Collaborative Teaming and Person by fjwuxn

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									    Individual PBS
Module 1: Collaborative
 Teaming and Person-
  Centered Planning
                   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.edu for more assistance. We hope that you will
find the information in these modules useful and accessible.

                                                              2
                    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




                                                            3
       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.
                                                      4
The PBS Process

                  5
         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

                                                       6
                 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
                                                             7
     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


                                           8
                       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
                                                                                9
               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
                                                         10
               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
                                                        11
Developing
a PBS Team

             12
  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.




                                              13
             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.
                  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
                  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.
          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.
                                                      17
             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.

                                                                                         18
     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.

                                                                   19
Person Centered-
    Planning

                   20
 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.
                                                    21
            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
                                              22
        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.
                                                             23
        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.
                                                              24
    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.
                                                                25
                   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.
                                                     26
                             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.

                                                                                    27
        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.




                                                                                           28
       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

                                                         29
     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.
                                                         30
     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.”
                                                                      31
           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



                                                                    32
           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.



                                                              33
A Sample Person-Centered Plan


          Britney




                            34
      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.
                        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.




                                                               36
     Britney’s
Person-Centered Plan



                       37
                                      D R E A M
•With this frame
we want to help the
person identify         Have friends        Communicate her wants
their dream for the                        and needs
future, including all   Be independent      Sleep over her friend’s
the ideas, values,                          house
people and things       Stay involved with her dance group
that are important
                        Attend a friend’s birthday party
to them.
                        Have fun!!!         Go to college
•List anything that
is important for the    Stay included       Stay on grade level
person to realize       Join girl scouts    Live a healthy life
the kind of life
                        Stay involved with the church
they desire.
•Identify             Hopes
the hopes
and fears                          •Joins girl scouts
you have
                    •Attend a community recreational (summer)
for this
individual.
                                    program

•Under                        •Communicate with others
“Hopes” list
                                •Understood by others
what is
possible if                      •Always successful!!
we do the
best we
                            •Not understood by other people
can.                                                                  Fears
                        •Doesn’t have the appropriate social skills
•Under
“Fears” list             •Not accepted by children her own age
what is
                                   •Never has a friend
possible if
things do      •Behaviors get worse and she gets kicked out of dance class
not improve                          and/or church
or get
                  •Behaviors get worse and her placement gets changed
worse.
               •Classroom work will continue to frustrate her and she will
                                    not be successful
    PEOPLE

                               Family       Agency
•List the
people who are             •Grandparents     •Outside Speech Therapy

present in the            •Aunt and uncle     •Outside Occupational
                                                     therapy
person’s life.                •Mother
                                                     •Teacher
                              •Father
•Place their                                   •Classroom assistant
                               •Gracie
name in the
                               •Mary
appropriate
section of the
circle.                •Neighbors
                                               •Up with Downs
                  •Mom and dads friends
•Place the           – Nicole and Bill
                                                   Group
name of           •Mrs. Jones – Church
                                                •Ballet teacher
individuals who    •Jessica – little girl
                                                •Church group
are closest to      from Ballet class
the person in
or near the                    Friends      Community
inner circle.
•Indicate activities                   PLACES
in which the
individual
participates in the              School                          Home
school.
                         •Participates in
•Indicate activities    regular classroom                 •Plays outside on the swing
                            activities                        set with her sisters
in which the
individual              •Enjoys being on                     •Swims with her sisters
                         the playground
participates in the      with other kids
                                                             •Watches Barney movies
home.                                                        •Eats dinner as a family
                        •Speech and OT
•Indicate places in          •Music
the community that
the individual
                            •Library         Community
                              •PE           •Sunday school
participates on a
consistent basis.                            •Ballet class
                                               •Church
•List only 4-5
primary activities in                        •McDonalds
each setting.
                             HEALTH




•Describe the
                       •Good
individuals           appetite
                                           •Hearing loss
health by listing                          due to middle
any positive or     •Good vision           ear infection
negative            •Appropriate            •Fine motor
conditions.         activity level          difficulties
                       for age
•Indicate any
medications the
individual is
currently                            Medicines

taking.                 •None at this time
                       Britney
                                     Born:        Born 6/23/93
                                                  and diagnosed
                                                   with Downs
                                                    Syndrome
                             Younger sister was
                             born. They have a
•Indicate some               good relationship.
                                                    Middle ear
of the critical                                      infection –
events that                                         hearing loss
                                                      detected
occurred in the
person’s life                    Began Speech
from birth until                   Therapy

today.                                               Started
                                                   Preschool. It
•Put a “*” next                                     was a great
to any positive              Began Kindergarten
                                                    experience
events.                       – school became
                              concerned about
•Put a “-” next                  behaviors
to any negative                                     In 1st grade

events.                                           working with PBS
                   Today                              project
   Choices              Personal           Academic

                          •Snack          •Books to read
•What choices can       •Breakfast          •Centers
the individual           •Clothes         •Food during
make within
                     •Toys to play with      lunch
his/her personal
and academic life?        •Movies
• Identify what
choices are
presented to the
individual within
both areas.
                                                Gains
                                               •Smart
                                           •Sense of humor
•List any behaviors
or characteristics                             •Friendly
of the person that
cause him/her to                             •Reads words
gain or lose respect
or his/her peers or                          •Good memory
adults.
                                 Loses
•Under “Gains” list
those things you              •Hits others
really like about
the person.              •Throws her alpha smart
•Under “Loses” list    •Throws herself on the floor
those behaviors
that you do not like   •Runs around the classroom
to see.
                         •Doesn’t listen at times
•What strategies                What Works!!!
work well for the
individual?           Positive praise       Star system
•What strategies     Going to the library     Chocolate
have not been as    Computer            Listening to music
successful or
                      Going outside         Barney Toys
cause the
                    Helper at home or in the classroom
challenging
behavior to           Tickles             Rub her back         Yelling
increase?                                                 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!!!
                                           Opportunities
•What are some barriers and
opportunities for this individual
and his/her team?                        •Supportive school-based
                                                   team
                                         •Administrator and school
                                          believe in INCLUSION
   Barriers
                                         •Currently in an inclusive
     •Communication barrier between              setting
               the team
                                         •Family is very supportive
        •IEP goals are unrealistic
                                          •Family follows through
      •Teacher has a difficult time        with homework, extra
      communicating to family that       activities, practices with
     Britney is frustrated with class          Britney, etc..
                   work
                                         •Team has committed to
     •Family wants Britney to do the        the PBS process
     same things (work, activities) as
       the other children with NO        •Team has Britney’s best
              modifications                 interest at heart
•Identify
any                                 Themes
patterns
or themes
you found
throughout         Communication
this
             •Difficult to understand at
process.
                         times
•List at                                       Curriculum
             •Hard time communicating to
least one              others                •Too hard for
main point                                      Britney
               •Expand communication
from each                                     •Frustrated
of the
                                             •Not successful
other                Peers
frames             •No friends               •Needs one-on-
that you                                      one assistance
                  •Doesn’t seek
want to
               attention from her
share with
                     peers
the team.
•List the goals that        Goals
you would like to
see achieved one
year from today.
                       1.    Express frustration appropriately
•Think about what      2.    Revise IEP goals and discuss transitions
might be possible            for next school year
if everyone tries
their hardest.         3. Increase independence (academic
                          seat work, lunch time, large group
•Consider any             time)
outcome as long as
it is POSSIBLE and     4. Have a friend at school
POSITIVE.              5. Hearing (ear) problems would be
                          resolved – live a healthy life
                       6. Move on to second grade with
                          peers in an inclusive setting
•What
actions can    1.   Do a Functional Assessment to
be taken            identify why and when she is
immediately?        getting frustrated
               2.   Plan a meeting with appropriate
•These              team members to address IEP
steps               goals
can be         3.   Implement peer buddy system in
small               class in order to decrease the
                    reliance on the assistant
               4.   Identify someone in her class that
                    she likes to be with
               5.   Get ears rechecked by the ENT
                         Themes
Listed Themes
 The completed THEMES frame identifies three major themes the
    team identified for Britney and several sub themes, including:

Communication:
Difficult to understand at times
Hard time communicating with others
Need to expand communication

Peers:
No friends
Doesn’t seek attention from peers


                                                                51
                    Themes
Curriculum:
Too hard for Britney
Frustrated
Not successful
Needs one-on-one assistance

These themes and issues served as the foundation for
the short and long-term goals the group identified for
Britney.
                                                    52
                    Activity 5
Take a few minutes and think about some possible
goals for Britney. These might be broader goals that
might be achieved in ONE year. Think about what
might be possible if everyone on the team does their
very best. Consider any outcome as long as it is
POSSIBLE and POSITIVE.

If you did not print a copy of the frames return to slides
38-50. Move on to the next frame after you have
thought of at least 2-3 goals for Britney.
                                                       53
                                     Activity 5
Did any of the goals you selected include:

    1. Express frustration appropriately

    2. Move on to second grade with peers in an inclusive setting

    3. Increase independence (academic seat work, lunch time, large group time)

    4. Have a friend at school
    5. Hearing (ear) problems would be resolved ? live a healthy life?


If you developed any of the above goals:

Great! You are beginning to understand how the process works to help identify important goals that the
team will work on in the future.

If you did not have any of the above goals:

These are goals identified by Britney’s team. You might still have identified other important goals. To
determine whether the goal you identified is important, check whether it is mentioned several times during
the process or addresses one of the main themes


                                                                                                       54
            Listed Goals


Britney's Team listed the following goals to address in the next six months:
1. Express frustration appropriately.
2. Revise IEP goals and discuss transitions for next school year.
3. Increase independence (academic seat work, lunch time, large
    group time).
4. Have a friend at school.
5. Hearing (ear) problems would be resolved ? live a healthy life.
6. Move on to second grade with peers in an inclusive setting.

These are not the only goals that could be identified from the
PCP process. However, these are the goals that Britney's team could
come to a consensus on addressing in the next several months.
                    Activity 6
Now think about 2-3 action steps that can be taken in
the next 48 hours to begin work on the goals you
identified. These steps may be small and can be
initiated or completed by a team member.

If you did not print a copy of the frames return to slides
38-50. Move on to the next frame after you have
thought of at least 2-3 goals for Britney.


                                                       56
                                   Activity 6
Did any of the first steps you selected include:

1.   Starting a functional assessment to identify why and when Britney is getting frustrated
2.   Planning a meeting to revise IEP goals and discuss transitions for next school year
3.   Implementing a peer buddy system in class in order to decrease the reliance on the
4.   assistant
5.   Identifying someone in her class that she likes to be with
6.   Scheduling to get ears rechecked by the ENT?


If you developed any of the above:

Great! You understand how the process works to help identify first steps that the team can
  start to work on in the next few days.

If you did not have any of the above:

These first steps were identified by Britney’s team. You might still have identified other first
steps. To determine whether the first step you identified is important, check to make certain
that it matches one of the Goals the team identified.
                                                                                               57
           First Steps

Based on the overall goals, Britney's team decided to initiate the
following activities in the next 48 hours.

1. Do a Functional Assessment to identify why and when she is getting frustrated.
2. Plan a meeting with appropriate team members to address IEP goals.
3. Implement peer buddy system in class in order to decrease the reliance on the
   assistant.
4. Identify someone in her class that she likes to be with.
5. Get ears rechecked by the ENT.

There are certainly other first steps that could meet the identified goals, but these
made sense to the team. Although each goal may not have a first step that has
to be completed in the next 48 hours, there are at least 3-5 activities that the
team can get started on immediately.
        Application Activity
1. Each team member should review and complete the blank
Person-Centered Planning form. The blank forms are the last
slides of this Power Point.

2. Team members should identify frames that are essential for
discussion at the Person-Centered Planning meeting.

3. Identify at least two possible dates for your PCP meeting.

4. Communicate the agreed PCP meeting date to all team
members.



                                                                59
Person-Centered Plan: Sample
Organizational Chart
                                                            Dream


 People   Health    Choices Strategies Barriers
                                       and
                                       Supports
                                                  First
                                                  Steps
                                                          Goals
 Places   History   Respect   Hopes    Themes
                              and
                              Fears
•With this frame
we want to help the
person identify
                        D R E A M
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.
    PEOPLE
•List the
                  Family    Agency
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
                  Friends     Community
the person in
or near the
inner circle.
•Indicate activities       PLACES
in which the
individual
participates in the     School               Home
school.
•Indicate activities
in which the
individual
participates in the
home.
•Indicate places in
the community that
the individual                   Community
participates on a
consistent basis.
•List only 4-5
primary activities in
each setting.
                    HEALTH




•Describe the
individuals
health by listing
any positive or
negative
conditions.
•Indicate any
medications the
individual is
currently             Medicines

taking.
                             Born:


•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.
                     Today
   Choices          Personal   Academic



•What choices can
the individual
make within his
personal and
academic life?
• Identify what
choices are
presented to the
individual within
both areas.
                               Gains


•List any behaviors
or characteristics
of the person that
cause him/her to
gain or lose respect
or his/her peers or
adults.                Loses
•Under “Gains” list
those things you
really like about
the person.
•Under “Loses” list
those behaviors
that you do not like
to see.
•What strategies    What Works!!!
work well for the
individual?
•What strategies
have not been as
successful or
cause the
challenging
behavior to
increase?




                          What Doesn’t Work!!!
•Identify       Hopes
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            Fears
what is
possible if
things do not
improve or
get worse.
                                    Opportunities
•What are some barriers and
opportunities for this individual
and his/her team?


   Barriers
•Identify
any
patterns or
themes you
               Themes
found
throughout
this
process.
•List at
least one
main point
from each
of the other
frames that
you want to
share with
the team.
•List the goals that
you would like to see
achieved one year       Goals
from today.
•Think about what
might be possible if
everyone tries their
hardest.
•Consider any
outcome as long as
it is POSSIBLE and
POSITIVE.
•What
actions can
be taken
immediately?

•These
steps
can be
small
  End of Module 1.
 Please move onto
Module 2: Functional
Behavior Assessment
                   74

								
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