presentation goals...2019/02/12 · presentation goals • describe 3 examples of implementation in...
TRANSCRIPT
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ImplementingSustainablePBSinOrganizationsSupportingPeoplewithIntellectualandDevelopmentalDisabilities
Data-BasedToolsandResources
TeresaRodgersMissouriDepartmentofMentalHealthRachelFreemanUniversityofMinnesotaStewartM.ShearDevereuxFoundation
PresentationGoals
• Describe3ExamplesofImplementationinIDDSettings
• ProvideDifferentWaystoThinkAboutImplementation
• ShareToolsThatPromoteData-BasedDecisionMaking
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MissouriIDDTieredSupports:EvaluatingSustainability
TeresaA.Rodgers,Ph.D.,BCBA-DChiefBehaviorAnalystMoDMH/DivisionofDD
APBSBaltimoreFebruary22,2019
Whatissustainabilityofapractice?
• McIntoshetal(2016)-durableimplementationofapracticeataleveloffidelitythatcontinuestoproduceavaluedoutcome.
• Whatis“apractice”?– Oneorsetofstrategies– Framework/structuretoapproachservices
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Agen
cyTeam Leadership
Communications
Trainer
Coach
Systems
TieredSupportsConsultant
TOOLS&Workshops
(developmentofsystems)
TierOne:UniversalSupports
MOTieredSupportsStructure
MoTieredSupportsProcess
Initiate• Overviewofprocessandbenefits
Inform• ASSETprocessandpurpose
• AgencyTieredSupportsImplementationTeam(ATeam)
Evaluate
• CompleteAssetwithA-Teamassistance
• ReviewResults
ActionPlan• Decideonareasoffocusandstepsforimprovementandmeasurementofprogress
Review• Coach–SetregularreviewtimesfordatawithA-Teameffectsofinterventions
Reinforce• WithA-Teamdesignreinforcementforstaff
• WithsteeringcommitteeAgencyteamsuccesses
• Regionalrecognitionofteams
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First,evaluatethecontextasitis
• ASSET-AgencySystemandSupportsEvaluationTool• BasedonSETfromSchoolWide• Evaluatespresenceorabsenceofessentialelementsfor
Tier1practices– Individualsneedahealthy,positive,enrichedenvironment– Administration/familydecisionmaker(s)support,participation&leadership
– Commonapproachtoteaching&providingencouragementforwhattodoandwhatnottodo
– Proceduresforcoaching,feedback,re-teaching– AndDatatoevaluateandre-evaluatefidelityofandeffectivenessofproceduresusedbybothfamilyandstaff
SampleofevaluationquestionsfromASSET
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PositiveandNegativeInteractionsobservations
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PartofoneoftheToolsforImplementationFidelity
Toolforevaluationofsustainabilityü ContextualFit
– PolicyandProcessesaligntosupport– Braidedinitiatives– Adapttocontextwithfidelitytocore/essentialelements– AddresscontextIssues
ü Considerchangesincapacity– Fundingforimplementationofsystemandpractices– Keypersonnel–planforturnover– Writtenplananddocumentationofsystem,changesandprogress
ü Considerchangesinconsequences– Fidelitytomodel-collectandreviewdata– FrequentlyShareOutcomesBroadly– Perceptionofeffectiveness
ü Collaboration,CrossTraining,andContinuousdatasharing– Notdependonsingleperson,rolesidentifiedforimplementingand
maintaining– Databaseddecisionmakingprocessestablished
– Broadrepresentativeteamtoevaluateimplementationandsustainability
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HowdoesMoTieredSupportsstackup?Ø ContextualFit
– ASSET-assessmentofagencyimplementationsystems– CoordinatorandSteeringCommitteeatStateLevel– TrainingforSystemCoaches– ProcessforSupportswithessentialelementsforfidelity
• Adaptedtoeachagencycontext• Implementationbycoachesandagencymeasured• Datasharedwithcoaches,stateadministrationandagencies
– Workingonpolicy(moneycontingencyforparticipation)– Toplevelsupportforcoaches,workingwithagencieswhovolunteer,annualSummit
Ø Capacity– FundingforcoachesandCoordinators– Notfundingforagencyparticipation–maybevaluebasedoutcomesonthehorizon– Coordinatorimprovingdocumentationanddata,andsystemforfidelitycheckingat
statecoachesandagencylevels
Ø Consequences– Dataoneffectivenessandfidelityandcostinprocess– Sharingoutcomesmonthlywithinstatesystem– Summitannuallywhereagenciessharesuccesses
SampleASSETandSatisfactionSurveyResults-ContextualFit
79%
21%
1
HastheTieredSupportsConsultationhelpedyoucreatepositivechange
foryouragency?
YES NO
69%
50%
55%
50%
17%
38%
38%
88%
81%
75%
0% 20% 40% 60% 80% 100%
Physical/SocialEnvironment
Schedule&Predictable
Choice&Communication
BehavioralExpectationsDefined
PositiveInteractions&
Teaching&EncouragingNew
SystemsofReinforcement
Data-BasedDecisionMaking
AgencyLeadership
Regional/StateSupport
ASSETScore
ASSETFeature
AgencyAFindingsScore
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Someexamplesofstateleveldatacollected-Capacity
July-18 August-18 September-18October-18 November-18
3.56 3.51
3.07
3.35 3.29
NumberofBehavioralincidentsreportedper100IndividualsServedatTieredSupportAgencies
0%
5%
10%
15%
20%
25%
30%
IndividualCrisisConsultation
ToolsCoaching Travel OtherDuties(NOTBRT)
STATEWIDE%OFTIMEATSCSSPENTFY2019
0%
20%
40%
60%
80%
100%
July-18 August-18September-18October-18November-18
PercentofActionPlanItemsCompleted
0%20%40%60%80%
100%120%140%160%
July-18 August-18 September-18 October-18 November-18&ofO
bservatio
nsCom
plete
Percentof+/-ObservationsCompleted
DatasupportingeffectivenessoftheMoTieredSupportsModel-Consequences
84%
16%
TieredAgencyPercentageofPositive/NegativeInteractionsObserved
FY19asofOctoberreport
TotalPositives
0
20
40
60
80
100
120
140
NON-TIERED LOW-TIERED MODERATE-TIERED
HIGH-TIERED
NUMBE
ROFBE
HAVIORA
LEM
T'S(PER
100)
IMPLEMENTATIONLEVEL
Statewide number of behaviora l inc idents (per 100)
Based on t iered supports implementat ion level
FY17 & FY18 compar ison 20172018
$632
$44,860
NON-TIEREDAGENCIES
TIEREDSUPPORTSAGENCIES
StatewideTotalBehavioralIncidents(per100)
CostSavingsforAgenciesFY17-FY18
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PositiveBehaviorSupport&Person-CenteredPractices
UniversalTier
SecondaryTier
TertiaryTier
OrganizationalWorkforce
Person-CenteredPractices
PositiveBehaviorSupport
Freeman,R.(2018).Minnesotaorganization-wideperson-centeredpracticesandpositivebehaviorsupport.UniversityofMinnesota,InstituteonCommunityIntegration.Minneapolis,MN.
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UniversalThemesAssociatedWithPBSandPerson-CenteredPractices
• BalancingWhatisImportantToandForaPerson
• IncreasingAwarenessofPowerWithVersusPowerOver
• BeingOpentoandShowOngoingInterestinCulturalDifferences(CulturalHumility)
• UnderstandingHowTraumaImpactsOurResponses
Communication&Building
Relationships
Empathy&Culture
Mindfulness&Wellness
…..AndHelpsUsBuildontheInter-RelatedFeaturesThatCreatea
PositiveCommunityOrganization&Environment
PositiveSocialStrategies:
ToolsandStrategiesforImprovingSocialInteractioninPerson
CenteredPractices
SocialMatching
ProblemSolvingConflict
Resolution
UniversalTier1Strategies:Person-CenteredPractices&PositiveBehaviorSupport
ContextualFit
CommunityMapping
Predictable&PositiveSettings
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Region2Cohort2A(1County&4Organizations)
Region3Cohort2B(5Counties,PublicHealthDept.,2Organizations)IntegratedModel
Region1Cohort1&Cohort4SupportDevelopmentAssociatesPerson-centeredPracticesModel1County,5Organizations
MinnesotaStatewidePlanforBuildingRegionalCapacity
TrainingLayers• TeamTraining• RegionalTrainers• Person-centeredThinkingTrainers/CoachTraining
• PictureofaLifePlanners/Trainers
• PBSFacilitators
Region4Cohort3&44Counties,1PublicHealth,7OrganizationsTeams=24
Organizations=27
0
5
10
15
20
25
30
14-15 15-16 16-17 17-18 18-19
Organ
izations
ImplementationbyFiscalYearsfromJuly1–June30
Sustaining
2ndYear
1stYear
Year Sustaining 2ndYear 1stYear2014-2015 0 0 42015-2016 0 4 122016-2017 4 12 62017-2018 16 4 02018-2019 20 0 8
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2015 2016 2017 2018 2019
Region 1 3 4 4 4
ActiveOrganizations 4 16 22 20* 27(24Teams)
TotalTrainedCoaches 44 167 212 282 318
TotalTrainedKeyContacts
6 24 36 29 45
PBSFacilitatorsbyRegion
0 6 15 73 77
PCTTrainersbyRegion
4 14 18 53 55
TotalPCTTrainers 46 66 86 78 78
TeamAttritionOccurredin2018N=2
EffortDataShowingExpansionOverTime
Data-BasedDecisionMaking:
SamplingToolsUsedinImplementation
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StagesofImplementationNationalImplementationResearchNetwork(NIRN).
LINK:http://implementation.fpg.unc.edu/sites/implementation.fpg.unc.edu/files/NIRN-Education-StagesOfImplementationAnalysisWhereAreWe.pdf
Organization-WidePerson-CenteredPracticesandPositiveBehaviorSupport
StagesofImplementationCompletedFebruary2019
60%
Exploration
74%
Installation
56%
InitialImplementation
50%
FullImplementation
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AddingUniversalPositiveBehaviorSupportStrategies
1. Teach,Promote,ModelPositiveSocialInteractions
2. DesignPositive,Proactive,PredictableEnvironments
3. EstablishData-basedDecisionMakingSystems
4. ConsistentResponsetoProblems
5. BuildCapacityforIndividualizedPBS
MatrixCompletedinAResidentialSettingwithTwoWomen
Cleaning Meal Prep Dishes start and Empty
Grocery Shopping
Respect
Get chores done on time, before dinner
Say, “thank you” Offer each other compliments on the good food
Honor each other’s process, but keep up the timeline
Tell the other person if you are not going grocery shopping. Watch for other people’s feet while driving the cart. Be ok with what the other person picks out.
Kindness
Say, “thank you” or, “that looks good.” Maybe get a kudos board
Assist each other in looking up new recipes on the tablet
Ask if help is needed
Learn how to make the grocery list. Do the grocery list together. Pick-up something your roommate might like.
Helpfulness
Offer to bring supplies if needed
Offer to teach each other cooking skills
Rinse your plate. Clear your dishes. Put away someone else’s dishes.
Help carry the groceries in from the car. Help make the list
Communication
Look at the calendar so you don’t have to remind each other. Let your great work speak for itself (No need to talk about what you did)
Look at calendar to know what is going on. Learn the likes and dislikes of each other. Ask the likes and dislikes of each other.
Tell each other if you need to switch days.
Tell your roommate if you are not going shopping. Look at the calendar to see whose day it is.
MatrixCompletedinAResidentialSettingwithTwoWomen
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Universal Social Skill Tool
Select a Social Skill Define the Social Skill so it is Observable
Routine Selected for Learning/Practicing Social Skill Prepare for the Training
• Decide how to share the training _________________________________________ • Who will participate in the training (List people involved) _____________________ • Materials are needed to complete the training: __________________________ • How much time is allocated for this training: ________________________________
Write down examples and nonexamples of the behavior below: Write Down “Non-examples” of Social Skill
Write Down Examples of Social Skill
Practice
1. Create the examples and non-examples of social skill 2. Assess what the is needed in order to learn/practice the social skill 3. Write down examples and nonexamples of the social skills 4. Create a scenario that helps people practice building alliance and ask each person to play a role in the
scenario or make one up together or use a real routine to practice new skills 5. Use other resources that help share what the social skill looks like (video, stories, etc.) 6. Choose two everyday routines and write down a plan to practice the social skill
7. Discuss examples and celebrate success
AssessingOrganizationalData
• QualityofLifeEvaluation• IncidentReports• Injuries,SickDays• InformationRelatedtoRetention,WorkersCompensation,StaffInjury
• FidelityofImplementation• OnboardingandInserviceTrainingData• SurveysandOtherDocumentationRelatedto
– QualityofLife– Climate– Stress
• DocumentedChangesinOrganizationalPolicies
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Person-Centered Organizational Development Tool
ThePerson-CenteredOrganizationalDevelopmentToolisusedbyTeamstoEngageintheAssessmentandActionPlanningProcessItisAvailableforFreeathttps://mnpsp.org/training-materials/
AssessingQualityofLifeQualityoftheSocialandPhysicalEnvironmentToolhttps://mnpsp.org/wp-content/uploads/2016/12/PBS-
QOL-socialphysical-next-version9-11-17.pdf
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IncidentReports&Data-basedDecisionMaking
33
People:25
Incidents:59
Waystoexamine:ByMonthDayoftheWeekLocationProgramTimeTimeofChallengeTriggerFunction
FidelityofImplementationTieredOnsiteEvaluationTool(TOET)KeyElements• 2-4HoursOnsiteVisittoOrganization• OutsideEvaluationofProgress• ReviewofDocumentation• Interviews• Observations
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FidelityofImplementationTieredOnsiteExternalEvaluation(TOET)Scores
0%10%20%30%40%50%60%70%80%90%100%
TeamActionPlanningandStakeholderInvolvement
UniversalPerson-CenteredStrategies
UniversalPositiveBehaviorSupport
CulturalAwarenessandCompetence
Strategies
MonitoringPlansandOrganization-wideDatafor
DecisionMaking
SupportforStaffLearningNewSkills
Visibility Total
Percen
tCom
plete
Subscale
ProviderOrganizationPerson-centeredpracticesandPositiveBehaviorSupport
SystemsEvaluationTool-OnsiteEvaluation
2/15/2016
1/29/2018
FirstStepsforDirectObservation
oftheMatrix
• Team--staffmembers,supervisorinvolvedinobservations,&peoplesupportedmettoidentifypositivesocialvalues
• Afterinitialobservations,thePBSteamcreated:– Largeprintedversionsofthematrixinhallways,employmentclassrooms,andthecafeteria
– Largerscaleemployeetrainingonthematrix– Additionaltrainingduringemploymentclasses.
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BeforeDayProgram Arrival InClass BreakTimes Lunchtime
Respect Communicatethoroughly
BeingPrepared&Communicate
BePrepared&Beontime
Cleanup,BeTimely,&CommunicateRespectfully
Cleanup&BeTimely
Inclusion Motivateonanindividuallevel
Communicateandworkasateam
Participateandhearoneanother InvolveEveryone
CommunicateyourneedsEncourageSocialbility
Support
CommunicatewithoneanotherPrepnecessaryitems(Meals,Meds,Phone,etc)
Communicateandhaveaplan
BeInvolved,LimitInterruptions
HelpeachotherbetimelyCommunicateyourbreakswithothers
BeTimely,HelpeachotherEncourageSociability
Empathy Beunderstanding
BeFlexible&OfferChoices
Makeitfun,Knowyouraudience
InvolveEveryone,CommunicateRespectfully
Helpeachother
DirectObservationStrategyPart1–StaffMembersObservedPCPractices• Person-FirstLanguage• NonjudgmentalLanguage• WorkinginAlliance• ReflectiveListeningSkills• UniversalPerson-Centered
Strategies• EmpathicBehaviourPBSPractices• EncouragingSocialInteraction• SupportingChoices• ReinforcingOthers
Part2–PersonSupported• ActiveInvolvementin
Conversations/Meetings/Activities• EngaginginIdentifiedSocial
behaviors• OperationalDefinitionsfor…
– Respect– Inclusion– Support– Empathy
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Part1:MatrixObservationProcess
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1 2 3 4 5 6
Percen
tageof5
minintervalsw
ithoccuren
ce
20minsessions
UniversalLevel:SelectedSocialSkills(Matrix)
Providingsupporttoothers Demonstratingempathyincommunication
InitialObservation PostMatrix-SpecificTraining
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Part2
MINNESOTA DIRECT OBSERVATION FORM
Freeman,R.,Watts,E.,Reichle,J.,Moore,T.,Maki,A.,O’Nell,S.,Baker,D.,Amado,A.,Piggott,M.,&Julian,H.
(2016).MinnesotadirectobservationandAssessmenttool.Minneapolis,MN:InstituteonCommunityIntegration.
UniversityofMinnesota.
Date and Time of Observation: _______________________ Number of People in the Setting: __________________________ Setting Observed: ____________________________________________________________________________________________
B. PromotingSocialEngagementandInteractions
ItemObserved Minutes0-5
Minutes5-10
Minutes10-15
Minutes15-20
EncouragingOtherstoInteract � � � �SupportingChoices � � � �ReinforcingOthers � � � �
SubtotalPerson-CenteredBehaviorsObserved______/12
______%
Part2Observeuptwostaffwhiletheyareworkingorobserveuptotwopeoplewhoarebeingsupported
usingthelistbelow.A. OpportunitiestoParticipateinPositiveSocialInteraction
ItemObserved Minutes0-5
Minutes5-10
Minutes10-15
Minutes15-20
ActiveInvolvementinConversations/Meetings/Activities
� � � �
EngaginginIdentifiedsocialBehaviors:PersonCenteredValue1 � � � �PersonCenteredValue2 � � � �PersonCenteredValue3 � � � �PersonCenteredValue4 � � � �
SubtotalPerson-CenteredBehaviorsObserved______/_______
______%
Part1ObserveStaffusingthelistbelow.
A. Person-CenteredBehaviors
ItemObserved Minutes0-5
Minutes5-10
Minutes10-15
Minutes15-20
Person-FirstLanguage � � � �NonjudgmentalDescriptiveLanguage � � � �WorkinginAlliancewiththePerson � � � �ReflectiveListeningSkills � � � �Person-CenteredBehaviors � � � �DemonstratesEmpathicBehavior � � � �
SubtotalPerson-CenteredBehaviorsObserved______/24
______%
ArePeopleActivelyUsingtheSocialInteractionalSkillsConsideredImportant?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1 2 3 4 5 6
Percen
tageof5
minintervalsw
ithoccuren
ce
20-min session
Universal Level: Positive Social Behaviors
Reflectivelistening Demonstratesempathicbehavior
InitialObservations Post-Matrix-Specific Training
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0%10%20%30%40%50%60%70%80%90%100%
Percen
tCom
plete
AgenciesAcrossAllRegions
TieredOnsiteEvaluationTool(TOET)PersonCenteredPracticesandPositiveBehavior
SupportYear1-Baseline
Year2
Year3
Oneagencylistedrepresentsfourcountiesthatarecollaborating
Teamsinyear3implementedorganization-wideperson-centeredpracticessupportedbySupportDevelopmentAssociates
AccesstotheTOET:https://mnpsp.org/wp-content/uploads/2016/12/Updated-SETedits-RF8-22-17-1.pdf
ToolsonMNPSP.ORG
MainResourceSitehttps://mnpsp.org/training-materials/#pbsPlanningOlderVersionofTOEThttps://mnpsp.org/wp-content/uploads/2016/12/Updated-SETedits-RF8-22-17-1.pdfDirectObservationToolsfromTOET• Definitionshttps://mnpsp.org/wp-content/uploads/2016/12/Observation-Tool-Definitions-FINAL.pdf• DirectObservationToolhttps://mnpsp.org/wp-content/uploads/2016/12/Observation-Tool-and-Worksheet.-7.31.17-js-3.pdf
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FidelityofImplementation-Self-Assessment
MNTeamChecklistPerson-CenteredSubscale• https://mnpsp.org/wp-content/uploads/2017/06/
MNTICPCPsubscale2-18-17-Next-Version.pdfMNTeamChecklistPBSSubscale• https://mnpsp.org/wp-content/uploads/2016/12/Blue-MN-
checklist-PBSNext-Version-Minor-Edit.pdfQualityoftheSocialandPhysicalEnvironment• https://mnpsp.org/wp-content/uploads/2016/12/PBS-QOL-
socialphysical-next-version9-11-17.pdf
LookforTrainingMaterialsattheBottomoftheHomePage
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Home About Topic Areas Positive Support Practice
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ToolsandResourcesOrganizedbyTopic
Implementing Sustainable D-PBIS I/DD in Organizations Supporting People with Intellectual and Developmental
Disabilities
Stewart M Shear, Ph.D.
National Director of IDD Services
Devereux Foundation
APBS Conference
February 22, 2019
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Devereux-Positive Behavior Interventions and Supports (D-PBIS I/DD)
Scope n The Devereux organization operates in 13 states n There are 8 Centers across the United States serving I/DD n Centers are located in (NY, NJ, PA (2), MA, Florida, Texas,
California) n Devereux Adult Services implementing 24 of 72 D-PBIS programs Implementation Issues n All centers are rolling out the D-PBIS I/DD framework with some
modifications n Coordination across and within centers n Continued focus on implementing with good fidelity n Necessary to develop measures that ensure sustainability
3Tieredapproach:designedtoimproveprogramsandoutcomesfor
allindividuals
PRIMARYPREVENTION• BehavioralAssessment&Consultation• Clearexpectations• ProactiveFocus• SkillsTraining• DataBasedDecisionMaking• Self-Management• SafeandPositiveEnvironment• LessonPlans• CorrectiveInstruction• StaffandIndividualAcknowledgements
SECONDARYPREVENTION• Check-in/Checkout• Mentoring• Peersupport• GroupTherapy• SpecializedGroupSkillsTraining
TERTIARYPREVENTION• ComprehensiveFBA• PositiveBehaviorSupportPlans• IncreasedSupervision• IndividualandFamilyTherapy• Trauma-FocusedCBT• ModifiedPE
~80%?ofClients
~5%
~15%
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D-PBIS I/DD Sustainability
Once a D-PBIS framework is implemented, how do we sustain it?
What are we trying to sustain?
n Program Integrity
n Program Support
n Acknowledgements & Satisfaction
Sustainability Threats – Staff turnover,
primarily supervisors and direct support professionals
Strategies for Sustainability
n Contingency plan
n Home visit spot check
n Compliance data
The goal is to build a D-PBIS I/DD Culture
Contingency Planning
n What is a contingency plan? £ A plan that identifies specific team members to assist in the consultation/
coaching process while vacancies exist. l Frequency of consultation/coaching would be less during the vacancy
n How is the plan implemented? £ Coordination of home visits £ Specific identified responsibilities £ Direct observation, data collection, performance feedback
n How is the success of the plan measured? £ Analysis of the data £ Compliance monitoring
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Open Supervisor Position
•Program Coordinator notifies clinician of opening
•Program Coordinator schedules visits 1x per month
•Clinician schedules home visits 1x per month
•PBIS Project coordinator schedules home visit 1x month
Open Coordinator/Director Position
•Program Administrator notifies supervisor and clinician
•Clinician notifies Project Coordinator & Clinical Director
•Clinician completes home visit checklist 1x per month
Open Supervisor and Coordinator
•Program Administrator notifies Project Coordinator
•Appointed covering Coordinator schedules visit 1x month
•Clinician schedule home visit 2x month
•PBIS Project Coordinator schedules home visit 2x month
Open Clinical position •Clinical Director or Project Coordinator notifies Program Coordinator and Supervisor •Covering Clinician schedules visit 2x month •PBIS Project Coordinator schedule home visit 1x month New Staff •Supervisor notifies training department of new staff needing to be registered for on-line D-PBIS training •Supervisor has new staff observe active engagement and lesson plan teaching from experienced staff •Supervisor and/or clinician observes new staff and gives performance feedback until fidelity is complete Monthly Staff meetings •Need to occur every month •Are positively driven •Acknowledgements of individuals and staff •Data presented to the team •Bee card drawing
D-PBIS I/DD Contingency Plan For Devereux PAAS
D-PBIS Coaching Integrity
n A training procedure leading to certification as a D-PBIS coach
n Insures that all coaches can demonstrate the skills needed to teach the D-PBIS components effectively
n Provides consistency in teaching new staff
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D-PBIS I/DD Certification Integrity Checklist
Category Date of Completion
Supervisor has met with clinician to review the implementation of D-PBIS I/DD
Supervisor is able to list what needs to be posted on the white board
Supervisor has developed and is implementing the Program Schedule and Activity Calendar
Supervisor has implemented the system for Bee cards (bee box, bee card drawings for individuals (every 2 weeks, staff 1x month)
Supervisor observes staff and scores the consultation form correctly
Supervisor is able to collect data with at least 80% reliability for each category
Supervisor is able to provide performance feedback to staff with 100% accuracy
Supervisor is able to correctly demonstrate each D-PBIS instructional component • Teaching with Lesson Plans • Effective redirection and Corrective Instruction • Level of Safety • System Self-management • Performance Learning • House Meetings Supervisor is able to enter data into Profiler
Supervisor is able to graph integrity and instructional data from Profiler
Supervisor is able to analyze the data on the Profiler graph
Supervisor receives Certificate of Completion for D-PBIS I/DD integrity training
Date:
Home Visit Spot Check
n A brief check on the home environment to determine if implementation is being maintained £ Home environment D-PBIS I/DD elements £ Implementation integrity - Positive staff/individual
interactions, active engagement
n Completed by coordinators, supervisors or clinicians
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Category YES NO NAA.D-PBISInformationcenter
IsthereacurrentweeklyProgramScheduleposted?
Isthereacurrentactivitycalendar?
IstheTeachingMatrixposted?
ArethenineKeySignsposted?
B.D-PBISI/DDImplementation
Istheactivityschedulebeingfollowed?
Arematerialsavailablefortheindividuals?
Arestaffinteractingpositivelywiththeindividuals?
Aretheindividualsengagedinanactivity?
Ask-HouseMeetingsareheldweekly?
C.D-PBISI/DDIntegrityData
ActiveEngagementdataatorabove80%? LessonPlansteachingintegritydataabove80%? Satisfactionofindividuals,staffandconsultationatorabove80% D.D-PBISI/DDNon-verbal
Non-verbal–Pictureactivityscheduleposted? Non-Verbal–Individualcommunicationsystems? Non-verbal–Minimalverbalinstruction(gesturalormodeledprompts) Totals:
Home Visit Spot Check Sample
Compliance Data
n Data that measures the number of times coaching has occurred over the past month (1 time per week expected)
n Will be used to measure the success of contingency plan (2-3 times per month)
n Data summarized from D-PBIS I/DD data input records
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Compliance Data
Integrity Data
n Data that is collected by the coaches in the D-PBIS I/DD residences to ensure implementation integrity
n Data compared prior to vacancy (as baseline data)
£ Staff/Individual Interaction data £ Active Engagement data £ (Teaching Integrity data)
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Integrity Data
Integrity Data
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Acknowledgements
n Measures designed to ensure that both individuals and staff continue to be acknowledged (reinforced) for their participation in D-PBIS I/DD
n Monitor to ensure acknowledgement system
continues to be used during staff vacancies
Acknowledgement Data
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Acknowledgement Data
Bee Cards
I SAW
__________________________ (name of individual)
_____________________________________________________________
_____________________________________________________________
(describe positive behavior)
Date_________________ Staff_____________
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Satisfaction Data
n Satisfaction measure used to ensure that during vacancies, staff and individuals continue to be satisfied with the team support
n Satisfaction measures completed by:
£ Individuals £ Staff
£ Consultation (coaching) process rated by staff
Individual Satisfaction Data
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Staff Satisfaction Data
Consultation Satisfaction Data
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Putting It All Together
Example - Supervisor Vacancy § Contingency Plan – clinician & coordinator implement within first week of vacancy § Coaching – clinician & coordinator schedule one home visit each, per month § Home Spot Check - completed during each home visit § Compliance Data – compliance data for home visits & spot checks monitored by clinician monthly § Acknowledgements –coordinator ensures acknowledgements continue during house meetings § Satisfaction – clinician monitors individual and staff satisfaction measures conducted every 30 days § Program Integrity Data – clinician and coordinator review integrity data for the residence monthly
Monthly Data Analysis n Were the above steps completed over the past month? n Are the program integrity data (interactions, engagement) at 80% or above? n Are the satisfaction measures at 80% or above? n Are the outcome measures stable or favorable?
All Yes – Continue contingency plan No – Analyze where systems or supports are needed based on the identified category
1.
Measuring Outcomes
Future Questions to Answer
£ Do vacancies affect program integrity?
£ Do vacancies affect program outcomes?
£ Are coaching and satisfaction rates stable over time?
2/21/19
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Building Culture
What We Are Learning n We are finding that the roll out of the D-PBIS I/DD framework can
be implemented with good fidelity for adult individuals with I/DD
n We are developing a Peer Mentoring system for training new supervisors and staff. Peer Mentors must be certified in coaching to qualify
n Staff by-in does not come with good fidelity or good looking data but by the changes they see in the individuals
n D-PBIS I/DD culture takes longer to develop after implementation
£ D-PBIS I/DD culture – i.e. “this is how we do it here”
D-PBIS I/DD and Sustainability
Questions?