Portfolio & Assessment Tool
Contents, Guidelines &
Rating
KIPBS Module 10
Kelcey Schmitz
Background
• Feedback from students, facilitators, parents, school
personnel, direct service staff and other stakeholders
regarding written plan indicated there was a need for
change
• PC-PBS checklist reviewed by current KIPBS facilitators
and items were removed (based on consensus) to
reduce size of checklist
• Checklist went from 68 items to 45 items
• New checklist with 45 items were organized into 6
categories
• 6 Categories became “sections” of Portfolio
• Portfolio Assessment Tool adapted from PC-PBS
checklist that would serve as portfolio fidelity checklist
• Draft example of hard copy portfolio created from written
plan
• A portfolio committee was created to develop content,
instructions and documents related to the portfolio
Portfolio vs. Written Plan
• Students, facilitators and team members report that
written plan is time consuming/cumbersome to write and
read.
• Portfolio is an organized file of the documentation
gathered/created throughout the PBS process
• Pieces of the portfolio can be easily shared as needed
without the entire written plan
• Should be less time consuming than written plan.
• Can be organized in a three ring binder, accordion folder
or even on a CD or flash drive
• Facilitators could have an option of either completing the
portfolio or written plan since both are evaluated with the
same checklist items
Instructions on Mandatory First
PA Portfolio Process
• Once case study has been approved
through the prior authorization process a
KIPBS Instructor will be assigned to work
with you.
• You must complete the Mandatory Case
Study checklists with approximate dates
and submit it to the assigned Instructor.
• As you reach “stopping points” on the
Mandatory Case Study checklist, an
Instructor will meet with you and review
progress and provide feedback.
Mandatory 1st PA Checklist
© 2008 Freeman, et al.
Excerpts from Mandatory 1st PA Checklist
Consumer’s Name:
Date
Completed
KIPBS
Sign
off
Activity
Contact KIPBS Evaluation Coordinator to discuss timeline for
evaluation
Schedule an initial meeting with caretakers
o Introduce yourself, state why you are there, and describe the
process
o Obtain informed consent to videotape
o Find out what their major concerns are with respect to the
individual
o Obtain previous plans, if there were any
* If the individual spends a significant amount of the time in a different
setting (e.g. school, work), schedule a meeting with the people in
that setting and obtain the same information
Schedule and conduct meetings and observations
Conduct enough meetings and observations for you to assess and get
to know the individual, his/her environment, and his/her team
Schedule and conduct PCP interviews with caretakers and team
members
Conduct the necessary interviews to obtain information for the PCP
meeting. Information gathered should include the individual’s history
(medical and behavioral), strengths, preferred lifestyle, and possible
challenges
Schedule the PCP meeting
Contact the KIPBS Evaluation Coordinator to schedule
observation and evaluation of PCP meeting [Onsite Evaluation
Observation or alternative]
Contact the KIPBS staff person/Instructor-Mentor who will be
doing your onsite evaluation observation, to discuss
arrangements & details
Prepare for PCP meeting (selected steps excerpted)
•Some goals will involve environmental-type of changes, while other goals will involve
behavioral-type of changes (to avoid the negative focus, you may approach the issue
by discussing appropriate behaviors to increase or skills to teach).
•Since environmental-type of changes will likely impact the behavioral issues, it is a
wise idea not to make these changes until functional assessment activities and
baseline measures on the target behaviors are gathered. However, in the meantime,
the team can work towards these goals by gathering information and resources so
that once baseline measures are completed, preferred lifestyle interventions can be
started.
Conduct PCP meeting [Onsite Evaluation Observation or pre-arranged
alternative]. At the end of the meeting (or at the next meeting where all team members
are present) distribute/conduct the PCP Satisfaction Survey
Schedule and conduct Functional Assessment Interviews with caretakers and
team members. Obtain information about behavioral issues.
Establish what the major behavioral issues may be.
Examine the Functional Assessment Interviews, as well as any other information
you may have obtained from discussions, previous plans, records reviews, and
observations, to establish what the major behavioral issues may be and what
you should focus on and observe for in your assessment
Additional Excerpts from Mandatory Checklist…
•
Schedule and conduct observations (e.g., Functional Behavior Assessment
Observation form, ABC Chart, Scatter Plot) Conduct enough observations (3-5)
to have a good idea of what the problem behaviors are, when they are more/less
likely to occur, and what their function might be. Develop a sound hypothesis.
Note: YOU should conduct these observations. Caretakers may gather some
data if behaviors occur when you cannot observe, but you should conduct the
majority of observations so that you have a good sense of what is going on
•
Develop a behavioral definition for each target behavior and determine
how each will be measured once you have a good sense of what these
behaviors look like (from your observations).
•
Send your Operational Definitions to the KIPBS Evaluation Coordinator for
review/evaluation. If we find the descriptions/definitions of the behaviors
acceptable, videotaping will not be necessary; however if there needs to be
more clarification you may be asked to submit video clips or have a mentor
come observe.
•
Develop a data collection sheet to measure all target behaviors (including
replacement behaviors)
•
Send your Data Collection Sheet to the KIPBS Evaluation Coordinator for
review/evaluation.
Prepare any additional Miscellaneous materials (section 6), as needed/ as
appropriate, for your Portfolio.
Contact KIPBS Evaluation Coordinator to arrange timeline for submitting
your first PA case portfolio and evaluating it, using the shortened version
of the PC-PBS Checklist. Portfolio must score 80% or higher on shortened
(45 item) checklist with all “yes” responses to the five Critical Features in order
for KIPBS Facilitator to be approved for additional PA cases.
From this point on, you should:
- Obtain data collected from caretakers on a regular basis, and closely
monitor behaviors
- Conduct fidelity and reliability observations periodically
- Hold regular follow-up meetings to go over data and discuss the status
of behaviors and goals with caretakers
oIf an intervention does not seem to have the intended effect and enough time has
been allowed for change, discuss modifying or changing the intervention strategy
oIf PCP goals are not being met, problem-solve the issues
oAs PCP goals are met, update the plan accordingly
oAs behavioral goals are met, modify the procedures gradually to get closer and
closer to the “regular” environment (i.e. gradually fade prompts, gradually thin
reinforcement)
oPlan for sustainability and major changes
oDistribute/conduct the Quality of Life survey at regular intervals
Portfolio Assessment Tool
Items were categorized from the 45 item
checklist into six main sections
– Identifying information
– Assessment
– PCP
– Interventions/Supports
– Data
– Plan Evaluation
Portfolio Assessment Tool
is multi-functional
1.
2.
3.
4.
5.
6.
7.
Section Contents
Item locator
Self Assessment Checklist
Plan Evaluator Checklist
Self Assessment Score Sheet
Plan Evaluator Score sheet
Reliability
Portfolio Sections
•
•
•
•
•
•
Section 1: Intake/Referral
Section 2: Assessment
Section 3: Person Centered Planning
Section 4: Interventions/Supports
Section 5: Data (raw/graphed)
Section 6: PBS Plan Evaluation
Section 1: Intake/Referral
• Identifying info
– facilitator name, consumer name, address, DOB, age,
contacts, referral source)
• A brief history of the consumer’s life is provided
• Behavioral and/or environmental issues are identified
• Important places for the consumer at school/work, home,
and in the community are described
• Opportunities for the consumer to interact with friends
and/or family are described
• Current schedules and routines are described (quality,
predictability)
Section 2: Assessment
• Indirect assessment data include at least 2
–
–
–
–
Caretaker interviews
Record reviews
Preferred lifestyle info
Assessment tools to collect QOL setting events and
other related info
• Data from 3-5 student conducted direct
observations are described
• Problem behaviors are operationally defined;
definitions are clear
• Hypothesis statement is provided for each
function of the problem behavior
Section 3: PCP
– The consumer’s strengths are described
– Opportunities for choice in the consumer’s current
environment are described
– Current health and physiology issues are described
– Planning and assessment participants are listed
– A global statement of the consumer’s dream is made
– Type of preferred living setting for the consumer is
described
– With whom the consumer wants to socialize is clearly
stated
– Social leisure or religious activities the consumer wants
to participate din are described
– Goals or skills to be achieved are described
– Plan outlines how achievement of goals or skills will be
assessed
Section 4: Interventions & Supports
– Goals or skills to be achieved are described
– Plan outlines how achievement of goals or skills will be assessed
(yellow)
– Possible function of problem behavior is included
– Teaching of adaptive skills as a replacement behavior is included
– Replacement behaviors are operationally defined
– Each part of the hypothesis statement is addressed
– Environmental interventions address at least 3 of the following
•
•
•
•
•
–
–
–
–
Opportunities for choice
Schedule predictability
Instructional interaction approaches
Prompts for appropriate behavior
School or day program curriculum
Possible function of problem behavior is addressed
Teaching of adaptive skills as a replacement behavior is included
Replacement behaviors are operationally defined
Each part of the hypothesis statement is addressed (Setting event,
antecedent, behavior, consequence)
Section 4 cont’d
– Environmental interventions address at least 3 of the following
– Minimizing positive and/or negative reinforcement for problem behavior is
included
– Selecting effective reinforcers and/or maximizing positive reinforcement for
appropriate behavior is included
– Safety emergency procedures for what to do it/when crisis occurs is
addressed
– Training needs are id and or system of support established (yellow)
– Process for monitoring the intervention plan is described
•
•
•
•
Timelines for meetings
What needs to be done
When
By whom
– Each part of the hypothesis statement is addressed
– Plan for sustainability includes
• Plan for transitions or major setting events and/or
• Training plan for new staff
– Sample fidelity checklist
– KIPBS Intervention and Supports Plan At a glance sheet (not need to be
labeled “KIPBS)
Section 5: Data
• Baseline data are clearly graphed (include labels, axis
values, titles, and legends)
• Data to support each hypothesis statement are
presented
• Baseline and intervention data for each target behavior
are graphed
• Graphs are clear (include labels, axis values, titles, and
legend)
• Indirect or direct measures of replacement behavior are
provided
• Evaluation of achievement of goals or skills includes (at
least 1)
– Number of goals of skills achieved
– Other measures of achievement of goals or skills
Section 6: Plan Evaluation
•Contextual Fit
•Quality of Life
•PCP Satisfaction
P.A.T. Score Sheet
• Self Assessment- first Submission
– Self Assessment Re-submission after
feedback (if needed)
• Plan Rater: first Submission
– Plan Rater: Re-submission after feedback
(if needed)
• Reliability- first Submission
– Reliability Re-Submission (if needed)
*Sections scored include Critical Features, Section 1, Section 2, Section
3, Section 4, Section 5 and Section 6
Discussion