Positive
Behavior Support (PBS)
begins by building a behavior support team of key individuals
and stakeholders who are most involved in the child’s life.
Team members collaborate in multiple ways in order to develop,
implement, and monitor a child’s support plan. The collaborative
process of PBS includes the following steps:
Step 1:
Team building and goal setting
Step 2:
Gathering information (functional assessment)
Step 3:
Developing hypotheses (best guess)
Step 4:
Teaming to build behavior support
plans
Step 5:
Implementing, monitoring, evaluating
outcomes and refining plans
All these
steps are essential to successful teaming and in developing a
Positive Behavior Support Plan. When developing a behavior support
team one must ask the following questions:
WHO
are the key stakeholders and individuals in this child’s
life?
WHY
is collaborative teaming a key element of PBS for this child?
WHAT
do we need to do to make this a successful collaborative experience
that will benefit the child and family?
HOW
are we going to promote the active participation of the family
and all team members in the behavior support planning process?
WHO
are the key stakeholders and individuals in this child’s
life?
Potential
team members include anyone who the family or teacher feels knows
the child well and will be a part of the behavior support process.
Parents and family are absolutely essential to the PBS teaming
process. The goal is to create a team that represents all of the
adults who will interact with the child in the natural environment.
When that occurs, the team will be able to develop a behavior
support plan that can be used across environments. Plans that
are consistent across environments are more likely to be effective
and new skills are more likely to be learned and generalized.
Other potential members can include therapists, administrative
staff, program consultants or resource professionals, and possibly
even other key stakeholders (such as, extended care providers,
individuals who transport the child, or even medical professionals).
WHY
is collaborative teaming a key element of PBS for this child?
Collaborative
teaming is based on the idea that all team members have contributions
to the development, implementation, and monitoring of a behavior
support plan. When the family is a part of the process from
the
beginning, and are encouraged to participate in the PBS process
from functional assessment to plan implementation, they are
more
likely to “buy in” to the support plan and implement
the plan with fidelity. In addition, the parents will learn
to
view behavior as purposeful and may be able to develop support
strategies as their child moves to new settings or situations.
Because collaborative teaming is a key element in PBS, the family
builds a large foundation of knowledge about why their child
uses
problem behavior and a better understanding of how to teach their
child new skills to use in place of problem behavior. The family
is better able to use problem-solving skills in the future to
support their child. Collaboration is a gift of family empowerment. (click
here to link to strategies for teaming with families)
WHAT do we need to do to make this a successful collaborative
experience that will benefit the child and family?
Collaboration
is delicate process. Success is achieved when all team members
are actively involved in the behavior support process and when
each team member feels that their contributions are valued
and
important. Effective teaming relies on good leadership. The leader
of the team is the one who facilitates active participation
from team
members and reflects on the family’s goals and voice in
those instances where the family members choose not to lead
the
team. A leader is always open-minded and is able to take on the
perspective of the other team members and facilitate discussions
so that everyone’s voice on the team is heard. Collaborative
teaming needs to be a cooperative experience and result in a
commitment
to develop and implement the written plan (i.e., behavior support
plan).
Teaming
works best when there is open communication between team members,
goal setting, teaching within natural environments, use of family
strengths, monitoring of progress, and family involvement
beyond
meetings. Goal setting as a team should include a shared vision
for the child and a belief that goals can and will be accomplished.
Goals are written in such a way that skills can be taught within
daily activities and routines in natural environments. This
will
not only allow for generalization of skills but also increased
opportunities for teaching.
When setting
goals for the child, it is also important to build upon family
strengths. Family members are important contributors to the child’s
team and thus should be commended for their abilities and ideas.
Using the family’s strengths can give the family a sense
of accomplishment, empowerment, and success. For instance, various
family members come to a team with strengths such as, special
talents (artistic, a skilled writer, computer knowledge, athleticism);
resourcefulness (ability to tap into the community, good at recycling,
researches topics); optimism (cheers others on, believes in
one’s
self, hopeful); and organizational skills.
When building
a collaborative team it is important to use facilitation techniques
to promote active participation (e.g., round robin, group graphics)
during team meetings. All team members should also be aware of
the facts that the PBS process takes time, PBS can be a difficult
process the first time it’s used, that team members have
differing skills and/or approaches, there are varying learning
styles amongst team members, and there may be competing factors
that influence team members. Awareness of these issues can allow
the team to better develop a Behavior Support Plan for the child.
When discussing plan development, family members and the other
team members should identify routines and activities that are
problematic for the child through a process called Functional
Assessment and Hypothesis Development.
Once a team completes a Functional Assessment on the child, they
collaborate to develop a Behavior
Support Plan.
A Behavior
Support Plan should be written in easy-to-understand language
and “fit” with routines, activities, and values of
the family and teaching staff. Once
a plan is constructed the team should write an Action Plan (click
here to link to a Collaborative Action Plan Form) of
who will produce the various components needed to implement
the
plan. Components (such as reminder signs, checklists, and tip
sheets) need to be easy to use and easy to remember, otherwise
the plan will be difficult to implement with fidelity. The plan
must also accommodate competing demands on the teaching staff
and family. If the individuals implementing the plan feel that
it is too difficult or does not fit within the child’s
everyday activities, then inconsistencies in implementation may
occur.
Mini-plans are sometimes developed around difficult routines
or activities. For
instance,
a mini-plan can be written for a tooth brushing routine that
may consist of preventions, new skills for the child to learn,
and
how the adults will respond around the child brushing his or
her teeth. The mini-plan still fits within the Behavior Support
Plan
but really addresses a specific routine or activity.
Prior to
the implementation of a plan, everyone on the team needs to
understand
the plan and agree that the strategies and approaches within
the plan are appropriate. Begin implementation when all pieces
of
the plan have been developed. This includes a method for monitoring
outcomes. Forms to monitor outcomes should be simple and user-friendly
(Click here to
link to measuring outcomes). The entire
team should feel the outcomes that the team is measuring are
of value.
Dates
need to be scheduled to check-in with the team do discuss progress
or needed amendments. (Click
here to link to “Evaluating the Support Plan”)
The following are Principles of a Collaborative Relationship:
Building
Rapport & Respect for the Person
Team members need to establish a relationship with the
members on the child’s team. Establishing this relationship
relies on building on and recognizing strengths of the entire
team. Rapport and respect involves showing an awareness of the
dynamics in the child’s various environments, using easy
to understand language rather than jargon and appreciating differences
of opinions and perspectives. Showing respect for diverse cultures
and asking the other team members for input also contributes to
building and establishing a good teaming relationship and good
rapport.
Sensitivity
to Context
The team should be aware of the broader ecology of the
educational setting and home. Actions, along with classroom and
home dynamics are influenced by the environment and each other.
Team members should ask themselves: Are their limited resources
at this center or program? Do families have intense needs? Is
“time” an issue? Team members should acknowledge these
challenges and keep them in mind in planning strategies with the
team.
Commitment
to Evolving Growth and Change
Team members need to be sensitive that change and growth
is a process. Change and growth may involve a learning curve
for
all team members. Team members need to be given
the time to process new information and build their fluency
at using this approach. Some team members will feel comfortable
with the change and growth. Other team members may need to be
convinced the
process
will have a positive effect or may be cautious about the change
and need to be given time to understand the new information
they
are learning. Also, team members may have had past experiences
that will influence how they perceive the growth or change.
Both
negative and positive past experiences can impact how team members
view a situation or suggestion.
Mutuality
of Shared Goals
It is important that the entire team has a “shared
vision”. The “team leader” should lead the
team in the sharing of goals throughout the process and explicitly
state long-range goals for children, families, and the program.
An emphasis should be placed on meaningful outcomes.
Open
Communication
The team leader should promote honest expression, use
active listening, and encourage dialogue about the process,
family/staff
concerns, and emotions. The team leader should ask the team members
to identify the most effective way to communicate between
meetings
(i.e., phone, email, in person, fax, or mail) to ensure collaboration
and shared information.
(Click
here to link to “Talking with Families About Problem Behavior
Do’s and Don’ts”)
HOW are we going to team to
promote involvement of the family and all team members?
How a team
gathers to meet and collaborate around a child’s problem
behavior can really “set the stage” for the tone of
the teaming experience. It is extremely important to take into
account that individuals come to the table with various backgrounds,
knowledge and perceptions. Creating a sense of unity is important.
A team can only work successfully when all the players not only
have a shared vision but a sense of being an important contributor
to the team.
There are
steps a team leader can take to promote a positive collaborative
experience. Meetings should occur in a comfortable location and
at times that are convenient for both the educational/professional
staff and the family. When teams gather to meet, members should
talk in terms that all on the team understand; de-jargon the
process.
The room should be arranged to facilitate an equal exchange.
Circular tables lend to this well, as there is not a person
who sits at
the “head of the table”. Agendas are helpful in facilitating
a smooth and efficient meeting. It is important
to have a
clear start and a planned agenda. Often,
effective teams
will generate an agenda that is distributed prior to the meeting
so that team members have to time review and add to or delete
agenda items as needed. (Click
here to link to Collaborative Team Meeting Notes)
During the
team meeting, roles are assigned such as: timekeeper, facilitator,
recorder, and jargon buster. Role assignment encourages the
team
to stay on track with the meeting agenda and enables team members
to be actively involved in the meeting. Role assignment also
portrays
a message that everyone on the team is important and time is
valued and appreciated. As individuals on the team share information
and ideas, the group listens with respect and all information
discussed
at the meeting is understood to be confidential.
The team
develops a plan of action during the meeting. An Action Plan is
then written to denote what actions are going to be taken, the
steps involved to complete each actions step, who is responsible
for each step, and the timeline for the action step to be completed.
(Click here
to link to “Collaborative Action Planning Form”)
The facilitator ensures group participation through the use of
teaming strategies(Click here to link to
“Strategies for Teaming with Families”) and
by giving an opportunity for all on the team to speak and reflect
on the meeting once the meeting is coming to a conclusion. (Click
here to link to “Collaborating with Families: Building Capacity”)
As the meeting is drawing to a close, the team decides on the
next team meeting date.
Building a Behavior Support Team: Collaborating with Families
Additional Resources
Bailey,
D.B., McWilliam, P.J., Winton, P.J. Simeonsson, R.J. (1992). How
do we involve families in team meetings and decision-making? In
D.B. Bailey, P.J. McWilliam, P.J. Winton, & R.J. Simeonsson,
Implementing Family Centered Services in Early Intervention: A
Team-Based Model for Change, Cambridge, MA: Brookline Books.
Briggs,
M.H. (1993). Team talk: Communication skills for early intervention
teams. Journal of Childhood Communication Disorders, 15(1), 33-40.
DeBoer,
A. (1995). Working together: The art of consulting and communication.
Longmont, CO: Sopris West.
Dunst, C.J.,
Johanson, C., Rounds, T., Trivette, C.M., and Hamby, D. (1992).
Characteristics of parent-professional partnerships. In S.L. Christenson
& J.C. Conoley (Eds.), Home-school collaboration: Enhancing
children’s academic and social competence. (pp.157-174).
Silver Spring, MD: National Association of School Psychologists.
Fox, L.,
Benito, N., & Dunlap, G. (2002). Early intervention with families
of young children with autism spectrum disorder and problem behavior.
In J. Lucyshyn, G. Dunlap, & R. Albin (Eds.), Families and
positive behavioral support: Addressing the challenge of problem
behavior in family contexts (pp.251-270). Baltimore: Paul H. Brookes.
Friend,
M., & Cook, L. (1992). Interactions: Collaboration skills
for school professionals. New York: Longman.
Harry, B., (1992). Cultural diversity, families, and the special
education system: Communication and empowerment. New York: Teachers
College Press.
Lucyshyn,
J. M., Dunlap, G., & Albin, R. W. (2002). Families and Positive
Behavior Support. Baltimore: Paul H. Brookes.
Melaville,
A. & Blank, M. (1993). Together we can: A guide for crafting
a profamily system of education and human resources. Washington,
DC: Department of Education.
Rainforth,
B. & York-Barr. (1997). Collaborative Teams for Students with
Severe Disabilities: Integrating Therapy and Educational Services
(2nd ed.). Baltimore: Paul H. Brookes Publishing Co.
Senge, P.,
Roberts, C., Ross, R., Smith, B., & Kleiner, A. (1994). Learning
to work together: The fifth discipline fieldbook. New York: Doubleday.
Snell, M.E.
& Janney, R. (2000). Teachers’ Guides to Inclusive Practices:
Collaborative Teaming. Baltimore: Paul H. Brookes.
Thousand,
J. & Villa, R. (1992). Collaborative teams: A powerful tool
in school restructuring. In R. Villa, J.S. Thousand, W. Stainback,
& S. Stainback, (Eds.), Restructuring for caring and effective
education (pp. 73-108). Baltimore, MD: Brookes Publishing Co.
Websites:
Family Involvement
in Functional Assessment,
http://fifa.fmhi.usf.edu
Center on
the Social and Emotional Foundations of Early Learning,
http://csefel.uiuc.edu/
Center for
Evidence-Based Practice: Young Children with Challenging Behavior,
http://www.challengingbehavior.org
Family Guided
Approaches to Collaborative Early-intervention Training and Services,
http://www.parsons.lsi.ku.edu/facets
Individuals
with Disabilities Education Act (IDEA),
http://www.fape.org/pubs/idea_training_materials.htm#IDEA
Kansas In-service
Training Systems: Establishing Effective Early Childhood Teams
http://kskits.org/html/packets/teamingpacket.html
