APBS07 Wkshp LE

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. Lucille Eber Ed.D APBS Boston March 10, 2007 Tertiary Level PBIS: Integrating Wraparound Approaches in PBIS Schools Developing, Implementing & Evaluating Individualized Teams and Plans for Students with Comprehensive Needs & Their Families

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SW-PBS as a Context for Wraparound Key Features of Wraparound The Value Base and Process Engaging Key Players Team Development From Engagement to Action Planning Getting to Real Needs Self Assessment/Evaluating Progress Next Steps in your state/district/school

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PBIS as a Context for Wraparound Key Features of Wraparound The Value Base and Process

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Person-centered planning Positive behavior supports Mapping IFSP Similarities with Processes used in Special Education Voice and choice re: quality of life Collaborative team process Supports adults who provide interventions for child Focus on natural supports & settings Multiple life domains The Art & Science of Wraparound Eber, 2003

Development of SW-PBS: 

Development of SW-PBS ABA PBS Behavior has a function/purpose Person Centered Planning SW-PBS (PBIS)

School-Wide Systems for Student SuccessA Response to Intervention Model: 

1-5% 1-5% 5-10% 5-10% 80-90% 80-90% School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Behavioral Systems

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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement

School-wide Positive Behavior SupportsA Response to Intervention Model: 

School-wide Positive Behavior Supports A Response to Intervention Model Universal School-Wide Assessment School-Wide Prevention Systems Secondary Tertiary Analyze Student Data Interviews, Questionnaires, etc. Multi-Disciplinary Assessment & Analysis Small group interventions Individualized Interventions (simple) Complex individualized interventions Group Interventions Team-Based Wraparound Interventions Intervention Assessment Adapted from T. Scott, 2004 Multiple Perspectives Observations, FBA Multiple settings

Continuum of Support for Secondary-Tertiary Level Systems: 

Continuum of Support for Secondary-Tertiary Level Systems Secondary group interventions (BEP, Check and Connect, social or academic skills groups, tutor/homework clubs, etc) Group Intervention with a unique feature for an individual student Individualized function based behavior support plan for a student focused on one specific behavior Behavior Support Plan across settings (i.e.: home and school) Wraparound: More complex and comprehensive plan that address multiple life domain issues across home, school and community (i.e. basic needs, MH treatment, as well as behavior/academic interventions)

Building Capacity for Tertiary Support : 

Building Capacity for Tertiary Support Establishing a school-wide system of positive behavior supports can establish environments in schools that help personnel feel more competent about wraparound approaches with students with significant needs.

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IL 2003-04 data

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“Requires real talent and skills” (Rob Horner) Applies Art (of engagement) and Science (of interventions) Needs to happen sooner for many students/families Gets tougher with each system failure Requires thinking differently with kids and families Is easier in schools proficient with school-wide PBIS Includes system/practice/data components L. Eber 2005 What Do we Know about the Tertiary Level:

Individualized Comprehensive Teams/Plans: 

Individualized Comprehensive Teams/Plans 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. Who? Youth with multiple needs across home, school, community Youth with multiple life domain needs The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along very well)

Individualized, Comprehensive Teams/Plans: 

Individualized, Comprehensive Teams/Plans What Do Tertiary 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.

Tertiary Level System Components : 

Facilitate/guide an individualized team planning process Family/student/teacher ownership of plan Access full range of school and community support services across life domains Home, school, community settings Individualized academic and behavior interventions are integrated into comprehensive wraparound plans. Tertiary Level System Components

What is Wraparound?: 

What is Wraparound? Wraparound is a tool (e.g. a process) used to implement interagency systems of care in achieving better outcomes for youth and their families. The wraparound process is similar to person-centered planning, the individualized Positive Behavior Support (PBS) planning process.

What is Wraparound? : 

What is Wraparound? 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.

What is Wraparound?(cont’d): 

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.

Wraparound and PBIS: 

Wraparound and PBIS The wraparound process is a key component on the continuum of a school-wide system of PBIS. Value-base: Quality of Life; Voice/Ownership Data-based Decision-Making: Efficient & Effective Actions

Value Base: 

Value Base Build on strengths to meet needs One family-one plan Increased parent choice Increased family independence Support for youth in context of families Support for families in context of community Unconditional: Never give up P.Miles, 2004

A Definition of Unconditional Care: 

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.

Establish Family Voice/Ownership: 

Establish Family Voice/Ownership No blaming, no shaming Start with strengths They choose their own team Focus on what they identify as needs Listen to their story before the meeting Validate their perspective Communicate differently…..

What does “No Blame. No Shame” really mean?: 

You are not allowed to have an opinion while hearing someone’s story (unless there is an imminent safety issue). -Pat Miles- What does “No Blame. No Shame” really mean?

How Do we Know if the Team is Truly Family-centered?: 

How Do we Know if the Team is Truly Family-centered? If 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.

“Roman”Using the Data to get to Strengths and Needs: 

“Roman” Using the Data to get to Strengths and Needs Home School

Points to Remember aboutEngaging Families …: 

Points to Remember about Engaging Families … 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.

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Can wraparound teams use data-based decision-making to prioritize needs, design strategies, & monitor progress of the child/family team? Data-based Decision-Making and Wraparound more efficient teams, meetings, and plans? less reactive (emotion-based) actions? more strategic actions? more effective outcomes? longer-term commitment to maintain success?

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Implementing Wraparound : Key Elements Needed for Success Engaging students, families & teachers Team development & team ownership Ensuring student/family/teacher voice Getting to real (big) needs Effective interventions Serious use of strengths Natural supports Focus on needs vs. services Monitoring progress & sustaining System support buy-in

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used with individual students plans reflect voice, priorities of youth and family based on unique youth and family needs culturally relevant teams and plans built upon youth, family and provider strengths uses traditional and non-traditional interventions encompasses multiple life domains Features of Wraparound:

Features of Wraparound (cont.):: 

Features of Wraparound (cont.): resources are blended; must be flexible services are planned, implemented, and evaluated by a team team supports youth, family and providers unconditional - if the plan doesn’t work, change the plan

What Happens during the Wraparound process?: 

What Happens during the Wraparound process? The wraparound process creates a context for design & implementation of research-based behavioral, academic and clinical interventions

Unique Fit: 

Unique Fit Wraparound plans should be uniquely designed to fit individual students needs as opposed to making a student fit into a prescribed program.

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Wraparound is: An ongoing planning process used by A team of people Who come together Around family strengths and needs To create a unique plan of interventions & supports Based upon a process of unconditional care – no blame, no shame Wraparound is not: A set of services A one or two time meeting A special education evaluation An individual counselor who links with the family or student The presence of flexible funds Only for families and students we judge as “workable”

Four Phases of Wraparound Implementation: 

Four Phases of Wraparound Implementation Team Preparation - Get people ready to be a team - Complete strengths/needs chats (baseline data) Initial Plan Development - Hold initial planning meetings (integrate data) - Develop a team “culture” (use data to establish voice) Plan Implementation & Refinement - Hold team meetings to review plans (ongoing data collection and use) - Modify, adapt & adjust team plan (based on data) Plan Completion & Transition - Define good enough (Data-based decision-making) - “Unwrap”

Activity: Similarities and Differences: 

Activity: Similarities and Differences List the ways Wraparound is similar and different from typical service delivery in your school district or agency How is the family initially engaged? Do the perspectives of the family drive the process? Who participates? Are natural supports included? Are direct supports for families and teachers in the plan? Is the focus on strengths and needs vs. deficits or problems?

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Engaging Key Players Team Development

Steps for Developing a Wraparound Plan: 

Steps for Developing a Wraparound Plan Step 1: Initial Conversations (Phase I: Engagement) Step 2: Clarify Agenda, logistics, & team rules Step 3: Introduce by Roles and Goals Step 4: Develop/Review a Mission Statement Step 5: Start Meeting w/Strengths; Celebrate Successes Step 6: Identify Needs across Domains Step 7: Prioritize Needs Step 8: Develop Actions Step 9: Assign Tasks/Solicit Commitments/ Set Next Meeting Date Document, Evaluate, Revise…..

Phase I: Engagement: 

Phase I: Engagement Initiating 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.

Examples of Guiding Questions to Assist in Initial Conversations : 

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?

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Blending Data Sources: Listening/probing during conversations/chats: Translating their stories Data Tools Documenting key areas of strengths/needs

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IL Data Tools: Wraparound Integrity Tool (WIT) Referral/Disposition Tool (RD-T) Home/School/Community Tool (HSC-T) Education Information Tool (EI-T) Youth Satisfaction Tool (YS-T) Family Satisfaction Tool (FS-T)

First Phase of Wraparound: Team Development: 

First Phase of Wraparound: Team Development Facilitator Meets with family & stakeholders Gathers perspectives on strengths & needs Assess for safety & rest Provides or arranges stabilization response if safety is compromised Explains the wraparound process Identifies, invites & orients Child & Family Team members Completes strengths summaries & inventories Arranges initial wraparound planning meeting

First Phase of Wraparound: Team Development: 

First Phase of Wraparound: Team Development Completed Products A strength summary detailing the family’s story A strength inventory listing of family strengths List of potential team members Initial needs list Referral-Disposition Tool Educational Information Tool Home/School/Community Tool Big Behavior Tool (if needed) Details Signed Releases to speak with potential team members Roster of team members names, numbers & addresses Individualized arrangements to assure maximum team participation in meeting

First Phase of Wraparound: Team Development: 

First Phase of Wraparound: Team Development Benefits & Enhancements Defines the starting point Creates a common reality for all team members Sets foundation for future measurement Creates capacity to gather a range of responses What are yours? Challenges & Questions Integrating data tools into basic wraparound patterns What if responses are vastly different? Avoiding the “paper-driven” trap How to share your information as you move to Phase II Balancing family driven & directive interviewing Introducing Wraparound Evaluation Tool What are yours?

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Team Design and Team Development: Team Composition Roles of Team members Life Domain Profile: Strengths, Needs Interventions

A Wraparound Team: 

A Wraparound Team Typically 4-8 people Look/feel like culture/life experience of family Balance between natural and professional supports Ability to deliver unconditional support Ability to be flexible Core and Extended Team Members

Team Composition?: 

Team Composition? Parents and youth Person/s the family turns to for support (extended family, friend of parent or child, neighbor, medical/professionals) Person representing strengths/interests (coach, specific teacher) Agencies Involved: mental health, DCFS, Juvenile Justice, Early Intervention, etc. Spiritual Supports Facilitator Mentor

Teams & Wraparound : 

Teams & Wraparound Practice Patterns: How it Happens in Wraparound Three types of team members Natural: connected to family by relationship Informal: Connected by citizenship System: Paid to care Potential team members are generated through initial conversations prior to first meeting Families are encouraged to invite their supports to help “us” stay on track Agree to change the conversation to accommodate participation Identify who will invite who Orient team members prior to first meeting

Examples of Natural Supports Found on Wraparound Teams: 

Examples of Natural Supports Found on Wraparound Teams Co-workers Relatives: extended family Friends Classmates Clergy Storeowners/merchants Postal Workers Crossing Guards Taxi Drivers Neighbors Coaches School custodians Bartenders Previous “helpers” P.Miles, 2004

How are wrap teams different?: 

How are wrap teams different? Roles are the focus (not job titles) Natural supports Focus on strengths Family voice and ownership Focus on needs (instead of services)

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Examples of Roles a Teacher could Provide: Academic Coach Behavioral Coach Friend Crisis support Respite provide Translator

Activity: Clarifying Roles and Goals: 

Activity: Clarifying Roles and Goals List people involved with the child at home, in school and the community Identify their role with that student Is there another “non-traditional” role that person might have? Example: Dean of Students> Mentor Discuss and clarify the roles of each team member; some may have more than one role Example: Aunt in roles of “godmother” for youth and “primary support” to mother

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From Engagement to Action Planning

Facilitating Wraparound: 

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.

Second Phase of Wraparound: Plan Development: 

Second Phase of Wraparound: Plan Development Facilitator: Holds an initial (or 2) wraparound plan development meeting Introduces process & team members Presents strengths & distributes strength summary Solicits additional strength information from gathered group Leads team in creating a mission Introduces needs statements & solicits additional perspectives on needs from team Creates a way for team to prioritize needs Leads the team in generating brainstormed methods to meet needs Solicits or assigns volunteers Documents & distributes the plan to team members

Second Phase of Wraparound: Initial Plan Development: 

Second Phase of Wraparound: Initial Plan Development Completed Products A written plan of care that Details the Mission Statement Needs selected for action Interventions/actions including who will do what when & what strengths are being built on A written crisis response plan detailing anticipated event & response as well as a notification plan Family-Caregiver Satisfaction Tool Youth Satisfaction Tool Wraparound Integrity Tool All previously introduced Tools Details Distribution of Plan of Care to all team members A schedule for ongoing meetings

Second Phase of Wraparound: Initial Plan Development: 

Second Phase of Wraparound: Initial Plan Development Benefits & Enhancements Gathers child & family input from a variety of sources Rates your practice across operational values Ties to results rather than just process What are yours? Challenges & Questions Timing, timing, timing Balancing parent/caregiver & youth satisfaction is tricky Age of child respondent Summarizing relevant data for this team, how do you choose? Introducing a structured decision making process in passionate circumstances What are yours?

Third Phase of Wraparound: Plan Implementation & Refinement: 

Third Phase of Wraparound: Plan Implementation & Refinement Facilitator Sponsors & holds regular team meetings Solicits team feedback on accomplishments & documents Leads team members in assessing & analyzing the plan For Follow Through For Impact Creates an opportunity for modification Adjust services or interventions currently provided Stop services or interventions currently provided Maintains services or interventions currently provided Solicits volunteers to make changes in current plan array Documents & distributes team meeting minutes

Third Phase of Wraparound: Plan Implementation & Refinement: 

Third Phase of Wraparound: Plan Implementation & Refinement Completed Products Ongoing meeting minutes that detail changes in the Plan of Care Quarterly reports that detail progress toward meeting needs/achieving outcomes (the graphs) Ongoing record of team member participation detailing who has attended & who has not All Tools Details Method for communication for team members Process for orienting new team members as circumstances change

Third Phase of Wraparound: Plan Implementation & Refinement : 

Third Phase of Wraparound: Plan Implementation & Refinement Benefits & Enhancements Gets the facts in front of the team Allows for reasoned modification, takes the personal out of it What are yours? Challenges & Questions Integrating data summaries with other inputs Strategically choosing best summaries Following a disciplined decision making process Relating the data to the intervention rather than just the location What are yours?

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Wraparound Case Study “Ozzie” cont. Getting to Strengths and Needs at Baseline Using Data and Voice & Choice

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Wraparound Case Study “Ozzie” Getting to Strengths and Needs at Baseline Using the data to blend perspectives

Strengths & Wraparound : 

Strengths & Wraparound Best Practice Targets Services & interventions are created based on strengths No service is used without a corresponding strength More is documented about strengths than problems Strengths of each family member and the family as a whole are recorded Families are introduced & referred based on strengths

STRENGTHS AND NEEDS ASSESSMENTAssumptions About Strengths: 

STRENGTHS AND NEEDS ASSESSMENT Assumptions About Strengths All people have strengths Each person’s strengths are unique Change is supported by building on strengths People know their own strengths and needs All environments have strengths to be built upon

Strengths & Wraparound : 

Strengths & Wraparound Practice Patterns: How it Happens in Wraparound Occurs with a named facilitator & family member/person “Chat” format rather than assessment Other perspectives on strengths are solicited Requires looking as well as listening Starts with descriptive moves to contextual moves to functional Start with conversation; move to documentation (HSC-T) Presented at first team meeting & added to rather than completely generated at first meeting

Listening for Strengths: 

Listening for Strengths Traits & Talents Who is the child/family & what are their characteristics? Skills and Abilities What can the child/family do? Attributes and History Who was involved, and what did they contribute? Preferences What else would feel real and valid for this child/family?

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How are strengths used continuously in the wraparound process? To engage team members To establish ownership of team and plan To ensure ownership in interventions To ensure interventions are proactive To continuously build on successes

Getting to Real Needs: 

Getting to Real Needs

Multiple Viewpoints Lead to “Contextual Fit”: 

Multiple Viewpoints Lead to “Contextual Fit” Can different perspectives of team members lead to BIG NEEDS statements that all can agree to and commit to working on together as a team?

The Process……..: 

The Process…….. Before action planning, the team must first reach consensus on priority needs; Actions must be agreed to, clearly documented and monitored by the team.

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What does this youth need to function more like a typical youth who is doing OK in our school and community? A Good Question To Ask

Slide73: 

What are the BIG NEEDS the family/youth and school could agree to work on togther?

Needs & Wraparound: 

Needs & Wraparound Assumptions & Values Difficult behaviors result from unmet needs Difficult behaviors tell us important things about a person’s life Common “misses” for families Meaningful relationships Sense of safety & well being Power & Control Joy Relevant skills & knowledge A sense of value & self worth Needs are not services Allow family to voice their needs rather than assessing needs for them Needs extend beyond “service” boundaries P.Miles, 2004

Services & Needs are Different: 

Services & Needs are Different Need Defines why do the action Unifying concept that cuts across all three levels of service Changes infrequently until reports indicate “met need” Service Defines the action Three levels Existing service Intervention Support Frequent changes based on new information P.Miles, 2004

Goals and Needs are Different: 

Goals and Needs are Different Need Is 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 achieve/get that” Addresses needing “from” more of a compelling purpose Goal 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 command P.Miles, 2004

“Needs” Talk in Team Meetings: 

“Needs” Talk in Team Meetings When a team member disguises a service as a need, i.e. He needs a special education placement or The family needs counseling Ask the team member: What 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?

Needs & Individualized Planning: 

Needs & Individualized Planning Focus on the “why” of a need not the “how” Needs to feel competent with academic tasks rather than he needs to complete his assignments Use descriptive terms To learn, To know, To experience, To feel, To see, To have, To be Deal with the “big” stuff Families/youth deserve to know their teams are dealing with their larger challenges More than one way to meet it Unlike a goal (John will come to school every day) Improves quality of life (as defined by family, youth) Adapted from P.Miles,2004

Needs & Wraparound: 

Needs & Wraparound Practice Patterns: How it Happens in Wraparound Named facilitator looks for needs as they complete the strengths “chats” Family confirms accuracy or not Team consensus about Prioritized as most important together Focus on the “why” of a need not the “how” of it > Needs to be able to support kids rather than needs a car to get to work Needs 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

Needs & Wraparound: 

Needs & Wraparound Best Practice Targets Needs are documented in a plan of care Needs range across life domain areas Needs are “spoken” & approved by the family/youth Needs are prioritized to no more than five Team measures family experience of “met need” rather than service provided Interventions to meet needs are documented rather than slots for referral P.Miles, 2004

Examples of Needs Statements:: 

Examples of Needs Statements: The student needs to feel adults and peers respect him. The student needs to feel happy about being at school. 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.

Compare & Contrast: Defining Need: 

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.

Compare & Contrast: Practicing Individualized Responses: 

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

A Quick Test: 

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

Needs based interventions will: : 

Needs based interventions will: Change the environment around the situation rather than waiting for the person with the unmet need to do the changing Help 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

Needs-Based Planning : 

Needs-Based Planning 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.

Slide87: 

Life Domain Areas to Consider Physical Needs/Living Situation Family/Attachment Safety Socialization Cultural/Spiritual Emotional/Psychological Health Educational/Vocational Legal

Sample Meeting Norms: 

Sample Meeting Norms The purpose of the meeting is to work together in the present, building a better future, regardless of the past. We will listen actively to all ideas. Everyone is expected to share his or her ideas. No interrupting Confidentiality Respect differences. Supportive rather than judgmental. Keep discussion "strengths based". Time Limit (30 mins = ideal, 60 mins = max.) Meetings at a "family comfortable" location.

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INTERVENTIONS

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: 

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

Effective Behavior Interventions:: 

Effective Behavior Interventions: Function – based Proactive Have adequate dosage of: Instruction Practice Support Encouragement Monitoring

Remember…: 

Remember… 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.

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The person who is supposed to implement the strategy needs to be actively involved in designing it; or it probably won’t work! Ownership & Voice: A Key to Intervention Design Interventions….

Points to Keep in MindWhen Action Planning with a Team…: 

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.

Points to Keep in MindWhen Action Planning with a Team…: 

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. Points to Keep in Mind When Action Planning with a Team…

Functional Assessment Pathway: 

Functional Assessment Pathway Setting Event Triggering Event or Antecedent Problem Behavior Maintaining Consequence THE FUNCTION “Get something” “Get away from Something”

Points to Keep in MindWhen Action Planning with a Team: 

Points to Keep in Mind When Action Planning with a Team Effective teams know when they do not yet have enough information to design an effective strategy. Data collection strategies may need to be designed by teams.

Build a Competing Behavior Pathway: 

Build a Competing Behavior Pathway Setting Event Triggering Antecedent Desired Behavior Problem Behavior Maintaining Consequence Replacement Behavior Maintaining Consequence

Examples of Behavioral Pathways: 

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 Consequence Tired Approached Scream Avoid Marge by Marge hits head & Allison’s or Allison teasing

Points to Keep in Mind When Action Planning with a Team: 

Points to Keep in Mind When Action Planning with a Team Make 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.

The Route to Effectiveness: 

The Route to Effectiveness Anticipating crisis events that may occur and designing response is essential for long-term success. Effective wraparound plans may include strategies to support the adults (families, teachers), as well as the youth.

Slide102: 

The Route to Effectiveness Activities for building strengths may not necessarily be contingent on a behavior change, but may be explicitly for the purpose of creating success experiences. Effective wraparound plans go beyond crisis/safety needs and include strategies for skill development of youth, family or other core team members.

Slide103: 

Data Based Decision-Making

Wraparound Case Study“Carlos”: 

Wraparound Case Study “Carlos” Reason for Referral (baseline) for Comprehensive Wraparound Plan (Nov. 03) Behavior Difficulties (home,school, community) Academic difficulties Emotional needs (h/s/c) Social skills needs (h/s/c)

Wraparound Case Study “Carlos” cont.Reason for Referral cont.: 

Wraparound Case Study “Carlos” cont. Reason for Referral cont. Impaired family relationships Impaired peer relationships Family support needs Mental health needs (depression)

Wraparound Case Study “Carlos” cont.Student Baseline Information: 

Wraparound Case Study “Carlos” cont. Student Baseline Information Repeated seventh grade General ed classroom 100% of day Failing academics (GPA 0 – 59%) 6 or more detentions 2 – 5 in-school suspensions

Wraparound Case Study “Carlos” cont.Classroom Functioning From three points in time (11/03 – 06/04): 

Wraparound Case Study “Carlos” cont. Classroom Functioning From three points in time (11/03 – 06/04)

Wraparound Case Study “Carlos” cont. Strength Sustained at Six Months (11/03 – 06/04): 

Wraparound Case Study “Carlos” cont. Strength Sustained at Six Months (11/03 – 06/04) Works independently

Wraparound Case Study “Carlos” cont. Need Becomes Strength at Six Months (11/03 – 06/04): 

Wraparound Case Study “Carlos” cont. Need Becomes Strength at Six Months (11/03 – 06/04) Has enough to do (age-appropriate activities)

Wraparound Case Study “Carlos” cont. Strengths Sustained at Six Months (11/03 – 06/04): 

Wraparound Case Study “Carlos” cont. Strengths Sustained at Six Months (11/03 – 06/04)

Wraparound Case Study “Carlos” cont. Ongoing Needs/Six Months (11/03 – 06/04): 

Wraparound Case Study “Carlos” cont. Ongoing Needs/Six Months (11/03 – 06/04)

Wraparound Case Study “Carlos” cont. Strengths Gained 2nd Year (11/03 – 02/05): 

Wraparound Case Study “Carlos” cont. Strengths Gained 2nd Year (11/03 – 02/05)

Slide113: 

Can teams use data to prioritize needs, design strategies, & monitor progress of the child/family team? Data-based Decision-making more efficient teams, meetings, and plans? less reactive (emotion-based) actions? more strategic actions? more effective outcomes? longer-term commitment to maintain success?

Using Data to Drive Decision Making at The Child and Family Team…: 

Using Data to Drive Decision Making at The Child and Family Team… Supports what we know to be true about a student Sometimes tells us what we did not know about a student Helps to support need for team involvement Helps to support need for family involvement Help to support need for resource allocation Helps us to our celebrate success Helps us to know when change is necessary and imminent

Home, School, Community Tool (HSC-T): 

Home, School, Community Tool (HSC-T) Required at baseline and every time data are collected Designed to collect strengths and needs based data on student in 5 domains of functioning across home, school and community environments Definitions list for domain areas exists and may need to be re-worked To be filled out by Team/Family/Student 37 Questions Database has capacity to graph questions 4 through 37 All environments must be filled out in order for tool to be viewed as complete

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Self-assessment and Practice Refinement Next Steps in your state/district/school

Plans & Wraparound: 

Plans & Wraparound Practice Patterns A Plan is developed with the whole team present A named facilitator is responsible for documenting the plan & distributing it to the whole team The Plan identifies the direction the team is going as well as summarizing what’s been tried A 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 interventions Needs are prioritized & those needs become the spine of the plan Actions are reviewed regularly & modified frequently P.Miles, 2004

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The team decided to develop a school-wide cool tool to teach/shape “respectful interactions with adults” because: concerns about being able to deliver consistent practice, prompts and reinforcers across all settings at school. concerns that Simon would not be accepting of an individualized approach to teaching the desired behavior the principal stated that Simon wasn’t the only student who needed teaching/practice of this behavior How did a school-wide cool tool emerge from a Wraparound planning process for an individual student?

Possible Next Steps: 

Possible Next Steps Restructure systems/teams at universal/secondary (be specific) Specific identification process Initiating Phase I (or restart) Who, how when Seek feedback Practice refinement Other