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The United States’ National Center on Advancing Person-Centered Practices and Systems provides technical assistance to human service systems on person-centered thinking, planning and practices. To apply for the Center's technical assistance, 33 state human service systems submitted applications and participated in interviews in which they detailed technical assistance needs. This technical paper examines themes that emerged from these technical assistance applications and interviews. These themes offer a view into barriers, obstacles and priorities for human service systems as they work toward more person-centered practices. Common themes point to key areas that, if enhanced, could result in a more person-centered system overall.

The application process generated 33 applications containing technical assistance goals and priorities, summaries of recent and ongoing initiatives to advance person-centered approaches, measurement methods and anticipated challenges. Using thematic analysis, the authors organized the information into seven themes.

Applicants identified seven themes to improve person-centered thinking, planning and practices: Staff Training and Competencies, Participant Engagement, Measurement and Quality Improvement, Cross-System Consistency in Planning and Practice, Payment and Managed Care, Cultural and Linguistic Responsiveness and Other Practice-Related Goals. They also articulated contextual factors that help or hinder systems efforts and a vision for an ideal person-centered system.

The themes provide a unique window into human service system administrators' priorities for achieving more person-centered human service systems and the conditions that may promote or hinder systems change.

Assessing learners with extensive support needs has traditionally been rooted in deficit perspectives, in which student incapacities are highlighted. We start this chapter with an overview of this historical view and identify its shortcomings. Next, we identify alternate assessment and progress monitoring as key efforts for shifting the lens from deficit-oriented assessment toward more grade-aligned, inclusive-, and strengths-based strategies. We also identify strategies for comprehensive assessment that can continue this shift in approach. Finally, we conclude with ideas for future directions in assessing learners with extensive support needs.

In the years following high school, youth, including youth with extensive support needs, aspire to pursue a range of personally important experiences, such as attending postsecondary education programs, obtaining competitive employment, and living independently. However, the level of disability continues to be a powerful predictor of the degree to which desired outcomes materialize in early adulthood. For most young adults with extensive support needs, valued outcomes are elusive. To support youth with disabilities, including youth with extensive support needs, to progress toward achieving their post-school goals, the Individuals with Disabilities Education Act of 1990 mandated the provision of transition services. Despite the legal mandate for transition services, numerous factors continue to impact the outcomes experienced by youth with extensive support needs. However, research has identified numerous practices to support improved post-school outcomes. In this chapter, we address the transition mandates of the IDEA, identify and describe factors influencing the post-school outcomes of youth with extensive support needs, and provide strategies, practices, and interventions for improving these outcomes.

Self-direction–also known as participant direction, personalization and self-directed care–is a service delivery model that enables people to manage their personal budget and purchase services and supports tailored to their needs based on a person-centered plan. This paper, the outcome of an international learning exchange on self-direction, describes approaches across four countries’ successful strategies, unresolved questions and recommendations to enhance self-direction globally.

The findings are a product of discussions at the 2019 International Initiative for Mental Health Leadership and International Initiative for Disability Leadership Exchange on Advances in Self-Direction. Participants included people who are self-directing, providers and caregivers who support people who are self-directing, advocates, fiscal agents and public managers who administer self-direction from the United States, England, Australia and New Zealand.

In all four countries, people who self-direct exercise high levels of choice and control and are able to individualize their services and supports to promote a good life in the community. The exchange also revealed challenges and possible solutions to improve and expand self-direction.

The results of the meeting provide guidance for public managers, providers and advocates for initiating and expanding self-direction.

This international meeting was a unique opportunity to compare self-direction across four different countries and across multiple perspectives, including people with disabilities, caregivers, providers and administrators.

A foundational tenet of psychiatric nursing is person-centered care. Research suggests person-centered care requires a therapeutic relationship based on partnerships; this partnership is integral to service users’ recovery. The purpose of this paper is to describe the integration of the concept map within a tidal/recovery framework. The integration may assist psychiatric nursing students to effectively apply recovery principles to their individual nursing practices.

This paper outlines the Tidal Model (TM) of Recovery and Reclamation philosophy, concept maps, and how these elements integrate into the psychiatric nursing practice education. Second-year psychiatric nursing students were asked to use the TM with concept mapping while working with service users in practice education settings.

The purpose of this paper is to present a conceptual model that the authors, psychiatric nursing educators, designed to help psychiatric students integrate the recovery principles with the service user’s care plan. Future directions include devising a research study to examine the effectiveness of the TM concept map. The authors did not conduct a research study.

Applying recovery principles improved person-centered care and enhanced the collaboration between service users and nursing students, and prepared students to practice from a collaborative perspective.

There is a concerning disparity between students with disabilities and their peers without disabilities in their long-term, postsecondary outcomes. The former group tends to have a variety of poorer outcomes in important domains of life, such as employment, postsecondary education, independent living, and community participation. Policymakers, scholars, and the general public alike have called attention to this issue, resulting in both legal mandates and research on evidence-based practices in the area of transition services. While the law requires individualized, results-oriented transition services based upon age-appropriate transition assessment and a number of evidence-based transition practices and predictors have been identified, studies of individualized education programs and practices have revealed a significant underuse of best practices in transition assessment and services. In this chapter, we discuss the importance of comprehensive transition assessment as a foundation for setting postsecondary goals and designing services that best fit individual student strengths and needs and best prepare students to be successful in their adult lives. Further, we provide an overview of current recommendations for best practices in planning, conducting, and interpreting transition assessments, and offer suggestions for areas where further research is needed.

This paper aims to show the advantages that social marketing training programs for disability professionals can play in improving the approach to the problems faced by people with disabilities, offering a necessary mutual understanding between both sectors. So, describing what are the training needs in social marketing expressed by disability professionals and providing an initial shared theoretical framework of both fields that could contribute to implementing social marketing strategies in the field of disability as an inducer of quality of life.

This is a mixed-method approach combining: a quantitative analysis with a web-based self-administered questionnaire completed in six European countries and a qualitative analysis: interviews to experts pre and post questionnaire.

Quantitative data has identified that: front-line professionals working directly with people with disabilities have high social marketing training needs; these needs are mostly related to the assessment and modification of clients’ behavior and the development of interventions according to the concept of value co-creation. Qualitative data has shown that: both fields share some similar theoretical frameworks. Therefore, it is stated that social marketing has the potential to be better implemented in the disability field.

Considering public policy; stigma and discrimination; regulations; other models and improving the sampling method.

Sharing theoretical framework of both fields, social marketing strategies into the disability field as an inductor for quality of life. No research has analyzed the needs of disability professionals when they have to face a problem and find a solution that social marketing strategies could offer into the disability field.

The purpose of this paper is to consider the role of shared decision making (SDM) as one component of recovery-oriented care.

This paper is conceptual and reviews the literature relevant to recovery-oriented care, person-centered recovery planning (PCRP), and SDM.

To the degree to which SDM offers tools for sharing useful information about treatment options with service users and family members or other loved ones, it can be considered a valuable addition to the recovery-oriented armamentarium. It is important to emphasize, though, that recovery-oriented practice has a broader focus on the person’s overall life in the community and is not limited to formal treatments or other professionally delivered interventions. Within the more holistic context of recovery, SDM regarding such interventions is only one tool among many, which needs to be integrated within an overall PCRP process. More emphasis is given within the recovery-oriented care to activating and equipping persons for exercising self-care and for pursuing a life they have reason to value, and the nature of the relationships required to promote such processes will be identified. In describing the nature of these relationships, it will become evident that decision making is only one of many processes that need to be shared between persons in recovery and those who accept responsibility for promoting and supporting that person’s recovery.

By viewing SDM within the context of recovery, this paper provides a framework that can assist in the implementation of SDM in routine mental health care.

This paper aims to provide concrete best practices to frontlines young adult and teen librarians for building positive, effective and welcoming relationships with young adults with disabilities at the library. The scope of this paper will include customer service strategies for working with young adults with disabilities. It will also feature strategies for making existing teen programming more accessible to young adults with disabilities.

By using the author’s professional library experience and citing other published works, this paper will present customer service strategies for librarians and library staff. It will share strategies for leading programs for and with teens with disabilities and will also address working with parents and caregivers of teens with disabilities.

This paper recommends specific strategies, so teen librarians are better equipped to provide inclusive customer service to teens with disabilities in libraries. These strategies are as follows: speak directly to the teen, consider communication and language, develop a rapport, respect their privacy, respect and encourage independence, think person-centered, invite their input, invite them to programs, be their advocate and give them permission to be teens. In addition, this paper shares various techniques for working with parents and caregivers, as developing positive relationships with parents is integral to cultivating positive relationships with teens.

Because of teen’s unique developmental, social and emotional needs, librarians require a specific set of competencies for positive engagement. Unless librarians have a background in accessibility or experience with someone with disabilities, they are inadequately prepared to address the needs of this population, specifically regarding customer service to teens with disabilities. This paper aims to build capacity of librarians by expanding knowledge and skills for working with teens with disabilities. As a result, librarians will be able to increase their competency and be equipped with concrete customer service tools. Librarians will be motivated to improve the accessibility of their libraries.