Collaborative Planning in Family-Centered PBS
Using Person-centered and Wraparound Processes
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The purpose of this segment is to describe collaborative planning in family-centered positive
behavior support.
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This segment introduces the major features of collaboration with an emphasis on the first steps of
the positive behavior support process. We will describe important charcteristics of effective
teams and discuss how teams can build a vision for improving quality of life for children and
families.
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Two planning processes, wraparound and person-centered planning, are used by teams to
establish a clear vision and action plan for improving quality of life. We will show how these
types of planning processes are implemented and discuss important issues associated with
effective teams.
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Person-centered planning and wraparound planning provide a structured process for
teams to follow and help to encourage collaborative problem solving during meetings.
The success of a positive behavior support plan is based on how well the team engages in
this collaborative problem solving.
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The first step in positive behavior support is to create a team_____________________
vision and mission for improving
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quality of life for the child and her family.
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A highly effective collaborative team establishes cooperation and trust among its members.
Everyone feels free to share, contribute ideas, and discuss difficult issues.
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Establishing broad lifestyle provides the team with a unified direction that guides all of the
decisions that are made throughout the positive behavior support planning process.
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Collaboration also requires a commitment to ongoing learning. For instance, individuals on the
team with a background in behavior provide team members with information about best practice.
The team shares information with each other and works together collaboratively to decide what
positive behavior support practices will be implemented.
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The last element of effective collaboration is the need for consistency and continuity. Predictable
meeting schedules and clearly assigned roles and responsibilities are part of effective
collaboration. Working together in this manner builds cooperation and trust.
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Important outcomes can be achieved when all of the elements of collaboration are in place.
Collaborative teams implementing positive behavior support empower children and families,
coordinate services and supports, and establish actions that will build on a child’s and family’s
strengths. Teams that have mastered the art of collaboration manage tasks effectively, often
surpass the original goals and objectives, and make changes over time to ensure sustainability.
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Slide 11
Let’s stop for a Knowledge Check. Please select the letter below that includes the key elements
of effective communication:
A. Communication, Consistency, Calculation, Reliability, Cooperation
B. Collaboration, Unified Vision, Consistency, Capacity Building, Congruency
C. Communication, Consilience, Compatibility, Consonance, Consensus
D. Cooperation & Trust, Unified Vision, Ongoing Learning, And Consistency & Reliability
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Which letter did you choose? The answer is D. Cooperation & Trust, Unified Vision, Ongoing
Learning, And Consistency & Reliability.
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Many different types of people within a child’s social network may serve as team members in the
positive behavior support planning process. The child and family members are encouraged to
invite individuals who are involved in everyday home, school, and family activities.
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The main team may be comprised of a wide variety of people who know the child including
parents, siblings, and extended family members, teachers and school staff, mental health
professionals, babysitters and community members. Anyone who knows the child well may be
part of a positive behavior support team.
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Some individuals may not be able to attend meetings regularly but can share important
information with the main team and are interested in the child’s progress. It can be helpful to
create strategies for reaching out to these individuals to keep them updated.
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Extended team members may be involved via conference call for a few meetings or individual
team members may be given the task of keeping someone up to date on the child’s progress by
telephone or email.
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Imagine that you have experienced a medical crisis or other life challenge and need a team to
support you. Who would you choose as a core member of your team? Can you identify
individuals that might not attend meetings but would be interested in how you are doing? How
well would this particular group of individuals work together as a team?
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Remember the story about Andrew from the first segment? Andrew was a twelve-year old who
worked with his team to implement positive behavior support. Andrew and his mother were
directly involved in deciding who would be involved in the collaboration process.
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Slide 19
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The members of Andrew’s core team met regularly to conduct an assessment of Andrew’s
quality of life and problem behavior, problem solve together, and implement the positive
behavior support plan. Andrew’s extended team members did not attend all of the meetings but
were kept up to date on what was happening. Andrew’s stepfather talked to Andrew’s mother
after each meeting and read the meeting minutes that were written. Andrew’s art teacher joined
the meetings when the team wanted to talk about integrating social skills instruction into the
comic book club in natural ways.
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One of the reasons Andrew’s team was successful was because of the high level of collaboration
and effective problem solving that occurred during the meetings. The intervention at home in the
morning by Andrew’s mother included many of the same strategies that were used at school
increasing consistency across Andrew’s day.
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Andrew’s excitement about the types of interventions occurring at school made it easier for
Andrew’s mother to implement the new waking routine. Andrew began looking forward to
events occurring at school and wanted to get up early in the morning.
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Andrew often wakes up early in the morning now in order to prepare for school. He spends time
organizing his comic book art and finalizing comic strips that he is working on with his friends.
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Think about the last time you were involved in a team effort. How effective was the team? How
well did the team collaborate together? What strategies were used to encourage collaboration?
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Improving Quality of Life
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A person-centered plan is evaluated based on changes in a child’s quality of life. In a general
way, people view quality of life as a search for happiness, well-being, and having the “good
things in life.” However, there are many different aspects that contribute to quality of life. You
can see from this visual that relationships, social participation in society, education, leisure,
spirituality, and physical well-being are all elements of quality of life.
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Slide 25
Improving Quality of Life
Personal satisfaction and the ability to make important decisions in life, referred to as selfdetermination, are assessed as part of a person’s quality of life. Material belongings or wealth,
work and career for older children, health care, and emotional well-being are also considered.
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Let’s review a collaborative planning process that can be used to improve quality of life. This
figure shows the end result of a person-centered process called Planning Alternative Tomorrows
With Hope, or PATH, created by Marsha Forest, Jack Pierpoint, and John O’Brien. The PATH
uses a structured process that includes visuals and words to guide teams as they brainstorm
together.
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The first step of the PATH is to focus on the child’s dream- what she most wants to accomplish
in life and what would make her happy. Flip chart paper is placed on the wall or a computer and
projector is used so that everyone can work together throughout the brainstorming session.
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First, the dream is outlined using pictures and words to capture important meanings. For
instance, you can see from the images in Rachel’s PATH that part of her dream includes going on
road trips to see important people in her life and attending her favorite concerts.
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Once the dream is completed, the team moves to number 2 in this figure. All of the important
individuals in a person’s life are captured during this discussion. Health, opportunities for
choices to be made throughout the day, and social, emotional, and academic strengths are then
documented. Barriers and supports that are related to helping someone achieve the dream that
has been identified are also listed.
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Places (3) that are part of an individual’s life are recorded,_important health and historical issues
(4,5) are identified that help the individual and her team understand past fears, great loves, and
other important characteristics unique to that particular person. Respect (7) is an important issue
for many individuals. The goal of collaboration is to establish how the person for whom the
planning is focused can be fully appreciated as a person. Once hopes and fears (9) are recorded,
the team looks for important themes (11) that need to be considered and discussed.
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All of the information recorded from items 1-11 on the PATH set the for stage discussions that
ultimately will lead to the identification of goals for improving quality of life. In this figure, the
goals are right next to the notes describing an individual’s dream. This makes it easy for the team
to assess whether the goals include all of the key elements of the dream.
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As you can see, this type of planning process is not considered a one-time event.
In order to
achieve the goals listed in a PATH, the individual and his team will need to meet on a regular
basis using an action-planning form that lists the major goals that were identified. Meeting
minutes help a collaborative group document who is responsible and what needs to happen next.
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Let’s stop for a knowledge check. Select the item that does not appear as a category for
brainstorming in the process called Planning Alternative Tomorrows With Hope or PATH:
A.
B.
C.
D.
Service Coordination
History
Themes
Barriers And Supports
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What did you choose? The answer is A. Service Coordination. Although service coordination is
not listed on the tool for the PATH, it is important to understand that teams address service
coordination throughout the planning process. The PATH provides the details that are used by
teams to identify actions that need to be coordinated across services.
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Andrew and his team decided to use the elements of the PATH process integrated with key
features from wraparound planning. This allowed the team to take advantage of the strengths
associated with both planning processes.
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Wraparound planning, like person-centered planning, is a strength-based meeting process that
helps improve services for a child or adult and his family by creating a positive vision for
moving forward, one that empowers the person for whom the meeting is held. Another important
focus of wraparound planning is the emphasis placed on improving service coordination.
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Wraparound domains assist teams in problem solving by prompting discussion across all of the
life domains that are important for a child or adult. The individual and her team assess and then
implement strategies for improving quality of life across domains. In Andrew’s meeting, the
team discussed the following domains: family supports, health/medical, safety, behavioral needs,
educational/vocational, social/recreational, emotional, cultural, and spiritual.
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Although Andrew’s team chose not to use the basic needs or legal domains, another child or
adult may have life experiences that fall under these categories. For instance, a child and her
family may be homeless for a variety of reasons that are beyond the family’s control. The basic
needs domain would be important for this family before other quality of life goals can really
become meaningful.
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A young person who has been arrested and is currently going through the court process, may
need legal assistance in addition to the other life domains. Each person is unique and therefore,
lifestyle domains not included here may be added to the list.
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Review the quality of life domains and wraparound life domains. What are the similarities
between quality of life domains and wraparound domains? Are there unique aspects of these two
sets of domains that reflect different types of children who are receiving services?
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Wraparound planning includes eight main steps. As you can see, these steps provide a guide for
teams to follow. The purpose of the meeting is to identify strengths and needs across the major
life domains, prioritize needs, develop actions, and establish the tasks that each person will be
assigned.
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Andrew said that his goal was to make friends, have more choices in his life, feel less sad, and to
not hate school so much. In order to begin action planning, these goals need to be defined in
more detail. Measures are then included to evaluate whether progress is being made over time.
Each time the team meets, action steps are reviewed and problems are solved together as a team.
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Let’s take a brief look at how similar person-centered planning and wraparound planning are by
reviewing the main steps involved in collaboration. No matter what particular approach a team
takes to improve quality of life for an individual, the process will include:
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Establishing a team,
Setting lifestyle goals that will improve quality of life,
Assessing resources needed to move forward,
Identifying specific action steps, and
Monitoring and adapting those actions based on how well the lifestyle goals are being
met.
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Describe the strengths of the person-centered process called Planning Alternative Tomorrows
With Hope, or PATH, and wraparound planning. Given what you know about these two
processes so far: What do you like most about each planning process? What areas of weakness
do you notice with these processes?
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The last section of this segment will review effective meeting behaviors. We discussed earlier
the importance of individual team members. It is important to make sure that you have
individuals representing different types of expertise and who have the authority to allocate
resources and services.
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One way to increase the predictability of meetings and to ensure accountability is to
assign a record keeper who will document the steps needed to implement each part of the
positive behavior support plan. A planning tool, like the one seen here, lists all the major
steps necessary for completing the positive behavior support plan, records who is
responsible for each step, and by what time period.
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Slide 47
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Many teams fail to reach the collaborative potential that is possible because of the ways in which
these meetings are organized. When meetings run smoothly, team members are free to share
ideas and problem solve together. Effective team meetings set the stage for positive and
proactive collaboration. One way to increase collaboration is to make sure your team’s roles and
responsibilities are clear.
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Teams that work well together start each meeting by designating clear roles and responsibilities
for their members. The goal of the team is to use time wisely and to stay focused on the key
issues that need to be addressed. A facilitator is one element of an effective team.
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Slide 49
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The responsibility of the facilitator is to guide the team through each part of the meeting, to
encourage everyone to speak, and to bring team members back to the main agenda items when
the discussion drifts off topic.
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The record keeper makes sure that the team documents who is responsible for completing tasks
and by what date. These meeting minutes are recorded and shared immediately with team
members so that they can use this document to remember what they are supposed to accomplish
before the next meeting.
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Slide 51
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The timekeeper makes sure that each item on the team’s agenda is being addressed. The team
estimates how long it will take to complete a task and assigns the number of minutes they will
talk about each agenda item during the meeting. The data person makes sure that any information
used to evaluate progress is brought to the meeting and shared with the team.
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The positive behavior support facilitator is a person who has experience guiding the team
through the wraparound or person-centered planning process and the positive behavior support
plan. The goal of the facilitator is to empower team members to assess, problem solve, and
implement new strategies.
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Slide 53
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Active team members contribute to discussions, identify possible interventions that may be used
within the planning process, and assist in completing tasks that are identified. Sometimes a
person is assigned to pay attention to the team’s interactions. When certain issues come up, this
person lets the team know what types of interactions are occurring so that collaboration can be
improved.
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Slide 54
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For instance, some teams ask one person to pay attention to the different cultural experiences and
backgrounds of each member of the group. The goal for the person assigned is to alert the team
when differences of opinion may be related to the various experiences, values, and wisdom of
team members. Collaborative planning is more effective when teams respect the cultural views
of each individual team member and work together to ensure that all of the actions that are taken
are aligned with the experiences, values, and beliefs of the individual and his family.
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Another role that can be assigned is directly related to collaboration. One team members makes
sure that everyone on the team has a chance to share ideas in the meeting. This is a helpful role
when some of the team members are quiet people while others are very outgoing and enjoy
sharing information.
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Slide 56
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In some cases, teams assign a person to make sure that a high number of positive statements are
made on a regular basis to each of the individuals on the team. The person who takes on this role
prompts people to reframe negative statements by making the same point in a more positive
manner. A person in this role may report the number of positive statements that are made to other
team members so that the group can celebrate increases in positive interaction patterns that occur
across meetings. Assigning a person to this type of role can make a big change in the climate
experienced by team members, especially in situations where everyone is feeling emotional and
stressed.
Slide 57
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Consider a time when you worked with a group to achieve a common goal. What did you do that
worked well? What did not work well?
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Slide 58
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Think about a team you have been involved in at some point in your past. Did your team clarify
roles before beginning the meeting? Did anyone take on the roles listed here? If so, which roles
did you see? What problems have you encountered in meetings and what roles would have
helped address the problems your team experienced?
Slide 59
Let’s stop for a Knowledge Check. Please indicate if the following sentence is True or False:
Effective teams clarify everyone’s roles and responsibilities before each meeting.
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How did you respond? This is a true statement.
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This concludes the segment on collaboration and positive behavior support. The next segment is
called Functional Behavioral Assessment.
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