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
Assign
Responsibilities
Problem
Identification
Implementation
Variables
Problem
Specification
Brainstorm
Cluster/
Prioritize
MEETING MECHANICS
Problem
Identification
Assign
Responsibilities
Open Ended Implementation
Problem
Specification Group Developed Variables
Perspectives Considered
Gaining Consensus
Cluster/
Brainstorm
Prioritize
MEETING MECHANICS
Problem
Identification
Problem
Specification
Assign
Responsibilities
Behavioral Strategies
Operational Definitions
Implementation
Data Analysis
Variables
Antecedent Variables
Brainstorm
Cluster/
Prioritize
MEETING MECHANICS
Problem
Identification
Assign
True Brainstorm Strategies
Responsibilities
Time Frame / Facilitator
Board Driven
Problem
Implementation
ALL Ideas are Good Ideas
Specification
Variables
Channeling / Democratize
Do not Over-Explain, Defend, Convince
Cluster/
Brainstorm
Prioritize
MEETING MECHANICS
Problem
Identification
Assign
Responsibilities
Clarify Ideas
Cluster Similar Ideas
Idea Dependency
Problem
Implementation
Specification
Prioritize
Ideas Through Sequencing Variables
Brainstorm
Cluster/
Prioritize
MEETING MECHANICS
Problem
Identification
Problem
Specification
Assign
Responsibilities
Implementation
Variables
Resources Needed
Cluster/
Overcoming Restraining
Brainstorm Variables
Prioritize
A Bugs Life – Restraining Variables
MEETING MECHANICS
Problem
Identification
Assign
Responsibilities
Problem
Team Process
Specification
Role and Functions
Implementation
Variables
Academic, Behavior, Social
Brainstorm
Cluster/
Prioritize
Problem
Specification
Path of least
Problem
Identification
Cluster
Prioritize
Resistance
Brainstorm
Assign
Responsibilities
(Default)
Implementation
Variables
MEETING MECHANICS:
Child Study Team
Assign
Responsibilities
Background
Information
Implementation
Variables
Specific
Concern
Brainstorm
Pros/
Cons
Meeting Mechanics
A B C Paradigm
A
Antecedent
Consequence
B
Behavior
Before
Specify
Prevent
Select
Agree
Teach
C
Limitations of
Consequation
Terry Tate
INFRASTRUCTURE
MEETING MECHANICS
A
Antecedent
Problem Identification
Problem Specification
Brainstorm
Cluster/Prioritize
Implementation Variables
Assign Responsibilities
A B C PARADIGM
B
Behavior
C
Consequence
INFRASTRUCTURE
MEETING MECHANICS
A
Antecedent
A B C PARADIGM
B
Behavior
Problem Identification
Problem Specification
What is the
problem/behavior?
Brainstorm
Cluster/Prioritize
Operationalize
Definition
Implementation Variables
Assign Responsibilities
C
Consequence
INFRASTRUCTURE
MEETING MECHANICS
A
Antecedent
Problem Identification
Problem Specification
Antecedent
Analysis /
Assessment
A B C PARADIGM
B
Behavior
What is the
problem/behavior?
Operationalize
Definition
Brainstorm
Cluster/Prioritize
Strategies:
Implementation Variables
Assign Responsibilities
Preventative
Proactive
Instructional
C
Consequence
EXAMPLE A B C Paradigm:
Drew
A
B
Antecedent
Behavior
Down Time
Pre Academic Skills
Disconnected from Activities
Sort by color/shape/size
No independent skills
Match
Adult Dependent
Out of Seat
Sight Words
Sequence skills
Patterning
Order / Predictability
Computer-can manipulate
Visual Supports
Mouse
Match words
Motivators
Match letters
Oral motor-chewing on tubes
Trace with highlighter
Unifix Cubes
Puzzle w/ high motivation
Likes Food
Fine motor – Lite Brite
Video-Thomas / Wiggles
Pegs / Pattern
Children invite him to play: some
desire for interaction
Clean-Up
Transition
Yelling
C
Consequence
Apollo 13
EXAMPLE A B C Paradigm:
Drew
A
Antecedent
B
Behavior
Break Cards
Sensory diet
Visual schedule / Transition strategy
Place for all his things
Parent Communication
Blocks (unifix cubes)
Extra computer
Out of Seat
Clean-Up
Transition
Academic modifications
Warning card
Bathroom break
Social plan – peer to peer
Cooking
Drums
Imitator
Tactile – deep pressure
Yelling
C
Consequence
Introduction to Team Problem Solving
Team Problem Solving Approach
INFRASTRUCTURE
MEETING MECHANICS
A
Antecedent
Problem Identification
Problem Specification
Antecedent
Analysis /
Assessment
A B C PARADIGM
B
Behavior
What is the
problem/behavior?
Operationalize
Definition
Brainstorm
Cluster/Prioritize
Strategies:
Implementation
ImplementationVariables
Variables
Assign Responsibilities
Preventative
Proactive
Instructional
C
Consequence
LEARNING HIERARCHY: Personalize the Idea
GENERALIZATION
PROFICIENCY
FLUENCY
ACCURACY
SPEED
AQUISITION
EXAMPLE A B C Paradigm:
Drew
A
Antecedent
B
Behavior
Break Cards
Sensory diet
Visual schedule / Transition strategy
Place for all his things
Parent Communication
Blocks (unifix cubes)
Extra computer
Out of Seat
Clean-Up
Transition
Academic modifications
Warning card
Bathroom break
Social plan – peer to peer
Cooking
Drums
Imitator
Tactile – deep pressure
Yelling
C
Consequence
INFRASTRUCTURE
MEETING MECHANICS
A B C PARADIGM
A
B
C
Antecedent
Behavior
Consequence
Problem Identification
Problem Specification
Assessment /
Analysis
Brainstorm
Cluster/Prioritize
Strategy
Development
Implementation Variables
Assign
Responsibilities
Assign
Responsibilities
Behavior
Identification /
Specification
LEARNING
HIERARCHY
INDIVIDUALIZE
Generalization
Proficiency
Fluency
Acquisition
TEAM PROCESS: Implement the Idea
BEHAVIOR
Caseload Teacher
AND Psychologist
SOCIAL
Caseload Teacher
AND Social Worker
ACADEMIC
Caseload Teacher
AND SLP
INFRASTRUCTURE
MEETING MECHANICS
A
A B C PARADIGM
B
LEARNING
HIERARCHY
C
Antecedent
Behavior
Consequence
TEAM
PROCESS
SOCIAL
Caseload Teacher
Problem Identification
Problem Specification
Assessment /
Analysis
Behavior
Identification /
Specification
Behavior
Change
Sequence
AND Social Worker
Generalization
BEHAVIOR
Brainstorm
Cluster/Prioritize
Strategy
Development
Proficiency
Caseload Teacher
AND Psychologist
Fluency
ACADEMIC
Implementation Variables
Assign Responsibilities
Acquisition
Caseload Teacher
AND SLP
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