entails finding out the good news…No matter how loud the other news isFamily takes a key decision making role at the table…If the family isn’t present, you have to go back & engage againInterventions are integrated across home, school & community…May entail partnerships with others including family members, community resources, unexpected school representativesInterventions are designed to be changedCan stop doing things that aren’t working, start doing things that might and keep doing things that doTeam membership may include surprising representatives…Might include school support staff (custodians, front desk secretaries, previous teachers), family members (uncles, cousins, aunts) and other family folks (friends, neighbors, co-workers) along with traditional school representativesP.Miles, 2004
118 Plans & Wraparound Practice Patterns A Plan is developed with the whole team presentA named facilitator is responsible for documenting the plan & distributing it to the whole teamThe Plan identifies the direction the team is going as well as summarizing what’s been triedA mission statement in the family’s voice is documented on each page (letterhead)All strengths are recorded in the plan & specific strengths are tied to interventionsNeeds are prioritized & those needs become the spine of the planActions are reviewed regularly & modified frequentlyP.Miles, 2004
119 Evaluating Wraparound Plans Will the proposed option:Build on existing or added strengths?Increase safety of youth, family and community?Multiply positive relationships?Enhance youth/family capabilities?Reduce youth/family vulnerabilities?Increase youth/family autonomy?Address external requirements?Lead to youth and family goals?P. Miles, 2004
120 FEW Cohort Study Classroom Behaviors and Academic Achievement AcademicsAlways80% & aboveFrequently70-79%60-69%SometimesNever59% & below
121 FEW Cohort Study Need for more Academic and Behavioral Intervention in the Classroom YesNo
122 FEW Cohort Study Need for more Academic and Behavioral Intervention in the Classroom SPED 21-60% of DayGeneral EDwithInclusion SupportsGeneral Ed 100% of Day
123 FEW Cohort Study Youth and Family Checklist: Health & Safety Functioning Domain High StrengthLow StrengthLow NeedHigh NeedSchool : Base –Time 3 p< Home: Base –Time 3 p<.015
124 FEW Cohort Study Youth and Family Checklist: Social Functioning Domain High StrengthLow StrengthLow NeedHigh NeedSchool : Base –Time 3 p< Home: Base –Time 3 p<.004
125 FEW Cohort Study Youth and Family Checklist: Emotional Functioning Domain High StrengthLow StrengthLow NeedHigh NeedSchool : Base –Time 3 p< Home: Base –Time 2 p<.009School : Base –Time 3 p< Home: Base –Time 3 p<.000
126 FEW Cohort Study Youth and Family Checklist: Behavioral Functioning Domain High StrengthLow StrengthLow NeedHigh NeedSchool : Base –Time 2 p< Home: Base –Time 2 p<.008School: Base –Time 3 p< Home: Base –Time 3 p<.000
127 FEW Cohort Study Youth and Family Checklist: Presence of Big Behaviors: Verbal Abuse, Lying, Aggression, Property Destruction, Mood Swings, Anxiety, Depression, etc.YESNOSchool : Base –Time 3 p< Home: Base –Time 2 p<.007Home: Base-Time 3 p<.000
128 FEW Cohort Study Parent and Youth Satisfaction AlwaysNeverParent : Base –Time 3 p< Youth: Base –Time 2 p<.007Youth: Base-Time 3 p<.000
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