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Person-Centered Planning (PCP) Strategies for
Postsecondary Students with Intellectual
Disabilities: Facilitating Participation in PCP
Meetings
Valerie L. Mazzotti, Ph.D.
Kelly R. Kelley, Ph.D.
Cassie M. Coco, B.S.Ed.
NCDCDT 2012 Spring Conference
Greensboro, NC – May 3, 2012
What is the UP Program?
The University Participant (UP) Program is a two year, inclusive transition program for college-aged individuals with intellectual disabilities.
Operated as a pilot program from 2007 to 2010; 2 participants completed the program by 2010.
Expanded to 4 participants in 2010, 4 additional in 2011 for a total of 8 participants.
Funded as a model demonstration site in 2010 by U.S. Department of Education.
What do UP Participants do?
Live in campus residence halls and experience college life with same age peers
Have an individual plan that would allow personal development for post-UP success
Attend and audit a limited number of classes
Participate in social events and activities
Five UP Program Components
Participants must pay current university fees for auditing courses
Personal Development
Community Participation
Vocational Preparation
Social Participation and Learning
Course Auditing
Person-Centered Planning and UP
8
Supports are centered around person/goals
Hold formal biweekly/monthly PCP meetings
with various key providers
Participants lead the meetings with guiding
questions and picture prompting cues:
Stories of Success
What is Working Well? (strategies)
What Could be Improved?
Next Steps
Questions and Other Items
Statement of Problem
10
A lack of interagency collaboration often exists between
schools, communities, and adult service providers, which may
create problems for students with disabilities as they
transition from school to post-school life (Benz, Lindstrom, & Latta,
1999; Johnson, Bruininks, & Thurlow, 1987; Katsiyannis, Zhang, Woodruf, & Dixon,
2005)
The Individuals with Disabilities Education Act of 2004, now
requires LEAs to communicate with adult service agencies
via a Summary of Performance (SOP) for each child with a
disability
Despite the new requirement, federal mandates do not
include explicit instructions regarding completion of SOPs
for transitioning students with disabilities
Summary of Performance (SOP)
11
IDEA (2004) initiative
“provides the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals.” (IDEA, 2004, section 614 [c]5ii).
Can provide a bridge into post-school life for young adults with disabilities,
Whether moving from high school into post-school employment, education, and independent living settings
Or from postsecondary settings into post-school employment, education, and independent living settings
Statement of Problem
12
For the SOP to be useful, students must be familiar with the
purpose and contents in an SOP
Teachers should provide students with instruction that
includes:
purpose of the SOP
contents of the SOP
steps to participate in the SOP process (e.g., SD-SOP)
detailed information on how students should use the
SOP as a self-advocacy tool in postsecondary
environments (Richter & Mazzotti, in press)
Statement of Problem
13
Given that no experimental research currently
exists to evaluate efforts surrounding the SOP,
researchers should (Richter & Mazzotti, in press):
begin to investigate effectiveness of various SOP
procedures
investigating the efficacy of various procedures for
involving students in the development of SOPs,
particularly focusing on the Student-Directed SOP (Martin et al., 2007)
Purpose
14
To examine the effects of the Self-Directed
Summary of Performance on participation in
Person-Centered Planning meetings with young
adults with intellectual and developmental disabilities
(IDD)
Self-Directed SOP
Research Questions
15
What was the effect of Self-Directed Summary of
Performance on participation in Person-Centered
Planning meetings for young adults with IDD?
To what extent will young adults with IDD generalize
use of the Summary of Performance document to
untrained locations?
Research Questions
16
What are participants’ perceptions of using the
Summary of Performance as a tool for participating in
Person-Centered Planning meetings and advocating
for accommodations in the workplace?
What are interagency service providers' and
employers' perceptions of the Summary of
Performance as a method for participating in PCP
meetings and advocating for accommodations in the
workplace?
Participants
17
Participants
3 young adults with IDD
2 males, 1 female
3 Caucasian
Aged 27, 22, and 23
All participated in the University Participant
Program on a University Campus
Setting
18
University Campus in Southeast United States
Postsecondary education program designed to
provide on-campus living and learning experiences
for college-age persons with intellectual disabilities
Instructional Setting:
Career Development Coordinator’s office
located on university campus
Dependent Variables
19
Primary Dependent Variable: Student participation in
person-centered planning meetings measured using
a 30-point probe
Student participation operationally defined as:
independently leading their PCP meetings based on the
steps of the Summary of Performance document
Secondary Dependent Variable: Student use of the
SOP document to advocate for accommodations in
a work setting
Intervention
20
Approximately four 15-45 min sessions per week
Probes used to evaluate participation during mock
PCP meetings
Summary of Performance Lessons
11 scripted lesson series to teach components of
SOP using prompting tool
Administered by Career Development
Coordinator
Model, lead, test format, including role play at end
of each lesson
Intervention: SOP Prompting Tool
21
SOP Prompting Tool
Intervention: SOP Lessons
22
Lesson 1: Beginning my meeting
Lesson 2: Introducing everyone
Lesson 3: My living goals
Lesson 4: My learning goals
Lesson 5: My working goals
Lesson 6: My disability and challenges
Intervention: SOP Lessons
23
Lesson 7: The supports I need
Lesson 8: My jobs at WCU
Lesson 9: Being a good employee
Lesson 10: What my employer likes
Lesson 11: My future employment goal and
closing my meeting
Participating in MY SOP: Elizabeth
24
SOP Prompting Tool
Participating in MY SOP: Conroy – Pre/Post
25
Pre – PCP
Post – PCP
Additional Preliminary Results
27
Interrater reliability is 99.2% (range=93.3% -100%;
collected on 63% of probe sessions)
Treatment integrity is 100%
Discussion Points
29
Findings support using the Self-Directed SOP to
teach young adults with IDD to participate in their
PCP meetings
First experimental study to investigate the effects of
the Self-Directed SOP on participation in PCP
meetings
Study addressed need for an effective intervention
that instructors can use to teach students with IDD
to actively be involved in IEP/PCP meetings
Provides students with a method for advocating
with employers
Limitations
30
Small number of participants (n=4)
Lack of long-term maintenance data
Include strategies to promote generalization to
using SOP with employers
Suggestions for Future Research
31
Conduct research with other student populations (i.e., high
school; other postsecondary settings) in other geographic
locations
Collect maintenance data over an extended period of time (e.g.,
3 months, 6 months)
Continue to refine intervention to ensure relevance for students
Implications for Practice
32
May provide a method for promoting self-advocacy
skills of students with IDD
May provide a method for teaching students with
IDD about the SOP and participation in both IEP
and SOP meetings
Visual or picture cues could help with increasing
self-advocacy skills for individuals with IDD
Explicitly teach participation in IEP and PCP process
to ensure students with IDD are actively engaged in
the process