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Person Centered Assessment

Information obtained from Browder, 2001 Chapter 2. Person Centered Assessment. What is Person Centered Assessment?. An assessment that identifies services based on an individual with disabilities priorities, interests, and unique situation

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Person Centered Assessment

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  1. Information obtained from Browder, 2001 Chapter 2 Person Centered Assessment

  2. What is Person Centered Assessment? An assessment that identifies services based on an individual with disabilities priorities, interests, and unique situation Individuals with disabilities and their families are more involved in the process of developing educational goals. (Browder, 2001 p. 25) Focus on individual’s strengths Emphasis is given to settings, services, supports, and routines available in the school or community Involves the person centered planning process and taking action so the individual can achieve his/her goals

  3. Questions to think about? How is person-centered assessment different from traditional models? How is person-centered planning used?

  4. Steps to the Person Centered Planning Process Organizing participants Develop a personal profile Constructing a vision for the future Action Planning Support Ongoing Implementation/Problem Solving

  5. What assessment tool blends both ecological assessment and the person centered planning process? A. Battelle Developmental Inventory B. Scales of Independent Behavior C. Choosing Outcomes and Accommodations For Children (COACH) D. Observations

  6. Person Centered Planning Processes Lifestyle Planning (O’Brien & Lyle, 1987; O’Brien 1987) TEAMS (Campbell, Campbell, & Brady, 1998) MAPS (Vandercook, York & Forest, 1989) COACH (Giangreco, Cloninger, & Iverson, 1998)

  7. Questions Covered During Lifestyles Planning Meetings 1.What is the quality of the focal person’s present life experiences? 2.What is changing for the focal person or in the surrounding environment that is likely to influence the quality of his or her life? 3.What are the most important threats and opportunities to better quality life experiences for the focal person? 4.What is our image of a desired life-style for the focal person?

  8. Questions Continued 5. What are the most critical barriers to our moving toward the desirable future we have described? 6. How will we most effectively manage these critical barriers and move toward realizing the life-style that was defined. 7. Based on our discussion, do we want to make any statements about necessary changes in the capabilities of service systems?

  9. Team Environment Assessment Mapping System (TEAMS) Determine student’s current and future environments Identify student’s relationships in each environment TEAMS meeting- team plans student’s future TEAMS map are drawn The team makes decisions based on information gathered from questions.

  10. MAP Questions What is “Student’s Name” History? What is your dream for “Student’s Name”? What is your nightmare? Who is “Student’s Name”? What are “Student’s Name” strengths, gifts, and talents? What are “Student’s Name” needs? Parent Perspective Peer Perspective What would “Student’s Name” ideal day look like? Option 1: Outline a daily schedule that includes

  11. MAPS Questions Continued What would “Student’s Name” ideal day look like? Option 1: Outline a daily schedule that includes regular class, educational activities, potential adaptations, supports needed Option 2: Develop an action plan - activities, expected outcomes, date of completion, person responsible

  12. MAPS Action Plan

  13. Set Up of Person Centered Planning • Meet with student before meeting to discuss the process, determine who to invite, and where the meeting will be held. • Roles for PCP meeting • Facilitator- asks questions • Recorder-writes minutes, ideas, etc • Time Keeper

  14. Blended Ecological Assessment Approach with PCP Steps Summarize what is known about the student’s strengths, educational performance, and disability Facilitate family involvement, using person-centered planning strategies, prior to the actual meeting Encourage student self-determination Define the student’s personalized curriculum (skill needs) Develop the IEP and/or assessment report (Browder, 2001, p. 38-29)

  15. Questions to Think About? What are the advantages of PCP? When is it appropriate to complete the PCP process and hold a PCP meeting? What roles should be assigned prior to the PCP meeting to help keep the meeting running smoothly and efficiently?

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