Plan and provide advance behaviour support CHCICS404B: Week 2.

Plan and provide advance behaviour support

CHCICS404B:Week 2

Teacher Contact Details:

Teacher: Greg Egan

TAFE: GRANVILLE TAFEEmail: [email protected]

mailto:[email protected]

Class Ground Rules:

Class ground rules for the semester: Be respectful of each others opinions Confidentiality, what is discussed in class stays in class.Be supportive of each other to encourage learning. Cell phones off unless there is personal reason for it.No yelling in class.Listen to each others points of view. Be on time to class.

WEEK 1: AGENDA

1) Develop pro-active strategies to support behavioural change and/or to manage behaviours of concern

2) Consult with appropriate team members regarding the development of behaviour support plans

3) Identify setting events and take appropriate action to adapt/redirect

Topic 1: Identify and develop proactive strategies to support behavioural change and / or to manage challenging behaviours:

TOPIC 1:As part of developing a behaviour management plan, staff must identify and develop proactive strategies to support behavioural

change and / or to manage challenging behaviours.

Proactive strategies are those designed to produce changes over time.

Reactive strategies, on the other hand, are those designed to manage the behaviour at the time it occurs. Including within the category of proactive strategies are ecological changes, positive programming, and focus support.

Identify and develop proactive strategies to support behavioural change and / or to manage challenging behaviours:

Proactive strategies include:

Ecological manipulations: making changes in the person’s environment

that will reduce likelihood of the problem behaviour occurring.

Positive programming: long term in structural programs designed to give

the person greater skills and competencies.

Focused support strategies: these include differential reinforcement

strategies, stimulus control and in structural control.


Ecological Manipulations:

An ecological analysis describes those physical / environmental factors that might impact

on the person, including pollutants, expectations of the person and others, nature of

materials / tasks available, number of persons present, seating arrangements, organisation

rules, schedules, changes, structure, instructural techniques, specific settings and time of

day in which the problem behaviour is likely to occur and those in which the problem

behaviour is unlikely to occur. Once the analysis has been completed, ecological

manipulations can be developed to support behavioural change and / or to manage

challenging behaviours.


Ecological Analysis:

:

The physical environment Programmatic factorsSpace – move furniture Opportunity for choice

Painting walls, doors Predictability, control

Visuals, schedules, timetables Motivational system

Consistent routines, rules, protocols.

Program, tasks

Reinforcement / rewards Length of sessions

Acoustics, light Cognitive abilities

Changes (Home ,Health) Needs, interests


Ecological Analysis:

Philosophical factors: Interpersonal factors

Methods of behaviour management. Expectations of others

Consequences Quality of interactions

Behaviour versus disability Culture of respect and dignity

Level of affection and approval.


Behaviours occur within a context and are often a function of the person’s physical, interpersonal

and programmatic environment. Environmental or setting events and

characteristics (ie. Ecological context for behaviour) provide an important area for analysis and offer significant opportunities for change as

part of a support plan.


For example:Some behaviours could be a reaction to the

crowded or noisy conditions in which a person must work, or could be a reflection of simple boredom. If

this is the case a challenging behaviour might be impacted upon by simple ecological changes such as

reducing noise in the environment, or the environment is made more interesting.


Examples of Ecological Changes:

Change person’s setting.

Change number or quality of interactions.

Changing the instructural methods being used. I.e Visuals, sign language,

verbal directions.

Removing or controlling environmental pollutants such as noise or crowding.


Sudden behaviour changes may be a result of poor matching, for example:

Conflict between the person’s needs, characteristics and aspirations and that person’s physical, interpersonal and

programmatic environments.

Resolution of those conflicts might require a change in those environments. Example: provision of more stimulation in the

environment.


Though if a client needs to be moved into more suitable accommodation strategies maybe needed in the interim to

reduce behaviours.

Focused support strategies are designed to meet this need.

Client maybe reinforced for a reduction in a particular behaviour. Items that set off behaviour such as noise or large

crowds maybe eliminated to reduce the behaviours.


Ecological changes do not always produce immediate improvement of behaviour.

For example though some clients may show a improvement in behaviours when moved from an institutional setting to a community setting, others may show a increase in their

behaviours.

Challenging behaviours may also initially increase before they decline when moved into new environments, so patience maybe

needed when pursuing a strategy.


Though at times you need to balance ecological changes with other elements of framework.

As though giving a individual extra freedom of choice is person centred, and gives a person more choice over their lives, at

times they may make choices to avoid participation in activities, or learning new skills, intern not having the best

quality of life. It is important for the support staff to balance clients freedom of choice with their responsibilities to teach new skills and to

teach them to make informed decisions.


Lets review some behavioural support programming types:

Positive Programing:

Involves long term instructural programs designed to give the person greater skills and competencies, to

deal with the environment, and also improve their to socially integration skills.



There are four variations of positive programming involving the development of

general:Functionally equivalentFunctionally related and

Coping & Tolerance skills.



General skill development across the domestic, vocational, recreational, and general community domains facilities the reduction of

challenging behaviour by increasing the persons repertoire of socially acceptable

responses.



Challenging behaviour occurs in certain situations because they can serve useful functions. Positive

programming teaches functionality equivalent but more socially acceptable responses, or

responses that are otherwise functionally related to the identified reinforcers.



Along with ecological change, positive programming has the primary goal of producing durable, generalised outcomes. In contrast with

ecological change, positive programming involves systematic instruction while the former

has to do with availability and opportunity.



For example: ecological change could involve having access to a kitchen in one’s home, having choices about what to do and having a

day planner in which to schedule one’s day. Positive programming might include teaching the person how to cook

a meal independently, teaching the person how to make choices and teaching the person how to use a day planner to

schedule a full day of interesting and desirable activities.



Ability to cope with and tolerate what is naturally occurring aversive events.

Example: Life includes being told “no”, frustration, criticism, stress, being sick,

performing non-preferred tasks.


Focused support strategies:

Focused support strategies include differential reinforcement strategies, stimulus control and instructional control. Ecological changes and

positive programming may take time to modify behaviour, so it might be necessary at time to

include more focused support strategies for more rapid effects.



A comprehensive support plan should include non-behavioural strategies such as

neuro-physiological techniques, medication adjustments, and dietary

changes.



Purpose of focus support strategies:

Produce rapid behaviour changes. Reduce risks associated with behaviours. Reduce need for restrictive practices. Emphasises the use of non-aversive focused support strategies,

since punishment brings a greater risk of negative behaviours / side effects, and may reduce clients quality of life.



Use of focus support strategies:

Use of non-aversive strategies is also dictated by the outcome requirements of speed and degree of effects, which is the primary reason for using focused support strategies.



Use of focus support strategies:

Schedules of reinforcement might strengthen the ability of a support plan to avoid or minimise challenging behaviours, where punishment can sometimes escalate behaviour.


See example


Trainer Led Activity:

1.) Give examples of proactive Strategies.

2.) Give an example of each typeOf proactive strategy.

3.) If a client demonstrates a aggressive behaviour whenever they are on a bus, which proactive strategy might be used to manage their behaviour? Why and how?


Trainer Led Activity: Answers

1.) Give examples of proactive Strategies.

2.) Give an example of each typeOf proactive strategy.

3.) If a client demonstrates a aggressive behaviour whenever they are on a bus, which proactive strategy might be used to manage their behaviour? Why and how?

Topic 2: Consult with appropriate team members regarding the development of behaviour support plans:

Topic 2:When behaviour support plans are being

developed it is important for the case manager to consult with appropriate

team members to identify setting events and take appropriate action to adapt and

redirect behaviour.


When developing plans, it is not only important to consult with others, but

ensure that their roles and responsibilities are clearly noted within the case plan.

Example (See Handout – Goals and Tasks)


Setting Events:

Are events or circumstances that affect the likelihood of the challenging behaviour occurring at a later point

in time. Setting events as those events or circumstances that act as “slow triggers” and set the

stage for behaviour to be more or less likely to happen.


Setting Events:

Examples may include: Illness

Lack of sleep Stress and anxiety

In pain but can’t communication it.


Setting Events:

The occurrence of a setting event can explain why a request to complete a task results in problem behaviour on one day but not on the next. Setting can be physical, social, or biological. Setting

events can proceed or occur at the same time as a problem behaviour.

Eg: A client may have a argument with a family member earlier that day and that becomes the stressful factor that sets off

behaviours.


Setting Events Interventions include:

Minimising or eliminating the setting event. Eg: Goto doctors and get medication.

Neutralising the setting event. Adding more prompts for positive behaviour. Increasing power of reinforcers temporarily. Promoting positive interactions.


Trainer Led Activity:

See handout

FINISH

REFERENCES:

• Community Services & Health Industry Skills Council “CHC08 – Disability behaviour support skill set learner resource suite.”

• TAFE. 2009“ Community Services Training Notes and workbook; CHCICS404A Plan and provide advance behaviour support”

Plan and provide advance behaviour support CHCICS404B: Week 2.

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