Wraparound as a Component of a

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Wraparound as a Component of a School-wide
System of Positive Behavior Support (PBS)
First Annual Iowa Behavioral Alliance Conference

Plenary Session September 19, 2005 Lucille Eber
Ed.D
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Wraparound as a Component of a School-wide
System of Positive Behavior Interventions
Support

• Key features of wraparound/PBS practices?
• How to integrate systems, practices, data at 3
  levels?
• How to move forward with training and
  implementation?

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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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PBIS Emphasizes Prevention at Each Level

• Universal Level
• GOAL To reduce new cases of problem behavior
  and/or academic failure
• Targeted Level
• GOAL To reduce current cases of problem
  behavior and/or academic failure
• Intensive/Wraparound Level
• GOAL To reduce complications, intensity,
  severity of students with chronic problem
  behavior and/or academic failure

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What Do we Know about the Tertiary Level

• Requires real talent and skills (Rob Horner)
• Applies Art (of engagement) and Science (of
  interventions)
• Needs to happen sooner for many
  students/families
• Gets tougher with each system failure
• Requires thinking differently with kids and
  families
• Is easier in schools proficient with school-wide
  PBIS
• Should apply system/practice/data components of
  FBA

L. Eber 2005
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Integrating wraparound and PBIS

• Establishing a school-wide system of positive
  behavior supports can establish environments in
  schools that help personnel feel more confident
  about wraparound approaches with students with
  significant needs.

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History and Development of System of Care (SOC)
Fragmentation, Dissonance and Confusion

• Definitions
• Eligibility criteria
• Policies
• Practices

Results for kids families?

• Relinquishing custody to get services
• Default to juvenile justice system
• Lack of access to MH services
• School failure
• Few served dismal outcomes for those served

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Concurrent Events in Education Promoting
Interagency SOC

• Jane Knitzers At the Schoolhouse Door (1992)
• OSEPs SED Agenda (1994)
• PL 94-142 (1975)

• SOC/wraparound consistent with Sp. Ed. mandates
• But not consistent with practices that evolved
• Burden of only mandated provider?

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What is Wraparound?

• Wraparound is a tool used to implement
  interagency systems of care in achieving better
  outcomes for youth and their families.

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Wraparound Planning Elements
Individualized, Strength- focused
Culturally Competent
Community Based
Family Voice, Choice and Partnership
Team Based
10 Essential Elements
Outcomes are Measured
collaborative process
Financial Support
Unconditional Commitment
Formal and Natural Supports
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Wraparound A SOC Tool

• Emerged from practitioners struggling to
• implement SOC (grassroots)
• Keep/bring kids home
• Flexible, creative, non-categorical
• Natural support networks
• Community-based
• Do whatever it takes to achieve outcomes
• Let families guide service development
• Non-traditional supports and services

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What is Wraparound?

• Wraparound is a process for developing
  family-centered teams and plans that are strength
  and needs based (not deficit based) across
  multiple settings and life domains.
• Wraparound plans include natural supports, are
  culturally relevant, practical and realistic.

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Individualized Comprehensive Teams/Plans

• Who?
• Youth with multiple needs across home, school,
  community
• Youth with multiple life domain needs
• The adults in youths life are not effectively
• engaged in comprehensive planning
• (i.e. adults not getting along very well)

What? The development of a very unique,
individualized, strength-based team plan with
the youth and family that is designed to improve
quality of life as defined by the youth/family .

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Individualized, Comprehensive Teams/Plans
What Do Intensive Plans include? Supports and
interventions across multiple life domains and
settings (i.e. behavior support plans, academic
interventions, basic living supports,
multi-agency strategies, family supports,
community supports, etc.)
Whats Different? Natural supports and unique
strengths are emphasized in team and plan
development. Youth/family access, voice,
ownership are critical features. Plans include
supports for adults/family as well as youth.
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Wraparound and PBS Whats the Connection?

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

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FY 2003 EBDAGGREGATE WRAP EVALUATION
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Relationship Between Behavior Problems and
Academic Needs?
Data suggests that as need for additional
behavior support decreases, (i.e. behavior
improves),need for additional academic
assistance increases.
Does this mean that as behavior improves,
academic needs (which were possibly there all
along) become noticeable?
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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.

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Intensive Interventions focus on

• Improved quality of life,
• Social and academic success

• Student/family voice and choice

• Use of function-based support plans

• Improved family partnering family support

• Community networking to ensure full range of
  supports across multiple life domains

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Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Similarities Across all Three Levels

• Team-based decision-making
• Consensus around proactive strategies
• Ownership student/family/teacher practical,
  real
• Use real data to guide interventions

• Translate teacher/family/student stories into
  data
• Who, what, when, why
• Whats it going to take to get improvement we
  want?

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Teams at the Intensive Level

• Are unique to the individual child family
• Blend the familys supports with the school
  representatives who know the child best
• Meeting Process
• Meet frequently
• Regularly develop review interventions
• Facilitator Role
• Role of bringing team together
• Role of blending perspectives
• Guide Data-based Decision-making

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Establish Family Voice/Ownership

• No blaming, no shaming
• Start with strengths
• They choose their own team
• Focus on what they identify as needs
• Listen to their story before the meeting
• Validate their perspective
• Communicate differently..

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Value Base

• Build on strengths to meet needs
• One family-one plan
• Community-based responsiveness
• Increased parent choice
• Increased family independence
• Care for children in context of families
• Care for families in context of community
• Never give up

P.Miles, 2004
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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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05
20
11
22
84
58
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04
14
08
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69
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What does the triangle data indicate about
students with EBD?

• They have been cured?
• They moved to Iowa?

They arent being sent to the office? Their needs
are being met with effective supports,
interventions?
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Positive Behavior Support





Universal School-Wide Assessment School-Wide
Prevention Systems

• Targeted
• Intensive

Group Interventions
AnalyzeStudent Data
Small group interventions Simple Student
Interventions
Interviews, Questionnaires, etc.
Intervention
Assessment
Complex Individualized Interventions
Observations and ABC Analysis
Team-Based Wraparound Interventions
Multi-Disciplinary Assessment Analysis
T. Scott, 2004
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Implementing Wraparound Key Elements Needed for
Success

• Engaging students, families teachers
• Team development team ownership
• Ensuring student/family/teacher voice
• Effective interventions
• Serious use of strengths
• Natural supports
• Focus on needs vs. services
• Monitoring progress sustaining
• System support buy-in

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Four Phases of Wraparound Implementation

• Team Preparation
• Get people ready to be a team
• Complete strengths/needs chats
• Initial Plan Development
• Hold initial planning meetings
• Develop a team culture
• Plan Implementation Refinement
• Hold team meetings to review plans
• Modify, adapt adjust team plan
• Plan Completion Transition
• Define good enough
• Unwrap

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Steps for Developing a Wraparound Plan
Step 1 Initial Conversations (story) Step 2
Clarify Agenda, logistics, team rules Step 3
Introduce by Roles and Goals Step 4
Develop/Review a Mission Statement Step 5 Start
Meeting w/Strengths Celebrate Successes Step 6
Identify Needs across Domains Step 7 Prioritize
Needs Step 8 Develop Actions Step 9 Assign
Tasks/Solicit Commitments/ Set Next Meeting
Date Document, Evaluate, Revise..
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• Engaging a family-centered team provides
  opportunities for

• Agreement about where/how to focus intervention
  planning
• Consistent implementation of interventions
• Intervening across multiple settings
• Intervening at multiple places along
• the behavioral pathway.

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t 11.11 (335) plt .0001
t 2.30 (27) p lt .03
N223
N38
N223
N38
N17
N17
N169
N169
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A Two-Year Comparison of Effective Implementation
of Interventions for Small Groups Individual
Students
number of interventions
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IL 2003-04 data
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IL PBIS Schools at Phase II or Higher SET
Criterion Comparisons
July 2005
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How did a school-wide cool tool emerge from a
Wraparound planning process for an individual
student? (case study Simon)

• The team decided to develop a school-wide cool
  tool to
• teach/shape respectful interactions with adults
  because
• concerns about being able to deliver consistent
  practice, prompts
• and reinforcers across all settings at school.
• concerns that Simon would not be accepting of an
  individualized
• approach to teaching the desired behavior
• the principal stated that Simon wasnt the only
  student who needed
• teaching/practice of this behavior

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Functional Assessment Pathway
Maintaining Consequence THE FUNCTION Get
something Get away from Something
Problem Behavior
Setting Event
Triggering Event or Antecedent
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Examples of Behavioral Pathways

• Jason screams and hits his head when approached
  by his peers Marge or Allison. When he screams,
  Allison and Marge move away and leave Jason
  alone. This is more likely to happen if Jason is
  tired.
• Setting Event Trigger Behavior
  Consequence
• Tired Approached Scream
  Avoid Marge
• by Marge hits head
  Allisons
• or Allison
  teasing
  

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Challenges or Roadblocks to Anticipate

• Differentiating between needs services
• Keeping team focused on strengths
• while problem-solving
• Family unable/unwilling to identify natural
  supports

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Coaches have to help establish capacity for

• Commitment of time
• Commitment to stay at the table
• Willingness to regroup and be solution-focused

• No judging or blaming
• Time for listening to stories
• Time for venting, validating

• Establishing consensus
• Voice of student/family in prioritizing
• Establishing ownership

L. Eber 2005
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Wraparound works best within a proactive school
environment.

• The focus is on what we want to see from
  students
• Data is used to define needs and strategies
• A team focuses on how to rearrange the
  environment
• to make positive behavior more likely to occur

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Big Question ?

• Can individual child/family teams use data-based
  decision-making to prioritize needs, design
  strategies, monitor progress of the
  child/family team?

• more efficient teams, meetings, and plans?
• less reactive (emotion-based) actions?
• more strategic actions?
• more effective outcomes?
• longer-term commitment to maintain success?

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Listening for Strengths

• Traits Talents
• Who is the child/family what are their
  characteristics?
• Skills and Abilities
• What can the child/family do?
• Attributes and History
• Who was involved, and what did they contribute?
• Preferences
• What else would feel real and valid for this
  child/family?

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Needs Wraparound

• Practice Patterns How it Happens in Wraparound
• Named facilitator looks for needs as they
  complete the strengths chats
• Needs statements brought together as a team
• Family confirms accuracy or not
• Prioritized as most important together
• Focus on the why of a need not the how of it
• gt Needs to be able to support kids rather than
• needs a car to get to work
• Needs are not services
• gt Not she needs treatment but she needs to
  know she can still have fun while sober
• Needs are not goals
• gt Not she needs to attend school but she needs
  to be convinced she can learn in school

P.Miles, 2004
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Needs Wraparound

• Best Practice Targets
• Needs are documented in a plan of care
• Needs range across life domain areas
• Needs are spoken approved by the family
• Needs are prioritized to no more than five
• Team measures family experience of met need
  rather than service provided
• Interventions to meet needs are documented rather
  than slots for referral

P.Miles, 2004
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Examples of Needs Statements

• The student needs to know how to keep friends.
• The student needs to learn how to express his
  anger without hurting others.
• The parent needs to know her son is getting a
  fair shake at school.
• The student needs to be reassured that he can
  complete the work.
• The student needs to be reminded to refocus his
  energy when doing his seatwork.

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Needs based interventions will

• Change the environment around the situation
  rather than waiting for the person with the unmet
  need to do the changing
• Help build skills for the child and the childs
  supporters (family, teachers, neighbors, kin,
  etc.)
• Access existing resources when there is fit,
  avoid existing resources when there is not

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Interventions.
Ownership Voice A Key to Intervention Design
The person who is supposed to implement the
strategy needs to be actively involved in
designing it or it probably wont work!
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Steps for Success

• Make sure the people who the plan effects the
  most have the most ownership over it.
• The process itself should feel supportive to the
  child, family, and teacher.
• Recognize that your system or program may already
  have some of the features in place. Build on
  these as you initiate others.

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Points To Keep in MindWhen Action Planning with
a Team..

• Scientifically sound strategies can fail if they
  dont fit with values and skills of those who are
  supposed to implement them.

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Mapping a Route to Effectiveness(contd)

• Effective wraparound plans go beyond
  crisis/safety needs and include strategies for
  skill development of youth, family or other core
  team members.
• Effective wraparound plans may include strategies
  to support the adults (families, teachers) as
  well as the youth.

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Coaches have to help establish capacity for

• Commitment of time
• Commitment to stay at the table
• Willingness to regroup and be solution-focused

• No judging or blaming
• Time for listening to stories
• Time for venting, validating

• Establishing consensus
• Voice of student/family in prioritizing
• Establishing ownership

L. Eber 2005
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Some Things the Educational Staff Might Find
Different When Using the Wraparound Planning
Process

• Initial Engagement of family entails finding out
  the good news
• No matter how loud the other news is
• Family takes a key decision making role at the
  table
• If the family isnt present, you have to go back
  engage again
• Interventions are integrated across home, school
  community
• May entail partnerships with others including
  family members, community resources, unexpected
  school representatives
• Interventions are designed to be changed
• Can stop doing things that arent working, start
  doing things that might and keep doing things
  that do
• Team membership may include surprising
  representatives
• Might include school support staff (custodians,
  front desk secretaries, previous teachers),
  family members (uncles, cousins, aunts) and other
  family folks (friends, neighbors, co-workers)
  along with traditional school representatives

P.Miles, 2004
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• System and Practice Challenges
• others on team with lack of wraparound knowledge
  
• pre-determined goals/services before team
  developed
• conditioned to focus on problems
• planning and preparation time
• joining different perspectives
• who will do the initial conversation(s)?
• lack of existing natural supports for some
  families
• getting schools to focus on proactive when
  serious
• problem behavior has occurred

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Wraparound TOT

• How is wraparound done?
• How do we train/coach others to implement
• Training, coaching, modeling, guided practice,
• consultation/supervision
• When/how does it get introduced to schools?
• How does it integrate with PBIS?
• What tools/measures/data are used?

• 4. What training mechanisms, schedules, structure
  
• trainers, coaches, tools should we use?
• 5. What outcomes should we collectively set?
• of coached wrap cases with data?
• of school staff facilitating what of wraps?

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IL PBIS FY 04 End-of-Year Progress
Report Wraparound Evaluation Tools Collaborative
Team Planning Form Wraparound Success
Stories Reading Lists and Tools for
Coaches Available at www.ebdnetwork-il.o
rg