Functional Meetings? Vs. Dysfunctional Meetings?

Purpose of meetings Action/Outcome Communicate Administrate Decide

Really Effective Meetings: Process Problem Solving

Implement/Natural Fit: Maximize Current Expertise Maximize Current Structure

An Ideal Problem Solving Meeting?

INFRASTRUCTURE MEETING MECHANICS:  DEVELOP AND PROTECT THE IDEA A B C PARADIGM:  ORGANIZE THE IDEA LEARNING HIERARCHY:  PERSONALIZE THE IDEA TEAM PROCESS:  IMPLEMENT THE IDEA

MEETING MECHANICS: Develop and Protect the Idea Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities

MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Open Ended Group Developed Perspectives Considered Gaining Consensus

MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Behavioral Strategies Operational Definitions Data Analysis Antecedent Variables

MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities True Brainstorm Strategies Time Frame / Facilitator Board Driven ALL Ideas are Good Ideas Channeling / Democratize Do not Over-Explain, Defend, Convince

MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Clarify Ideas Cluster Similar Ideas Idea Dependency Prioritize Ideas Through Sequencing

MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Resources Needed Overcoming Restraining Variables

A Bugs Life – Restraining Variables VIDEO

MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Team Process Role and Functions Academic, Behavior, Social

Problem Specification BrainstormImplementation Variables Problem Identification Cluster Prioritize Assign Responsibilities Path of least Resistance (Default)

MEETING MECHANICS: Child Study Team Background Information Specific Concern Brainstorm Pros/ Cons Implementation Variables Assign Responsibilities

Meeting Mechanics A B C Paradigm A B C Antecedent Behavior Consequence Specify Select Agree Limitations of Consequation Before Prevent Teach

Terry Tate VIDEO

INFRASTRUCTURE A B C PARADIGM A B C Antecedent Behavior Consequence MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/Prioritize Implementation Variables Assign Responsibilities

INFRASTRUCTURE A B C PARADIGM A B C Antecedent Behavior Consequence MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/Prioritize Implementation Variables Assign Responsibilities What is the problem/behavior? Operationalize Definition

INFRASTRUCTURE A B C PARADIGM A B C Antecedent Behavior Consequence MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/Prioritize Implementation Variables Assign Responsibilities What is the problem/behavior? Operationalize Definition Antecedent Analysis / Assessment Strategies: Preventative Proactive Instructional

EXAMPLE A B C Paradigm: Drew A B C Antecedent Behavior Consequence Out of Seat Clean-Up Transition Yelling Down Time Disconnected from Activities No independent skills Adult Dependent Sequence skills Order / Predictability Visual Supports Motivators Oral motor-chewing on tubes Unifix Cubes Likes Food Video-Thomas / Wiggles Pre Academic Skills Sort by color/shape/size Match Sight Words Patterning Computer-can manipulate Mouse Match words Match letters Trace with highlighter Puzzle w/ high motivation Fine motor – Lite Brite Pegs / Pattern Children invite him to play: some desire for interaction

Apollo 13 VIDEO

EXAMPLE A B C Paradigm: Drew A B C Antecedent Behavior Consequence Out of Seat Clean-Up Transition Yelling Break Cards Sensory diet Visual schedule / Transition strategy Place for all his things Parent Communication Blocks (unifix cubes) Extra computer Academic modifications Warning card Bathroom break Social plan – peer to peer Cooking Drums Imitator Tactile – deep pressure

Introduction to Team Problem Solving VIDEO

Team Problem Solving Approach VIDEO

INFRASTRUCTURE A B C PARADIGM A B C Antecedent Behavior Consequence MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/Prioritize Implementation Variables Assign Responsibilities What is the problem/behavior? Operationalize Definition Antecedent Analysis / Assessment Strategies: Preventative Proactive Instructional Implementation Variables

LEARNING HIERARCHY: Personalize the Idea ACCURACY SPEED teaching AQUISITION FLUENCY practice PROFICIENCY GENERALIZATION

EXAMPLE A B C Paradigm: Drew A B C Antecedent Behavior Consequence Out of Seat Clean-Up Transition Yelling Break Cards Sensory diet Visual schedule / Transition strategy Place for all his things Parent Communication Blocks (unifix cubes) Extra computer Academic modifications Warning card Bathroom break Social plan – peer to peer Cooking Drums Imitator Tactile – deep pressure

INFRASTRUCTURE LEARNING HIERARCHY INDIVIDUALIZE Generalization Proficiency Fluency Acquisition A B C PARADIGM A B C Antecedent Behavior Consequence MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/Prioritize Implementation Variables Assign Responsibilities Behavior Identification / Specification Assessment / Analysis Strategy Development Assign Responsibilities

TEAM PROCESS: Implement the Idea BEHAVIOR Caseload Teacher AND Psychologist ACADEMIC Caseload Teacher AND SLP SOCIAL Caseload Teacher AND Social Worker

INFRASTRUCTURE TEAM PROCESS LEARNING HIERARCHY Generalization Proficiency Fluency Acquisition A B C PARADIGM A B C Antecedent Behavior Consequence MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/Prioritize Implementation Variables Assign Responsibilities BEHAVIOR Caseload Teacher AND Psychologist ACADEMIC Caseload Teacher AND SLP SOCIAL Caseload Teacher AND Social Worker Behavior Change Sequence Behavior Identification / Specification Assessment / Analysis Strategy Development

Behavioral Change Sequence Behavior > Tokens / Points > Time Away > Compliance > Problem Solve > Schedule

Behavioral Change Sequence Behavior Define Categorize Tokens Amount? Visual Nature (size, color, texture) Development al Issues Time Away Where Time Compliance Task Independent Non-punitive Non-interactive Non-Preferred Tension Reduction Problem Solve Meeting students needs to resume schedule Schedule Developmenta l Variables Collaborative Variables Autism Variables

Behavior Sequence Behavior > Tokens / Points > Time Away >Compliance > Problem Solve > Schedule Staff Directed Student Directed Associations Tension Reduction Consequences Recovery

INFRASTRUCTURE ACADEMIC Caseload Teacher AND SLP TEAM PROCESS LEARNING HIERARCHY Generalization Proficiency Fluency Acquisition A B C PARADIGM A B C Antecedent Behavior Consequence MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/Prioritize Implementation Variables Assign Responsibilities BEHAVIOR Caseload Teacher AND Psychologist ACADEMIC Caseload Teacher AND SLP SOCIAL Caseload Teacher AND Social Worker Behavior Change Sequence Behavior Identification / Specification Assessment / Analysis Strategy Development

INFRASTRUCTURE MEETING MECHANICS:  DEVELOP AND PROTECT THE IDEA A B C PARADIGM:  ORGANIZE THE IDEA LEARNING HIERARCHY:  PERSONALIZE THE IDEA TEAM PROCESS:  IMPLEMENT THE IDEA

INFRASTRUCTURE Guiding Principles Open ended formats Stimulus statements for focus Developing the best idea in the room Democratize the process Enhance implementation possibilities Rotate roles

10 Commandments of Meetings