Organization-wide PBS Planning Processes Module 9, Field-based Activity Power Point Presentation.

Organization-wide PBS Planning Processes

Module 9, Field-based Activity

Power Point Presentation

Step 1: Build a Planning Team

Primary Prevention:Organization-wideWide Systems for

All Children/Adults,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Children/Adults with At-

Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for

Children/Adults with High-Risk Behavior

~80% of Children/Adults

~15%

~5%

CONTINUUM OFINSTRUCTIONAL &

POSITIVE BEHAVIORSUPPORT

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingIndividuals

OUTCOMES

Supporting Social Competence & Quality of Life

SupportingDecisionMaking

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 organization-

wide 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 person-centered 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 organization-wide 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

Initiative, Project, Committee

Purpose Outcome Target Group

Staff Involved

Organization Goals

Working Smarter

WORKING SMARTER

Committee/ initiative/

Work Group

Purpose Target Group Membership

Relationship to organization’s

Mission

1= low 3= high

Overall Priority

1= low 3= high

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

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– 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 Tools1. PBS Kansas Organization-wide Planning

Checklist2. Agency-wide Benchmarks3. KIPBS Self Assessment4. Technology Readiness5. 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 person-centered 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– 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

0

10

20

30

40

50

60

70

80

90

100

Per

cen

tag

e o

f S

tud

ents

2005-2006 2006-2007

Year

Office Discipline Referral Patterns 2005-2007 Kansas Middle School

6+

2-5

0-1

KS Middle School Example: Number of Referrals Per Student

2006-2007 – Year 1

2006 2006

2007

2007

0

0.5

1

1.5

2

KS School 1 KS School 2

All Students

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?

• Faculty meetings

• Inservice training days

• Workshops

• Surveys

• Small work groups

Teaching Matrix Activity 

Classroom Lunchroom Bus Hallway Assembly

Respect Others

Use inside voice

Eat your own food

Stay in your seat

Stay to rightArrive on time to speaker

Respect Environment & Property

Recycle paper

Return traysKeep feet on

floorPut trash in

cansTake litter with you

Respect Yourself

Do your bestWash your

handsBe at stop on

timeUse your

wordsListen 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

Teaching Guidelines

• Show, tell, describe

• Practice frequently

• Monitor/supervise use

• Acknowledge/recognize

Activity: PBS Kansas Organization-wide 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 3-Year 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