Lucille Eber Ed.D

1
.
Tertiary Level PBIS Integrating Wraparound
Approaches in PBIS Schools Developing,
Implementing Evaluating Individualized Teams
and Plans for Students with Comprehensive Needs
Their Families
APBS Boston March 10, 2007
Lucille Eber Ed.D
2

Content for Today

• 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

3

AGENDA

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

4
Similarities with Processes used in Special
Education

• Person-centered planning
• Positive behavior supports
• Mapping
• IFSP

• 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
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Development of SW-PBS

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

6
School-Wide Systems for Student SuccessA
Response to Intervention Model
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
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Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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School-wide Positive Behavior SupportsA Response
to Intervention Model





Universal School-Wide Assessment School-Wide
Prevention Systems

• Secondary
• Tertiary

Group Interventions
AnalyzeStudent Data
Small group interventions Individualized
Interventions (simple) Complex individualized
interventions
Interviews, Questionnaires, etc.
Intervention
Assessment
Observations, FBA

Multiple settings

Multiple Perspectives
Team-Based Wraparound Interventions
Multi-Disciplinary Assessment Analysis
Adapted from T. Scott, 2004
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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)

10
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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What Do we Know about the Tertiary Level

• 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
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Individualized Comprehensive Teams/Plans

• Who?
• Youth with multiple needs across home, school,
  community
• Youth with multiple life domain needs
• The adults in youths life are not effectively
• engaged in comprehensive planning
• (i.e. adults not getting along very well)

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.

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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.)
Whats 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.
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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.

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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.

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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.

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What is Wraparound?(contd)

• 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.

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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

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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
22
A Definition of Unconditional Care

• Students dont fail plans fail.
• When the plan fails, dont blame the
  youth/family.
• Instead, change the plan.

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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..

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What does No Blame. No Shame really mean?

• You are not allowed to have an opinion while
  hearing someones story (unless there is an
  imminent safety issue).
• -Pat Miles-

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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.
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RomanUsing the Data to get to Strengths and
Needs
School
Home
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Points to Remember aboutEngaging Families

• The professionals dont 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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Data-based Decision-Making and Wraparound

• Can wraparound teams use data-based
  decision-making to prioritize needs, design
  strategies, monitor progress of the
  child/family team?

• 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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Features of Wraparound

• 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

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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 doesnt work, change
  the plan

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What Happens during the Wraparound process?

• The wraparound process creates a context for
  design implementation of research-based
  behavioral, academic and clinical interventions

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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

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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

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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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AGENDA

• Engaging Key Players
• Team Development

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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..
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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.

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Examples of Guiding Questions to Assist in
Initial Conversations

• What has worked or hasnt 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)

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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

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First Phase of Wraparound Team Development

• Completed Products
• A strength summary detailing the familys 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

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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
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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

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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

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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

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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
51
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

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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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AGENDA

• From Engagement
• to Action Planning

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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.

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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

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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

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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?

59
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

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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

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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
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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

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STRENGTHS AND NEEDS ASSESSMENTAssumptions About
Strengths

• All people have strengths
• Each persons 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

66
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

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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?

68
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

69
Getting to Real Needs
AGENDA

70
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?

71
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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A Good Question To Ask
What does this youth need to function more like
a typical youth who is doing OK in our school and
community?
73

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

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Needs Wraparound

• Assumptions Values
• Difficult behaviors result from unmet needs
• Difficult behaviors tell us important things
  about a persons 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
75
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
76
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
77
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 its been effective?

78
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
79
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
80
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
81
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.

82
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.

83
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
84
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
85
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 childs
  supporters (family, teachers, neighbors, kin,
  etc.)
• Access existing resources when there is fit,
  avoid existing resources when there is not

86
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.

87
Life Domain Areas to Consider

• Physical Needs/Living Situation
• Family/Attachment
• Safety
• Socialization
• Cultural/Spiritual

• Emotional/Psychological
• Health
• Educational/Vocational
• Legal

88
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.

89
AGENDA

• INTERVENTIONS

90
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
91
Effective Behavior Interventions

• Function based
• Proactive
• Have adequate dosage of
• Instruction
• Practice
• Support
• Encouragement
• Monitoring

92
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.

93
Interventions.
Ownership Voice A Key to Intervention Design
The person who is supposed to implement the
strategy needs to be actively involved in
designing it or it probably wont work!
94
Points to Keep in MindWhen Action Planning with
a Team

• Scientifically sound strategies can fail if
  they dont fit with values and skills of those
  who are supposed to implement them.

95
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.

96
Functional Assessment Pathway
Maintaining Consequence THE FUNCTION Get
something Get away from Something
Problem Behavior
Setting Event
Triggering Event or Antecedent
97
Points to Keep in MindWhen 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.

98
Build a Competing Behavior Pathway
Maintaining Consequence
Desired Behavior
Setting Event
Triggering Antecedent
Maintaining Consequence
Problem Behavior
Replacement Behavior
99
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
  Allisons
• or Allison
  teasing
  

100
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.

101
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.

102
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.

103
AGENDA

• Data Based Decision-Making

104
Wraparound Case StudyCarlos

• 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)

105
Wraparound Case Study Carlos cont.Reason for
Referral cont.

• Impaired family relationships
• Impaired peer relationships
• Family support needs
• Mental health needs (depression)

106
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

107
Wraparound Case Study Carlos cont.Classroom
Functioning From three points in time (11/03
06/04)
108
Wraparound Case Study Carlos cont. Strength
Sustained at Six Months (11/03 06/04)
Works independently
109
Wraparound Case Study Carlos cont. Need
Becomes Strength at Six Months (11/03 06/04)
Has enough to do (age-appropriate activities)
110
Wraparound Case Study Carlos cont. Strengths
Sustained at Six Months (11/03 06/04)
111
Wraparound Case Study Carlos cont. Ongoing
Needs/Six Months (11/03 06/04)
112
Wraparound Case Study Carlos cont. Strengths
Gained 2nd Year (11/03 02/05)
113
Data-based Decision-making

• Can teams use data to prioritize needs, design
  strategies, monitor progress of the
  child/family team?

• more efficient teams, meetings, and plans?
• less reactive (emotion-based) actions?
• more strategic actions?
• more effective outcomes?
• longer-term commitment to maintain success?

114
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

115
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

116
AGENDA

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

117
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 whats been tried
• A mission statement in the familys 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
118
How did a school-wide cool tool emerge from a
Wraparound planning process for an individual
student?

• 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 wasnt the only
  student who needed
• teaching/practice of this behavior

119
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