Appendix I
Objectives, Definitions, and Examples of Conjoint Plan Evaluation Interview
Objective
Social Opening
Open Up Dialogue
Determine Outcomes of Plan
Main Points
Examples
• Establish a friendly supportive
atmosphere (e.g., position of the
chairs, nonverbal communication)
• “Hello again! It’s great to have the chance to see you
again!”
• Demonstrate interest for the
consultee (e.g., ask about past
events)
• “I’ve been wondering how things are going with Patti.
I see her at school and she seems really happy!”
• Re-emphasize the attitude that
everyone’s input is vital
• “Your involvement in this process has been very
helpful. It’s so important to Hector that we work
together.”
• Continue to use inclusive
language
• “What kinds of things have we seen at home and
school?”
•
Discuss steps of the meeting
• “Today we will look at the data that you collected and
see how Kyle is doing in relation to his goals. We will
decide if the plan is working, and whether we may want
to keep it going, make small or large adjustments, or stop
the plan altogether.”
•
Restate the plan and the goals.
•
“We worked together on coming up with a plan to
increase Nick’s positive initiations toward peers. We
were hoping that he would use these skills and
demonstrate at least 3 initiations per morning.”
• Discuss how the plan worked
and if the goals were met.
• “I charted the data after I collected it from you
yesterday. We can compare Jade’s math performance
now to his performance before we began. I also drew in a
goal line so we can see how closely we are coming to
helping Jade meet her goal.”
• “It looks like Miguel did a good job finishing his
chores without being prompted 4 out of 6 days this week.
At school, he took out his books and began working
within 1 minute of being instructed to do so 4 out of 5
days. That is right where we wanted him to be!”
Determine Need to Change
Plan
• Decide where to go from here
(e.g.., modify plan, set a new goal,
use plan in another setting, end
consultation).
• “Alex has not quite met his goal of identifying all of
the colors on his color chart. What do you think we
should do with the plan, given that Alex is making some
progress?”
• Discuss what worked and what
didn’t, emphasizing strengths of
the plan
• “Let’s talk about what parts of the plan seemed to
work. What did not work as well?”
• Re-evaluate what is happening
before and after, as well as
specific patterns, and why the
priority behavior is occurring (if
• “What did you notice that we might have missed
before? Were there things that seemed to make it
difficult to Kristy to get her work done?”
necessary)
Continue the Plan
Discuss Need for Future
Meetings
• Discuss how to continue
positive changes over time (if
appropriate)
• “Carlo seems very proud of his accomplishments!
How can we make sure he continues doing so well with
his self-control?”
• Discuss continuing the plan
(e.g., other times and settings) or
gradually removing the plan
• “Kevin is showing better organization at getting the
right materials home and back to school the next day.
Shall we continue this daily home-note system for
another few weeks, and then fade it to every few days or
weekly prompts?”
• Discuss if a formal meeting is
necessary
•
“What is your preference about meeting again?”
• “Shall we meet in a few weeks to make sure that
Stacy is still doing well complying with instructions?”
• Discuss informal methods
(e.g., e-mail, phone calls, home
school notes) to remain in touch,
emphasizing the value of
continued communication
• “Since email worked so well for our communication
throughout this process, can we continue to touch base
that way over the next couple of months to make sure
things are still going well with Pamela’s behaviors with
her brother and peers at school?”
• “Working together on this plan and communicating
frequently about how things were going really seemed to
make a difference for Anna. That communication will
still be very important as we move forward.”
Discuss Satisfaction/Social
Validity
Plan for Future Collaboration
and Home-School
Partnership
• Discuss plan for follow-up and
provide caregivers and teachers
with extra plan worksheets and
data collection forms
• “The careful attention to Tomas’ lack of talking at
school made a big difference in encouraging his speech.
As we wind down the plan, how can we make sure that he
continues to talk at school?”
• Discuss what caregivers and
teachers thought about why the
behavior changed, as well as what
worked and what didn’t with the
plan and the process
• “What about the plan worked? What pieces should
we continue to keep in place? What did not work as
well?”
• Discuss if caregivers and
teachers were satisfied with the
results.
• “How do you feel about the progress that Alexandra is
making? How did it compare to what you hoped for
Alexandra?”
• Summarize the plan and the
partnership building process,
emphasizing collaborative
decision making, strengths,
expertise, and home school
communication.
• “We did a lot of work together making plans and
decisions for Keely’s learning. Sharing observations,
information, and ideas was really key to helping her make
progress. Staying in contact and communication with
each other, across the classroom and home, was
particularly important. Great work!”
• Discuss how you might use
similar ideas to address future
needs, emphasizing specific plans
to address priorities, as well as the
collaborative decision-making
• “What might we do in the future if Erin has more
difficulties?”
• “What about the plan seemed to make a difference?
How did our working together seem to go?”
• “We found out how important it is for us to work
together, across home and school, to really help Frank. Is
End Consultation
process
this something that we can continue to do as necessary, to
keep things on track?”
• Discuss ways to keep in touch
with the consultant and with each
other
• “Please call me or email me whenever you would
like, if I can be of help. It will probably be very helpful
for you, Mr. Morrow and Ms. Evans, to stay in touch with
each other. You have figured out a good system – keep
up the good work!”