Person-Centered Planning (PCP) Strategies for ...€¦ · Postsecondary Students with Intellectual Disabilities: Facilitating Participation in PCP ... Spring Conference ... in MY

Person-Centered Planning (PCP) Strategies for

Postsecondary Students with Intellectual

Disabilities: Facilitating Participation in PCP

Meetings

Valerie L. Mazzotti, Ph.D.

Kelly R. Kelley, Ph.D.

Cassie M. Coco, B.S.Ed.

NCDCDT 2012 Spring Conference

Greensboro, NC – May 3, 2012

What is the UP Program?

The University Participant (UP) Program is a two year, inclusive transition program for college-aged individuals with intellectual disabilities.

Operated as a pilot program from 2007 to 2010; 2 participants completed the program by 2010.

Expanded to 4 participants in 2010, 4 additional in 2011 for a total of 8 participants.

Funded as a model demonstration site in 2010 by U.S. Department of Education.

What do UP Participants do?

Live in campus residence halls and experience college life with same age peers

Have an individual plan that would allow personal development for post-UP success

Attend and audit a limited number of classes

Participate in social events and activities

Five UP Program Components

Participants must pay current university fees for auditing courses

Personal Development

Community Participation

Vocational Preparation

Social Participation and Learning

Course Auditing

UP Certificate Requirements

*Individual Plan for College Participation (IPCP)

Perspectives about UP Program

Person-Centered Planning and UP

8

Supports are centered around person/goals

Hold formal biweekly/monthly PCP meetings

with various key providers

Participants lead the meetings with guiding

questions and picture prompting cues:

Stories of Success

What is Working Well? (strategies)

What Could be Improved?

Next Steps

Questions and Other Items

Facilitating PCP with UP Participants:

Participating via SOP

Statement of Problem

10

A lack of interagency collaboration often exists between

schools, communities, and adult service providers, which may

create problems for students with disabilities as they

transition from school to post-school life (Benz, Lindstrom, & Latta,

1999; Johnson, Bruininks, & Thurlow, 1987; Katsiyannis, Zhang, Woodruf, & Dixon,

2005)

The Individuals with Disabilities Education Act of 2004, now

requires LEAs to communicate with adult service agencies

via a Summary of Performance (SOP) for each child with a

disability

Despite the new requirement, federal mandates do not

include explicit instructions regarding completion of SOPs

for transitioning students with disabilities

Summary of Performance (SOP)

11

IDEA (2004) initiative

“provides the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals.” (IDEA, 2004, section 614 [c]5ii).

Can provide a bridge into post-school life for young adults with disabilities,

Whether moving from high school into post-school employment, education, and independent living settings

Or from postsecondary settings into post-school employment, education, and independent living settings

Statement of Problem

12

For the SOP to be useful, students must be familiar with the

purpose and contents in an SOP

Teachers should provide students with instruction that

includes:

purpose of the SOP

contents of the SOP

steps to participate in the SOP process (e.g., SD-SOP)

detailed information on how students should use the

SOP as a self-advocacy tool in postsecondary

environments (Richter & Mazzotti, in press)

Statement of Problem

13

Given that no experimental research currently

exists to evaluate efforts surrounding the SOP,

researchers should (Richter & Mazzotti, in press):

begin to investigate effectiveness of various SOP

procedures

investigating the efficacy of various procedures for

involving students in the development of SOPs,

particularly focusing on the Student-Directed SOP (Martin et al., 2007)

Purpose

14

To examine the effects of the Self-Directed

Summary of Performance on participation in

Person-Centered Planning meetings with young

adults with intellectual and developmental disabilities

(IDD)

Self-Directed SOP

Research Questions

15

What was the effect of Self-Directed Summary of

Performance on participation in Person-Centered

Planning meetings for young adults with IDD?

To what extent will young adults with IDD generalize

use of the Summary of Performance document to

untrained locations?

Research Questions

16

What are participants’ perceptions of using the

Summary of Performance as a tool for participating in

Person-Centered Planning meetings and advocating

for accommodations in the workplace?

What are interagency service providers' and

employers' perceptions of the Summary of

Performance as a method for participating in PCP

meetings and advocating for accommodations in the

workplace?

Participants

17

Participants

3 young adults with IDD

2 males, 1 female

3 Caucasian

Aged 27, 22, and 23

All participated in the University Participant

Program on a University Campus

Setting

18

University Campus in Southeast United States

Postsecondary education program designed to

provide on-campus living and learning experiences

for college-age persons with intellectual disabilities

Instructional Setting:

Career Development Coordinator’s office

located on university campus

Dependent Variables

19

Primary Dependent Variable: Student participation in

person-centered planning meetings measured using

a 30-point probe

Student participation operationally defined as:

independently leading their PCP meetings based on the

steps of the Summary of Performance document

Secondary Dependent Variable: Student use of the

SOP document to advocate for accommodations in

a work setting

Intervention

20

Approximately four 15-45 min sessions per week

Probes used to evaluate participation during mock

PCP meetings

Summary of Performance Lessons

11 scripted lesson series to teach components of

SOP using prompting tool

Administered by Career Development

Coordinator

Model, lead, test format, including role play at end

of each lesson

Intervention: SOP Prompting Tool

21

SOP Prompting Tool

Intervention: SOP Lessons

22

Lesson 1: Beginning my meeting

Lesson 2: Introducing everyone

Lesson 3: My living goals

Lesson 4: My learning goals

Lesson 5: My working goals

Lesson 6: My disability and challenges

Intervention: SOP Lessons

23

Lesson 7: The supports I need

Lesson 8: My jobs at WCU

Lesson 9: Being a good employee

Lesson 10: What my employer likes

Lesson 11: My future employment goal and

closing my meeting

Participating in MY SOP: Elizabeth

24

SOP Prompting Tool

Participating in MY SOP: Conroy – Pre/Post

25

Pre – PCP

Post – PCP

Results

26

Additional Preliminary Results

27

Interrater reliability is 99.2% (range=93.3% -100%;

collected on 63% of probe sessions)

Treatment integrity is 100%

Social Validity Results

28

Coming soon…..

Discussion Points

29

Findings support using the Self-Directed SOP to

teach young adults with IDD to participate in their

PCP meetings

First experimental study to investigate the effects of

the Self-Directed SOP on participation in PCP

meetings

Study addressed need for an effective intervention

that instructors can use to teach students with IDD

to actively be involved in IEP/PCP meetings

Provides students with a method for advocating

with employers

Limitations

30

Small number of participants (n=4)

Lack of long-term maintenance data

Include strategies to promote generalization to

using SOP with employers

Suggestions for Future Research

31

Conduct research with other student populations (i.e., high

school; other postsecondary settings) in other geographic

locations

Collect maintenance data over an extended period of time (e.g.,

3 months, 6 months)

Continue to refine intervention to ensure relevance for students

Implications for Practice

32

May provide a method for promoting self-advocacy

skills of students with IDD

May provide a method for teaching students with

IDD about the SOP and participation in both IEP

and SOP meetings

Visual or picture cues could help with increasing

self-advocacy skills for individuals with IDD

Explicitly teach participation in IEP and PCP process

to ensure students with IDD are actively engaged in

the process

Questions?

Questions?

Contact Information