Key Features of Wraparound

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Module 12 Using the Wraparound Process In
Alternative Education Settings Lucille Eber Ed.D
Key Features of Wraparound Session 2
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Key Features of Wraparound

• community-based natural environments
• uses an individualized team process for
  individual students
• built upon youth and family unique strengths
  needs
• culturally relevant teams and plans address
  multiple life domains
• plans reflect voice, priorities of youth and
  family
• team involves family, natural supports, community
  supports
• resources are blended must be flexible
• uses traditional and non-traditional
  interventions
• services are planned, implemented, and evaluated
  by a team
• team supports youth, family and providers
• unconditional - if the plan doesnt work, change
  the plan
• interagency collaborative process
• Outcomes monitored through team process

See handout 2.1
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Life Domains
Family,
School,
Community

• Medical/Health
• Recreational

• Education/Vocational

• Spiritual
• Cultural

• Social/Fun

• Safety
• Emotional/behavioral
• Basic Needs

• Legal
• Relationships
• Other

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How are strengths used continuously in the
wraparound process?

• To engage team members
• To establish ownership of team and plan
• To ensure ownership in interventions
• To ensure interventions are proactive
• To continuously build on successes

The Art Science of Wraparound Eber, 2003
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Unique Fit

• Wraparound plans should be uniquely designed to
  fit individual students needs as opposed to
  making a student fit into a prescribed program.

The Art Science of Wraparound Eber, 2003
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A Definition of Unconditional Care

• Students dont fail plans fail.
• When the plan fails, dont blame the
  youth/family.
• Instead, change the plan.

The Art Science of Wraparound Eber, 2003
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What happens during the wraparound process?

• Blending perspectives of team
• members results in a variety of
• traditional and nontraditional strategies
• that are directly linked to agreed
• upon outcomes.

The Art Science of Wraparound Eber, 2003
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What happens during the wraparound process?

• The wraparound process creates a context for
  effective implementation of research-based
  behavioral, academic and clinical interventions

The Art Science of Wraparound Eber, 2003
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Ownership Voice
The person who is supposed to implement the
strategy needs to be actively involved in
designing it or it probably wont work!
The Art Science of Wraparound Eber, 2003
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How are wrap teams different?

• Roles are the focus (not job titles)
• Natural supports
• Focus on strengths
• Family voice and ownership
• Focus on needs (instead of services)

The Art Science of Wraparound Eber, 2003
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Similarities with Processes used in Special
Education

• Person-centered planning
• Positive behavior supports
• Mapping
• IFSP

• Voice and choice re quality of life
• Collaborative team process
• Supports adults who provide interventions for
  child
• Focus on natural supports settings
• Multiple life domains

The Art Science of Wraparound Eber, 2003
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Building Capacity for Natural Supports

• A student who had strong interests and skills
  with bicycles (actually, he had a history of
  stealing bikes, rebuilding them and selling them)
  was connected with the owner of a local bike shop
  who hired him to work there and, over time agreed
  to be a team member.

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• Examples of Roles a
• Teacher could Provide
• Academic Coach
• Behavioral Coach
• Friend
• Crisis support
• Respite provide
• Translator

The Art Science of Wraparound Eber, 2003
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Examples of Natural Support People who have been
on teams

• Colleagues
• Friends
• Extended Family
• Neighbors
• Coaches
• Clergy
• Bus Drivers
• Babysitters
• School Custodian
• Crossing Guard
• Classmates

The Art Science of Wraparound Eber, 2003