The first Person-Centered Planning tool is PATH, which stands for Planning Alternative Tomorrows with Hope. PATH uses a group process for discovering a way to move toward a positive and possible goal, which is rooted in life purpose, by enrolling others, building strength and finding a workable strategy.
Using PATH would require buying the PATH Classic Book from the Inclusion Press website.
Watch this short video on how to create a PATH.
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There are several resources about PATH on the Inclusion Press website. Explore the Inclusion Press website to see all the resources available. I would encourage you make sure you look at the book resources as well.
There is a “family” of person-centered planning tools. Beth Mount, from whom we previously heard, developed one of the first tools called Personal Futures Planning.
PATH – Planning for Alternative Tomorrows with Hope
Person-Centered Thinking Tools
Charting the LifeCourse Tools
We will go through each planning tool in more detail highlighting how to use each tool. Opportunities will also be provided to practice using the tools discussed.
It is important to remember that your role as a guardian is to set high, but achievable, expectations based on what is both positive and possible and not based on the limited life experiences the person may have had. Many people who come under State Guardianship have experienced significant trauma and thus may have low self-esteem, a lack of willingness to trust others, and a dearth of real-life experiences which would lead to a positive identity for the person.
Your role as a guardian in the planning processis to:
Ensure the individual under guardianship has a voice and empower active participation, to the best of the person’s ability in the planning process and decision making.
Involve the individual under guardianship by asking and gathering information about the person’s likes, dislikes, wants, needs, hopes, dreams, and desires.
Understand that everyone is different so the person-centered planning process is not a “one size fits all” approach.
Remain unbiased and non-judgmental.
Ensure the process is carried out in a way that promotes self-confidence, a stronger sense of self-identity, healing, and positive growth.
Person-Centered work is not just about getting services in place for a person. People can have services and still have a very poor quality of life. Person-Centered work should develop rich opportunities for the person to have five valued life experiences, as developed by John O’Brien and Connie Lyle O’Brien.
A good life is characterized by these five valued life experiences – belonging, being respected, sharing ordinary places, contributing, and choosing. These are universal expectations of people who live in the US and should apply to people who experience physical or mental impairments. A person’s disability will impact the level and kind of support needed to achieve these valued life experiences.
Click the first topic below to start learning more about the Five Valued Life Experiences.
From: The PATH & MAPS Handbook: Person-Centered Ways to Build Community inclusion.com
Click the first topic below to start learning more about the Five Valued Life Experiences.
According to the Administration for Community Living (ACL), person-centered planning is a process for selecting and organizing the services and supports that an older adult or person with a disability may need to live in the community. Most importantly, it is a process that is directed by the person who receives the support.
Person-centered planning identifies the person’s strengths, goals, medical needs, needs for home-and community-based services, and desired outcomes.
The approach also identifies the person’s preferences in areas such as:
recreation,
transportation,
friendships,
therapies and treatments,
housing,
vocational training and employment,
family relationships, and
social activities.
Unique factors such as culture and language are also addressed.
Perhaps the most powerful idea of person-centered planning is that the way a person who needs services is seen and understood by those who deliver that service generates a powerful internal consistency in the ways the person is served.
-A. Frank Johns
Person-Centered Planning in Guardianship; Part III Person-Centered Philosophy2012 A. Frank Johns, JD 1971 Florida State University, LL.M. in Elder Law
Take a moment to reflect, on how the definition of person-centered planning applies to your work as a guardian. Think about your own life – would you want to be told where to live, if you could work and where, or if you would be sent to a care facility during the day?
This course is part of a series of trainings required for all new employees. All new hires are required to satisfactorily complete trainings before being assigned cases.
All courses must be completed in order and in a timely manner.
The information contained in this handbook provides an overview of state government and will assist you as you transition into your new role. It explains the laws, regulations, and policies governing your employment, as well as the benefits and services to which you are entitled as a state employee. Your agency may have policies in addition to those contained in this handbook, so you should familiarize yourself with those as well.
KICCS provides access to a secure site that is available to employees of DCC and DRCC. This site is ONLY available to individuals with a valid Kentucky Online Gateway account and who have been assigned permission appropriate to their security roles. Depending on your level of access, the content you are able to access may vary. If you have questions about what access you should or should not have, please reach out to your supervisor.
Throughout this course, the same general Navigational Tools are used. These Navigational Tools can be found at the beginning of each User Guide, or you can download a copy by clicking the button below.
Hi! My name is Amber. I am an employee with the Division of Child Care, and I am going to be working with you at various times as you progress through the course, helping you with the content, providing opportunities to practice what you have learned, and more! I can’t wait to begin, and I hope you enjoy our time together!
Welcome to KICCS Navigational Overview. This course will provide an overview of all of the User Guides utilized by the Division of Child Care (DCC), the Division of Regulated Child Care (DRCC), and other designated parties. Each lesson will cover several User Guides and can be referenced back to, as needed when utilizing KICCS.
Not all sections will be relevant to all employees, as access is different for each person. However, all lessons must be taken to complete the course. At the end of the course, there will be the opportunity to print a certificate verifying the completion of the entire course. Please print of save that certificate for your records.
Learning Goals
Learning Goal #1 Explain how to navigate through the KICCS system, enter and review history notes, and upload registered provider documents.
Learning Goal #2 Create initial applications for Registered Providers, Out of State Providers, Military Providers, Licensed Type I and Type II Providers, and Certified Providers.
Learning Goal #3 How to process applications for changes and renewals for Registered Providers, Out of State Providers, Military Providers, Licensed Type I and Type II Providers, and Certified Providers.
Learning Goal #4 Process and enter payment information for Registered Providers, Out of State Providers, Military Providers, Licensed Type I and Type II Providers, and Certified Providers.
Learning Goal #5 Describe the process of inspections for Registered Providers, Licensed Type I and Type II Providers, and Certified Providers from planning to after inspection requirements.
Learning Goal #6 Explain the process of how to document a program’s participation in the All STARS program, has an ERS visit, and maintains its All STARS rating.
You can start or stop the course at any time. If you need help at any time, reference the following supports.
HDI Learning Support
This course is hosted through the HDI Online Learning Center. There are staff here to help you, in case you have difficulties with the course.
KICCS Help Desk
If you experience any issues with KICCS you can reach the Help Desk at 502-564-0104 option 6, or Chfs.kiccshelpdesk@ky.gov
Welcome! This training module will provide basic information about systems change.
We will discuss the following:
What is systems change?
Why is systems change needed?
What is a system?
What can Councils do?
Course Objectives:
In this course, you will:
1.) Cite examples of systems change efforts (big system, small system, topical examples).
2.) Estimate the amount of time for systems change efforts.
Meet Elias
Hi, I’m Elias! I’m a new DD Council staff member. I’m here to learn more about systems change. Let’s explore this topic together to get a better understanding of what systems are, and why change is important.
IMPORTANT INFORMATION
The information in this course is for members, staff, and people supporting a Council on Developmental Disabilities with financial responsibilities. If you need assistance or have questions about the course, please contact HDI Learning by clicking on the “Contact Us” button located below or using the link located at the bottom of each page.
Congratulations!!!! You have completed all course content. In order to fully complete the course please complete the next steps below and click “mark complete”. Once you have fully completed everything a certificate to recognize completion will be available to print.
Please complete the form below. If you mark “no” credit for completion of this course WILL NOT be added to your ECE-TRIS professional development record.
Your individual training record in ECE-TRIS will be updated within 10 days with the course credit. ECE-TRIS is a training registry for early care and education providers and gives you 24/7 access to your professional learning record: https://tris.eku.edu/ece
Use this space to continue our conversation on Grow Your Confidence as a Presenter, so that we support each other in this work. Ask/answer questions, share successes and challenges, and respond to each other!
(If you have any trouble posting, email your questions to julie.halitzka@uky.edu, and we will post for you.)
An application activity allows you to practice the skills you just learned. Please make sure you review all instructions carefully. Your application activity is manually reviewed by the Course Facilitator within 3 business days.
Satisfactory completion of the application activity is required prior to course being fully complete. The completion date for the course is the date that all course components are completed. Once completed satisfactorily you will have the ability to print a certificate with the completion date and credit will be entered into ECE-TRIS within 10 calendar days.
If you are approaching your credential expiration, it is recommended to have all coursework completed and submitted with your renewal application 30 days prior to your expiration. This allows ample time for course feedback and resubmissions of assignments is necessary. Please reach out to the course facilitator if you have any questions.
Watch this short clip about using shortcuts to save time. (run time 1:54)
In the movie The Pursuit of Happyness, the main character Chris Gardner (played by Will Smith), figures out a shortcut of his own. By not putting the phone down he saved time. I have the same theory about the use of a mouse. Time yourself reaching for your mouse. How much time a day could you save by using keyboard shortcuts.
Check out this video for more information about PowerPoint Shortcuts. This video must be watched in it’s entirety in order to progress past this lesson. It is not necessary to watch any related videos that pop up at the end. (run time 1:20)
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What is a shortcut?
Some shortcuts are universal on a PC; they can be used in every computer program. Examples are Ctrl-c (copy) Ctrl-v (paste) Ctrl-x (cut) and Ctrl-p (print). Other shortcuts can be used in every Microsoft Office® Program. Examples are Ctrl-S (save) and Ctrl-A (select all).
Please note: not all shortcuts will work using Mac computers. If you use a Mac computer, see this article for more information.
In your handout, starting on page 4, there is a list of many of the keyboard shortcuts available in PowerPoint.
Pull open your handout, and put a * next to the shortcuts you think you will use. Post this document close to your workstation for easy access to know what shortcodes you can use.
The two most important questions to be mindful of when implementing your adaptive arts program are:
1.) What is the focus of my program?
2.) Who are my students?
The structure of the program should be Universally Design. However, certain aspects of instruction may still require accommodations or adaptations to meet individual needs. The most important consideration is who your students are.
Here are additional considerations and questions to ask before beginning your adaptive martial arts journey:
What art do you offer in your academy, dojo, or program?
What style of martial arts do you teach?
What are the strengths and limitations of your art?
Who are you hoping to serve?
Can you approach adaptive martial arts with an open mind?
Are you willing to ask for help? Are you able to recognize your program’s limitations?
Are you willing to educate yourself on disabilities that you are not familiar with?
This module video must played all the way through before you can move to the final test
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Cerrato, P.L. (1999). Tai Chi: A martial art turns therapeutic. Registered Nurse, 62(2), 59-60.
Chan, A., Sze, S., Siu, N., Lau, E., & Cheung, M. (2013). A Chinese mind-body exercise improves self-control of children with autism: A randomized controlled trial. PLoS ONE, 8(7): e68184.https://doi.org/10.1371/jounal.pone.0068184
Fuzhong, L., Hammer, P., Fitzgerald, K., Eckstrom, E., Akers, L., Chou, L.-S., Pidgeon, D., Voit, J., & Winters-Stone, K. (2018). Effectiveness of a therapeutic Tai Ji Quan intervention vs multimodal exercise intervention to prevent falls among older adults at high risk of falling: A randomized clinical trial. JAMA Internal Medicine, 178(10), 1301-1310.https://doi.org/10.1001/jamainternmed.2018.3915
Hartman, C.A., Manos, T.M., Winter, C., Hartman, D.M., Li, B., & Smith, J.C. (2000). Effects of T’ai Chi training on function and quality of life indicators in older adults with osteoarthritis. J. Am. Geriatr. Soc., 48(12), 1553-1559.https://doi.org/10.1111/j.1532-5415.2000.tb03863.x
Husted, C., Pham, L., Hekking, A., & Niederman, R. (1999). Improving quality of life for people with chronic conditions: The example of T’ai Chi and multiple sclerosis.Alternative Therapies in Health and Medicine, 5(5), 1-12.
Kadri, A., Slimani, M., Bragazzi, N.L., Tod, D., & Azaiez, F. (2019). Effect of taekwondo practice on cognitive function in adolescents with attention deficit hyperactivity disorder. Int. J. Environ. Res. Public Health.https://doi.org/10.3390/ijerph16020204
Kim, Y., Todd, T., Fujii, T., Lim, J.-C., Vrongistinos, K., & Jung, T. (2016). Effects of Taekwondo intervention on balance in children with autism spectrum disorder. J. Exerc. Rehabil., 12(4), 314-319.https://doi.org/10.12965/jer.1632634.317
Bahrami, F., Movahedi, A., Marandi, S.M., & Abedi, A. (2012). Kata techniques training consistently decreases stereotypy in children with autism spectrum disorder. Research in Developmental Disabilities, 33(4), 1183-1193.
Lakes, K.D., & Hoyt, W.T. (2004). Promoting self-regulation through school-based martial arts training. Journal of Applied Developmental Psychology, 25(3), 283-302.https://doi.org/10.1016/j.appdev.2004.04.002
Ludyga, S., Puhse, U., Gerber, M., & Kamijo, K. (2021). How children with neurodevelopmental disorders can benefit from the neurocognitive effects of exercise. Neuroscience and Behavioral Reviews, 127, 514-519.https://doi.org/10.1016/j.neubiorev.2021.04.039
Madorsky, J.G. (1990). Self-defense for people with disabilities. The Western Journal of Medicine, 153(4), 434-435.
Milligan, K., Badali, P., & Spiroiu, F. (2015). Using Integra mindfulness martial arts to address self-regulation challenges in youth with learning disabilities: A qualitative exploration. Journal of Child and Family Studies, 24(3), 562-575.
Movahedi, A., Bahrami, F., Marandi, S.M., & Abedi, A. (2013). Improvement in social dysfunction of children with autism spectrum disorder following long term Kata techniques training. Research in Autism Spectrum Disorders, 7(9), 1054-1061.
Neville, R.D., Draper, C.E., Cooper, T.J., Abdullah, M.M., & Lakes, K.D. (2021). Association between engagement in physical activity and adaptive behavior in young children with Autism Spectrum Disorder. Mental Health and Physical Activity, 20, 100389.https://doi.org/10.1016/j.mhpa.2021.100389
Pan, C.-Y., Chu, C.-H., Tsai, C.-L., Sung, M.-C., Huang, C.-Y., & Ma, W.-Y. (2017). The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder. Autism 21(2), 190-202.https://doi.org/10.1177/1362361316633562
Pan, C.-Y., Tsai, C.-L., Chu, C.-H., Sung, M.-C., Huang, C.-Y., & Ma, W.-Y. (2019). Effects of physical exercise intervention on motor skills and executive functions in children with ADHD: A pilot study. J. Atten. Disord., 384-397.https://doi.org/10.1177/1087054715569282
Paul, J. (2011). Teaching aikido to children with autism spectrum disorders. Journal of Asian Martial Arts, 20(4), 36-51.
Phung, J.N., & Goldberg, W.A. (2021). Mixed martial arts training improves social skills and lessens problem behaviors in boys with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 83, 101758.https://doi.org/10.1016/j.rasd.2021.101758
Phung, J.N., & Goldberg, W.A. (2019). Promoting executive functioning in children with Autism Spectrum Disorder through mixed martial arts training. Journal of Autism and Developmental Disorders, 49, 3669-3684.
