Transcript Slide 1

Organization-wide PBS Planning
Processes
Module 9, Field-based Activity
Power Point Presentation
Step 1: Build a Planning Team
CONTINUUM OF
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
Organization-wide
Wide Systems for
All Children/Adults,
Staff, & Settings
~80% of
Children/Adults
Tertiary Prevention:
Specialized
Individualized
Systems for
Children/Adults with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for
Children/Adults with AtRisk Behavior
Supporting Social Competence
& Quality of Life
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Individuals
Working Smarter, Not More
• Do less, better
– Consolidate/integrate
• Think small
– Small # data-based priorities
• Know where you want to go
– Measurable/observable
Staff Development
• One shot workshops are ineffective
• Longitudinal staff development efforts
result in the greatest change
• Develop multiple strategies for training
• Use online resources to supplement
training
• Promote ongoing learning
• Take advantage of staff development
strengths
Working at your Own Pace
• Where would you like to be in five years?
• What types of activities can you do this
year?
• Pick something that has the biggest
impact for your organization
Change is a Team Process
• All staff members are leaders
• Our direct staff, trainers, etc. are the ones
that make change happen
• Everyone has to be involved in planning
• Collaboration is the key to successful
change
• Communication strategies must be
effective
Creating a Planning Team
• Planning teams should not be too large
• 3-7 participants
• Create links to other related meetings
within the organization
• the team should represent the entire
organization
• Make sure all staff have a voice
Participation from
Management/Administration
Administrators:
• Play an active role in the PBS change
process
• Attend team meetings
• Actively communicate commitment to
support PBS to staff and other personnel
• Reinforce staff and build a climate that
supports change
Building Behavioral Expertise
• Identify individuals within the
organizations who will receive training in
behavior support
• Ensure team has a person with
behavioral expertise attending meetings
• Consider the KIPBS Facilitator role and
decide whether others should be trained
– As a KIPBS Facilitator
– Receive mentoring by a KIPBS Facilitator
– Create a cadre of trainers
Assessing Interest & Commitment
• 80% staff support for organization-wide PBS
process
• 3 year action plan, progress occurs over time
• PBS policies and procedures are reviewed and
edited
• All staff agree to participate in implementation
– Identifying key social skills
– Work with families/staff to build social skills into
everyday events
– Review progress in meetings
– Reinforce and recognize positive social behavior
Strategies
• Present key features of organization-wide
PBS to team and ask for vote
– Ask an agency implementing organizationwide PBS to present
– End presentation by passing out small piece
of paper for voting
Review the First Section of the
PBS Kansas Organization-wide
Planning Checklist
Items 1-9
Planning Team Processes Related
to Building Awareness
• Identify individuals who understand have time to
assist in building an action plan
• Consider representation of major stakeholders
within the organization
• Are there individuals who can make decisions
related to resource allocation that would be
willing to attend?
• What types of strategies can you use to learn
more about staff experience (surveys,
interviews, etc.)?
Step 2: Team Self Assessment
Gather information to share with
all staff and stakeholders
Assessing Awareness of PBS
• How many people within the organization
know about positive behavior support?
• How many people are familiar with personcentered planning/wraparound?
• Are there ways in which to gather
information about experience in PBS
planning
Effective Planning Teams: Roles and
Responsibilities
• PBS Facilitator- facilitates meetings, reviews past
meeting minutes, keeps focus of group on agenda
• Record Keeper- writes down the actions and activities
• Timekeeper- before meeting gets consensus on time to be
spent on each topic, monitors time for each topic, and gives
warnings when time is running out (i.e., “we have 5 minutes
left”)
• Data Entry Person- trained to enter and access office
referral data and brings the data to the meetings
• Behavioral Expertise- a person who has received
training in individual positive behavior support
• Coordinator- Lead person who coordinates organizationwide planning efforts
Discussion: Planning Team
Preparation
• Who are you including on your planning
team?
• What are the strengths each person brings
to the team?
• What issues do you anticipate related to
setting up effective meetings?
• Who would benefit from the Introduction to
PBS presentation you created in your
previous class?
First Step in Self Assessment
• Define the area you will focus on in your
organization
– Family support in the community
– Vocational settings for adults
– Residential support systems
• Think about what areas need the most
support
– Young adults moving into adulthood
– Family requests for PBS services in the home
Working Smarter
Initiative,
Project,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
Organization
Goals
WORKING SMARTER
Committee/
initiative/
Work Group
Purpose
Target Group
Membershi
p
Relationship to
organization’s
Mission
1= low 3= high
Overall Priority
1= low 3= high
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Activity: Complete the Working
Smarter for your Own
Organization
Consider What Elements are
Already in Place
Primary Prevention
• Systematically teaching staff to concentrate on
key social and communication skills
• Providing examples of situations and settings that
staff members should prompt skills
• Verbal and other reinforcers whenever positive
skills are observed
• Measures obtained on engagement, use of
communication, etc.
Consider What Elements are
Already in Place
Secondary Prevention
• Identifying children/adults early who are
engaging in minor problem behavior and
intervening early
• Providing additional social and communication
interventions to targeted groups of individuals
• Strategies for monitoring possible events that set
the stage for problem behaviors
Consider What Elements are
Already in Place
Tertiary Prevention
• KIPBS Facilitators provide intensive PBS
planning
• Team monitors all plans and uses evaluation
data for ongoing staff development
• Individual plans are scored for fidelity and level
of impact
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Plans contain information for evaluation
Changes in problem behavior
Changes in social skills
Changes in quality of life
Family Support Systems
Some Thoughts on How to Adapt Organization-wide
Change Concepts:
• Teach staff to assist families in identifying 3-5 positive
social skills and expectations for all of their children at
home
• Create strategies for reinforcing positive social skills
• Teach how to respond consistently to problem behavior
• Consider how to collect data from families that evaluates
major incidents
– Data similar to incident reports in residential settings
– Allows for simple check the box behaviors (not for high
frequency problem behaviors)
Self Assessment Tools
1.
2.
3.
4.
5.
PBS Kansas Organization-wide Planning
Checklist
Agency-wide Benchmarks
KIPBS Self Assessment
Technology Readiness
Incident Reports/Child Data
Activity Discuss Staff Meeting Processes
Discuss the answers to these questions with
your team:
• Are meetings effective?
• Can teams problem-solve well?
• Are individual PBS plans developed with the direct
involvement of all staff?
• Is there a sense of staff ownership in meetings?
• Are there opportunities for staff to receive feedback on PBS
implementation?
• Are teams using data to make decisions?
• What types of data are collected?
What Staff Development Systems Are Available Now
that Address PBS?
• Are materials available to introduce PBS to others?
(Awareness Level )
– Families
– team members
– policy makers…directors
• What strategies are available for all staff ?
(Primary Prevention)
– Inservice
– Preservice
• How many professionals have expertise in PBS?
– Do you need to mentor other staff
– Does every team have access to PBS plan facilitation?
• Are there training materials that behavior support
professionals can use to teach teams about PBS?
Staff Development Assessment Tool
Review the Staff Development
Tool
Discussion: Staff Development
Assessment
• List the types of training your agency has on the
staff development assessment form
• What are your organization’s strengths?
• What areas could your organization improve?
Would Your Organization Be Interested in
Including Online Instruction in Staff
Development Planning?
Using Online Instruction
• Online instruction can be learner guided
• Staff members can access materials at
any time convenient to them
• Materials can printed if internet access is
unavailable
• Free time for trainers to provide more
onsite technical assistance
KIPBS Resources
• KIPBS Online Modules
• Materials introducing PBS and personcentered planning
• Toolbox & other resources
• Links to PBS, person-centered planning,
and medical resources
• Newsletter about current issues in PBS,
person-centered planning & related issues
Assess Technology
Strengths & Resources
• How many people can access the internet?
– Managers can access
– Staff members can access individually
– Main office resources
• Do materials need to be printed out and
disseminated?
• Which individuals in the agency have
strong computer skills?
– Can they show others how to access materials?
– Can they teach a targeted number of staff to
use the internet?
Technology Assessment Tool
Identify Children or Adults with
Intensive PBS Plans
• Identify individual PBS plans that require
more intensive training
• Assess how staff receive training and
support
• Make a list of interventions that are more
complicated and need hands-on training
• Identify what data are being collected to
evaluate the success of the PBS plans
Assess Current Staff & Trainer Skills
Assess Staff Skills & Training Methods:
• Evaluate skill level of staff members in PBS
• Assess group for potential lead trainers
• Are hands-on training and mentoring
strategies in place?
– Trainer of trainers
– Coaching and mentoring
– Group problem solving
Responding to Problem Behavior
• Does your organization have a clear plan for
referring individuals to a behavior support team
or specialist?
• What types of policies and procedures are in
place that address teaching PBS concepts
proactively?
• How are incidents recorded? Can you graph
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Average number of Incidents per day per month?
By problem behavior
By location
By time
By child/adult
Teaching Consistency
• What incidents require documentation
• Incident report form that guides data
analysis
• Clear understanding of behavioral
definitions
– Staff are involved in defining behaviors
– Examples and nonexamples of aggression,
self injury, property destruction
Crisis Planning and Evaluation
• Do staff know what to do when there is a
crisis?
• Are there opportunities for staff to practice
skills?
• Are data gathered in way in which the
team can evaluate what additional
trainings and information are needed?
Activity: PBS Kansas Self
Assessment Interview
• Read pages 1 and 2 (Up to the Crisis Plan
Section)
• Discuss how you think your team would
respond to the questions on the interview
form
Review the First Section of the
PBS Kansas Organization-wide
Planning Checklist
Items 12-17
Data-based Decision Making
First Example: School-wide
Information System
www.swis.org
Average Incidents Per Day Per Month
(Majors Only) 2005-2006
Total Office Discipline Referrals 629
Average Incidents Per Day Per Month
(Minors Only) 2005-2006
Major Referrals By Problem
Behavior
Major Referrals By Location
Major Referrals By Time
Major Referrals By Student
Kansas Middle School Triangle
Office Discipline Referral Patterns 2005-2007
Kansas Middle School
Percentage of Students
100
90
80
70
60
6+
50
2-5
40
0-1
30
20
10
0
2005-2006
2006-2007
Year
KS Middle School Example: Number of
Referrals Per Student
2006-2007 – Year 1
All Students
2
1.5
2006
2006
2007
1
2007
0.5
0
KS School 1
KS School 2
Data-based Decision Making:
Families
• Review the Individualized Family Service
Plan across all cases related to the
organization
• Identify important “indicators” or themes
across the plans
• Summarize strengths related to how
children and families are being served
• Write down three areas where services
could be improved
Assess Areas to Focus Action
Planning
• Do families need access to certain types
of training?
• What types of strategies could be used to
teach team members how to better
prevent problem behaviors
• Are there patterns across plans that are
similar (types of problem behavior,
function of problem behaviors, etc.)
Discussion
• How would your organization be able to collect
data for related to self assessment
– Overall patterns related to behavior?
– How many PBS plans are facilitated with the
organization?
– How effective are the plans?
– Are there pre-test/post test opportunities during
inservice trainings?
• Make a list of possible data collection
opportunities to bring to your team to discuss
Review the First Section of the
PBS Kansas Organization-wide
Planning Checklist
Items 10, 18-21
Step 3: Annual Planning &
Action Planning
Annual plan examples
Gather Information for Team
Decisions
• Identify important social and communication
skills to be taught
– As a team in organizations supporting groups
– With individual families during workshops or during
individual visits
• Decide how to create or improve on
reinforcement systems for specific types of
social skills identified
• Meet to define problem behaviors and continue
to improve consistency of responses to problem
behaviors
When Can We Find Time to Share
Information with Staff?
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Faculty meetings
Inservice training days
Workshops
Surveys
Small work groups
Teaching Matrix Activity
Classroom
Lunchroom
Bus
Hallway
Assembly
Use inside
voice
Eat your own
food
Stay in your
seat
Stay to right
Arrive on time
to speaker
Respect
Environment
& Property
Recycle paper
Return trays
Keep feet on
floor
Put trash in
cans
Take litter
with you
Respect
Yourself
Do your best
Wash your
hands
Be at stop on
time
Use your
words
Listen to
speaker
Respect
Learning
Have
materials
ready
Eat balanced
diet
Go directly
from bus to
class
Go directly to
class
Discuss topic
in class w/
others
Respect
Others
Teaching Guidelines
• Show, tell, describe
• Practice frequently
• Monitor/supervise use
• Acknowledge/recognize
Activity: PBS Kansas Organizationwide Interview
• Read pages 2 and 3
• Discuss how you think your team will
respond to these questions
Adult Learning and PBS
• Staff directly involved in creating PBS
plans will understand information better
and be more motivated to learn
• Applied Examples within training will assist
in understanding content
• Ongoing opportunities to understand
materials
Strategies to Include in Inservice
and Preservice Training
• KIPBS Facilitators can mentor new staff
– pair up in PBS plan facilitation
– Review online modules before each meeting
– Purpose: build larger group of people knowledgeable
about PBS
– Assess whether staff are a good fit for KIPBS
• New staff portfolios
– Process is guided by staff who checks in with a
mentor
– Portfolios involve seeking out information and
discussing it with mentor
– Visit kipbs online library and describe 3 things learned
Create an Action Plan
• Use self assessment to create long term plan
• Include the types of training that your organization needs
to work on (awareness, universal, etc.)
• Create a timeline that will work
• Meet regularly to review data and monitor progress
• Create a system to keep track of training efforts
• Create incentives for staff
– Staff development points that can be used when
considering promotion/raise
– Recognition and leadership roles
Review the First Section of the
PBS Kansas Organization-wide
Planning Checklist
Items 1-9
Creating a Long-term Plan
Review the organization-wide 3Year action planning example
Create Mechanisms for Monitoring
Training Efforts
• Use data in meetings on a regular
basis
• Keep a training schedule
• Streamline data collection (maximize
the data already collected)
Possible Outcome Measures
– Individual PBS data
– Incident Reports
– Staff implementation strategies
– Staff turnover rates
– Staff sick days
– Injury documentation
– Individual, staff, family interviews
– Staff stress questionnaires
Discussion: What Information
Could You Use to Evaluate your
Action Plan?
Review Agency-wide Benchmarks
(Evaluation)
Review the First Section of the
PBS Kansas Organization-wide
Planning Checklist
Items 22-37
Timelines for Organization-wide
Planning
• Complete the self assessment before the
6-Month Celebration
• Submit the Annual Plan or Marketing Plan
for your organization at the 6-Month
Celebration
• Complete the 3-Year Action Plan by the
end of the KIPBS Training Year