Person-Centered Planning (PCP)

Person-Centered Planning (PCP)

Amie Pizura
Dr. Fisher
DIFF 504
December 10th, 2015

Person-Centered Planning (PCP)

Person-Centered Planning (PCP)

Introduction
The ultimate goal of my PCP is for Boe to achieve is, obtaining a job and getting
an apartment with his friends after high school. Having Boe obtaining a job is realistic
goal, since he is currently working or has worked at a variety of different establishments
through his functional curriculum right now animal shelter, food pantry, Salvation Army,
and the YMCA. Every childs dream is to move into his/her own home/place and be
independent, for young adults with autism that dream might not become a reality. Only
about 17 percent of young adults on the spectrum ages 21 to 25 have ever lived
independently. By comparison nearly 34 percent of their peers with intellectual disability
have. (Heasley, 2013, paragraph 2). Young adults with autism will end up living with
their parents, guardians or in some type of assisted home or group home. My PCP is
focused around is getting Boe to eventually live on his own with his friends or in an
assisted home/group home as well as obtaining a job.
What exactly is Autism, how and where will my child live when I pass way, how
do I plan for the future for my childs future who has autism, can they hold a job, can
they live on their own? These are all questions that may run through a parents mind that
has a child with autism. Autism is the fastest growing developmental disability in the
United States; there are about 3.5 million individuals who live with autism today. In
2000 about 1 in 150 children would be diagnosed with autism in 2010 that percentage has
dropped to 1 in 68 children would be diagnosed with autism. Autism typically occurs
among individuals have certain medical conditions, and there is no specific gene that has
yet been identified in causing autism. Autistic students are typically educated until they

Person-Centered Planning (PCP)

are 21, which is the legal age that a student can stay in high school until they are asked to
leave. After high school about 35% of young adults with autism will not have had a job
if a functional curriculum was not set in place for them. To educate an autistic child in
the United States it cost about $12,000 it cost an additional $8,600 to educate autistic
children in todays school system. (Facts and Statistics/Autism Society)
Creating a PCP for Boe as important because he is to the point in his educational
career where he is going out into the community and working, and will eventually want
to live on his own with his friends in an apartment. Boe parents would like to see him
achieve those goals but they know that realistically he will not be able to live
independently with his friends they/he will need some type of assistance. This could
potentially be a problem for both the parents and Boe. Boes parents ask him do a lot of
chores at home, which is making him independent, but I do know he needs assistance
with cooking and he does not have a drivers licenses. I do not want to shoot Boes dream
down of living independently, but I also want to show Boe other options that he could be
able to live with his friends but maybe with assistance.
I believe finding resources and conducting research on how to help individuals
with autism be able to live independently will benefit a lot of families in the classroom I
work with. A fear of a lot of parents who have an autistic child is what is going to happen
if we pass away, where is our son or daughter going to go. I feel that this PCP plan will
be able to help other families not just this family I selected, with the transition from home
life to living as independently as possible. These young individuals may not obtain a
drivers license like other children, but finding ways for them to be as independent as
possible is the goal of this PCP.

Person-Centered Planning (PCP)

I am conducting my PCP project on is a young boy named Boe who is autistic,

and who is in good health. Boe is on a functional curriculum, where he is focusing on
life skills that will help him live an independent life as much as possible. Some of the
skills Boe has been working on is making change, reading a clock, doing laundry,
cleaning, and as well as going out into the community and working at different
establishments. Boe also just qualified for the ungraded alternative assessments. Boe is
placed in a 12:1:1 room 5 days a week for 200 minutes for English, Math, Science and
Social Studies.
Boe also participates in a 15:1:1 small group PE class for 30 minutes 3 days a
week. Boe does receive other services like Occupational Therapy, Psychological
Counseling, and Speech-Language Therapy. Boes long-term goals for living, working
and learning as an adult will be receiving on the job training at his place of employment
currently at the thrift store and food pantry, and will live at home with his parents but
Boes ultimate goal is to be living in an assistive group home with his friends.
Boes family unit is very strong, his parents are very supportive and they are
older. Boes lives with his Mom and Dad, he also has an older sister who does not live
with them. Boe Mom and Dad are very involved in helping their son Boe plan out what
he would like to do for his future. They realize that Boe will not be able to live
independently, but they would like to allow him to live in a group home with his friends.
They also give Boe chores at home to help him become independent. They ask Boe to
take care of the animals, dishes, dust, vacuum, clean bedroom/make bed, and walk the
dog. Boes parents make up a chore list for him and he completes what they have written
on the list for him.

Person-Centered Planning (PCP)

Boe is involved in a lot of community activates, like ARC where he goes on trips
with them and he also is involved with his church and youth group. The youth group also
plans trips and participates in various community services. Through his functional
curriculum Boe volunteers his time at the food pantry and the Salvation Army store.
Boe is very strong at reading with a lexile score of 390, he has very strong
phonetic skills but he is very low with his comprehension skills. Boe is weak in math,
which is where his functional skills are focused around he participates in algebra 1 in a
small group setting (12:1:1) but Boe demonstrates that it is very hard, and he does not
feel successful at it. Boe is making slow and steady gains in the subject though. Boe is
very ridged and likes to have set schedules. Boe does not like change and has to be
notified ahead of time if there is going to be an event that will throw off his schedule.
Once notified Boe will continue to look at the clock and worry if he will miss any
instruction time, and continue to count the minutes till the event is going to happen like a
fire drill. Boe also has a difficult communicating with adults and peers; he also has a
difficult time functioning independently in the general education classroom. Boe requires
a great deal of assistance to perform duties and assignments in the classroom setting (step
by step reminders). Since Boe has a difficult time processing information as well as
expressing information retained, Boe struggles to fully participate in the general
education setting without supports.
Literature Review
Autism
There are many classifications in special education and the fastest growing special
education category being served in schools today is autism (Hendricks, 2011, p. 37).

Person-Centered Planning (PCP)

Approximately 1 in 110 children have been placed on the autism spectrum (Hendricks,
2011, p. 37), and the spectrum of autism is ranges from high functioning depending on
the symptoms, skills and levels of impairments the child has (Autism Spectrum Disorder,
paragraph 2). Hendricks (2011) states that individuals with Disabilities Education Act
define autism as a developmental disability significantly affecting verbal and nonverbal
communication and social interaction. Other characteristics are engagement in repetitive
actions and stereotyped movements, resistance to change, and unusual response to
sensory experiences (p. 37). Boys unfortunately are at a higher risk of being diagnosed
with autism than girls are.
Autistic children are just like students who are neutrotypical, autistic children
experiences joys and challenges, but often in enhanced ways and without the natural
social navigation system found inside most of us (Laursen, 2012, p. 47). ASD children
find it very challenging to understand thoughts, beliefs, feelings and interactions of
others and in particular, struggle to make perditions about what others are doing next
(Laursen, 2012, p. 45), and also their anxiety increases in social situations that are
unpredictable for them. Autistic individuals have a very difficult time adapting to
change in routine or having their expectations violated; show unusual and intense
interests; and display repetitive and/or self-stimulatory behaviors, and odd postures, eyecontact abnormalities, and/or unusual sensory responses (Volker, 2012, p. 912).
With the increasing number of children being diagnosed with autism in our public
schools increasing almost 20% each year (Hendricks, 2011, p. 37), it is important that our
special education teachers are educated and adequately prepared with the knowledge and
skills on autism to promote change to help these students become successful (Hendricks,

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2011, p. 48). Educators need to know how to reach all levels of autism and know that
autistic students who are high functioning need to have the same consistency and
sameness as an autistic student who is sever (Volker, 2012, 912). With that being said
educators need to create some type of direct academic curriculum support that will meet
the each autistic student in their classrooms functional levels through the different stages
of life.
Discrete Trial
Discrete trials have begun to be implemented into Special Education; they are a
way for educators to college data on students who have autism. Ghezzi (2007) states,
that the essence of discrete trials teaching is control over the teaching situation (p. 669).
The trials are not different from typical teaching that happens in the general education
classrooms. The teacher has an ultimate goal in mind and is driving instruction so their
students reach that goal/standard. Data collection with discrete trials is important, it is
what drives the instruction or trials that a student completes and also assists in future IEP
goals as well as report cards. DTT consists of an average of 35 hours per week one-toone behavior instruction (Chasson, 2007, p. 402).
There are many advantages to implementing discrete trials into classrooms today.
Discrete trials ultimate goal is to get students to become as independent, productive and
live a happy life, teaching basic skills and abilities such as attending, imitating,
following instructions, and answering questions (Ghezzi, 2007, p. 677). Discrete trials
can be implemented into any grade level, can be used with any curriculum (academic or
functional), and discrete trials can also be implemented into any classroom setting as
well. What makes implementing discrete trials into your classroom important, it

Person-Centered Planning (PCP)

embodies many interventions that adhere to evidence-based teaching practices

(Gongola, 2012, abstract).
Discrete trials are typically implemented with students who have autism, it works
with the consistency autistic children need, it works on behavior situations, and is
individualized to fit the IEP goals and goals parents have for their child. To make DDTs
effective they must be conducted frequently enough for the child to learn the skills that
will be enable them to function more independently (McBride, 2003, p. 5). Discrete
trials expand the students skills, as well as strengthening the skills they already have
mastered, it also embeds instruction into an autistic childs everyday life; it capitalizes on
the childs interests, their intentions, and the ultimate goal of DDT is to target functional
skills (McBride, 2003, p. 6). Discrete trials happen in five parts cue (technically called
a discriminative stimulus), prompt, response, consequence, and intertribal interval
(Smith, 2001, p. 86). Through discrete trials the transitions from elementary to middle
school, middle school to high school, and high school to society or to further education
becomes easier on the child, family and teacher.
Transitioning
Students go through many transitions in their life; transitioning from being at
home daily to going to school everyday, elementary curriculum to middle school
curriculum, high school curriculum to being an independent citizen or from high school
to college. To make the dream of students with disabilities of living on their own,
possibly going to college, or having a job public schools partner up with a college,
community agency, or assistive living establishments to develop and implemented a life
skills curriculum for individuals with developmental disabilities, while learning essential

Person-Centered Planning (PCP)

principles of delivering instruction (Meyers, 2011, p. 142). Transitions happen gradually

and are worked into the students schedule. Even transitioning from living at home with
the students parents to living on their own or to an assisted living establishment.
Students will take they learn in the classrooms and apply that to society, the Arc had a
kitchen, computer labs and several activity rooms that resembled real contexts where the
skills would eventually be applied (Meyers, 2011, p. 144).
Functional curriculum over the years has obtained multiple names for itself.
Brolin (1982) states career education focuses on the full development of
the individual and his/her ability to engage in all productive and
necessary work roles, whether as students, paid or volunteer workers,
in homemaking, avocations, or retirement, and in careers (p. 12).
How does career education, life skills, functional curriculum prepare an
individual to engage independently in society. The skills that are used
in this type of curriculum are second nature to an individual who does
not have a disability. The repetition we receive of brushing our teeth
for an example happens when we are in the early childhood
development.
Daily Living consists of preparing a simple meal for oneself, how to move to and
from residency to work and back, clothing care which is doing laundry, folding clean
cloths and putting them away, finances, any small home maintenance (cleaning), personal
needs, their civic duties/responsibilities. Personal-Social Skills mainly focuses on getting
the student to have confidence that they can complete a task given to them, how to
behave in public and at work, work on problem-solving and how to appropriately

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communicate with the different individuals the student encounters in their life.
Occupational Guidance and Preparation will focus getting the student ready to go into
the community and work, what is expected of them, being on time, specific skills and
how to seek a job (Brolin, 2012, p. 12, 17-18). Collecting data on the students as they
begin to achieve the goals, can be done through discrete trials. What happens when
children diagnosed with autism grow up (Van Pelt, 2008, p. 12)?
Assisted living facilities
Van Pelt (2008) mentions that our society views autism as a disease and severe
disability, but adults with autism and professionals work with them seek to change that
misperception (p. 12). Through functional curriculum and life skills autistic students are
prepared for the day to hopefully life on their own. In todays society there are a lot more
options for individuals who have ASD, than there was 25 years ago. Depending on the
skills and symptoms the individual has will reflect on the type of living arrangement they
could reside in; living independent, living at home, other home alternatives, supervised
group living, or long-term facilities (Autism Spectrum Disorder, paragraph 15).
Families must do their research on each assisted living facility, based upon what
their childs physical, mental, social, health, and transportation needs are. When students
reach the age of 14 the are beginning to start a functional curriculum with life skills that
will be necessary for the individual to live as independently as their disability will allow.
The misperceptions do not just stop at an ASD individual living on their own, adults on
the autistic spectrum must also face challenges of employment, postsecondary education,
housing, social relationships and health care (Van Pelt, 2008, p. 12). Between educators

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and family members they are responsible to set the child with ASD up with all the tools,
and plans to be able to function in society without their help.

The PCP Meeting

What I did to plan prior to this meeting was discuss with my cooperating teacher
how she begins planning on what jobs/volunteer work that she is going to send her
students out into the community to complete. There is a lot of preparation that goes into
scheduling the students to go out into the community to work/volunteer for their
functional curriculum. The students are putting to use the functional skills that they have
learned in the classroom and practicing them community. Scheduling for these volunteer
positions takes a good amount of time out of my cooperating teachers day, she has to
make sure that none of their services, core class time interfere with them going to
work/volunteering and she also looks to see if other students can go at the same time to
the same job site.
I discussed with my cooperating teacher on who to invite to this PCP meeting she
suggested; a classroom paraprofessional that works in the classroom, Boes parents, his
teacher, the head of special education so they could sit in and listen, one of Boes teachers
that he pushes into like foods and possibly one of the community venues that he
volunteers at (food pantry, YMCA, thrift store). I believe that having a variety of people
attend this meeting will help Boe achieve his long-term goal of living on his own with
friends and obtaining a job. By bringing in the community venues that Boe volunteers at
there because that potential volunteer job could turn into a job for Boe once he is out of
school. It will also allow Boe's parents to see how well he is doing working out in the

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community. Inviting Boes parents is important because they are the ones who know him
best and how Boe is at home outside of school; what Boes strengths and weaknesses
around the house and if he could physically handle living on his own or if he would be
better in a group home setting. Having Boes teacher and an aide attend is also valuable
information for both parents and everyone at the meeting because they can contribute
ideas on how to make Boe successful in meeting his ultimate goal for the future. The
family has had many interactions with Boes teacher, they have a good relationship and
they trust what input his teacher gives to them. Also, by inviting the director of special
education she will be able to sit in on the meeting and give any input that she feels would
help Boe, and his parents. She will also be asked to assist in documenting what, and how
the plan will be set into place.
Both of Boes parents work during the day, so it was a bit of a challenge but it
finally got resolved. Both parents wanted to be there but with conflicting schedules that
was not possible. It was suggested that we possible phone conference in the parent who
could not attend or we provide a clear plan that their spouses could discuss with them at
home. We decided to meet at 3:30, which worked well for the community member, Boes
classroom teacher, aide, a general education teacher, the director of special education and
one of his parents.
I discussed with my cooperating teacher how to go about developing an agenda
for this meeting. Since Boe is very shy and it takes him a while to respond to a question I
would already ask Boe the questions I am going to ask the rest of the group. I will be
Boes voice at the meeting, we will discuss Boes dreams and goals for what he would like
after Boe graduates from high school. Then I will turn the meeting over to Boes parents,

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teacher, aide, general education teacher, community member and myself to come up to a
plan of action for Boe to fulfill his dream. I will interject to ask Boe if he likes the ideas
we came up with/are coming up with from time to time.
The content of the meeting was focused around finding a way for Boe to be able
to eventually live on his own with possible assistance and with his friends. Boes parents
were very receptive as to the information that was brought to the table about finding Boe
an assistive living home to eventually move into with his friends. Until Boe is finished
with school, which will not be until he is 21 (6 more years), Boe will continue to live
with his parents. We discussed a variety assistive living homes that are around the area
he currently resides in. The residence has to be close for Boe to walk to work since there
really is not a lot of public transportation in this rural area.
I felt that the environment of the meeting was very relaxing, especially for his
parents. Seeing a community business member at the meeting, who stated how well Boe,
was doing volunteering at his establishment made his parents very happy. The general
education teacher also spoke up to discuss how well Boe was doing in foods that is a
cooking class which he is taking this year. We also discussed what other establishments
would allow Boe to volunteer or find employment through the ARC, since Boe would
probably be residing at the ARC within his county. I feel that with having done my
homework prior to this meeting allowed for the meeting to run very smoothly. I
researched the 14 different residential homes that were located throughout Boes county,
what kind of careers they offer through the ARC, exactly how living with assistance
works, if Boe could or could not live with friends.
Map concept

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I think that hosting a PCP meeting is very beneficial for numerous reasons.
Finding out what Boe wants and how realistic is their dream is what a PCP meeting is
about. Meeting with Boe and his classroom teacher prior to the meeting allowed myself
to conduct research to bring to the table to show Boes parents, and as well as having one
of the businesses managers that their son volunteers at praising how well Boe has done
will give his parents the confidence that their son can achieve his goals.
Boes parents, teachers, and Boes personal reaction to the process were very receptive.
Everyone heard what everyone had to say and all were willing to do whatever they could
to make Boe successful after school.
My personal reaction to this whole process was to walk in with an optimistic
mind. I think that Boe will be very capable to live in an assisted living home, where he is
continuously reminded how to cook, health and wellness, recreational and financial
information and simple household chores. I have a family friend who is autistic and I see
how independent she is. She does not drive, but she can take care of herself by cooking,
cleaning, caring for the animals and having some type of written communication with her
friends. I wanted this meeting to be about Boes parents not feeling obligated to go at
finding a place for their son to live and be taken care of. They are older parents and
providing them with information about certain assistive living homes and places Boe
could potentially get a job eventually; also for Boes parents to know that the school and
myself want to help Boe felt like I was doing my job as an educator.
The Plan
The outcome of the meeting I feel was and will be very successful. Boe is only
16 right now; he still has 6 more years of being in school where he will continue to work

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on his functional skills; cleaning, hygiene, telling time, how to use the bus system, make
a grocery list, and cook. All of these functional skills Boe will need, for him to one day
live on his own or in an assisted living home. I know his parents are doing an excellent
job at home reinforcing his skills with a list of chores he completes daily; feeding the
animals, vacuuming, the dishes, dusting, cleaning his room just to name a few.
We discussed that continuing to reinforce the functional skills (cleaning, hygiene,
etc.) he is learning in school at home through the chores he completes will stay the same.
We also discussed that as Boe gets to be around 19-20 we start looking at getting him into
an assisted living home where he could stay there a few days out of the week or on
weekends to see if that is something Boe would like once he graduates from high school.
Another thing that was discussed was a list of places in the community that Boe would
like to work at in the community animal shelter, YMCA, food pantry.
The plan after the meeting is, Boe will continue to go to school, continue to
volunteer in the community and live with his parents. His classroom teacher will
continue to conduct discreet trials on Boe, telling time, wh questions, making change,
telling emotions, reciprocating information, and signal signs. Boe will also continue to
work on his cleaning, cooking, and hygiene. Along with his discrete trials Boe will
continue to push into a few core classes like foods (home and careers). Boe will continue
to volunteer his time in the community at a variety of establishments like the food pantry,
animal shelter, etc. All will be documented as to which one of the volunteer positions he
likes the best that way once he gets to be 20-21 we can start establishing what kind of
profession we need to gear him towards. As far as Boes living situation he will live with

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parents until they feel it is an appropriate time to transition into living on his own (in an
assisted living establishment).
The follow-through for this meeting will happen each year at ever IEP meeting.
Since ideas change on of what kind of profession Boe will want to work in, records of
why he liked that establishment will be documented. Discussing how the home
functional skills are working out through the chores Boe completes, his parents will
provide information as to what skills they would like to see their son working on in
school to help make him more independent. Boes teachers will also provide new
functional skills that they would like for Boes parents to implement at home through a
variety of chores and the same will go when he is volunteering out in the community.
I believe that this plan is a sustainable plan for Boe. It is definitely a realistic goal
to work towards. He is a very smart young man who is working everyday at skills to
make him a little bit more independent. I personally have worked with Boe during my
practicum hours and he is very enjoyable to be around. He always has a smile on his face
and I know that if Boe continues to work hard at the functional skills, he will eventually
be able to do a few life skills independently. Since Boe likes to have structure and a
routine it will be very important that we as his educators find some way to have a set
schedule for him to follow daily like; wake up, make breakfast, shower, go to work, eat
lunch, come home, clean, go to bed. Where Boe will need assistance is in the daily
activities that need to be changed because of a situation that came about. As for Boe
obtaining a job he will continue to work/volunteer at the establishments that his
classroom teacher sets up for him through his vocational curriculum.

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This plan does have a future; even though the future is 6 years away it is a very
realistic goal for Boe, and his family. Boe is only 16 and his plans may change but
looking from an outside point of view Boes goals and dreams are very achievable. It
going to take work on everyone who was invited to the meeting, everyone needs to assist
Boe in anyway they can to make him as independent as possible.
The ultimate goal of this meeting was to get Boe to be as independent and to live
independent, and get a job. As for the details that were agreed to was that myself would
provide his cooperating teacher as well as his parents with a folder of different
residencies around the county that could be used in deciding what assisted living would
work best for Boe. I feel that providing the parents with this valuable information will
make deciding on the right place for Boe that much easier. In the folder will be a variety
of residencies, the types of services they offer, what types of transportation, employment,
activities, if they choose roommates or not, and about the staff that works there. I feel
that giving the parents documentation about the places will allow them to sit down with
Boe to discuss what would be best for him.
Everyone was in agreement that this plan needs to be reviewed every year to see
if Boes dreams still are the same as far as living with his friends and finding a job. His
parents agreed that they would continue to the chore list at home which is reinforcing the
functional skills he is learning in school. They also said that they would start looking
themselves at homes around the county for Boe to move into in a few years. As for his
classroom teacher, everything stayed the same she will continue to do what she has been
doing for Boe. The paraprofessional and his foods teacher will support Boe in transitions
to make him as independent as possible. The community members will still to allow Boe

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to volunteer at their establishments with a possibility of future employment through the

ARC. As for myself what I will be providing is a list of detailed information on all of the
different residences around the county that would accept Boe when he turns 21. This
information will be copied and given to his classroom teacher, and parents. Things could
change over the next 6 years, and the parents know that the information that I provide
them could potentially be out of date and it will point them in the direction as to what to
information to look for when 6 years comes around. Everyones role as to what their
contribution is to Boe achieving his goals of living on his own with his friends and
having a job is very manageable. His goals/dreams may change over the next 6 years but
if his parents want to start looking at finding an assisted living home they will have all of
the resources and information to the places around the county. Provide details for what
was agreed to
As stated above his classroom teacher will still continue to conduct discrete trials
on Boe, she will continue to set up the volunteer experiences for him as well as
complying with his services on his IEP until he graduates. His parents are going to
continue giving him chore lists at home which will reinforce the functional skills he is
learning at school. They also will begin to research on their own establishments within
the county for him to potentially move into once he graduates from high school. Boes
general education teacher, paraprofessional and community member will continue to
update Boes classroom teacher on how well he is doing in the classroom as well as out in
the community. The director of special education will follow up with the progress Boe is
making throughout the year at the annual IEP meetings. For myself, since my time
working with Boe is coming to an end I am going to provide his parents with a head start

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on the 14 different establishment facilities that are located within our county. The
information that will be given to them will have how much it cost, what kind of jobs they
offer, support as far as within the apartment, can Boe live with other people or does he
have to live by himself, will he be able to walk to and from work or is transportation
needed, and as well as will he continue to get services and constant reminders for specific
skills and events that may happen throughout his life. All of Boes goals and dreams are
reachable. I know that this PCP will be followed through with the help of my
cooperating teacher and his parents. My cooperating teacher stated that this is a good
time especially at this young mans life to start looking towards the future. Not many
parents are willing to look that far in advance, but since they are older parents they are
very reluctant and open to suggestions.
Conclusion
The goal of the PCP was to get Boe to eventually one day live independently or in
an assisted living home with his friends and to have a job.
The PCP cannot be implemented until 6 years because Boe is only 16, but what
has been implemented is that Boe will continue to work on his chores at home, still
volunteer, and continue to go to school until he his 21. Since this plan is slowly going to
be implemented over 6 years my cooperating teacher said she would keep me updated
and she said she also would be using this tactic with other families who have older
autistic children. I honestly think this plan is realistic and will be greatly needed when
Boe is getting ready to graduate.
Having resources set up for parents for what could happen next in their childs life
is a relief. I think that this was not a major problem, but it is a major concern that many

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parents have when they have a child who has autism. I feel that giving these parents a
packet of what residences their child will be successful at hopefully is a comforting
feeling to them. My ultimate goal is to show Boes parents that the school does care what
goes on after their child graduates from high school.
This plan is supported by multiple forms of literature for autistic adults, ranging
from what autism is and how to live with it, to transitioning into the different phases of
life and living on their own. The literature supports the PCP plan because the ultimate
goal for Boe is for him to live on his home in some type of assisted living facility. With
the information from the literature review it is clear to say that this plan will be successful
and there are many claims that support that an individual with ASD can live on their own
and obtain employment at an establishment. Depending on how motivated the family and
individual is will determine how successful he or she is in society. I know that Boe is a
very determined young man who wants to please his teacher and parents. He could
potentially live in some type of independent living, or supervised group living where he
is assisted in the daily housekeeping and preparation of meals. This plan will be
successful when it is time to implement, because Boes family knows that they will not be
around forever and it is important to have a plan set in place for him incase something
happens sooner. Boes teacher incorporates discrete trials, and specific life skills that will
allow Boe to be independent as possible and a functioning member of society.
Appendices
I.
II.

Agenda of Meeting
Plan

Person-Centered Planning (PCP)

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References
Autism Spectrum Disorder (NIMH RSS)
http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml
Brolin, D. E., (1982). Life skills for independent living. Educational for all Handicap
Children, p. 1-81
Chasson, G., & Harris, G., (2007). Cost comparison of early intensive behavioral
intervention and special education for children with autism. Journal of Child &
Family Studies, 16(3), 401-413.
Ghezzi, P. M., (2007). Discrete trials teaching. Psychology in the Schools, 44(7), p. 667679
Gongola, L, & Sweeney, J., (2012). Discrete trial teaching: Getting started. Intervention
in School and Clinic, 47(3), p. 183-190.
Hendricks, D. (2011). Special education teachers serving students with autism: A
descriptive study of the characteristics and self-reported knowledge and practices
employed. Journal of Vocational Rehabilitation, 35(1), 37-50
Laursen, E, K., & Yazdgerdi, S., (2012). Autism and belonging. Reclaiming Children &
Youth, 21(2), 44-47
Maskey, M., Warnell, F., Parr, J. R., Couteur, A., McConachie, H., (2013). Emotional and
behavioral problems in children with autism spectrum disorder. Journal of
Autism and Developmental Disorders, 43(4), 851-859.

Person-Centered Planning (PCP)

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Meyers, S. (2011). Life skills training through situated learning experiences: An

alternative instructional model. International Journal of Special Education,
26(3), p. 142-149.
McBride, B. J., & Schwartz, I, S., (2003). Effects of teaching early interventionists to use
discrete trials during ongoing classroom activities. Topics in Early Childhood
Special Education, 23(1), 5-17
Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and
Other Developmental Disabilities, 16(2), p. 86-92.
Van Pelt, J., (2008). Autism into adulthoodMaking the transition. Social Work Today,
8(5), p. 12.
Volker, M. A., (2012). Introduction to the special issue: High-functioning autism
spectrum disorders in the schools. Psychology in the Schools, 49(10), 911-916

Person-Centered Planning (PCP)

Person-Center Plan Agenda

11/16/15
Introduction:
Purpose of the meeting
Introduce who everyone is, how
they know Boe
Guidelines of the meeting
Plan: Everyone will get a chance to
talk
1. BOE WILL TALK FIRST
Needs/Wants & Dream
Strengths/weakness
How we plan to achieve Boes
Dream

23

Person-Centered Planning (PCP)

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Closure:
Final plan of action to reach
Boes dream
When will this meeting be
revisited
Responsibilities of individuals
Person-Centered Plan
Individual who plan is for: Boe Smith
Person-Centered Plan Goal/Dream: Student wishes to live with his friends in an
apartment and to obtain a job.
Who will be invited to the meeting:
Boe
Boes Mom and Dad
Boes classroom Teacher
Paraprofessional
General education Teacher
Community Member (manager of thrift store)
Head of Special Education
Graduate Intern
What is the story/history:
Boe is a 16 year old who is autistic. He is currently living with his parents, who are
older. He also has an older sister but she does not live in New York State anymore. He is
a healthy boy, he does have autism. At home Boe does chores such as taking care of the
animals, dishes, dust, vacuum, clean bedroom/make bed, and walk the dog. Boes parents
make up a chore list for him to complete. Boe also participates a lot in the community
through the church, ARC and volunteering. As Boe is getting older his dreams and goals
are changing, and his goal now is to live in an apartment with his friends and find a job.
Strengths:
Hard worker
Loves to make parents/teachers happy
Gets along well with others

Person-Centered Planning (PCP)

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Loves all subjects

Loves coming to school
Likes to travel

Weaknesses:
Math
Stocking shelves (in a job form)
Using a cutter to open boxes
Limited flexibility in hands
Stutters sometimes when talking
What does __Boe____ like to do:
Watching TV
Reading
Listening to music
Watching sports
Doing crafts
Cooking
Hanging out with friends
Cleaning
Going to/watching movies
Play video/computer games
Being outside
Shopping
Watching the Bills
How are we going to help __Boe____ achieve his goal/dream:
We are going to provide the family with support for finding a place for their son to live
once he graduates from high school. Continue to have Boe volunteer at different
establishments through the vocational requirements at school. Discrete trials will still be
conducted to help Boe become independent.
What are __Boe____ needs:
Set schedule
Consistent reminders
Needs to be known ahead of time if an event is going to disrupt his schedule for
the day
Possible assistance cooking
Availability to public transportation
A job

Person-Centered Planning (PCP)

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When will this plan be fulfilled: The plan will be officially implemented when Boe
turns 21 and is exiting the public school system. The plan will begin to implemented 2
years prior to the transition from the public school system.
How often does this plan need to be revisited: This plan will be revisited annually at
the IEP meetings. Boes dreams and goals are going to change yearly with the IEP long
term goals, and the plan will be adjusted to meet the new long term goals and dreams that
Boe has.
Responsibilities:
Boe: Continue to go to school, complete chores at home, volunteer in the
community, and be a teenager
Parents: Continue to provide Boe with as many opportunities as possible,
continue the chores at home, begin looking at assisted living homes for Boe and
possibly visit a few.
Classroom Teacher: Provide volunteer experiences through the functional
curriculum, Discrete trials, and communicate with family on a daily basis.
Paraprofessional: Assist in collecting data through discrete trials
General Education Teacher: Provide data on how well Boe is doing in the
classroom to his teacher and parents.
Graduate Intern: Provide parents with a folder of all of the 14 assisted living
residencies available in the county.
Community Member: Provide Boe with opportunities to be successful as he
volunteers at establishments, informing classroom teacher on how well Boe is
doing during his volunteering time, and possibly letting Boe become a future
employee.