1. Introduction
  1. Preparation Checklist & Timelines

III. Preparing for Training: A Step by Step

Process

IV.Florida’s Positive Behavior Support Information Packet

  1. Participant Agreement Packet
  2. Contributed Resources
  3. Support Team Members
  4. Contract for Participation
  5. Consent Agreement

VI. Person-Centered Planning Packet

This training process manual has been developed to assist local community contacts in coordinating community-based training in Positive Behavior Support within their area. It includes information regarding establishing agreements between agencies, selecting and recruiting participants, and arranging and preparing for the training. It also includes some guidelines for documenting involvement in the training, and for developing plans for the continuation of behavioral support efforts in the community.

The training will be provided by members of the state training team (i.e., “state trainers”). These individuals have extensive background and knowledge in Positive Behavioral Support and have participated in a training-of-trainers process. The training team is supported by a project coordinator (Josh Harrower), who organizes the training statewide. The state trainers and project coordinator will be responsible for providing the materials and scheduling, planning, and delivering the training. They may also be called upon to assist in facilitating agreements and fielding any concerns that arise. The agencies that the state trainers represent have agreed that their time can be contributed to this training (free of charge to the communities). The project expenses (e.g., the coordinator position, reimbursements for travel expenses for the trainers) are currently funded through a Special Projects grant from the Department of Education, Bureau of Instructional Support and Community Services.

With the exception of delivering the training, it is expected that individuals from the local community will coordinate all of the arrangements. In order for this training to have the desired impact (e.g., positive outcomes for focus individuals, building capacities among participants, and hopefully, producing beneficial systems changes), it is essential that there be a commitment from all of the constituencies that will be involved in the training and that the key contacts from each of the participating agencies be in frequent contact with one another. Steps in preparing for and implementing the community-based training are presented within this manual with some considerations for addressing each step.

Dissemination Timeline (prior to training) / Returned Timeline
(prior to training) / Dates / Completed
Step 1: Identify local ContactsSelect local facilitator to coordinate the training
Identify agency contacts from each constituency / 1 month
1 month
Step 2: Develop AgreementsEstablish agreements for contributed resources
Complete Contributed Resources Form (see section V)
Determine responsibilities for coordination / 1 month
1 month
1 month / 2 weeks
Step 3: Select participantsIdentify focus individuals (based on criteria provided – see section III)
Select training participants
Select support team members for each team (based on criteria provided- see section III)
Other regular participants (i.e., agency staff)
Determine guidelines for guest participation / 1 month
1 month
1 month
3 weeks
1 week
Step 4: Obtain CommitmentsDisseminate the following forms to training participants and return them to the PBS project.
PBS Project Information Packet
Agreement – Contributed Resources (see step 2)
Support Team Members
Contract for Participation
Informed Consent Agreements / 1 month
1 month
1 month
1 month
1 month / 2 weeks
2 weeks
2 weeks
2 weeks
Dissemination Timeline (prior to training) / Returned Timeline
(prior to training) / Dates / Completed
Step 5: Make ArrangementsDetermine Dates and Times
Coordinate Trainings with related initiatives/activities
Select and arrange site (comfort/accessibility)
Arrange for inservice credits/ CEUS, as needed / 1 month
On-going
3 weeks
2 weeks
Step 6: Person-Centered Planning ProcessCopy and disseminate the Person-Centered Packets to each school participating in the training
Each team member is to complete a packet for their focus individual
Each member should bring the completed packet with them to the first day of training / 3 weeks
3 weeks
Completed prior to the first day of training / Bring to the first day of training
Step 7: Prepare MaterialsDuplicate and package participant workbooks
Obtain copies of assigned readings
Distribute materials to training participants / 2 weeks
2 weeks
1 week
Step 8: Implement & MonitorSet up for sessions (equipment, refreshments etc.)
Monitor the attendance/satisfaction of participants
Provide feedback and troubleshoot with trainers / On-site
On-going
On-going
Step 9: Document ParticipationDocument participant attendance (sign-in sheets)
Maintain training material /products developed / On-site
On-going
Dissemination Timeline (prior to training) / Returned Timeline
(prior to training) / Date / Completed
Step 10: Develop Continuation PlanArrange a debriefing and planning session after each training day
Develop a plan to extend efforts in the community
Monitor implementation of continuation plan / On-going
Within 1 month
On-going

Additional Comments / Notes:

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Step 1: Identify an individual to coordinate local arrangements for the training and a contact from each participating agency or constituency.

Those responsible for arranging the training should include a “local coordinator” and at least one “agency contact” from each of the organizations involved. The person who is identified to coordinate local arrangements will require exceptional organizational and communication skills and sufficient time and energy to dedicate to the planning process. It is important that they have a comprehensive understanding of the training model and be familiar with the community in which the training will be provided (e.g., providers, target population, existing needs). The contact people from the local agencies and constituencies should be readily accessible to each other, work closely as a team, and remain in frequent communication with this local coordinator. Among the agency contacts should be individuals who are capable of accessing the resources that may be needed and making other important arrangements (e.g., inservice credit).

Step 2: Develop agreements that specify responsibilities and resources to be contributed by each individual or agency.

Local agencies will be expected to contribute time and resources to assist in coordinating the delivery of the training. It is recommended that the local contacts establish agreements that specify which agency/person will provide the site for the training, supply the equipment needed, and duplicate or cover the cost of materials. Agencies will also need to develop mechanisms for insuring release time, paying for substitutes, etc. When possible, it is extremely important that arrangements be made to cover the costs of respite and time lost from work for families (to improve the likelihood that they will be able to attend).

Agreements should also specify who will complete each of the responsibilities associated with the training process. These include, but may not be limited to: insuring endorsements from administrators, inviting individuals to participate in the training and obtaining their commitments to participate, insuring approval for release time, notification of the dates, times, and location(s), registration and monitoring attendance, and distributing materials to participants. An example of a format for an interagency agreement is attached (refer to section V – Participant Agreement Forms: Agreement: Contributed Resources, Form 1).

Step 3: Select the focus individuals, support team/case study groups, and other

participants who will be involved in the training.

It is recommended that local communities identify between five and seven focus people (and 5-7 teams of support providers) to be involved in the training. Special considerations for selecting participants include the number of trainers that will be available to assist with group facilitation, the size of the community, and the availability of local liaisons who have knowledge and skills in Positive Behavioral Support to provide support for the teams. When supports are optimal, the number may be somewhat higher; when supports are limited, the number of focus individuals should be minimized. Criteria for selecting focus individuals and participants are provided on the following page.

Criteria for focus individuals: The agencies or constituencies supporting the training should conduct the selection of the focus individuals collaboratively. Criteria for selecting focus individuals are that the individuals must have developmental disabilities, histories of severe problem behaviors (e.g., prolonged pattern, frequent and/or high intensity aggression, self-injury, destructive behaviors), and be involved in multiple settings with more than one support provider. It is beneficial to select focus individuals who represent a variety of characteristics (e.g., types of disabilities, ages, levels of functioning) who and are receiving support from more than one agency and program (e.g., including private schools). Applying concepts taught throughout the training to individuals with diverse characteristics may improve generalization of skills and the overall impact of the training.

Criteria for participants: Training participants who will be involved on the support teams should know the focus individual well and have a vested interest in designing and implementing an effective support plan. Included on the behavior support teams should be people from all of the environments in which the focus person interacts on a regular basis (e.g., home, school). These members should include teachers, parents, and direct service providers. It is beneficial to include team members who are capable of accessing necessary resources, making changes to typical environmental structures and routines, and advocating systems changes when needed.

Inclusion of other participants (i.e., those not involved in the case study groups) such as administrators, consultants, private school staff, and representatives from other agencies or organizations can be beneficial for the community, but also has the potential to be disruptive to the training process. Therefore, trainers or local contacts should clarify the role of guests and establish parameters for participation up front. Some options for the way in which these people might be included are 1) to join a team (with the permission of family and other team members), or 2) participate, but not as a member of the team (e.g., sitting off to the side). If an additional person will be joining the team, ground rules for their involvement should be established. Unless the person has personal knowledge of the focus individual, they should be cautious with regard to interjecting their opinions and recommending interventions.

It may be beneficial to make particular time periods open to guests (e.g., administrators, members of agencies not involved in the training), and discouraging their attendance at other times. This will allow additional community members to become exposed to Positive Behavior Support, and may enhance continuation of this approach once the training is over. Times such as the first day (Overview of Positive Behavior Support) and the last day (Case Presentations) may be excellent times for guests to get a sense for the training content. Inviting guests to the case presentations should only be done after permission of the participants has first been obtained.

Step 4: Obtain commitments from the participants to attend the training, complete extension activities, and share information regarding their focus individuals.

All of the training participants must be willing to commit to attending and participating in the training sessions, and completing the extension activities. It should be made explicit that they will be required to work collaboratively with the other members of the support team and to follow-through with the assessments and intervention. An informational packet on the project and training is provided (refer to section IV – Florida’s Positive Behavior Support Information Packet). This should be copied and given to each team member at least one month prior to the training. Also, participants will be expected to be sensitive with regard to sharing confidential information. To assess this commitment, local contacts from the agencies may request that potential participants sign a written contract acknowledging their commitment. A sample contract is provided (refer to section V- Participants Agreement Forms: Contract for Participation, Form 3).

It is also important to insure the parents’ or guardians’ willingness to allow their child to be included as a focus individual in the training process. With this commitment come benefits to the individual and participants, but also potential risks to confidentiality. These potential benefits and risks should be fully explained to the individual’s family (even when they are participating in the training). If deemed necessary by the trainers or local contacts from the districts, an informed consent agreement may be utilized (refer to section V – Participant Agreement Forms: Informed Consent Agreement, Form 4).

The local facilitator should arrange to receive each of these completed forms (refer to section V –Participant Agreement Forms), at least two weeks prior to the first day of training.

Note: The degree of formality with which the commitments of the participants are assessed and documented will be left to the discretion of the local coordinator and agency contacts.

Step 5: Make the necessary logistical arrangements (e.g., scheduling, location, credit for the participants) for the training.

Given the nature of this training, making logistical arrangements (dates, times, location) can be a time-consuming and cumbersome process. It is recommended that the agency contact person(s) identify potential training dates as early as possible, being careful to avoid potential conflicts with other events or holidays. The state trainers or project coordinator will review the proposed dates, notify the local coordinator of the availability of state training team members on those dates, and then schedule the trainers to present each section (if the dates are good). Although there is a great deal of flexibility in scheduling, it is recommend that the training dates occur over a 3 to 4 month period, providing sufficient time between each training session for participants to complete the extension activities. Training days should not exceed six hours (with the exception of breaks and lunch). While full-day training sessions may be most effective, the training can also be delivered in half-day blocks.

The site selected for the training can be extremely important for encouraging participation and minimizing costs. If possible, the site should be centrally located, easily accessible for out-of-region trainers, and close to restaurants. The room should be set up to facilitate breaking out into case study groups (e.g., round tables), but also appropriate for content presentations and large group discussions. The furniture should be comfortable and, to the greatest extent possible, distractions should be minimized. In accordance with Section 427 of the General Education Provisions Act, the presence of barriers that could impact the accessibility or participation in the training should be assessed (e.g., physical set-up, primary language of participants) prior to conducting the training. In addition, participants should be asked to identify accommodations that they require so that facilitators can work with those individuals to insure that their needs are met (e.g., videotaping, providing interpreters.

Another aspect of coordinating the logistics for the training can include arranging for inservice or continuing education credit for participants. Certified behavior analysts can obtain C.E.U.s (the number of credit hours will vary based on whether or not the trainers are certified). A draft inservice component is available from the project. It may also be possible to arrange for university course credit, however, this has not yet been established. Project staff are available to work with local communities to assist in arranging for credit at their request.

To the greatest extent possible, training activities should be coordinated with related activities, initiatives, and programs within the identified region that have similar purposes and target populations. Local facilitators should be encouraged to suggest creative mechanisms to integrate and enhance these activities.

Step 6: Initiating a Person-Centered Planning Process.

The Person-Centered Planning process is a positive and proactive way for school-based teams to share their vision, purpose, and goals for their focus individual. This process allows a team to fully understand their focus individual’s past, present, and future life. A person-centered planning process also allows teams to make a commitment and takes action to ensure that changes will be accomplished for the focus individual. It should not be considered a quick fix to organizational problems or solutions to a child’s challenging behaviors. The person-centered planning process allows the team to coordinate needed supports around the life of the individual that will enhance their overall quality of life.

Two weeks prior to the first day of training, each team member should receive a copy of the person-centered planning process packet (refer to section VI – Person-Centered Planning Process). Individually, each team member should complete the packet to the best of their ability and focus on the frames that represent and hold value for your focus individual. During the first day of training, we will use the information gathered from each team member to conduct a person-centered planning process. Participants will then have an opportunity to share their information with the rest of the team. This process will allow team members to collaborate in the development of a person-centered plan based on the goals and vision that are important to the focus person and his or her team.

Step 7: Access and make arrangements to distribute the participant workbooks and reference materials for the training.

The project coordinator will provide the local coordinator with a copy of the participant workbook (i.e., it includes the extension activities and handouts) to arrange for its duplication. Each of the participants should be given a copy of this notebook, making extras in case they are misplaced. It may be beneficial to ask participants to bring binders (or provide them) so that their materials can be maintained in one place. There may also be assigned readings from copyrighted sources. If so, the local communities will be responsible for purchasing the materials or getting them duplicated. When possible, the readings should be made available to participants at least one week prior to each session.