Minnesota Governor's Coun…velopmental Disabilities/Minnesota Governor's Council on Developmental Disabilities - Disc 1.iso/mac/TEXT/GT065.TXT

Text File | 1997-07-08 | 115KB | 4,342 lines

Instructor's Guide
How to Develop an Individual Plan

by Anne Donnellan, Ph.D.
and Mary J. Graczyk, MS.

Produced by
The Minnesota Governor's Planning Council
on Developmental Disabilities

Graphic Design, Production by
Janet Leadholm and Carol Kittelson
Kittelson & Leadholm

Course Design by
Quest Learning Systems, Inc.

Photography by Ann Marsden

Acknowledgment to:

Colleen Wieck, Ph.D.
Executive Director
Developmental Disabilities Council

David Hancox
Training Director

Miriam Karlins
Special Consultant

The Editorial Review Board:

Roger Deneen
David Pfriem
Toni Lippert
Marijo McBride
Russ Riekers
Alex Henry
Lorrie Ufkin
Thomas Zirpoli

For more information, contact:
Minnesota Governor's Planning Council on Developmental Disabilities,
300 Centennial Office Building, 658 Cedar Street, St. Paul, Minnesota 55155
(6I2) 296-4018 or [phone] TDD

Table of Contents

NOTE ON USING THIS MANUAL
COURSE- OUTLINE
COURSE GOALS AND OBJECTIVES

Session 1 NOTES AND CONTENT

SECTION A: Introduction
SECTION B: Individual Planning: Understanding the Need.
SECTION C: Developing the Individual Plan:
Where to begin
SECTION D: Video and Discussion
SECTION E: Overview of Individual Plans
SECTION F: Organizing the IP  Meeting
SECTION G: Selecting Environments to Inventory
SECTION H: Small Group Exercise
SECTION I: Conducting a General Inventory
SECTION:J: Summary and Closing

Session 2 NOTES AND CONTENT

SECTION A: Introduction to Session 2
SECTION B: Conducting an Individual Inventory
SECTION C: Individual Inventory Activity
SECTION D: Overview of Stage Three
SECTION E: Priorities and Considerations
SECTION F: Goal Setting Exercise
SECTION G: Overview of Stage Four
SECTION H: Evaluation Role Playing Exercise
SECTION I: Summary
OVERHEADS
WORKSHEETS AND HANDOUTS
CONTROVERSIAL ISSUES
GLOSSARY
ADDITIONAL ACTIVITIES
REFERENCES
RESOURCES

Notes on Using This Manual

The content upon which this course is based is found in the inside column of
each page. Instructor's notes and guidelines appear in the outside column, in
general. These notes are intended to help less-experienced instructors create an
interesting and effective classroom experience. Overheads and handouts are
provided to help reinforce key points.

This course is designed to be delivered in two four-hour sessions, but can be
combined into one eight-hour session.

Notes To Instructor

This course has been specifically developed to help people responsible for
providing direct care to individuals with disabilities understand and participate in
the process of Individual Planning.

This course is organized into a total of 19 sections. Overheads and several videos
which can be used to augment the lecture or to demonstrate a particular
technique are incorporated into the course.

The time recommended for each section is provided in the notes that
preface the sections.

References employed in the development of this course are listed in the
bibliography. Before teaching this course we recommend that you become
familiar with all of this material, review all videos and tapes plus the handbooks
which go with some of the videos. Also read the chapters from PROGRESS
WITHOUT PUNISHMENT which describe teaching techniques.

Planning
Notes

The references on ecological inventory can serve to clarify points and terms used
in this section; however, the language used has been simplified. You will have to
decide whether the minor differences in terms will make one or more of the
readings helpful or confusing for individual groups of students.

A list of additional activities has been included to be used as appropriate for a
given group. The outside activities are critical to the learning process, and should
take an additional 6 hours. Students should be encouraged to work together on
the inventories particularly if they are from the same agency and knowledgeable
about the same individuals with disabilities.

Format

This course is designed to be delivered via a combination of lecture, slide or
videotape presentations, large and small group discussions, and role playing.

As you study the various classroom sections, you will notice that the role playing
segments call for participation by at least three individuals. If your class size is too
small to permit that level of participation and still generate adequate discussion,
you may have to modify your delivery.

In some cases, existing videotape presentations may be substituted. Or, you may
wish to develop your own videotape using a home video camera with friends and
associates serving as your cast.

Time

This course is designed for a total of eight hours of classroom instruction divided
into two four-hour sessions to be held on two different dates.

You may find that your specific circumstances demand delivery over a different
time frame. The course may easily be combined into one-day long session
with a lunch break.

Additionally, while this course has been developed for stand-alone delivery, it
may be combined with additional material as part of a more comprehensive
course in the support of individuals with disabilities.

Planning
Notes

Originals of all required visual aids, overheads, and handouts are included in this
manual. In order to deliver this material as designed, you will have to make
overhead copies of these originals and sufficient copies of all handout materials
for your class. In addition, the following equipment is required:

1. Overhead projector.

2. Projection screen.

3. VHS format video cassette recorder (VCR) or video playback unit.

4. Markerboard or flip chart pad with easel.

5. Two or three colored markers.

Course Outline
SESSION 1

A. INTRODUCTION
Lecture, 5 minutes

B. INDIVIDUAL PLANNING - UNDERSTANDING THE NEED
Student summaries and group discussion, 25 minutes

C. DEVELOPING THE INDIVIDUAL PLAN - WHERETO BEGIN?
Lecture with class discussion, 20 minutes

D. VIDEO AND DISCUSSION
Video: 28 minutes, Discussion: 10 to 15 minutes,
Total Section: 38 to 43 minutes

E. OVERVIEW OF INDIVIDUAL PLANS
Lecture, 10 minutes

F. ORGANIZING THE IP  MEETING
Lecture and discussion, 10 minutes

G. SELECTING ENVIRONMENTS TO INVENTORY
Lecture, 10 minutes

H. SMALL GROUP EXERCISE
Small group activity, 10 minutes

L. CONDUCTING A GENERAL INVENTORY
Large group exercise and discussion, 120 minutes

J. SUMMARY AND CLOSING
Lecture, 15 Minutes

Planning
Course Outline

SESSION 2

A. INTRODUCTION TO SESSION 2
Lecture, 15 minutes

B. CONDUCTING AN INDIVIDUAL INVENTORY
Lecture, 10 minutes

C. INDIVIDUAL INVENTORY ACTIVITY
Large group exercise, 50 minutes

D. OVERVIEW OF STAGE THREE
Lecture, 10 minutes

E. PRIORITIES AND CONSIDERATIONS
Large group discussion, 30 minutes

F. GOAL SETTING EXERCISE
Small group exercise, 45 to 60 minutes

G. OVERVIEW OF STAGE FOUR
Lecture, 10 minutes

H. EVALUATION ROLE PLAYING EXERCISE
Small group activity and discussion, approximately 45 minutes

I. SUMMARY AND HOME WORK ASSIGNMENT
Lecture, 10 minutes

Course Goals & Objectives
UPON COMPLETION OF THIS COURSE, STUDENTS SHOULD BE ABLE TO :

1.0 Recognize the value of developing Individual Plans.

1.1 Define the Individual Planning process.

1.2 State the purpose of the Individual Planning process.

1.3 Recognize the stages of the Individual Planning process.

2.0 Identify the critical factors in organizing a meeting to
develop an Individual Plan.

2.1 Develop a list of individuals who should or could be invited to a
 meeting to begin to develop an Individual Plan.

3.0 Conduct an inventory of at least one community environment in
which an individual can or could actively participate.

3.1 Develop a list of potential settings to inventory and give a rationale
for why these environments where chosen.

3.2 Assess the skills necessary to participate independently in that
environment in the manner of a non-disabled citizen.

3.3 Identify the cues and materials which non-disabled citizens use to
succeed in that environment.

3.4 Identify the feedback, if any, which is provided by that environment or
 subsection of that environment to enable non-disabled citizens to alter
 what they are doing if they are making a mistake.

3.5 Identify the consequences of correctly or incorrectly performing various
 functions in the environment or subsection of the environment.

3.6 Identify the communication needed by a non-disabled citizen to
 succeed in that environment.

4.0 Identify the abilities and difficulties of one individual in at least one
community environment as compared to the abilities a non-disabled citizen
needs to succeed in that environment.

4.1 Take an individual to that environment and identify what the individual
 can or cannot do as compared to that list.

4.2 List the assistance needs of the individual as he or she performs in the
 environment.

4.3 Assess and offer only as much assistance as is necessary to avoid a
 dangerous or truly embarrassing or totally unsuccessful situation for the
 individual or the people in that environment.

4.4 List the differences between the performance of the individual with a
 disability and the non-disabled citizen in that environment.

5.0 Analyze the differences between the performance of an individual with
 disabilities and an ordinary citizen in one community environment .

5.1 Compare the performance of the individual with a disability and a
 person without a disability.

5.2 Develop a list of at least three changes (adaptations) that could be
 made to enable the individual to succeed in that environment or
 subsection of the environment with maximum independence.

 5.3 Determine, on the basis of that list and other considerations about the
 individual whether or not this is a reasonable environment in which to
 teach this person.

6.0 Develop at least two goals and three objectives related to a particular
 community environment for an individualized plan (IP ) for the
 individual based on these inventories.

6.1 List at least three reasons why this individual will need to learn the
skills noted in the goals/objectives in the reamer stated.

6.2 List at least two teaching strategies which will be used to teach these
skills in a particular community environment and noting the need to be
cautious of using verbal prompts.

6.3 List at least one change/adaptation that could be used to assist the
individual in learning each of the skills that are essential in the
environment.

6.4 List the strategies and/or changes/adaptations to be used to assist
the individual with any parts of the skill sequence that are not being
taught at this time.

6.5 State how they will evaluate the individual's progress and determine
when to change goals and objectives.

6.6 Identify at least one data collection strategy for assessing
individual progress.

7.0 Actively and meaningfully participate in a meeting of an Individual Plan
 team for an individual.

7.1 Make a case for why and how an individual could participate
meaningfully in the meeting.

7.2 Identify at least one environment and the subsections of that
environment which could be a teaching environment for the individual.

7.3 Identify at least two goals and three objectives for the Individual Plan.

7.4 Identify at least two teaching strategies which could be used to teach
that individual in that environment.

7.5 Identify at least two changes/adaptations which could be used to help
the individual maximally participate in that environment while
learning certain skills.

Session 1. Notes and Content

Class Introduction

Format
Lecture

Time
5 Minutes

Materials
Overhead 1


Notes

1. Introduce yourself
and have the students
introduce themselves.

2. Using Overhead 1
and the content
provided, introduce the
Individual Planning
process and what is
included in this course.

This is a course in Individual Planning for
individuals with development disabilities
disabilities which, without training and assistance
have prevented those individuals from participating
in activities people without disabilities engage in as
a routine part of their lives. Those activities may be
purely recreational. Or they may be an important
part of work to earn a living. Whether it is work or
play, individuals with disabilities can be denied
access to full and productive lives. Individual
Planning is a process of analyzing a variety of
environments to determine those activities an
individual with disabilities could participate, with
training and assistance. Finally, the process helps
define the kind of training and assistance that
should be provided.

In developing an Individual Plan for a person with
developmental disabilities, consideration must be
given to the entire "life space" of the individual, his
or her strengths, aspirations, joys, needs and
concerns as these issues exist in every person's life.

Perhaps because of physical or intellectual
impairments and a lack of experience, many
individuals do not have the skills for full
participation in a wide variety of life options. The
Individual Plan can specifically address the
development of those skills.

Planning
Session 1

This course on developing an Individual Plan will
assist planning teams in identifying some ideas
about skills to be taught and in determining
whether or not these could or should be taught.

For example, it maybe determined that an
individual needs a job that pays at least minimum
wage and gives that person the opportunity to
meet non-disabled individuals.

As there are a wide variety of job options, the team
developing the Individual Plan will need to know
how an individual performs in a number of job
situations and what can be done to improve
performance. Based on this information a decision
can be made about which jobs to start with.

Thus, this course will address ways to identify
some of the environments and activities in which a
person could and should have the opportunity to
participate. And, we will go on to discuss how to
identify the skills an individual needs to
successfully participate in those environments.

Individual Planning - Understanding
the Need.

Format

Students summaries and group discussion

Time

25 Minutes

Objective

Upon completion of this section, students
should be able to:

1.0 Recognize the value of developing
 Individual Plans.

Planning
Session 1

Notes

1. Ask the students to
think back to the start of
their day and to recall
how they got up and
ready for the day.

2. Ask the students to
write down, very
carefully, every step -
or task - they perform
when getting up and
ready for the day. Also
ask them to recall in their
notes anything they do
to overcome problems
while performing this
simple, basic task.

3. Allow the students
5 minutes to complete
their notes.

Section B: Content

This section has been developed to meet the
general objective of helping your students
understand the basic concepts underlying
Individual Planning. Additionally, this section will
help your students understand the idea that all of
us are, in some way, disabled, but that, as
individuals with relatively broad experience, we
are able to find easy, natural ways to compensate
for our disabilities.

4. Ask several students
to read aloud their lists.

5. It is likely that, to
start, the lists will be very
general and will not
break the sequence of
tasks - the "skill cluster"
- down into discrete
enough tasks. (Before
the class session, it is
recommended that the
instructor conduct a task
analysis on the skills
cluster of getting up
and getting ready for
the day.)

6. Through questions
and comments, urge the
students to break the task
down into its smallest set
of skills.

7. When the concept of
a task being comprised
of many discrete skills
seems to be understood,
discuss the kinds of
problems the students
identified and how they
overcome those
problems. Through
questions and comments,
bring out the idea that,
for example, sleepiness,
a tendency to misplace
things, etc. constitute
types of disabilities.

8. Discuss how the
students compensate for
their "disabilities."
Through questions and
comments develop the
idea that each of us
compensates for our
"disabilities" by
acquiring new skills or by
drawing on our
experience to solve
problems.

9. Draw the conclusions
that:

(1) People with
disabilities can also be
taught to participate in
everyday activities when
provided with similar
skills and experiences.

(2) Individual Planning is
a process developed to
help them do so.

Planning
Session 1
Section C

Developing tit. Individual Plan -
Where to Begin?

Format
Lecture with class discussion.

Time
Approximately 20 Minutes.

Materials
Overheads 2,3, 4,5 and 6

Objectives
Upon completion of this section, students
should be able to:

1.0 Recognize the value of developing
Individual Plans,

1.1 Define the Individual Planning process.

1.2 State the purpose of the Individual
P1 arming process.

1.3 Recognize the stages of the Individual
Planning process.


Planning
Session 1

Notes

1. Use the content and
overhead 2 to present
the purpose of an IP.

2. Use the content
provided and overhead
3 to present and discuss
the "WH" questions.

Section C: Content

This section has been developed to help you orient
your students to the basic application of Individual
Planning  and its stages.

Individual Planning is a process that analyzes
an individual's capabilities, environments in which
the individual might work or engage in activities
with the community at large and then defines the
type of training g the individual may require to
participate successfully in that environment.

This course takes students through a step-by-step
description of the process in a reamer that will
allow the successful student to engage in the
Individual Planning g process in a meaningful
manner.

In the process of developing an individual plan,
you should begin with the "wh" questions of
program development. These should include:

What is it this person needs to learn?

Why should it be learned?

Where should it be taught?

When will we know that the individual has
mastered it sufficiently?

Planning
Session 1

Why? A reasonable way to assess this is to
 ask if the skill is fictional. One definition
 of functional is:

"If the person doesn't learn to do it, will someone
will have to do it for him or her?"

If the answer is no, then perhaps we cannot justify
spending a lot of time teaching this activity.

Typically many activities found in programs for
adults with severe disabilities are not functional. It
is unlikely that someone will have to be hired to
help them complete such activities like: learning
to put pegs in peg boards or to sort nuts and bolts,

However someone else will have to do activities
like:

Learning to put their clothes in the proper place or
sort clean clothes from dirty for them.

The fewer functional skills people have the
more dependent they tend to be on others. The
more dependent they are, the more their self-
respect and the respect of others is in jeopardy.

Recreation/leisure activities do not necessarily meet
the "functional" criterion but they still have value.

Listening to favorite music may not be functional,
but my be worth learning g anyway if the person
enjoys it. Also, some parts of the activity such as
choosing the music, turning on a tape player, etc.
can be functional tasks to be taught within a
recreation/leisure activity.

3. Discuss the questions
on overheads 4, 5
and 6

The questions should
help stimulate thinking
about what tasks and
skills need to be taught.
Students should be
encouraged to use these
on the job when
contributing to
Individual Planning.

Planning
Session 1

The "why question" also raises issues about what
other people of a similar chronological age are
doing. That is, teaching a particular skill because it
is part of an activity typically performed by
individuals of a similar age but who are not
disabled. Individuals we support will never be
prepared to participate in such activities if we don't
teach them the necessary skills to do it.

What? This leads us to ask some questions
 about: "What" to teach;

"What are others this age doing?"

"What would make the individual seem less
different from the peer group?"

"What activities would enable the individual
to interact more with adults of the same age?"

"What activities/skills would provide the
individual with greater access to more
environments?"

One way to get to some answers about the "what"
question is to go out and find out what other
adults are actually doing. Then do an inventory of
what it takes for a person without disabilities to
succeed in certain activities in certain
environments.

Begin by just listing a wide variety of environments
available in the individual's community or nearby.
Environments that are presently used, or could be
used, if the individual had more skills typically
needed to function successfully.

Planning
Session 1

When considering what to teach it is important to
look both at current and future environments and
activities. What does the community offer now and
in the future for the people you are serving? What
will be available for the next 5, 10, 15 years?

"Where? Occasionally, as personnel
 concerned with young children, we forget
 to think about future environments.
 However, once we start working with adults, we
realize that it is dangerous to assume they will be
 prepared to use community environments without
being specifically taught in those environments.

If we want the people we serve to use a variety of
environments and resources successfully, we must
identify and teach the necessary skills in those
settings.

Thus, the "where" questions become critical.
Because of their many 1 earning difficulties, it is
important that we teach adults with severe
disabilities in natural, everyday environments.

Our experience and research suggests that many
people with severe disabilities probably will not be
able to "generalize" from one place to another.
That is, they may not be able to use the skills
learned in one environment in a different though
similar environment. Likewise, we mustn't assume
an individual will be successful in a specific
environment, until we check to see if the person
has the essential skills for that environment.

Planning
Session 1

Instead of teaching generalized "restaurant skills,"
we need to teach ordering and eating food at a
specific restaurant.

The assessments done in this class will make
very few assumptions. Instead we will check out
issues such as:

 What specific skills are needed to function in
 certain environments?

 What can the person currently do in these
 environments?

 How do we know what he or she "knows?"
When!! The final question one needs to
 address in developing Individual Plans is
 when has a skill has been learned.

Once we know what is expected in a particular
environment, the task of deciding when the skill
has been learned becomes much easier to
evaluate.

Evaluation of goals and objectives will be
discussed later in this course.

Video and Discussion

Format
Video and Discussion

Time
Video: 28 minutes
Discussion: 10 to 15 minutes
Total Section: 38 to 43 minutes

Materials
Writing Board or Flip Chart
"Regular Lives" Videotape
Videotape player

Objectives

Upon completion of this section, students
should be able to:

1.0 Recognize the value of developing
 Individual Plans.

1.2 State the purpose of the Individual
 Planning Process.

Planning
Session 1

Notes

1. Introduce and show
"Regular Lives."

2. Discuss the video with
the students. Encourage
them to discuss how it
relates to the develop
ment of a meaningful life
for an individual with
severe disabilities.
Record on a writing
board or flip chart
student responses.

Section D: Content

This section has been developed to add depth to
the students' understanding of the value and
purpose of Individual Planning.

Scenes from: `Regular Lives" video:

Planning
Session 1

Overview of Individual plans

Format
Lecture

Time
Approximately 10 Minutes

Materials
Overhead 7

Objectives

Upon completion of this section, students
should be able to:

1.0 Recognize the value of developing
 Individual Plans.

1.3 Recognize the stages of the IP  process.

Planning
Session 1

Notes

1. At the start of this
section, review the
purpose of the IP .

2. Using overhead
point out that the
development of an
IP  has four stages and
each stage has several
steps.

3. Briefly present the
stages and their steps
and explain that you will
cover the stages and
steps in greater detail
later in the course.

Section E: Content

This section has been developed to further
advance the students' understanding of the value
of Individual Planning in general and to explain
the stages of the IP  process in particular.

The Individual Planning process is comprised of
four major stages, each of which is comprised of a
number of critical steps.

The first stage is organizing the Individual Plan
Meeting. This stage has two steps:

1. Determine the meeting participants.
2. Create an agenda or outline of the
 meeting.

The second stage is information gathering about
an individual's abilities. For this stage, you must
complete three separate steps:

1. Select the environments to inventory
 (such as daily living).
2. Conduct an inventory of each
 environment.
3. Conduct an individual inventory and
performance analysis of the individual
 and environment.

The third stage is comprised of setting goals and
objectives for the IP .

The fourth stage focuses on assessing the
individual's progress toward achievement of
the IP  goals.

Planning
Session 1

Organizing the IP Meeting

Format
Lecture and Discussion

Time
Approximately 10 Minutes

Materials
Overhead 8 and 9
Writing board or flip chart

Objectives

Upon completion of this section, students
should be able to:

2.0 Identify the critical factors in organizing a
meeting to develop an Individual Plan.

2.1 Develop a list of individuals who should
 or could be invited to a meeting to
begin to develop an Individual Plan.

Planning
Session 1

 Notes

 In this section, we will
 discuss the people who
 will be involved in the
 development of an
 Individual Plan.

 1. Have each student
 make a list of the people
 whom they think should
 be involved in this
 process. The list can
 include anyone from the
 neighborhood mail
 carrier to the individual's
 parents.

 2. When the list is
 completed, they should
 then put the names into
 two different groups.
 One group will include
 those people who must
 participate because of
 the law or logistical
 needs. The other list will
 include people who are
 not critical, but may also
 offer some required
 information.

 3. Note the first stage of
 the IP is organizing the
 Individual Plan meeting.

Section F: Content

This section has been developed to help students
understand how to organize an IP planning meeting.

In order to begin to decide what to teach, we need
to meet with the family members, residential
support staff and with day program personnel, to
come up with ideas on the range of appropriate
environments in which a person might participate,
if he or she had the skills necessary to do so.

The suggestions and preferences of all significant
people in an individual's life need to considered. At
the IP  planning meeting you will want to get input
from all of these people. Also, do not neglect the
individual's interests, even though the person may
be unable to tell you directly.

THE INDIVDUAL'S CASE MANAGER IS
RESPONSIBLE FOR:

1. Organizing the initial and follow up meetings
 to discuss the development of the IP  plan.

2. To assure the development of the IP .

3. To sign off on the IP .

The case manager should have the authority as well
as the time to contact the significant individuals in
the person's life, and to be sure that every effort is
made to accommodate their schedules.



Planning
Session 1

PARTICIPANTS: The following people should be
invited to participate in the meeting:

1. The individual with a disability.

2. The parent/guardian as appropriate.

3. An advocate.

4. Persons with whom the individual lives.

5. Persons with whom the individual works.

6. Friends and volunteers familiar with the
individual.

7. Administrative staff who can sign the plan
on behalf of the agency/agencies involved.

8. Support staff (e.g. OT'S PT's, Job Coaches)
who are or who might be involved with
the individual.

9. Staff from agencies previously involved with
the individual.

10. The Case Manager

4. Do a flip chart or
writing board exercise
asking students who,
given the purpose of the
meeting, should be
invited to attend.

Important: Make sure
that all categories listed
on overhead 8 are
written down.

Planning
Session 1

5. Using overhead 9,
discuss the agenda for
the IP  meeting, stressing
the reasons for including
all items.

Please note: Minnesota
Statute Rule 185 defines
specific participants and
contents for Individual
Planning. An outline of
these requirements is
included in the
Appendix of this
manual.

You may find that
the general description
contained in the
lecture notes differs in
specifics from
Minnesota Rule 185.
Students and providers
should be made
aware of Rule 185
requirements and also
be informed that specific
elements of the Rule are
subject to change.

AGENDA: The agenda for the meeting should
include at least the following items:

1. Development of an initial list identifying the
individual's strengths, needs, interests,
routines and environments to be addressed in
the assessment stage of the IP  process.

2. Assignment of responsibilities in assessment:
e.g. who will perform the Individual
Inventories, who will develop the report, who
will present the results and develop the initial
goals and objectives.

3. Setting of timeline for production of reports
and implementation of IP .

Planning
Session 1

MINNESOTA RULE 185 SPECIFIES:

1. That the following individuals must
participate in the Individual Planning
meetings:

a. The individual with a disability.

b. The individual's legal
representative

c. The individual's case manager

d. An advocate, if any, for the
individual

e. Representatives of all providers of
services authorized in the
Individual Service Plan.

2. That the following areas must be
addressed in the Individual Plan:

a. Medical status
b. On-going health care needs
c. Physical development
d. Intellectual functioning
e. Social skills
f. Self-care skills
g. Communication skills
h. Community living skills
I. Vocational skills
j. Physical and social environments
k.Legal representation.

3. The Individual Plan to include the
following:

a. Short-term objectives/annual
goals

b. Methodology

c. Provider's employee responsible
for services

d. Measurable behavior criteria of
attainment

e. Frequency with which services
will be provided

f. Projected starting and completion
dates for each objective

g. Resources needed to implement
the plan (i.e. special equipment,
M, training, etc.)

h. Frequency with which providers
will submit reports and minimum
frequency at which case manager
will monitor services.

i. Signatures, including the
individual's and/or the
individual's legal representative.


Planning
Session 1

Selecting Environments to Inventory

Format
Lecture

Time
Approximately 10 Minutes

Materials
Overhead 10, 11, 12, and 13
Handout 1- Checklist for selecting environment

Objectives

Upon completion of this section, students
should be able to:

3.0 Conduct an inventory of at least one
 community environment in which an
 individual can or could actively participate.

3.1 Develop a list of potential settings to
 inventory and give a rationale for why
 these environments were chosen.

Planning
Session 1

Section G: Content

The goal of this section is to teach students how
to conduct an inventory of a community environment
in which individuals might participate and to develop
a list of settings to inventory.

DAILY LIVING: The planning team begins to develop
ideas for Individualized Plans by looking at the
individual's entire daily life.

The team will need to consider the development
of individual goals in terms of the person's home
environment (because everyone has to live some
place); work settings, (because our society respects
those who contribute in some way), recreation
(because many people do nothing when they have
nothing to do) and community settings (because the
individuals won't be prepared to participate in these
environments unless we help to prepare them).

Many people with disabilities have been denied
important opportunities to learn the communication
and social services necessary for some everyday
activities.

These are areas which should be highlighted in
developing goals for the IP . Communication and
social goals can be general as well as specific to
particular environmental needs.

For example, a person may only need to wait in
line and point to food in a "cafeteria style" restaurant but
may need a word or sign in many other situations.

Notes

1. Using overhead 10,
point out that the first
step of stage two -
Ecological Inventory
Strategy: Gathering
Information About a
Person's Abilities - is to
select which
environments to
inventory.

2. Discuss the daily
living environments as
most likely environments.

3. Using overheads 11,
12 and 13, review the
questions and
considerations in
choosing environments
to inventory.

4. Distribute the
handout 1, "Checklist for
Selecting Environment"
which is comprised of
these questions.


QUESTIONS/CONSIDERATIONS IN CHOOSING
ENVIRONMENTS TO INVENTORY:

There are numerous possibilities to choose from
when determining g appropriate goals for an
individual. The following is a list of questions to
ask when initially choosing environments as
possible teaching sites for daily living skills:

a. How are same age individuals without
disabilities spending their time and where?

b. Will this activity reduce the differences
between individuals with disabilities and
those without disabilities?

c. Will this activity/skill give the person more
options/opportunities in more environments?

d. Will this activity promote greater
independence?

e. What options are available in the
immediate community?

f. Are there opportunities to teach many
skills in this environment

g. Are there activities that are appropriate
for the age of the individual?

h. Are the areas accessible, i.e. ramps, elevators?

i. Are the skills needed here common to those
needed in other settings?

j. Is the environment frequently used by the
person/others?

k. Is the environment preferred by the
person/others?

l. Is the environment used frequently by
individuals without disabilities?

m. Is there reasonable travel access by walking,
taking the bus or driving?

n. What expenses are required in this setting?

o. Is the time needed to get from one
setting to another reasonable?

p. What is the staff availability and need for
this environment

q. What other scheduling issues are raised
by choosing this environment?


Small Group Exercise

Format
Small Group Activity

Time
Approximately 20 Minutes

Objectives

Upon completion of this section, students
should be able to:

3.0 Conduct an inventory of at least one
 community environment in which an
 individual can or could actively participate.

3.1 Develop a list of potential settings to
 inventory and give a rationale for why
 these environments were chosen.

Planning
Session 1

Notes

1. Divide the students into
groups of three to five
individuals. If the class
includes students who
work together, group them
together.

2. Give the students 10
minutes to generate a list
of possible environments
and sub-environments that
would be appropriate for
a particular individual
they know or work with.

3. Ask the groups to list
the environments and sub-
environments they came
up with. Comment as
appropriate on the lists.

Review the importance
of identifying the
appropriate environments
on which to build an IP .
If possible, provide a
list of environments that
should be mentioned and
encourage students to
think in terms of the
sub-environments that
go along with each
environment.

Section H: Content

The goal of this section is to teach students how to
conduct an inventory of a community environment
in which people might participate and to develop
a list of settings to inventory.

Conducting a General Inventory

Format
Large group exercise and discussion

Time
Approximately 120 Minutes

Materials
Overheads 14, 15 and 16
Handouts 2, 3,4
Materials for the environment activity
Optional - Video camera and tape



Objectives

Upon completion of this section, students
should be able to:

3.0 Conduct an inventory of at least one
 community environment in which an
 individual can or could actively participate.

3.2 Assess the skills necessary to
participate independently in that
environment in the manner of an
individual who is not disabled.

3.3 Identify the clues and materials which
ordinary citizens use to succeed in
that environment.

3.4 Identify the feedback, if any, which is
provided by that environment or
subsection of that environment to en-
able ordinary citizens to alter what
they are doing if they are making
a mistake.

3.5 Identify the consequences of correctly
or incorrectly performing various
functions in the environment or
subsection of the environment.

3.6 Identify the communication needed by
an ordinary citizen to succeed in
that environment.

Planning
Session 1

Section 1: Content

The goal of this section is to help students
understand how to conduct an inventory of an
environment and to assess the skills necessary to
participate in that environment.


INTRODUCTION:

The purpose of conducting the General Inventory
is to determine the amount and type of information
you will want to gather from that environment.

For example, if the purpose for conducting an
inventory is to determine if a place could be a
possible job site for one or more individuals, you
may decide that, initially, you will gather only
general information about the overall environment
by concentrating on identification of the major job
activities possible in this setting. However, if it has
already been determined by the planning
team that the local grocery store will be used as a place
for a particular person to learn how to purchase
groceries for the group home, a more detailed
level of information will be necessary when
conducting this inventory.

Thus, when you have selected an environment
(i.e. local grocery store) to be used as an
instructional setting, get as much information as
possible for the initial General Inventory procedure.

In conducting the General Inventory, we need to
learn what a person without a disability does to
succeed in a given environment.

Notes

1. Introduce the
General Inventory and
its purpose. Stress the
results that can be
achieved by doing an
Inventory.

2. Hand out a blank
General Inventory form
(handout 2) to each
student.

3. Explain that, in this
section, they will
inventory an
environment. Allow 5
minutes to distribute the
materials and to give
your explanation.

Planning
Session 1

particular individual's abilities. Rather, first we want
to know what most typical people do; what cues
they follow, how consistent are the cues they rely
on, etc.

Look at the sequence and performance of skills
needed to be successful in using this environment.
Start by observing and recording the skills from the
point of entry into the environment and continue
until the sequence is completed when the individual
leaves the setting.

NOTE: The sample General Inventory should be
duplicated and reviewed with students to use as a
model when they do their own inventories.

Planning
Session 1

DESCRIPTION OF
GENERAL INVENTORY COMPONENTS:

1. SKILL CLUSTERS: In
the general inventory it
is only necessary to look at groups of skills
known as "skill clusters." Later, if you decide
to teach a sequence of skills you might need
to break the group of skills down into
individual tasks - a process known as "task
analysis." However, it is not necessary
at this time.

For example, for now, under skill clusters,
you might put "locate the cleaning supplies."
Later you might break that skill cluster down
into individual tasks such as open the
cupboard, Ml the broom etc.

CUES: The observer needs to determine what
the natural cues, signs, signals (i.e. clerk
standing in open check out lane) are
available for each of the skill clusters
required in the sequence.

CORRECTION PROCEDURES: What happens
if the response is incorrect? Is there a
correction procedure (e.g. a clerk calls you
over to the open check out lane if you are
waiting in a closed lane)?

4. Go over the General
Inventory components
included in the form
in detail.

5. Use the content
provided and overheads
14,15 and 16 for this
preliminary explanation.
Allow 15 minutes for
this review.

Planning
Session 1

4. OBJECTS/MATERIALS USED: Are materials
needed such as a tray, doorbell, broom or
light switch? These can be listed under the
Objects/Materials column.

5. PERFORMANCE CRITERIA: The real world
supplies natural standards, so it is often easier
to determine success in natural settings rather
than in artificial settings with artificial tasks.

For example, people may have only 45
seconds to determine if they are going on the
right bus (SPEED); or they may have plenty
of time to gather their lettuce from the salad
bar making sure it gets in the bowl
(PROXIMITY); or they can spend lots of time
deciding on a soft drink, but must choose the
appropriate coins and the proper buttons to
get what they want (ACCURACY).

When you do a General Inventory you want
to determine what standard is important for
success. Sometimes it's speed; accuracy;
sometimes it's proximity/distance or some
other criteria. We all strive to meet these
standards every day without even realizing it.

6. CONSEQUENCES: Is there a consequence
(not necessarily a correction). For example,
if you try to push in the "out" door, the
door won't open. "If you point to the cake,
the cafeteria worker puts it on your tray.
TMS information can go under the
consequence section.

7. COMMUNICATIVE CONTENT: What kind of
communication is required? This information
can be put under the communicative
content column.

Planning
Session 1


Specific Performance Criteria


Speed

Accuracy

Proximity/Distance

Social Behavior

Motor Skills


Planning
Session 1

6. Using a previously
set up "environment or
activity" in the
classroom, have one
student perform the
activity in the
environment. As the
student performs the
activity, ask the others to
record the information
on the form.

Allow 30 minutes for this
exercise.

Important:

To be effective, you must
develop an environment
and activity that can be
created with ease in
your classroom while
providing your students
with an opportunity to fill
out the form.

SPECIFIC PERFORMANCE CRITERIA
TO CONSIDER

1. SPEED: Does a person have only limited time
to perform the actions, give an answer, etc?
What happens if you are too slow or too fast?


2. ACCURACY: Must an action or response
be exact? HOW accurate does it have to be
to be successful?

3. PROXIMITY/DISTANCE: Sometimes distance
is critical. You might have to be within four
feet of a bus stop for a driver to stop or
within two feet of a counter before you're
asked for your order in a restaurant.

4. SOCIAL BEHAVIOR: Do you have to wait
your turn, sit quietly on a bus or speak
quietly as in a Library?

5. MOTOR SKILLS: Any complicated motor skills
required? Some actions require special skills
such as getting one's own beverage from a
machine, putting coins in a slot, moving salad
from a large bowl into a smaller one or
signaling a bus driver before you want to get
off. These kinds of activity may require
specific motor planning, speed, accuracy and
proximity or combination of these.


Planning
Session 1

The activity you use as
an example should be
typical of the kind of
activity with which an
individual with a
disability might be
trained to deal or
function within.

Examples might include:

A. Moving chairs to
sweep or vacuum:
Classroom desks or
tables could be used.
Move chairs and
rearrange in a specific
pattern, like might be
done in a meeting room.

B. Creating a Kit: Use
books, note pads,
pencils and other
common objects from
the classroom and a
box. The critical element
in this example is to
place the objects in the
box in a predetermined
order to simulate the
activity of assembling
materials in a work
environment.

C. Cleaning up and
setting tables: Using
objects like salt and
pepper shakers, set Up a
series of 2-3 tables to be
cleared and wiped with
a cloth or sponge, and
reset, like it would be
done in a restaurant.

D. Playing a tape:
Using a boom box
and selection of tapes,
select a specific song
and play it.

Alternative Activities:
If time and facilities
allow, you may want to
consider taking your
class to an environment
outside your classroom.
Or, if you have access
to a video camera and
recorder, you may also
want to consider
shooting your own
videotape of a non-
disabled person
performing the task in
the environment.

7. When the inventories
have been completed,
go through each
component again and
ask the students to report
what they recorded.

Write the responses on
a writing board, flip
chart or on an overhead
transparency of the
General Inventory form.
If your students missed
anything, ask them to
review what they just
observed and complete
their inventory.

Allow 45 minutes for this
portion of the exercise.

8. Hand out to each
student a copy of the
two "Sample General
Inventory. "(handouts 3
and 4) Review each of
the components as
another example of a
General Inventory.

Allow 15 minutes for this
review.


Planning
Session 1

Section J

Summary and Closing

Format
Lecture

Time
Approximately 15 Minutes

Materials
Handout 2
Blank General Inventory forms
Copies of Session 1 Overheads for Each Student



Planning
Session 1

Notes

1. Review the main
points presented in the
first nine sections,
including the four stages
and steps involved in
preparing an
Individual Plan.

2. If this class is to be
adjourned and meet at
a later date for Session
2, hand out another
copy of the General
Inventory form
(handout 2).

Instruct students to pick
an environment and to
complete a General
Inventory before the next
session. Remind them to
bring the completed
form to the next session,
along with all of their
other class materials.

Section J: Content

This section has been developed to bring the first
half of the session to a close with a review of the
material covered in the previous sections

The Individual Planning Process

Organize
the IP meeting

Gather
Information

Set Goal &
Objectives

Assess
Individual's
Progress

Planning
Session 1

3. If the class will
continue after a break,
hand out another copy
of the General Inventory
Form (handout 2). Ask
the students to pick an
environment and to
complete a General
Inventory of it as a
helpful exercise after the
class is over.

You may wish to have
the students mail in the
completed General
inventory so that you
may provide a critique
and return it to the
students by mail.

4. Hand out copies of
all overheads and any
other handouts from


Planning
Session 2. Notes and Content


Planning
Session 2

Section A

Introduction to Session 2

Format
Lecture

Time
15 Minutes

Materials
None

Planning
Session 2

Notes

1. If this session is held
at a later date than
Session 1, ask the
students for questions
and comments on their
homework.


2. Review the main
points presented in
Session 1, including the
stages and steps of the
Individual Planning
process. Use overhead
7 to review the stages of
the IP process.

3. Briefly explain what
Session 2 will include.

Section A: Content

This section is designed to introduce the second
half of the course contents and to provide a review
of the information covered in the first half
of the program.


CONDUCT'ING AGENERAL INVENTORY

Planning
Session 2

Section B

Conducting an Individual Inventory

Format
Lecture

Time
Approximately 10 Minutes

Materials
Overheads 17, 18
Handouts 6 and 7

Objectives

Upon completion of this section, students
should be able to:

4.0 Identify the abilities and difficulties of one
person in at least one community
environment as compared to the abilities a
person without a disability needs to succeed
in that environment.


Planning
Session 2

Notes

1. Display an
overhead transparency
version of the Individual
Inventory form [overhead
17) and explain the
process and each item
on the form. Focus on
the performance
analysis aspect of the
process and how it is
used to create the
Individual Plan.

Section B: Content

This section has been developed to help students
ascertain the abilities and difficulties a person with
disabilities may have in a community environment.

Conduct individual Inventory

Once you have completed the general inventory
information, you can begin to conduct Individual
Inventories in order to learn what people actually
can and camot do in these same environments.
Begin by recording all of the skills/steps under
Skill Clusters from the General Inventory forms.

PERFORMANCE: Once you have completed the
Skill Clusters section, take the individual into the
same environments and see how the person does.
It is very important to give the person sufficient
time to succeed at each step. Do not interfere
unless you are sure that a problem could cause
embarrassment or the situation might become
dangerous. You may be surprised at how well
many people with disabilities do. You may also be
surprised to see how little they can complete
independently, even some things you thought they
could do without help.

Keep track of whether or not the person performs
the skill or whether the person needs your help.
Record what happens under Performance (+, - )
and Assistance columns.


Planning
Session 2

While you are going through the inventory you
might think of something you could change in the
situation which would help this person learn to do
it more appropriately and record this information
in the Possible Adaptations/Comments column.
Don't change anything at this time, but write it
down for future reference.

PERFORMANCE ANALYSIS: A comparison of the
performance of people with and without
disabilities, The performance analysis serves
several purposes:

Helps in the development of functioml
goals for a given individual.

Examines difference between skills
identified in the community and
people's abilities to perform those skills.

Directs staff to observe and analyze the
characteristics of a particular skill. Also
the specific difficulties the individual has
in performing that skill.

Example: The individual may have the motor skills
needed to clear and wash a table, but is unable to
judge clean versus dirty.

The process of completing inventories will tell
you a lot about how individuals with disabilities
in a variety of environments. After you have
done a number of these you will begin to make
decisions about whether or not you want to use
a particular environment or activity as a part of an
individual's plan.

2. Display overhead 18
and discuss the purpose
of performance analysis.


Planning
Session 2


3. Distribute handouts
6 and 7 as examples
of how to fill out an
Individual Inventory
form.

A major step in that decision making process is to
determine whether or not the skills as performed
by a non-disabled person are likely to be acquired
by the individual with disabilities. Ask:

"How did the individual do?"

"How different was the performance from
what others are able to do?"

"How reasonable is it to expect that the
person will learn it?"

The answers to these kinds of questions will help
you begin to analyze the differences (if any),
between a specific person's performance and the
way the activities are typically performed. This
analysis is a way of looking at the situation to
determine whether the skill is likely to be learned
within a reasomble period of time, whether the
situation could be changed a bit to make it easier,
and whether you will decide to teach something
else at this point in time.

The examples on the handouts show the
differences between how a young man with a
disability and a college student the same age
without a disability washed tables and vacuumed
floors in a restaurant.


Planning
Session 2

Section C

Individual Inventory Activity

Format
Large Group Exercise

Time
Approximately 50 Minutes

Matorials
Handout 5,
"Activity" Video Tape
Videotape Player and Monitor

Planning
Session 2


Objectives

Upon completion of this section, students
should be able to:

4.0 Identify the abilities and difficulties of one
 person in at least one community
 environment as compared to the abilities a
 person without disabilities needs to succeed
 in that environment.

4.1 Take an individual to that environment
and identify what the person can or
camot do as compared to that list


4.2 List the assistance needs of the
individual as he or she performs in the
environment.


4.3 Assess and offer only as much
assistance as is necessary to avoid a
dangerous or truly embarrassing or
totally unsuccessful situation for the
individual or the other people in that
environment.


4.4 List the difference between the
performance of the individual and the
person without disabilities in that
environment.

Planning
Session 2

5.0 Analyze the differences between the
performance of a person with disabilities
and a person with or without disabilities in
one community environment.

5.1 Compare the performance of the
individual with a disability and a
person without a disability.


5.2 Develop a list of at least three changes
(adaptations) that could be made to
enable the individual to succeed in that
environment or subsection of the
environment with rnaxirnum
independence.


5.3 Determine, on the basis of that list and
other considerations about the
individual, whether or not this is a
reasonable environment in which to
teach this person.


Notes

1. Hand out to each
student a blank
Individual Inventory form
(handout 5) and explain
the activity.

Allow 5 minutes for this
step.

2. Show the videotape.
This tape demonstrates
an individual with a
disability performing an
activity within a
community environment.
If it is not possible to use
the tape, the instructor
should perform the
activity in the classroom,
playing the role of an
individual with a
disability.

3. As the videotape is
playing or as the
instructor is acting out
the role of the person
with a disability, have
the students fill out the
first two columns - skill
clusters and performance
- of the form.

Allow 20 minutes
steps 2 and 3.


Planning
Session 2

4. As a large group,
fill out one Individual
Inventory form (handout
5) using input from the
individual forms
completed by each
student. Encourage
students to fill in any
additional information
on their own forms that
is brought up in this
discussion.

5. As a group, complete
the remaining two
columns of the Individual
Inventory form -
assistance and possible
adaptations/comments.

Encourage the students
to come up with the
information to include.
Whenever possible,
stress the importance
of the inventory
information.

Allow 25 minutes for
this discussion.

Section C: Content

The goal of this section is to help students identify
the abilities and difficulties of individuals with
disabilities in a community environment as
compared with a person without disabilities.

Planning
Session 2


DIAGRAM OF AN INDIVIDUAL INVENTORY FORM


Planning
Session 2

Section D

Overview of Stage Three

Format
Lecture

Time
Approximately 10 Minutes

Materials
None

Objectives

Upon completion of this section, students
should be able to:

6.0 Develop at least two goals and three
objectives related to a particular community
environment for an individualized
plan (IP) based on these inventories.

Planning
Session 2

Notes

1. Using the content
provided, introduce goal
setting and its purpose.


Section D: Content

This section has been developed to help students
understand how to set goals and objectives for an IP.

Once you have conducted the inventories and
completed the performance amlyses, the planning
team can begin the process of setting priorities on
what the individual will be taught.

The inventories and analyses do not tell you what
to teach, only what a person can presently do.
Certainly, the suggestions and preferences of all the
significant people in the individual's life need to be
considered. However, do not neglect the interests
of the individual, in particular.

Additionally, in setting priorities, it is important to
concentrate on the abilities and skills the person
demonstrates and not only on deficits. Thus, care
will need to be taken in planning so that an entire
day is not spent working solely on improving
deficits. Some time will need to be spent on activities
the individual is already competent at performing
and enjoys.


Planning
Session 2

Section E

Priorities and Considerations

Format
Large Group Discussion

Time
Approximately 30 Minutes

Materials
Flip chact or writing board
Overheads 19, 20,21, 22, 23, 24, and 25

Objectives

Upon completion of this section, students
should be able to:

6.0 Develop at least two goals and three
objectives related to a particular community
environment for an individualized
plan (IP ) based on these inventories.

6.1 List at least three reasons why this
individual will need to learn the skills
noted in the goals/objectives in the
rnamer stated.


Planning
Session 2

Notes

1. Using overhead 19,
discuss the priorities and
issues to consider by
asking students to offer
their suggestions. Write
all suggestions on a flip
chart or writing board.
Make sure, at the end
of this step, all priorities
and considerations
included in the course
are noted. Give
examples as much as
possible and ask
students to give
examples from their
own experience.


Section E: Contont

This section has been developed to help
students understand how to develop goals
and objectives for IPs.

PRIORITIES/ISSUES IN DETERMINING
GOALS AND OBJECTIVES


People Preferences
Individual Considerations
Functionality
Skill/Task
Characteristics

Planning
Session 2

1. PeopIe Proforoncos

Certainly, the suggestions andpreferences of all
the signifcant people in an individual's life need to
be considered. At the IP planning meeting you will.
want to get input from all these people. And,
include priorities of other learners because most
learners are in some kind of group setting, class,
work site or residence for part of the day.

Therefore, an important issue to be addressed in
setting priorities is to note what are the needs of
the others in the group. It is unrealistic to think the
needs of other individuals do not affect the
priorities for any individual member of the group.

Perhaps if this fact is stated explicitly, care will be
taken to ensure that no priorities are neglected
routinely or given lesser attention.

A. Parent/Guardian
B. The Individual
c. Representatives of all providers
of services
D. Support Staff including Occupational
and Physical Therapists
E. Administrative considerations (including
regulatory requirements)

2. Individual Catsidorations

Consider exactly what should be emphasized for
the individual at this time. Ask questions such as:

"Does learning this build on strengths as well as
meet needs?" For example, if the person is very
social and likes interacting with store clerks but
does not make decisions very quickly, this will
affect the choices to emphasize. It might cause us to
work on the skills required to order food in a
restaurant rather than those to get shoes shined.

A. Strengths/needs of this individual
B. Learning characteristics

1. Motivation
2. Learning style
3. Learning rate
4. Tolerance of change, confusion, chaos
5. Generalization

a) Ability to respond to natural cues
b) Cues to which the individual
does not respond
c) Instructor cues to which the
individual responds
d) Self-initiated cues to which the
individual responds

6. Kinds of responses given by the individual

a) Correct/Incorrect
b) Conventional/Unconventional
c) Timely/Delayed
d) Proximity
e) Quality

7. Where does the individual get confused
in a given sequence or activity?

a. Across a variety of sequences
and tasks:

Structured versus non-
or less structured

Group versus individual;
Independent versus directed.

b. What patterns emerge?
New environment
New materials

Planning
Session 2

Change in routine
Length of activity
Cues
Asking for help
Specific skills

3. Functionality

A. Age of individual
B. Age appropriateness
C. Number of environments in which
skill can be used
D. Number of occurrences
E. Does someone have to do it?
F. How does anyone do it?
G. Preparation

4. Skill/lTask Characteristics

A. Skill Analysis

1. Skills involved in this task
2. Nature of intellectual
processes/concepts
3. Skills needed for and enhanced
by this task

B. Task Integration

1. Capitalize on these skills and those
in other programs
2. Re-combine these skills into other
more complex skills/processes

C. Maximizing Efficiency

1. Meets largest variety of needs
2. Makes maximal use of strengths
3. Opportunities for practice

Planning
Session 2

OPTIONS TO CONSIDER
IF INDIVIDUAL IS UNABLE TO PERFORM SKILLS/ACTIVITIES
AS THEY ARE USUALLY PERFORMED:

Teach.

Develop Adaptation and Teach.

Don't Teach

Teach Related Skills.

Planning
Session 2

When an individual is unable to perform any or
all of the skills identified in the Individual
Inventory, decisions about how to proceed need
to be made by the planning team. Usually there is
still far more to be taught than there is time
available at least initially. There are several
options to consider:

1. TEACH THE INDMDUAL TO PERFORM THE
SKILLS AS THEY ARE TYPICALLY PERFORMED.

For example, Louise was able to order the burger
she wanted but did not wait around the counter to
be given the hamburger or for her change. The
staff decided that she is able to learn this skill and
it is worth teaching at this time, because waiting
for change or a package is important in so many
situations.

2. DEVELOP AN ADAPTATION AND TEACH
SKILL USING THE ADAPTION.


A. Adaptations (Physical prompts,
technological devices, altering dress
or cosmetic appearance).

For example, Helen waits quietly at the ordering
counter but does not hold on to the tray. She
drops it on the floor, lets the napkin slide off, etc.
The staff can use a physical prompt to help her
learn how to hold the tray as she waits for food to
be put on it. Gradually the staff can fade out
that assistance.


B. Activity Adaptations (Change sequence,
method of performance, kind of
directions, materials used, etc).


2. Using the content
provided and overheads
20 and 21, present four
options for finalizing
priorities. Give examples
of situations where the
chosen options would
be different.

Planning
Session 2


For example, Mark is able to talk but it is difficult for
him to say the words under pressure. Ordering at a
fast food restaurant apparently is a pressured
situation for him. Therefore, though he probably
could learn to say the words quickly enough, staff
have decided that they can give him a card which
has his order on it. He can learn to hand in the card
when the counter person asks him what he wants. If
he becomes more relaxed over time, the card
can be removed.

John has a similar difficulty in that he takes too long
to order. The staff believes he will have difficulty
ordering in a busy restaurant because people will
become impatient with him and he may be
embarrassed. Until he is more comfortable in this
kind of situation and until he is able to make choices
more spontaneously, he needs an adaptation of the
activity. He can choose his food before he gets to the
restaurant, by getting a menu from the restaurant and
making his choices in advance. Then he can put
pictures of what he wants to order in his
communication book. Or he can have someone help
him write the order down.


 c, Environmental Adaptations
 (Changes in physical environment
 or in attitudes of others).

If the restaurant staff becomes impatient or refuses to
accommodate the individual, the program staff can
meet with them to explain what the program is
trying to accomplish and asking the restaurant staff
what could be done differently, For example,
teaching the individual at a less busy time of day.
This can be done without embarrassment to the
individual and without any violation of
confidentiality.


Planning
Session 2

3. TEACH RELATED SKILLS:

Unable to use stairs: teach to use a ramp.
Unable to read address: teach to identify door.
Unable to request using speech: teach to point.
Unable to tie laces: teach to use velcro
closures.

4. DON'T TEACH AT THIS TIME.

Planning
Session 2

3. Using overheads
22-25, present some
sample goals and
objectives based on the
sample performance
analysis.

SAMPLE GOALS AND OBJECTIVES

LONG TERM GOAL: Upon arrival at a restaurant,
using picture sequence cards, Matthew will obtain
the necessary materials needed to clear and wash
tables in the dining area and complete all tables
within 45 minutes.

SHORT TERM OBJECTIVES:

1A. Staff will clear the tables at this time.
Then, given physical prompts and picture
cards, Matthew will proceed using a
systematic route moving from table to table
washing each until five cleared tables
are washed.

1B. Given a picture representing full shakers,
Matthew will compare the shakers in the
picture to the ones on the table and
determine whether they need to be filled.
If so, he will proceed to fill them.

Planning
Session 2

LONG TERM GOAL: Upon completion of
cleaning the tables, Matthew will proceed directly
to vacuum two entrance rugs using picture
sequence cards and will complete the vacuuming
within 10 minutes.

SHORT TERM OBJECTIVES:

2A. With the initial use of carpet cleaning
powder, Matthew will determine that the
carpet is completely clean and he can stop
vacuuming when all of the powder is gone,

2B. With physical prompts and demonstration,
Matthew will secure the cord around the
handle of the vacuum prior to taking it to
and from the store room.

Planning
Session 2

Section F

Goal Setting Exercise

Format
Small Group Exercise

Time
45 to 60 Minutes

Materials
Three or four case studies involving individual
inventories, performance analyses, etc., prepared
in advance and ready to hand out to students.

Planning
Session 2

Objectives

Upon completion of this section, students
should be able to:

6.0 Develop at least two goals and three
 objectives related to a particular community
 environment for an individualized
 plan (IP ) for the individual based on these
 inventories.

6.1 List at least three reasons why this
person will need to learn the skills
noted in the goals/objectives in the
manner stated.


6.2 List at least two teaching strategies
which will be used to teach these skills
in a particular community environment
and noting the need to be cautious of
using verbal prompts.


6.3 List at least one change/adaptation that
could be used to assist the individual
in learning each of the skills that are
essential in the environment.


6.4 List the strategies and/or the changes
adaptations to be used to assist the
person with any parts of the skill
sequence that are not being
taught at this time.

Planning
Session 2

Section F: Content

This section has been developed to help students
understand the process of and the importance of
setting goals and objectives.


Notes

1. Divide the Class into
small groups of three to
five students each.

2. Present a case study
of an individual,
including individual
inventory/performance
analysis and as much
information as necessary
regarding priorities and
considerations. Have
each group discuss the
case study and
recommend one of the
four options.

3. Have each small
group report its
recommendation.
Evaluate the
recommendation and
discuss any issues that
come up.

4. Repeat steps 2 and 3
with two or three more
case studies.


Planning
Session 2

Section G

Overview of Stage Four

Format
Lecture

Time
Approximately 10 Minutes
(adjust time to include video)

Materials
Overheads 26, 27,28,29
Optional: "Prompting" Videotape
Videotape player (VCR)

Objectives

Upon completion of this section, students
should be able to:

6.5 State how they will evaluate the
individual's progress and determine
when to changes goals and objectives.

6.6 Idenify at least one data collection
strategy for assessing the individual's
progress.

Planning
Session 2

Notes

1. Using the content
provided and overheads
26-29 introduce Stage
Four of the Individual
Plonning Process


Section G: Content

This section has been developed to help students
understand how to evaluate an individual's
progress toward achieving the goals of the IP.

A critical stage in the development and use of the
IP is the evaluation process. Following the
implementation of goals and objectives it is
necessary to conduct a systematic and ongoing
evaluation of the individual's progress in acquiring
these skills.

Evaluation data provides the instructor with
information regarding several variables related to
the individual's progress. Some of these variables
include:


1. Whether the individual is actually learning
 the task:

 Amount of assistance currently needed
 from the instructor.

 Type of assistance and/or adaptations (verbal
 cues, physical prompts, picture cues, etc.)
 needed from the instructor.

2. The person's ability to respond to natural cues:

 Which natural cues in the environment is the
 person able to respond to?

 If the person is unable to respond to the
natural cues, how effective is the assistance
and/or adaptations being givem

Planning
Session 2

3. Rate at which the individual is learning:

Is the learning rate sufficient given the nature
of the task? For example, if progress is very
slow but the planning team has determined
that it is an important goal for the individual,
instruction is likely to continue. However, if
progress is very slow and the skill is not
considered critical, the planning team may
then re-evaluate whether to keep this goal.

Is the learning rate sufficient to maintain the
individual's motivation to continue learning
the skill?

4. Is there a problem in your teaching?

If you find that progress is not occurring or
that it is very slow, it maybe because the
individual is not being given the right kind of
instruction. Make sure that the individual is
given enough and the right kind of assistance
for the task. Often physical prompts are the
easiest to use and the easiest to gradually
fade. If possible and appropriate give the
assistance from behind the individual so that
you do not interfere with the individual's
view of the task.

NOTE: Chapters 24 of Progress Without
Punishment has information on teaching
techniques which have been developed for staff
training. It is suggested that you review these
chapters with the students if you find that they are
unfamiliar with such techniques as "fading" and
`prompting." Also, a video is available to show to
the class, discussing this subject.


Planning
Session 2

Pay particular attention to what kind of help is
given when the individual doesn't seem able to do
the task. If an individual makes an error, stop
where you are and begin again from the
beginning of the sequence.

Try to avoid verbal cues with individuals who
have poor understanding of verbal communication.
There is always a risk that the individual will learn
that the instructor's verbal comments are part of
the task. h individual with poor communication
ability might not know that your verbal cues are an
assistance; the individual might not understand the
words and think you are always supposed to say
something at that point.

For example, if the individual doesn't understand
the purpose of wiping off the table, it could be
just as easily to teach that one spot on the table
should be rubbed until the individual is told to
move the cloth and wipe in a different spot.

This is one of the reasons that verbal cues are so
hard to fade and should be avoided.

Verbal directions which you may not need to
fade are OK. So, for example, you might say:
"It's dimer time. Set the table please." This
would be a verbal direction. However, you
would want to avoid verbal cues such as: "First
take down the dishes.' ...That's right.... Now put
them on the table,... etc." The individual might be
learning that "my job is to take down the dishes
and wait until something is said before I do
anything else."


Planning
Session 2

Once the task is learned it is OK to talk when the
task is being performed. And, of course, staff
should always be encouraged to have lots of
verbal and other communications when an
individual is not learning a new task.

Evaluation data can be used to help the instructor
make decisions about when and what type of
changes are needed in the goals, objectives, level
and type of assistance, and any other
instructional strategies spedlc to the person's
needs. On-going data collection also dictates
when new goals and objectives need to be
determined and implemented.

The frequency with which data is taken is
determined generally by the frequency of
opportunities the individual has to participate in
the particular activity (i.e. daily, a few times per
week, once a week). For example, the
vocatioml example, "cleaning tables," represents
attendance at a job four times per week. Thus,
data collection one time per week would be
appropriate to determine relative progress.

Planning
Session 2

Section H

Evaluation Role Playing Exercise

Format
Small Group Activity and discussion

Time
Approximately 45 Minutes

Materials
Role play exercises ready to hand out to students

Objectives

Upon completion of this section, students
should be able to:

6.5 State how they will evaluate the
 individual's progress and determine
 when to changes goals and objectives.

6.6 Identify at least one data collection
 strategy for assessing progress.

Planning
Session 2

Notes

1. Divide the class into
small groups of three to
four students each. In
each group, one person
will play the role of the
staff member and the
remaining one or two
will observe. Provide
explicit directions for the
roles the "players" will
play. The observers will
record observations.

2. After the players have
completed their "act,"
the group as a whole
will evaluate the
"progress toward the
goal," applying the
variables presented
earlier and will make a
recommendation from
one of the four options.

3. Each group will
present its
recommendation and
explain why. Provide
appropriate feedback to
guide the students to the
correct option or
options.


Section H: Content

This section has been developed to help students
understand how to evaluate progress toward
achieving the goals of the IP.

Planning
Session 2

Section I

Summary and Home Work Assignment

Format
Lecture

Time
Approximately 10 Minutes

Materials
Overheads 2, 3,4 and 7
A complete set of IP worksheets and handouts
for each student,
Copies of Session 2 overheads for each student
Copies of Glossary, Additional Activities,
References for each student (optional)


Planning
Session 2

Notes

1. Hand out a complete
set of IP worksheets and
handouts to each
student. These handouts
should include the
checklist for-Selecting
Environments, General
Inventory form, an
Individual Inventory
form, a copy of all
overheads not yet
distributed, and a copy
of the glossary and/or
additional activities
and/or references that
are included in this
manual.

2. Tell the students to
complete at least one set
of the worksheets. Have
them mail them to you
when they are done if
you wish.

3. Summarize the
important points about
the IP  process, including
a review of the four
stages of the process,
using overheads 2, 3,
4, and 7.


Planning

OH overheads

SESSION 1

A. OVERHEAD 1

C.OVERHEADS 2-6


E. OVERHEAD 7


F. OVERHEADS 8-9

G. OVERHEADS 10-13

G. OVERHEADS 14-16

SESSION 3

B. OVERHEAD 17-18

E. OVERHEADS 19-25

G. OVERHEADS 26-29


Planning Overhead 1

INDIVIDUAL PIANNING COURSE GOALS

1. Recognize the value of developing
Individual Plans.


2. Identify the critical factors in organizing a
meeting to develop an individual plan.


3. Conduct an inventory of at least one
community environment in which an
individual can or could actively participate


4. Identify the abilities and difficulties of one
individual in at least one community environment
as compared to the abilities a non-disabled citizen
needs to succeed in that environment.


5. Analyze the dfierences between the performance
of an individual with disabilities and an ordinary
citizen in one community environment.


6. Learn how to develop at least two goals and
three objectives for an Individualized Plan
(IP ) related to an individual in a particular
community environment.


7. Actively and meaningfully participate in an
Individual Plan team meeting for an individual.


Planning Overhead 2

PURPOSE OF THE INDIVIDUAL PLAN

Teach individuals to perform to
chronological age appropriate functional
skills in natural environments.

Planning Overhead 3

INDIVIDUAL PROGRAM DEVELOPMENT

WH Questions

What?

Why?

Where?

When?

Planning Overhead 4

ONE WAY TO DETERMINE
FUNCTIONALITY:

"If this person doesn't learn to do it, will
someone have to do it for
him or her?"


Planning Overhead 5

THE INDMDUALS WE SUPPORT WILL
NEVER BE PREPARED IF WE
DON'T TEACH THEM THE NECESSARY
SKILLS TO DO IT.

What skills are needed to function in
certain environments?

What can the individual do currently?

How do we know what the
individual knows?

Planning Overhead 6

QUESTTONS ABOUT CHRONOLOGICAL
AGE APPROPRIATENESS IN DECIDING
 WHAT TO TEACH:

What are others this age doing?

What will make this individual seem
less different from his or her peers?

What activities would enable this
individual to interact more with
people his or her own age?

Planning Overhead 7

The Individual Planning Process

Organize the IP meeting

Gather Information

Set Goals & Objectives

Assass Individual's Progress

Determine Participants

Create an agenda

Select Environments

Conduct Inventoy of environment

Conduct an Individual Inventory

Planning Overhead 8

POSSIBLE PARTICIPANTS
 AT IP MEETING:

The Individual
Parents
Guardians
Advocates
Housemates
House Staff
Friends
Relatives
Neighbors
Volunteers
Administrator
Support Staff
Others

Planning Overhead 9


AGENDA:

1. Development of initial list of
individual's strengths, needs, interests,
routines and environments.

2. Assignment of assessment
responsibilities:

A.Inventories

B. Reports

C. Presenting resuks/timelines

D. Developing initial goals and
objectives

Planning Overhead 10

AREAS TO ASSESS WHEN DEVELOPING
 IP GOALS AND OBJECTIVES:

Home environments
Work settings
Recreational settings and activities
Community settings

Planning Overhead 11

SOME CONSIDERATIONS IN CHOOSING
 ENVIRONMENTS TO INVENTORY

a. How are same age individuals without
disabilities spending their time?


b . Will this activity reduce the differences
between individuals with disabilities
and those without?


c. Will this activity/skill give the
individual more options and
opportunities in more environments?


d . Will this activity promote greater
independence?


e. What options are available in the immediate community?


f. Are there opportunities to teach skills
in this environment?

g. Are there activities that are appropriate
for the age of the individual?

h. Is the place accessible - ramps,
elevators, etc.?

i. Are the skills needed here common to
those needed in other settings?

j. Is the environment used frequently by
the individual and others?

k. Is the environment preferred by the
 individual and others?

l. Is the environment used frequently by
individuals without disabilities?

m. Is there reasonable travel access by
walking, taking the bus or driving?

n. What expenses are required for this
setting?

o. Is the time needed to get from one
setting to another reasonable?

p. What is the staff availability and need

in the environment?

q. What other scheduling issues are
raised by choosing this environment?

Planning Cherhmd 14

DIAGRAM OF A GENERAL INVENTORY FORM

Planning Overhead 15

COMPONENTS OF INVENTORIES

1. Skill Clusters:
What are the necessary groups of
skills to perform?

2. Cues:
what are the natural cues, signals,

signs available?

3. Corrections:
What happens if actions are incorrect?

4. Objects/Materials Used:
Are materials necessary? What are they?

5. Performance Criteria:
What kinds of standards are required?

6.Consequences:
Is there a consequence to each responce?

7.Communicative Content:
What kind of communication is required?

Planning Overhead 16

Speed

Accuracy

Proximity/Distance

Social Behavior

Motor Skills

Planning Overhead 17

INDIVIDUAL INVENTORY FORM

Planning Overhead 18

PERFORMANCE ANALYSIS

1. Helps in development of
functional goals.

z. Examines difference between
 identified skills and individual's
 abilities.

a. Directs staff to characteristics
of particular skills and individual's
difficulties with those skills.

Planning Overhead 19

ISSUES IN DETERMINING GOALS
AND OBJECTWES

1. People differences

2. Individual considerations

3. Functionality

4. Skill/Task characteristics


Planning Overhead 20



OPTIONS IF INDIVIDUAL IS UNABLE TO
PERFORM SKILLS/ACTIVITIES AS THEY ARE
USUALLY PERFORMED:

Teach.

Develop Adaptation and Teach.

Don't Teach.

Teach Related Skills.

Planning Overhead 21

OPTIONS TO CONSIDER:

1. Teach the individual to perform the
skills as they are typically performed.

2. Develop an adaptation and teach the skill
using the adaptation:

MATERIAL/DEVICES:
physical prompts, dress or appearance

ACTIVITY CHANGES:
Change in sequence

ENVIRONMENTAL CHANGES:
Change in physical environment or attitude

3. Teach related skills:

Unable to use stairs: teach to use ramp.
Unable to read address: teach to identify door.
Unable to request using speech: teach to point
Unable to tie: teach to use velcro closures.

4. Don't teach at this time.

Planning Overhead 22

SAMPLE GOALS AND OBJECTIVES

LONG TERM GOALS:

1. Upon aniving at a restaurant, using
picture sequence cards, Matthew will
obtain necessary materials needed to
clear and wash tables in the dining
area and complete all tables within
45 minutes.

Planning Overhead 23

SHORT TERM OBJECTIVES:

1a Staff will clear the tables at this time.
Then, given physical prompts and
picture cards, Matthew will proceed
using a systematic route moving
from table to table washing each
until five cleared tables are washed.


1b. Given a picture representing fhll
shakers, Matthew will compare the
shakers in the picture to the ones on
the table and determine whether
they need to be filled. If so, he will
proceed to fill them.



Planning Overhead 24

LONG TERM GOALS:

a. upon completion of cleaning the
tables, Matthew will proceed directly
to vacuum two entrance rugs using
picture sequence cards and will
complete the vacuuming within
10 minutes.


Planning Overhead 25

SHORT TERM OBJECTIVES

2a. With the initial use of carpet cleaning
powder, Matthew will determine that
the carpet is completely clean and he
can stop vacuuming when all of the
powder is gone.

Zb. With physical prompts and
 demonstration, Matthew will secure
 the cord around the handle of the
vacuum prior to taking it to and from
 the store room.


Planning Overhead 26


EVALUATION DATA PROVIDES
 INFORMATION ABOUT:

1. Whether the individual is actually
learning the task:

a. Amount of assistance
currently needed.

b. Type of assistance:
Visual prompts
Physical prompts
Picture cues, etc.

Planning Overhead 27

2. Individual's ability to respond to
natural cues

a. Which cues?

b. Effectiveness of assistance or
adaptations.

3. Rate at which individual is learning

a. Sufficient
task?

b. Sufficient to be motivating?

4. Is the problem in your teaching?

When an individual makes a mistake:

a. Stop where you are in the
sequence.

b. Have the individual repeat the
steps with enough assistance to
do it correctly.

c. Give the individual a chance to
repeat the steps missed.

Planning Overhead 29

AVOID GIVING VERBAL ASSISTANCE
TO INDIVIDUALS WITH POOR
UNDERSTANDING OF COMMUNICATION
OR SOCIAL INTERACTION.

Reasons:

The individual might learn that you
and your verbal assistance are part of
the task. That is "My job is to stand
here until I am told what to do next."

For individuals with severe
impairments, verbal assistance is often
the hardest kind to fade out.



Planning Overhead

WH Worksheets and Handouts


Planning Handout 1


CHECKLIST FOR SELECTING ENVIRONMENT


~ How are same age individuals without disabilities spending their time?

~ Will this activity reduce the differences between individuals with disabilities
and those without?

~ Will this activity/skill give the individual more options and opportunities in
more environments?

~ Will this activity promote greater independence?

~ What options are available in the immediate community?

~ Are there opportunities to teach skills in this environment?

~ Are there activities that are appropriate for the age of the individual?

~ Is the place accessible - ramps, elevators, etc?

~ Are the skills needed here common to those needed in other settings?

~ Is the environment used frequently by the individual and others?

~ Is the environment preferred by the individual and others?

~ Is the environment used frequently by individuals without disabilities?

~ Is there reasomble travel access by walking,

~ What expenses are required for this setting?

~ Is the time needed to get from one setting to another reasonable

~ What is the staff availability and need in the environment?

~ What other scheduling issues are raised by choosing this environment?



Planning Handout 2

Area:Work Home: Rec: Comm:
Environment:
Section:
Activity:

Planning Handout 3

Area:Work X Home: Rec: Comm:
Environment: PizzaHut
Section: Dining Room Area
Activity Washing Tables/Re-Fill Condiments


Planning Handout 4

Area:Work X Home: Rec: Comm:
Environment: PizzaHut
Section: Dining Room Area
Activity Washing Vacuum Enternce Rugs


Planning Handout 5

Area:Work Home: Rec: Comm:
Environment:
Section:
Activity:


Planning Handout 6

Area:Work X Home: Rec: Comm:
Environment: PizzaHut
Section: Dining Room Area
Activity Washing Tables/Re-Fill Condiments

Individual Inventory

General Inventory Skill Clusters

1. Obtain materials store room
2. Remove & throw away trash on table to trash can
3. Spray table with cloth moving aside shakers & condiment holders
4. Re-fill shakers & condiment holder if needed
5. Go on to next table
6. Repeat until all tables are clean
7. Return materials to store room


Stood in kitchen area. Did not request assistance
Quite slow, took one paper at a time
Too much spray
Salt shaker was almost empty

Use nonverbal prompts and cues
Possibly was unclear that task was completed

Possible Adaptations What to do? Comments?

Use picture or begin sequence at store room

Demonstrate use of bottle & moving cond. ect.
Teach criteria for re-fill visual cue
Teach a systematic route
Stress natural cues
Pictre sequence cards


Individual Inventory

Area:Work X Home: Rec: Comm:
Environment: PizzaHut
Section: Dining Room Area
Activity Washing Vacuum Enternce Rugs

Planning Handout 8

MINNESOTA RULE 185

A. Specifies that the following individuals must participate in the
Individual Planning meetings:

1. The individual with a disability

2. The individual's legal representative

3. The individual's case manager

4. AI-I advocate, if any, for the individual

5. Representatives of all providers of services authorized
 in the Individual Service Plan


B. Requires that the following areas must be addressed in the Individual Plan:

1. Medical status

2. On-going health
care needs

3. Physical development

4. Intellectual functioning

5. Social skills

6. Self-care skills

7. Communication skills

8. Community living skills

9. Vocational skills

10. Physical and social environments

11. Legal representation

Planning Handout 8

C. Requires the Individual Plan to include the following:

1. Short-term objectives/annual goals

2. Methodology

3. Provider's employee responsible for services

4. Measurable behavior criteria of attainment

5. Frequency with which semices will be provided

6. Projected starting and completion dates for each objective

7. Resources needed to implement the plan (i.e. special
equipment, staff, training, etc.)

8. Frequency with which providers will submit reports and minimum
frequency at which case mamger will monitor services

9. Signatures, including the individual's and or the individual's legal
representative

FIVE CONTROVERSIAL ISSUES RELATED TO THE TOPICAL AREA AND
SUGGESTED APPROPRIATE RESPONSE.

1. One area of controversy is that many people believe that individuals with
severe disabilities cannot be expected to function in ordinary environments
because of the possibility that they will display imppropriate behavior.

Several responses can be made to this concern. It is clear, for example, that
many inappropriate behaviors are the result of boredom and of having to remain
in the same environment day after day and year after year. One value of the
strategies presented is that staff are asked to consider what preferences the
individual might have, and also to consider a wide variety of environments for the
individual. Thus, boredom and the problem behaviors that result from boredom
can be minimized.

Additionally, there are a variety of behavioral strategies which can be used to
deal with any problems which may remain after the environments and the
activities are changed to better meet the interests of the client. References about
these strategies are given in the bibliography.

2. Some people believe that individuals with severe disabilities should be
confiied in workshops, day activity centers and other segregated environments
because the public or the community is not ready for integration.

 The best response to this notion is that these individuals are citizens with
 the same right to be in community environments as any other citizen. Unless a
 person is a cridnal under sentence he/she does not have to earn his/her way into
 the community. Every person's rights to participate in the community are
 protected by law. This does not mean, however, that we would not be respectful
 of the owners, patrons and employees of community environments.

Planning

Controversial
Issues

For example, if one is teaching an individual to buy items in the grocery store and
the individual is new and/or very slow, it is best to be considerate of others by
starting the training sessions at a time when the store is not busy. Or, if a person
is likely to touch breakable items, don't go in that section until he/she has better
self control.

3. There are those who think that individuals with severe disabilities camot
ever be independent and, therefore, should not be taught in oxnrnunity environments.

The material in this course addresses strategies that can be used to assist a person
who is not independent to be more independent in a particular situation. For
example, if the person camot ask for food at a restaurant, he or she can be
prompted to use a card with a picture of a food item. He or she may eventually
be more independent and present the picture without a prompt yet never able to
ask for the item in the manner of a person without a disability. The notion behind
this is "The Principle of Partial Participation." This means, even if a person is not
able to do all the steps of an activity independently, the person ought to still have
the option to participate in the activity in a meaningful way.

4. Another area of concern, if not actual controversy, is that some individuals
prefer to be inactive and would rather, for example, just sit and rock.

The response to this is that many people have spent years in very under
stimulating environments in which they were permitted to sit and rock and not
encouraged to participate in other activities and settings. Until these people are
given plenty of opportunity to experience other things, with the right
individualized supports, we camot predict what the individual's preferences may
turn out to be. AS staff get more familiar with individuals they may be more able
to assess what activities can be expanded and what can be dropped based on
personal interest.

5. Some controversy remains around the fact that people believe individuals
with severe disabilities ought to be taught following a developmental sequence
model. In such a model individuals cannot begin to participate in functional
activities until they are able to perform all the "prerequisite skills" (meaning
required skills).

Planning

Controversial
 Issues

For example, being able to identify how many dimes are in a dollar before they
go to the store to buy something.

One response is that very few things are absolutely required to do other things.
You do need to stand before you can walk, but you don't need to know how
many dimes are in a dollar before you go to the store. You only need to be able
to choose what you need and put the dollars on the counter near the clerk. It can
be very useful to know how many dimes are in a dollar and how to make change
but it is not required. Even when it comes to standing before you can walk, if the
goal is to get from one point to another you really aren't required to stand or
walk. You can learn to use a wheelchair instead.

Another response is that developmental information can be useful in helping us
decide what might be interesting to a person and in adapting tasks to make them
more interesting. Mso, we can use developmental information to better
understand what the individual may think is happening in a given situation. For
example, if the individual always has to be told to open the door of the closet
when she's getting dressed in the morning, developmental information might
suggest that she does not have "object permanence." (Object permanence means
that a person understands that something still exists even when she can't see it).
Once we understand her view of the situation we know there are a number of
things we can do: We can open the door for her; we can take down the door; we
can change the solid door for one that has a clear material in it; we can take the
clothes out for her; we can continue to tell her to open the door; we can give her
an adaptation such as a picture sequence that indicates to her that the first things
she must do is open the door to find the clothes, etc. depending on this
individuals abilities and needs

The major point is that there should be no controversy at all. People can learn to
do many things even when they do not have what some consider required skills.
Still, an understanding of normal growth and development may help us is
developing a truly individualized program for any person. This information is
particularly useful in developing adaptations. We have provided a reference about
the proper use of developmental information in the reference section.


AN EXPLANATION OF TERMS USED IN THIS COURSE

Adaptations are changes, additions, alterations to rules, materials, schedules
or sequences that we make to emble a person to participate as fully as possible
in a particular activity. These can be temporary or permanent. A temporary rule
adaptation might be to allow a person to take the breaks as appropriate or
needed instead of one in a morning on the job; a permanent materials adaptation
might be to give a person in a wheelchair a short pole to use to turn on
lights or appliances.

Chronological Ago Appropriate refers to activities, skills, environment,
clothing, music etc. which is compatible with the approximate age of an
individual. If a person takes a "STRAWBERRY SHORTCAKE" lunch box to work
the person could be subject to ridicule. Likewise, to dress someone who
is in her 30's in a manner much younger than her years; to offer music which is
not compatible with what her age peers would be listening to; to have her learn
to swing on kiddy swings or to use phrases like "good girl" when referring to
her would be chronological age inappropriate. Every effort should be made to
minimize the difference bmveen an individual, regardless of the
disability, and his or her age peers.

Communicative Content can include words you see, say, hear, point to,
gestures, signs and signals which communicate to you or which you use to
communicate in a particular environment. Some environments do not require
much, if any, communication; others require a lot. You can use a video game at
an arcade with no communication if you have the proper coins. You need some
communication, though it does not have to be spoken words, if you are

Consequences are the results of the actions performed. When bowling, if you
pick up the ball and roll it straight down the alley, you hit pins. If you drop it and

Planning

Glossary

let it roll crookedly the consequence is a gutter ball. If you whisper your order in
a noisy restaurant the consequence may be that you get the wrong food. It is
important for people to get acquainted with natural consequences, positive and
negative, as long as these are not dangerous or embarrassing.

Cwrections are the signals, signs, words or written directions that tell us to
change what we are doing if we are making an error. For example, when
checking out, if we start to go to the wrong counter a worker from another
checkout counter might say "1'11 help you over here" or otherwise signal that the
first checkout is closed. There may not always be natural corrections. For
example, if you go into McBurger and wait for someone to seat you, you may
have to wait and be hungry a very long time. Corrections also can be considered
cues, directions or prompts but it is important to remember that they come after
an error. (When working with individuals with severe disabilities, it is better to be
given assistance before the error begins or, if it occurs, to begin again so that the
person will not learn the error and your correction as a chain of behavior). In the
natural environment, however, corrections often come after we make a mistake.

Cues are the signals, signs, words or written directions which tell people what
they are expected to do in a particular circumstance. These can be divided in
natural or artificial cues.

Natural Cues in a restaurant, can be as subtle as a waiter putting his pencil on
the order pad and looking at you as a signal that you should give your order, or
as large neon as a sign and recording in another restaurant that says "ORDER
HERE." We respond to natural cues all the time, often without realizing it so we
must begin to think about these cues if we want others to begin to notice them.

If there is no natural cue, we sometimes are given an artificial cue. For example, if
there is an accident at an intersection, an emergency worker or bystander may
begin to direct traffic around the accident and bypass the natural cue of the traffic
light.

In working with individuals with severe disabilities we often add artificial cues
such as pointing to a natural cue or giving verbal or signed directions, It is
important to emphasize natural cues and avoid artificial cues as much as possible.

Planning

Glossary

Ecological/Ecology in this course, means all the people, things, activities, skills
and cues to be found in a particular environment. It is more than the furniture or
even the people. It even includes the noise level, the speed of activities, etc. that
make a place work. It is important to realize that most environments have their
own individuality. Da not think about "SHOPPING ENVIRONMENTS" but about
THE SHOEBOX, a shoe store on Main Street which could be quite different than
the other branch of the same store in the Westside Mall. Likewise, when
describing an environment, we mean a particular section of it, an individual
branch of the public library, a certain person's apartment or a particular
warehouse, etc.

Functional Skill/Functional Activities generally are those which would
receive a `Yes" answer to the following question: "If the person does not learn to
do this skill/activity, someone will have to do it for hirri~" The answer for the
activity of buying a shirt at K-Mart would likely be "Yes." The answer for the
activity of stacking blocks or sorting and resorting nuts and bolts would likely be
"NO." The exceptions to this would be recreational activities such as watching a
movie or riding a bike which a person might enjoy but which would not be
required for independent functioning.

General htventory is a process for entering a specific place or setting and
noting the various sub-sections of that setting as well as the activities and skills
which may be required in that setting.

Generalization refers to the fact that it is often difficult for people with severe
intellectual disabilities to transfer the information they learn under one
circumstance or setting to another circumstance or setting. Thus, if a person learns
to order food in only one fast food restauran$ we cannot be confident that he can
also order food in a different restaurant. Likewise, if he only leans to "order" a
meal in an artificial setting such as a workshop cafeteria, we cannot be sure he
will generalize or transfer the skills outside that setting. It is, therefore, extremely
important to teach and to test the person's skills in the environments in which
these skills will have to be used. Thus, this course stresses the assessment and
teaching of new skiUs in natural environments.


Planning

Glossary

Individual PIan is the legally required document which outlines what an individual
can currently do, long and short term goals and objectives for the person and a plan
for evaluating progress. State regulations specifi how the plan should be done and
updated as necessary.

Individual Inventory is the name given to a process for learning what an
individual with a disability does in a specific environment and subsections of that
environment. Information is then compared to the skills and abilities of typical people
without disabilities who are successful in that same environment.

Natural Environments are those settings in which people without disabilities live,
work and recreate. People with disabilities can be integrated into them. The task then
is to assess the skills of these people in such environments, and to teach in those
environments, to avoid problems with generalization.

Performance Analysis is a process for deciding what differences, if any, there are
between the way people without disabilities perform in a particular environment and
the way an individual performs in that same environment. This information can form
the basis for developing functional goals and objectives for an individualized
educatioml or habilitative plan.

Performance Criteria are the standards mturally available for success of a
particular activity in a particular environment. For example, if you want the correct
size bowling shoe in a loud bowling alley, you need to be able to say your size loud
enough (or otherwise sigml the size). You also need to be both accurate and at an
appropriate distance from the bowling staff. If you are in an elevator trying to go Up
to the IOth floor you must consider both speed of action and accuracy. That is, you
have to push the button for the IOth floor before the elevator has passed it and you
must push the correct button.

Skill Clusters are groups of skills necessary to perform an activity. For example, if
you wanted to ride a bus, you must locate the bus stop, choose the correct bus,
board the bus, deposit the money in the coin box etc. AI-Iy of these skill clusters can
be broken down into fWther detail for a particular person. A task amlysis would
discover if the person needs additional help or adaptations or needs to be taught
smaller parts of a cluster, such as "raising right leg 14 inches, putting firmly on step,
grabbing door pole, etc."

The following are additional activities which could be used to augment the in-
class and out-of-class assignments to clari~ how much an individual trainee is
understanding the material.

1. Make a list of four people who could come to the IP  meeting for an
individual who are not necessarily required to be there.

2. Give two examples of how you could identify a personal preference for a
particular environment or activity.

3. List five environments within one mile of your setting (more miles if a rural
community) which could be appropriate for a person as a work training site
(such as a community center, YMCA, Red Cross, hospital).

4. List five environments within one mile of your setting (more miles if a rural
community) which could be appropriate for a person as a place to spend
leisure time (such as a park, an ar~de, a community center).

5. List five environments within one mile of your setting (more if a rural
community) which could be appropriate for a person as a place to teach
everyday functioning such as a shop, church, doctor's office.

6. List five community based living situations which would appropriate for a
person as a place to live if sufkient supports were available.

7. List three things a particular person likes to do when he or she has nothing
that must be done.

8. List all the environments and activities in which an individual participates
 on a given week day.

9. List all the environments and activities in which an individual
 participates on a given weekend day.

10. List the number and kinds of place that a particular person has lived and
 workecUgone to school in his/her life time.

11. List three people who could be considered a friend (that is, someone not
 paid to be with him or her) of a particular person.

12. Hold a "MOCK" IP  meeting with every member of the class taking a role,
 including the role of person with a disability and use some of the
information developed in the above activities as possible focus of discussion
 at the meeting.

References

Baumgart, D., Brown, L., Pumpian, I., Nisbet, J., Ford, A., Sweet, M., Messina
& Schroeder, J. (1982), Principle of partial participation in educational
programs for severely handicapped students. Jou rnal of Association for
Persons with Severe Handicaps. 7, 17-27.

Brown, L., Falvey, M., Viicent, L., Kaye, N., Johnson, F., Ferrara-Parrish, P., &
Gruenewald, L. (1979). Strategies for generating comprehensive, longitudinal
 and chronological age appropriate individualized educational programs for
 adolescent and young-adult severely handicapped students. Strategies for
 Teaching Chronolotical Ape Atmromiate Functional Skills to Adolescent and
 Yourw Adult Severely Handicamed Students. Vol. IX. Madison, WI: Madison
 Metropolitan school District.

Brown, L., Shiraga, B., Ford A. Nisbet, J., VanDeVenter, P., Sweet, M. York, J., &
 Loomis, R. (1986). Teaching severely handicapped students to perform
 meaningful work in nonsheltered vocational environments. In R. J. Morris &
 B. Blatt (Eds.), Special Education: Reseach and Trends. (PP. 131-189).
 Elrnsford, NY: Pergamon Press.

Brown, L., Shiraga, B., Rogan, P., York, J., Zanella Albright, K., McCarthy, E.,
 Loomk, R., & VanDeVenter, P. (1985). The "why question" in instructional
 programs for people who are severely intellectually disabled. Educational programs for students with Severe Intellectual Disabilities. Vol. XV. Madison,
 WI: Madison Metropolitan School District.

Brown, L., Udvari-Solner, A., Long, E., Davis, L., Ahlgren, C, VanDeventer, P., &
 Jorgenson, J. (in press). Integrated work: A rejection of the segregated
 enclave and mobile work crew. In L. Meyer, C. Peck, & L. Brown (Eds.),
 Critical Issues in the Lives of People with Severe Disabilities. Baltimore, MD:
 Paul Brookes Publishing Co.

Domellan, A. M., LaVigna, G. W., Negri-Shoultz, N., & Fassbender, L. L. (1988).
Progress without punishment: Effective approaches for learners with behavior problems, New York, NY; Teachers College Press.

Falvey, M.A. (1986) community based curriculum:  Instructional strategies for students with severe handicaps.  Baltimore, MD:  Paul H. Brookes Publishing co.

Gruenewald, L., Schroeder, J., & Yoder, D. (1982).  Considerations for curriculum development and implementation In P. Capmbell & V. Baldwin (Eds.), Severley Handicapped/Hearing Impaired Students (pp. 163-180). Baltimore, MD:  Paul H. Brookes Publishing Co.

Mirenda, P. L. & Domellan, A. M. (1987). Issues in curriculum development"
 In D. J. Cohen & A. M. Domellan (Eds.), The Handbook of Autism and
 Pervasive Developmental Disorders. New York, NY: (pp. 211-226).
 J. Wiley & Sons.

Mount, B.j & Zwernik, K. (1988). It's never too late:  A booklet about
personal futures planning. St. Paul, MN: Metropolitan Council.

Schleien, S. J. & Tipton, R. (1988). Communitv recreation and De rsons with
 disabilities: Strategies for integration. Baltimore, MD: Paul H. Brookes
 Publishing Co.

Resources

Videotape

TITLE: A NEW WAY OF THINKING

PRODUCER: Minnesota Governor's Planning Council on Developmental
Disabilities & Minnesota UAP on Developmental Disabilities (1988)
300 Centennial Office Building, 658 Cedar Street
St. Paul, Minnesota 55155
[phone]



TITLE: AN ELEPHANT AT MOUSE PLACE

PRODUCER: Kittelson & Leadholm
Minnesota Governor's Planning Council
on Developmental Disabilities (1990)
300 Centennial Office Building, 658 Cedar Street
St. Paul, Minnesota 55155
[phone]



TITLE: JOAN BERGMAN ON THE IMPORTANCE OF
THERAPEUTIC POSITIONING

PRODUCER: Minnesota Governor's Planning Council
on Developmental Disabilities (1990)
300 Centennial Office Building, 658 Cedar Street
St. Paul, Minnesota 55155
[phone]

Planning
Resources

TITLE : REGULAR LIVES

PRODUCERS: Tom Doodwin & Geraldine Wurzburg
 Syracuse University
 WETA Educational Activities
 P.O. BOX 2626
 Washington, DC 20013

TITLE: TASK ANALYSIS, PROMPTING AND ERROR CORRECTION

PRODUCER: Oregon Research Institute
 Tape 1: Task Analysis and Tape 4: Error Correction
 Research Press
 2612 N Mattis Avenue, Champaign, Illinois 61821
 [phone]

TITLE: RICHARD DODDS ON TECHNOLOGY

PRODUCER: Kittelson & Leadholm
 Minnesota Governor's Planning Council
 on Developmental Disabilities (1990)
 300 Centennial Office Building, 658 Cedar Street
 St. Paul, Mimesota 55155
 [phone]

TITLE: TECHNOLOGY: TOOLS FOR LIFE.

PRODUCER: Kittelson & Leadholm
 Minnesota Governor's Planning Council on Developmental
 Disabilities & Mimesota UAP on Developmental Disabilities (1988)
 300 Centennial Office Building, 6S8 Cedar Street
 St. Paul, Mimesota 5S155
 [phone]