The period of transition from high school is challenging for most adolescents. There are a substantial number of life-changing decisions that transpire during this time. Choices must be made regarding career paths, continued education, future residence, and avenues for social activities and general integration in the community. Person-centered planning provides a structure for addressing these questions, with the interests and aspirations of the individual at the forefront. While much has been written about person-centered planning, there is still a sparse evidence base to support its use and no formal examination of the fidelity of implementation of these programs.
This study utilized a multiple-baseline single subject design to assess the effects of structured meetings with performance feedback on fidelity of implementation of participants' action plan steps in their person-centered plan. Analysis of the results suggests a strong functional relation between the use of structured follow-up with performance feedback and activity related to the person-centered plan action plan. Quality of life data were also gathered prior to planning and prior to and following the performance feedback intervention, with little change in the scores across the three points in time. Social validity was also assessed. The implications of these findings are discussed.
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/12556 |
| Date | January 2012 |
| Creators | Vatland, Christopher, Vatland, Christopher |
| Contributors | Albin, Richard |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Rights | All Rights Reserved. |
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