Person Centered Planning for Individuals with Developmental Disabilities

Person Centered Planning for Individuals with Developmental Disabilities  

Everyone, including individuals with developmental disabilities, has hopes and dreams about making their lives better. Historically, service plans for supporting individuals with developmental disabilities were written to satisfy rules and regulations; they seldom explored what the individuals hoped for in their lives. Nor did they describe the supports or activities that would be necessary to help people move toward their desired lives. Person-centered planning is a way to determine what an individual with developmental disabilities wants her or his life to look like, as well as to identify the kinds of supports necessary to help the person get there. This course is designed to give you the tools you need to incorporate person-centered thinking and planning into your work supporting individuals with developmental disabilities. In this course, you will learn about what makes person-centered planning different from traditional approaches to developing service plans for individuals with developmental disabilities. You'll learn about the importance of distinguishing between what is important to an individual and what is important for that individual, as well as the importance of teamwork in using the person-centered planning approach. Through interactive lessons, personalized planning strategies, and descriptive examples, you will learn how to implement the person-centered approach to supporting the individuals with developmental disabilities with whom you work. This course is appropriate for entry level to intermediate staff and managers.


Hours: 3.25


Certificates provided by accrediting body (2 Match)

National Alliance for Direct Support Professionals

3.25 HOURS

This activity is approved for 3.25 contact hours.

National Alliance for Direct Support Professional Frontline Supervisor Training

3.25 HOURS

Course Details

Course Code: REL-IDD-0-PCPIDD
Hours: 3.25
Type: Online Course
Content Expiration Date: 7/31/2022
Learning Objectives:
Explain why person-centered thinking is important.
Describe how to work as a team member throughout the person-centered planning process.
Demonstrate various ways to implement and support person-centered plans/individual service plans.

Section 1: Introduction A. Course Contributor B. About This Course C. Learning Objectives II. Section 2: Person-Centered Thinking A. Meet George B. Person-Centered Thinking: Overview C. Reasons That Person-Centered Thinking Is Important D. Important To and Important For E. Identifying the Important Things F. What's Important: Contemplation G. Documenting Gifts and Talents H. Documenting Lessons Learned I. Supporting Relationships and Connections in the Community J. Questions to Ask Yourself K. Meet Maria L. Section Summary III. Section 3: Person-Centered Planning Basics A. Evaluate Your Last Planning Meeting B. Person-Centered Planning Definition C. Components of a Person-Centered Plan D. Planning Values E. More Person-Centered Planning Values F. A Team Approach G. Characteristics of Effective Teams H. Team Meetings Overview I. Ground Rules for Team Meetings J. Planning Tips K. More Planning Tips L. Communicating and Including Families M. More Tips for Including Families N. Focusing on the Individual O. Questions to Ask P. Expanded Listening Q. The Importance of Routines R. Documenting Routines S. A Good Morning for Chen T. Routines and Rituals U. Confirming Communication V. Documenting Behavior as a Means of Communication W. Including Hopes and Dreams X. Facilitating a Hopes and Dreams Statement Y. Looking at Challenges and Barriers Z. Meet Claudia AA. Section Summary IV. Section 4: Developing Strategies and Actions A. Action Plan B. Action Plan Example: Meet Jolynn C. Implementing Person-Centered Pans: Meet Thomas D. Profile Information E. More Information F. Thomas' Dreams and Goals G. Section Summary V. Section 5: Assessing the Quality of Services A. Quality Assurance versus Quality Enhancement B. Identifying Quality Outcomes and Developing Performance Indicators C. More Quality Indicators D. Determining the Quality of Person-Centered Plans E. Satisfaction Questionnaires F. Section Summary VI. Section 6: Putting It into Practice A. Ideas for Practice B. Suggestions for Portfolios VII. Section 7: Conclusion A. Summary B. References

Instructor: Becky Tschirgi, MRA
Becky Tschirgi is an independent contractor with more than 30 years of experience. Ms. Tschirgi provides consultation, mentoring, and training to individuals and organizations involved in the provision of services for people with disabilities and economic disadvantages. She has a keen understanding of disability-related service systems and has held leadership positions in a variety of organizations and academic institutions. Ms. Tschirgi has developed and provided employment and management related training for rehabilitation organizations and Department of Rehabilitation staff for TACE (SDSU Interwork Institute) throughout California, Nevada, and Arizona and has provided presentations at various conferences. Her educational background includes a PET-RA Certificate from San Diego State University, a Masters degree in Rehabilitation Administration from the University of San Francisco, and a Bachelors degree in Social Work. Disclosure: Becky Tschirgi, MRA has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Instructor: Leigh Ann Kingsbury
Ms. Kingsbury has worked with people with developmental and intellectual disabilities, psychiatric disabilities and older adults for more than 30 years. She has worked at all levels of organizations including direct care, case management, senior and executive leadership. Ms. Kingsbury has particular interest and expertise in implementation of person centered practices in long term care; and was the lead consultant on a CMS funded systems-change project for older adults and people with disabilities in North Carolina. She is also the former director of the North Carolina Person-Centered Planning Initiative. Her career has focused on the implementation of person centered practices as the foundation for community supports. She has extensive experience in developing curricula, conducting training and providing technical assistance and consultation around person centered practices. Ms. Kingsbury is a credentialed Mentor Trainer and Board member of The Learning Community for Person Centered Practices and she has published widely on the topic of person centered practices in the context of aging and end of life. She has authored numerous articles on the subject of person centered practices and support at end of life; and is the author of People Planning Ahead: A Guide to Communicating Healthcare and End of Life Wishes, published by AAIDD. Ms. Kingsbury has a Master of Public Administration; a Graduate Certificate in Gerontology from the University of North Carolina at Wilmington and a Bachelor’s Degree in Therapeutic Recreation from the University of Maryland. Disclosure: Leigh Ann Kingsbury has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: Advanced, Intermediate level Direct Support Professionals; in the following settings: Health and Human Services.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form ( or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
If you require special accommodations to complete this module, please contact Relias Customer Support here.