One of the
key features of positive behavior support for young children with
problem behavior and their families is a commitment to a collaborative
team approach. This is especially important for children whose
problem behavior occurs in multiple settings such as the home,
preschool, therapy visits, etc. Person-centered planning provides
a process for bringing the team together to discuss their vision
and dreams for the child. Person-centered planning is a strength-based
process that is a celebration of the child and mechanism of establishing
the commitment of the team members to supporting the child and
family.
In general,
person centered planning processes use graphic recordings (usually
words, pictures, and symbols on chart paper) and group facilitation
techniques to guide the team through the process. For example,
the facilitator is responsible for setting the agenda, assessing
equal opportunities for all to participate, handling conflict
when necessary, and maintaining the group’s focus. The following
well-known person centered planning processes share underlying
values and similarities but may differ in their application.
MAPS
(Making Action Plans)
MAPS is
a person centered planning process that brings together the key
players in a child’s life to identify a “roadmap”
for working toward and achieving goals for the focus child. (Forest
& Lusthaus, 1989; Vandercook et al., 1989). The MAPS process
identifies where the child currently is, what the goals are for
the child, and how the team will work together to reach the goals.
MAPS has an established framework that addresses the child’s
history, identity, strengths, gifts, and the team’s nightmares
and dreams for the child. The child’s needs and action steps
for the plan are also identified. The MAPS process is most effective
when the team has a general idea of what the goals are for the
focus child (i.e. inclusion, more friends.) (Kincaid & Fox,
2002; Pearpoint et al., 1993)
Click
here to view a sample MAPS.
PATH
(Planning Alternative Tomorrows with Hope)
PATH is
an effective process for bringing together a team that may already
know a child well and has made a commitment to supporting the
child in the future. PATH is ideal for addressing long and short-term
planning. The process provides clear time lines for achieving
goals and breaks those goals into achievable and measurable steps.
It also identifies individuals on the team who are responsible
for completing each action step (Kincaid & Fox, 2002).
Click
here to view a sample PATH
PFP
(Personal Futures Planning)
Personal
Futures Planning focuses on what the team can do to address the
themes or issues identified within a personal profile or other
person centered process (Mount, 1987; Mount & Zwernick, 1988).
In Personal Futures Planning, the team identifies an appropriate
time frame for achieving a futures plan that specifically addresses
themes and issues in five areas (home, school, community, choices
and preferences, and relationships.) This process can be very
effective, even when some of the team members do not know the
focus child very well, because it gives the team a comprehensive
understanding of many important areas of the child’s life
(Kincaid & Fox, 2002).
Click
here to view a sample PFP
Detailed
Instructions for Personal Futures Planning
Maps
and Materials
The materials
necessary for the personal futures plan process include: chart
paper, markers (red, blue, green, purple) and masking tape. The
maps are a visual reminder that the meeting is informal and creative;
they are also a visual means for guiding the group as they begin
to explore possibilities and capacities of the focus child. The
markers provide color-coding for all the experiences and descriptions
shared during the meeting. Red is for things perceived as negative;
for example, a run in with a rude school administrator. Blue is
for neutral concepts (i.e., factual information about the child
or situation). Green is for things that are positive, and purple
is to add emphasis. Another important element of the creative
process is art. Pictorial representations are drawn to illustrate
the story of the focus child’s life. Whenever possible,
pictures should be drawn to symbolize people, events, emotions,
and actions. The facilitator or artist may determine ahead of
time how they will illustrate common elements such as people,
buildings, etc. The families keep the original maps and a photographed
copy can be kept on record (with family permission). The following
8 maps can be used for an initial futures plan:
Initial
Futures Plan Maps
Who We Are and How We Feel - Who is attending, their feelings
about being at the meeting.
Background and History - Provides an overview of the
life experiences of the individual and his family.
Who is (Focus Child) - Describes the unique personality
characteristics, abilities, and talents of the focus child.
Typical
Day - Describes the typical activities of the day and the
child’s reaction to those activities.
Preferences/What
Works and What Doesn’t - Describes
personal preferences, gifts, and interests, as well as conditions
to avoid.
Choices - Describes decisions made by the person and
decisions made by other people
Vision - Describes ideas about personal dreams and desires
for the future.
A Plan - Identifies the steps necessary to begin to realize
the dream.
These maps
were adapted for young children, therefore, they differ slightly
from the ones described in the personal futures planning booklet,
yet, their purpose was the same. The purpose is to obtain basic
information about the focus child and his family and to gain an
insight into the child’s life by reviewing his choices,
preferences, and daily routines. Then, people who are committed
to the quality of the focus child’s life provide a voice
for the child’s dreams and goals for the future. The dreams
are used for the vision map and then the necessary steps for realizing
the dream are outlined in the plan map. Before the actual meeting,
write out the map headings and determine symbols/art that you
will use. Doing as much work prior to the actual meeting, will
save time and increase the efficiency of the meeting.
Facilitator/Time
Keeper/Artist
As described
in the personal futures planning booklet (Mount & Zwernick,
1988), the facilitator leads the group through the planning process
by setting the agenda, assessing equal opportunity for all to
participate, handling conflict when necessary, and recording accurately
the comments and process. This person should be a neutral, unbiased
person. The facilitator should be someone who is familiar with
the mapping process. During the planning process, it is important
that the facilitator be able to reflectively listen, and provide
short feedback phrases, particularly if someone seems to have
launched into a long story and has lost focus. Initially, some
participants may feel apprehensive contributing in a group, thus,
the facilitator should be able to encourage dialogue and detail,
as well as, maintain focus.
Upon arrival
at the location, the facilitator should check room arrangement
including seating, lighting, and temperature control. Once everyone
has arrived, the facilitator may begin the meeting by introducing
him or herself and describe the process (including the description
of the color coding). The facilitator should also describe his/her
role. The facilitator will then begin the process by describing
the purpose of the first map and inviting the group to begin.
As each map is completed, it should be briefly summarized. Summarizing
each map will help keep the group focused and provides an opportunity
to highlight noteworthy information. The facilitator should periodically
check the time to keep the pace going. The meetings can take about
two hours, therefore, it is very important to keep the group focused
and to maintain the momentum. After completing all the maps, the
facilitator should summarize the process and wrap up the meeting.
Typically, the facilitator closes the meeting by asking the group
to share how they are feeling after completing the process. This
allows for a time of reflection for everyone. To break the ice,
the facilitator may go first.
It should
be noted that this may be the first time families have told their
story from beginning to end; this can be very emotional. The facilitator
should be patient, and allow the person to regain their composure.
The
Next Meeting
Families
are encouraged to schedule a second planning meeting as the focused
intervention phase of the project concludes and a transition to
a new program (e.g. Part B, preschool, etc.) is anticipated. The
format of this meeting is flexible and should be determined by
the family, contingent upon their needs and accomplishments at
a given time. The family should be guided to consider what new
people might be invited into the child's circle of support. If
the new intervention team has been identified, it may be fruitful
to invite them to participate in the meeting. Often the family
will choose to use Maps to structure the meeting, but will also
integrate additional components of celebration and creating connections.
The family is encouraged to take charge of the meeting, but may
need assistance in the planning and facilitation. Families have
reported that this has been an energizing planning meeting as
they transition out of the focused intervention phase of the project.
One mother reported that it was empowering to bring so many people
together who were committed to the well being of her child. Particularly,
she realized that these people were invested, not just from an
early intervention perspective, but for the whole child. Many
of the project families reflect back to the initial meeting and
are encouraged by the gains their child has made toward realizing
the vision, and feel enthusiastic and confident about their ability
to support their child.
Things
to Remember for PFP meetings
Use
painters’ masking tape and double up paper if marking
on walls is an issue.
State the amount of time allocated for the meeting at
the beginning and keep people focused.
Be flexible about using different maps.
Verify color use if a statement is ambiguous.
Keep the atmosphere informal, positive, and capacity
focused.
Remain calm and enthusiastic throughout the meeting.
When possible, have a facilitator and recorder work as
a team.
If you do it all (facilitate, record, and time keep),
don’t talk while you draw.
Deflect issues back to the group.
References
Falvey, M.,
Forest, M., Pearpoint, J., Rosenberg, R. (1994). All my life’s
a circle: Using the tools: Circles, Maps, & Path. Tortonto:
Inclusion Press.
Forest, M.
& Lusthaus, E. (1989). Promoting educational equality for
all students: Circles and Maps. In S. Stainback, W. Stainback,
& M. Forest (Eds.), Educating all students in the mainstream
of regular education (pp. 43-57). Baltimore: Paul H. Brookes Publishing
Co.
Hieneman,
M., & Dunlap, G. (1999). Issues and challenges in implementing
community-based behavioral support for two boys with severe disabilities.
In J.R. Scotti & L.H. Meyer (Eds.), Behavioral intervention:
Principles, models, and practices (pp. 363-384). Baltimore: Paul
H. Brookes.
Holburn,
S. & Vietze, P. (1992). Person-centered planning: Research,
practice, and future directions. Baltmore: Paul H. Brookes Publishing
Co.
Kincaid,
D. & Fox, L. (2002). Person-centered planning and positive
behavior support. In S. Holburn & P. Vietze (Eds.), Person-centered
planning: Research, practice, and future directions (pp. 29-49).
Baltimore: Paul H. Brookes Publishing Co.
Mount, B.
(1987). Person futures planning: Finding direction for change
(Doctoral dissertation, University of Georgia). Ann Arbor, MI:
UMI Dissertation Information Service.
Mount, B.
& Zwernick, K. (1988). It’s never too early, it’s
never too late: An overview on personal futures planning. St.
Paul, MN: Governor’s Council on Developmental Disabilities.
Pearpoint,
J., Forest, M., & Snow, J. (1993). The inclusion papers: Strategies
to make inclusion work. Toronto: Inclusion Press.
Pearpoint,
J., O’Brien, J., & Forest, M. (1993). PATH (Planning
Alternative Tomorrows with Hope): A workbook for planning positive
futures. Toronto: Inclusion Press.
Turnbull,
A.P. & Turnbull, H.R. (1996). Group action planning as a strategy
for providing comprehensive family support. In L.K. Koegel, R.L.
Koegel, & G. Dunlap (Eds.) Positive behavioral support: Including
people with difficult behavior in the community (pp. 99-114).
Baltimore: Paul H. Brookes.
Vandercook,
T., York, J., Forest, M. (1989). The McGill Action Planning System
(MAPS): A strategy for building the vision. Journal of The Association
for Persons with Severe Handicapps, 14, 205-215.
Websites
Inclusion
Press
http://www.inclusion.com/PI-PERSON.C.PLANNING.html
Person Centered
Practices
http://www.reachoflouisville.com/person-centered/whatisperson.htm
The Person
Centered Planning Education Site
http://www.ilr.cornell.edu/ped/tsal/Enable/
Pathfinding:
Planning Alternative Tomorrows with Hope
http://www.vtpic.com/pathfinding.htm
Person Centered
Planning: MAPS and PATHS to the Future
http://www.ttac.odu.edu/Articles/person.html
Planning
Alternative Tomorrows with Hope
http://www.ilr.cornell.edu/ped/tsal/pcp/course05e.html
