Elizabeth Jankowiak

DIFF 504
Person Centered Plan
Introduction:
Ashley is a 21-year-old female currently attending The Summit
Center. She is classified on the autism spectrum and has been since
the age of five. Ashley has bean at The Summit Center since she was
diagnosed and has recently graduated. The Summit Center is not a
school organized by grades; however, she is within the secondary unit
in a 12:1:1 classroom. Ashley is currently receiving speech supports
within her school and has previously received occupational therapy.
She has been working the past few years on developing her
independence and practicing vocational goals. Ashley has held several
jobs in accordance with the school program and is preparing to
transition from The Summit Center to a prevocational program.
Ashley has a twin sister, also classified on the autism spectrum,
along with a brother, another sister, her father, and her mother.
Ashley also has 19 cousins, four uncles and aunts, and her
grandmother, all of whom she typically sees at family events.
Ashley has been a part of several recreational events within the
community, such as SABBAH and horseback riding. She also enjoys
physical activity, such as playing sports like basketball, hockey,
bowling, and baseball and she loves to swim in her pool. In her spare
time, Ashley spends a lot of time listening to music and browsing the

Elizabeth Jankowiak
DIFF 504
Internet for videos she likes to watch or items she would like to shop
for. She is very fluent in computer and technology use.

Rationale:
Ashley was selected for a person centered plan because she has
recently graduated from The Summit Center and has aged out of
school according to state laws. She is now headed towards
transitioning from school to a prevocational program. This transition
will result in a break from Ashleys normal routine, which may be hard
for many individuals with autism to deal with. She will no longer be
attending full days of school. Until the prevocational program details
are sorted out between the state, the educational coordinators, and
the family, Ashley will be living at home with her immediate family
without the rigid structure and routine of a typical school day. Ashley
and her family with likely need guidance and a plan in place in order to
take the next steps forward in life. Going from school and out into the
real world can be a challenge, and it is important to sort out the
details for this transition for every party involved to feel comfortable
and prepared.

Elizabeth Jankowiak
DIFF 504

Pre-Planning:
Prior to the person centered plan meeting, I had to decide with
Ashley who would be an important voice and presence at the meeting
with her best interest in mind. Since Ashley is mostly nonverbal, I
spoke with her mother, Carol, to discuss who would provide the best
insight and contributions during this meeting. The attendees were to
consist of: Liz (facilitator), Carol (mother), Joseph (father), Dillon
(brother), Rosie (sister), Brandon (family friend), Dawn (current special
education teacher), Beth (service coordinator), and Jen (current speech
pathologist). I had asked the prospective participants what time of day
and what days of the week were most available to meet. Given their
schedules, I was able to accommodate most attendees availability by
hosting it on a Tuesday evening. I had then sent the formal invitation
to attend the meeting with a date and time via email. The service
coordinator and speech pathologist were unable to attend; however,
the family, family friend, and special education teacher were able to
meet for the first session.

Elizabeth Jankowiak
DIFF 504
The agenda for the meeting included: introductions, defining the
purpose of the meeting (what is a MAP), understanding Ashleys story
(where she came from), developing dreams for Ashley (what would
everyone like to see in her future), discussing nightmares for Ashleys
transition (what fears exist), understanding who Ashley is (qualities of
Ashley), discussing her strengths, gifts, and talents as well as her
needs, and deciding a plan of action. Further, the participants of the
meeting would be expected to carry on with these meetings to put the
plan into action for Ashleys transition.

Meeting Reflection:
The Person Centered Planning meeting began with me explaining
the purpose behind the meeting; to help facilitate a conversation of
how to ease Ashley into this transition that she is about to encounter
by discussing what worries there are, what hopes there are, and what
the course of action was to be. I also clearly defined my role as the
facilitator, stating that I was here to start this conversation, but it was
their responsibility to carry through with the plan and follow up with
each other on this process.
As we began our discussion, I asked the attendees to tell me a
little bit about Ashley, what is her story? I received most input from her
mother and father. Carol, the mother, seemed to be the most
knowledgeable of Ashleys transition and the steps she was going to

Elizabeth Jankowiak
DIFF 504
take to help Ashley plan her future. Since Ashley is nonverbal, Carol
legally represents her as her legal guardian and works with Joseph (the
father) to plan the next steps for Ashley with the help of related
services from the school and their service coordinator.
Next, I asked the attendees to share what some of their hopes
and dreams are for Ashley as she makes this transition. Carol and
Joseph put the most emphasis on Ashleys happiness and that she
continues to live with her sister, who is her twin also diagnosed with
autism. The attendees also mentioned that they would like to see
Ashley take part in community activities and make a meaningful
contribution to society by holding a job under supervision.
The next question can be a bit tough to ask, but was necessary
to address. I asked the attendees what their nightmares were for
Ashley during this transition. Carol and Joseph mentioned they feared
emotional/physical/verbal abuse. Since Ashley is nonverbal, they
worry she will be taken advantage of and will not be able to speak for
herself. They also fear that she will be lonely or unhappy wherever she
may end up.
After this question, I proceeded to ask who was Ashley and what
they thought Ashleys strengths, gifts, and talents were and what she
needs in order to be successful. Everyone gave input to describe
Ashley and to list her strengths and needs. Once this had been
established, it was time to put in place the plan of action. Dawn (the

Elizabeth Jankowiak
DIFF 504
current special education teacher) had mentioned that she had been
working with the school and the state to arrange a prevocational
program for Ashley to take part in. Dawn had also developed a
transition book for Ashley, which included her resume and any awards
and accomplishments she had during her educational career. Carol and
Joseph had discussed Ashleys living situation and how they hope to
slowly transition her into a group home with her sister to allow for
more independent living. Ultimately, they hope to pay off the mortgage
on their own home and assign the home to Ashley and her sister to live
in with in-care service.
As the meeting came to a conclusion, I felt the family had a
better grasp on where to go and what path they were to take for
Ashleys transition. By establishing the foundation of this transition,
Ashley, the family, and other attendees can continue to meet to take
the next steps forward in this process.