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

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 1-1.5 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 • flpbs@fmhi.usf.edufor 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 30-40 d. between 60-70 • b. between 40-50 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 • 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

38. D REAM 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

39. Hopes • 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

40. PEOPLE 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 Friends Community

41. P L A C E S • 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 • Sunday school • Ballet class • Church • McDonalds

42. HEALTH • 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 Medicines • None at this time

43. HISTORY Britney 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 Began Kindergarten – school became concerned about behaviors In 1st grade working with PBS project Today

44. Choices Personal Academic • Snack • Breakfast • 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.

45. Gains Respect! • 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

46. 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 What Doesn’t Work!!!

47. Opportunities • 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

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 • 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