Polk County Positive Behavior Support (PBS) Academy PBS 101.
-
Upload
augustus-watkins -
Category
Documents
-
view
219 -
download
4
Transcript of Polk County Positive Behavior Support (PBS) Academy PBS 101.
Polk County Positive Polk County Positive Behavior Support Behavior Support (PBS) Academy(PBS) Academy
PBS 101PBS 101
Training ObjectivesTraining Objectives
To learn what PBS is as both To learn what PBS is as both philosophy and toolsphilosophy and tools
Learn the basics of how we set the Learn the basics of how we set the tone for the environment-to help tone for the environment-to help or hinderor hinder
Learn basic tools of PBSLearn basic tools of PBS Learn how to use data to drive Learn how to use data to drive
decisionsdecisions
What is PBSWhat is PBS
It is a philosophy and a set of toolsIt is a philosophy and a set of tools A way of thinking and doingA way of thinking and doing Positive behavior support offers a Positive behavior support offers a
proactive process for proactive process for – addressing behavioral challenges, addressing behavioral challenges, – teaching adaptive skills, and teaching adaptive skills, and – improving quality of life.improving quality of life.
Polk County PBS Polk County PBS Mission & ValuesMission & Values
We are an inter-agency coalition We are an inter-agency coalition promoting positive support to enhance the promoting positive support to enhance the quality of life for persons with disabilities.quality of life for persons with disabilities.
We make decisions based on:We make decisions based on:– Dignity & respectDignity & respect– Long-term commitmentLong-term commitment– System consistencySystem consistency– Person-centeredPerson-centered– Empowerment through training, support, & Empowerment through training, support, &
educationeducation– Reducing the need for right restrictionsReducing the need for right restrictions– Promoting full citizenship and the exercise of Promoting full citizenship and the exercise of
choice choice
Link Associates’ Mission Link Associates’ Mission StatementStatement
Providing people with mental Providing people with mental disabilities disabilities
opportunities to achieve their personal opportunities to achieve their personal goals.goals.
Link Associates’ ValuesLink Associates’ Values Dignity & RespectDignity & Respect
Quality Services Quality Services Caring EnvironmentsCaring Environments
Personal Choice Personal Choice Long Term CommitmentLong Term Commitment
Insert Agency PBS Insert Agency PBS PolicyPolicy
Section One: PhilosophySection One: Philosophy
How you see me!
How I want to live!
Universal Enhancement Strategies
Things of Value
TARGETBEHAVIOR
Spontaneity
Positive rituals
Dining out
Exercising
Day at the spa
Dancing
Sex
FriendsVoting
Having a will
Family
Fishing
Movies
Vacationing
Good Health
Grilling out
Music
Volunteering
Work
Pets Hiking
Religion
Gardening
GEMGEM
GGood ood EEnough for nough for MMe e ––Tom PomerantzTom Pomerantz
I have come to the frightening conclusion I have come to the frightening conclusion that I am the decisive element in my that I am the decisive element in my environment. It is my personal approach, environment. It is my personal approach, which creates the climate. My daily mood which creates the climate. My daily mood makes the weather. I possess tremendous makes the weather. I possess tremendous power to make a person’s life miserable power to make a person’s life miserable or joyous. I can be a tool of torture or an or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it or humor, hurt or heal. In all situations, it is is MYMY response that decides whether a response that decides whether a crisis will be escalated or de-escalated crisis will be escalated or de-escalated and a person humanized or dehumanized. and a person humanized or dehumanized. ( Adapted- Halm Ginott)( Adapted- Halm Ginott)
Life
We must provide an environment that is healthy enough fora life to happen.
Dan Berkowitz
Effective Behavioral Support..requires the design of an environment that makes problem behaviors:
Prove It!Prove It!Prove that:•treating people with dignity and respect •meeting unmet needs•bondingdecreases the frequency and intensity of challenging behavior.
Does it Matter?!
Respect – Fundamental Respect – Fundamental to PBSto PBS
A personal quality that is non-A personal quality that is non-contingent provided without contingent provided without judgment and given equally to all judgment and given equally to all persons.persons.
People should not have to earn your People should not have to earn your respect they should be the recipient respect they should be the recipient of your respect without condition.of your respect without condition.
Defining Defining Characteristics of PBSCharacteristics of PBS
Person centeredPerson centered Collaborative on-going processCollaborative on-going process Data-driven decision makingData-driven decision making Prevention, positive, proactive Prevention, positive, proactive
strategiesstrategies Meaningful outcomesMeaningful outcomes
IS NOTIS NOT SimpleSimple Short termShort term Just Decrease Just Decrease
BehaviorBehavior ReactiveReactive Aversive (punish)Aversive (punish) Observable Observable
BehaviorBehavior Experts DecideExperts Decide
ISIS ComprehensiveComprehensive Long termLong term Teach Useful SkillsTeach Useful Skills ProactiveProactive Positive (reinforce)Positive (reinforce) FunctionFunction Involve IndividualInvolve Individual
If an individual doesn’t know how to read, we teach.If an individual doesn’t know how to read, we teach.
If an individual doesn’t know how to swim, we teach.If an individual doesn’t know how to swim, we teach.
If an individual doesn’t know how to multiply, we If an individual doesn’t know how to multiply, we teach.teach.
If an individual doesn’t know how to drive, we teach.If an individual doesn’t know how to drive, we teach.
If an individual doesn’t know how to behave, If an individual doesn’t know how to behave, we…………………teach?.................punish?we…………………teach?.................punish?
Why can’t we finish the last sentence as Why can’t we finish the last sentence as automatically as we do the others?automatically as we do the others?
Tom Herner (NASDE President, Counterpoint 1998, p.2)Tom Herner (NASDE President, Counterpoint 1998, p.2)
BreakBreak
Section 2: ToolsSection 2: ToolsHow we get to a Life!How we get to a Life!
Four Steps to Designing Four Steps to Designing an an
Effective Behavior Effective Behavior Support PlanSupport Plan
Step OneStep One
Step TwoStep Two
Step Step ThreeThree
Step FourStep Four
Gather InformationGather Information
Develop a HypothesisDevelop a Hypothesis
Build a Support PlanBuild a Support Plan
Evaluate Evaluate effectiveness and effectiveness and modify support modify support plan as neededplan as needed
Step 1: Gather Step 1: Gather InformationInformation
Person Centered PlanningPerson Centered Planning– Get to know the personGet to know the person
Five Essential Goals of Five Essential Goals of Person Centered Person Centered
PlanningPlanning Expressing preferences and making Expressing preferences and making
choices in everyday lifechoices in everyday life Gaining and maintaining satisfying Gaining and maintaining satisfying
relationshipsrelationships Having opportunities to fulfill respected Having opportunities to fulfill respected
roles and live in dignityroles and live in dignity Being present and participating in Being present and participating in
community lifecommunity life Continuing to growContinuing to grow
Characteristics of Characteristics of Person-Centered Person-Centered
PlanningPlanning Includes focuses on the individualIncludes focuses on the individual Respects the individual and their dreams and Respects the individual and their dreams and
choiceschoices
Emphasizes strengths, abilities, and capacitiesEmphasizes strengths, abilities, and capacities
– Strength based Training principlesStrength based Training principles
Individualized supportsIndividualized supports
Empowers the consumer and teamEmpowers the consumer and team
Tools for Person-Tools for Person-centeredcenteredPlanningPlanning
Essential Lifestyle planEssential Lifestyle plan Insert tool your agency uses.Insert tool your agency uses.
What is behavior?What is behavior?
Anything a person says or doesAnything a person says or does– 90% of behavior is communication90% of behavior is communication– Must be observable and measurableMust be observable and measurable– Must meet the “dead man’s test”Must meet the “dead man’s test”
*If a dead man can do it, it’s NOT *If a dead man can do it, it’s NOT behaviorbehavior
Behavior is method ofBehavior is method of: communication both : communication both verbally & physically of hopes, dreams, fears, verbally & physically of hopes, dreams, fears, anxieties, preferences, intentions and anxieties, preferences, intentions and prioritiespriorities
Behavior is also a method toBehavior is also a method to: cope with or : cope with or respond to demands from others control and respond to demands from others control and impulses, conform to generally accepted impulses, conform to generally accepted social conduct, and or influences of the social conduct, and or influences of the environmentenvironment
Behavior is the result of complex neurological Behavior is the result of complex neurological and sensory process.and sensory process.
He Had A BehaviorHe Had A BehaviorOf course he had a
behavior! If he didn’t he’d be DEAD! There is:
walking behavior talking behaviorsitting behavior standing behaviorsmiling behavior eating behavior
Have you ever been outside when there wasn’t any weather?
Behavioral DefinitionBehavioral Definition
Definition of behavior needs to be Definition of behavior needs to be clear, concise, and specificclear, concise, and specific
A description of what you will see A description of what you will see when the behavior occurs.when the behavior occurs.
Written so that everyone can Written so that everyone can agree when the behavior occurs.agree when the behavior occurs.
Specific Target Specific Target BehaviorsBehaviors
ExamplesExamples high-pitched high-pitched
screamscream Kicks chair overKicks chair over Hits others/selfHits others/self Completes tasksCompletes tasks
Non-ExamplesNon-Examples Poor impulse Poor impulse
controlcontrol Angry, frustratedAngry, frustrated AggressiveAggressive Pay attentionPay attention
Lack of Lack of UnderstandingUnderstandingTo call
someone lazy,
uncooperative or
stubborn is to admit we
don’t understand
them.
She’s just plain stubborn. She refused to take her meds again!
Step 1: Gather Step 1: Gather InformationInformation
Functional AssessmentFunctional Assessment
What is Functional What is Functional AssessmentAssessment
A functional assessment is a A functional assessment is a process for identifying clear, process for identifying clear, predictive relationships between predictive relationships between events in a person’s environment events in a person’s environment and occurrences of a challenging and occurrences of a challenging behavior.behavior.
– Not a data collection formNot a data collection form– Not an eventNot an event
Why Conduct a Why Conduct a Functional Assessment?Functional Assessment?
provides clear informationprovides clear information allows strategies to be based on the allows strategies to be based on the
function(s) of challenging behaviorfunction(s) of challenging behavior leads to more durable outcomesleads to more durable outcomes reduces the need for reactive reduces the need for reactive
interventions and crisis plansinterventions and crisis plans addresses the needs of an individualaddresses the needs of an individual increases quality of lifeincreases quality of life
Find answers to the Find answers to the BIG QuestionsBIG Questions
Under what conditions do the Under what conditions do the challenging behaviors occur?challenging behaviors occur?
What are the outcomes?What are the outcomes?
Under what conditions do the Under what conditions do the challenging behaviors not occurchallenging behaviors not occur
A Functional Assessment A Functional Assessment Identifies Goals of Identifies Goals of
InterventionIntervention Defines specific target behaviors to Defines specific target behaviors to
increase and decreaseincrease and decrease Pinpoints circumstances in which Pinpoints circumstances in which
intervention will occurintervention will occur Identifies desired lifestyle changes, such Identifies desired lifestyle changes, such
asas– Participation in integrated activitiesParticipation in integrated activities– Enhanced independence and satisfactionEnhanced independence and satisfaction– Expanded social networksExpanded social networks– Work!!! Work!!!
What are the basics?What are the basics?
Gather information about the Gather information about the challenging behavior through challenging behavior through direct observation, interviews, direct observation, interviews, record reviews and/or rating scalesrecord reviews and/or rating scales
Develop a hypothesis after Develop a hypothesis after analyzing the information analyzing the information regarding the variables that starts regarding the variables that starts and maintains behaviorand maintains behavior
Group WorkGroup Work
Worksheet 1Worksheet 1
The ABC’s of a Functional The ABC’s of a Functional Behavioral AssessmentBehavioral Assessment
Setting EventSetting Eventthe state a person is in, e.g., the person is tired, or the state a person is in, e.g., the person is tired, or hungry; a state that predisposes a person to behave hungry; a state that predisposes a person to behave in a certain way given a particular antecedent. in a certain way given a particular antecedent.
AntecedentsAntecedentsany stimulus which precedes a behavior occurrenceany stimulus which precedes a behavior occurrence
BehaviorsBehaviorsany observable act of an individual; the activity one any observable act of an individual; the activity one performs in the presence of a particular stimulusperforms in the presence of a particular stimulus
ConsequencesConsequencesthe events which occurred following behaviorthe events which occurred following behavior
What are What are Consequences?Consequences?
Consequences are events Consequences are events that follow a behavior.that follow a behavior.
Positive or NegativePositive or Negative
Results or Functions of Results or Functions of BehaviorBehaviorGet
SensoryAttention
Tangible
Get
Away
Tangible
SensoryAttention
Results or Functions of Results or Functions of BehaviorBehavior
SensorySensory EscapeEscape AttentionAttention TangibleTangible Meet an unmet needMeet an unmet need
Why do people display Why do people display challenging behaviors?challenging behaviors?
• Biological/Medical Reasons:Biological/Medical Reasons: Drugs/medicineDrugs/medicine Seizure activitySeizure activity Allergies/hormonal changesAllergies/hormonal changes To mask pain or discomfortTo mask pain or discomfort
• Self-RegulationSelf-Regulation To maintain a level of arousalTo maintain a level of arousal Reaction to a change in sensory inputReaction to a change in sensory input
• Reinforcement:Reinforcement: Internal-it feels goodInternal-it feels good External-to serve a purpose in one’s External-to serve a purpose in one’s
environmentenvironment
• Absence of Alternative SkillAbsence of Alternative Skill Most behaviors have the goal to Most behaviors have the goal to
communicatecommunicate Messages are sent through behaviorMessages are sent through behavior Control is the key wordControl is the key word
Practice the ABC’sPractice the ABC’s
Which is the Antecedent, Behavior and Which is the Antecedent, Behavior and the Consequence in each of these the Consequence in each of these examplesexamples..– 1. During dinnertime, Ben watches the staff pass the tea pitcher 1. During dinnertime, Ben watches the staff pass the tea pitcher
to a peer. Ben then passes the water pitcher to the staff, who says to a peer. Ben then passes the water pitcher to the staff, who says “ Thank you” to Ben.“ Thank you” to Ben.
– 2. Betty repeatedly teases Samantha. Following the teasing 2. Betty repeatedly teases Samantha. Following the teasing remark, Samantha throws a magazine at Betty. The staff tells remark, Samantha throws a magazine at Betty. The staff tells Samantha not to throw things.Samantha not to throw things.
– 3. A staff person tells Natasha that a visitor will be visiting her in a 3. A staff person tells Natasha that a visitor will be visiting her in a few minutes. Natasha puts on a new dress. The visitor tells few minutes. Natasha puts on a new dress. The visitor tells Natasha how nice she looksNatasha how nice she looks
Alternative BehaviorsAlternative Behaviors
What is the best way to decrease What is the best way to decrease a behavior that is a barrier to a behavior that is a barrier to getting a life?getting a life?
Find an alternative behavior that Find an alternative behavior that serves the same function or serves the same function or purpose – gets the same results.purpose – gets the same results.
Setting Event AntecedentProblemBehavior
DesiredBehavior
AlternativeBehavior
Consequence
Consequence
Competing Behavior Pathway
Setting Events TriggeringAntecedents
MaintainingConsequences
Desired Behavior TypicalConsequences
Problem Behavior
Acceptable Replacement Behavior
Scream,
Hit head
Approach by Staff
Staff move away; avoid request
Interact nicely; do what’s asked
Staff positive attention,
Asked to do something
Tired
Competing Behavior Pathway
Take what you can get; Take what you can get; closest to what you want! closest to what you want!
Reinforce even small Reinforce even small improvement or steps to improvement or steps to reaching the objectivereaching the objective
Step 2: Develop a Step 2: Develop a HypothesisHypothesis
What is a hypothesisWhat is a hypothesis
Your “best guess” about the Your “best guess” about the function of challenging behaviorfunction of challenging behavior
Hypothesis FormulaHypothesis Formula
When this occurs (what is the When this occurs (what is the setting event/antecedent)….setting event/antecedent)….
The individual does (behavior)The individual does (behavior)
To access or avoid (consequences To access or avoid (consequences or functions)or functions)
A Sample HypothesisA Sample Hypothesis
When Sean…..When Sean…..((setting eventsetting event) did not get to sleep before 11 ) did not get to sleep before 11
p.m. the previous evening or does not feel p.m. the previous evening or does not feel well,well,
((antecedentantecedent) is not engaged with others or ) is not engaged with others or when he’s engaged in activities for 15 when he’s engaged in activities for 15 minutes or longerminutes or longer
((behaviorbehavior) he screams, slaps his face and ) he screams, slaps his face and pulls his hairpulls his hair
((Consequences/functionConsequences/function) to gain access to ) to gain access to staff attentionstaff attention
Setting Events TriggeringAntecedents
MaintainingConsequences
Desired Behavior TypicalConsequences
Problem Behavior
Acceptable Replacement Behavior
Screams, Slaps face, pulls hair
Not engaged w/ Others, or engaged too
long
Gets staff attention
Staff attention
Stayed up late/doesn’t
feel well
Sean’s Competing Behavior Pathway
Linking Hypothesis Linking Hypothesis Statement to Behavior Statement to Behavior
InterventionsInterventions A hypothesis statement links A hypothesis statement links
behavior interventions to:behavior interventions to:– short-term prevention of problematic short-term prevention of problematic
situationssituations– Teaching alternative skillsTeaching alternative skills– Responses to challenging behaviors, Responses to challenging behaviors,
including crisis managementincluding crisis management– Long-term preventionLong-term prevention– Lifestyle changesLifestyle changes
In any situation there are In any situation there are three things involved:three things involved:
1 The Environment1 The Environment 2 The person2 The person 3 3 YOUYOUIt cannot be guaranteed that you will be It cannot be guaranteed that you will be
able to control the environment or the able to control the environment or the person served; however, you can person served; however, you can control your own behavior.control your own behavior.
Step 3 : Build a Step 3 : Build a Support PlanSupport Plan
What is a Behavior What is a Behavior Support PlanSupport Plan
A written document that summarizes A written document that summarizes strategies that assist in preventing strategies that assist in preventing challenging behavior from occurring and challenging behavior from occurring and helps the consumer learn helps the consumer learn new skillsnew skills
The plan should:The plan should:– develop and maintain skillsdevelop and maintain skills– enhance opportunities for learning and self-enhance opportunities for learning and self-
fulfillmentfulfillment– Focus on positive rather than negative Focus on positive rather than negative
techniquestechniques
How do we collect this How do we collect this information?information?
Direct observation dataDirect observation data Incident reportsIncident reports InterviewsInterviews
– ConsumerConsumer– ParentsParents– Service providersService providers– OthersOthers
Informal anecdotal reportsInformal anecdotal reports– Communication logsCommunication logs– Progress notesProgress notes
A support plan is not A support plan is not written in stone. It was written in stone. It was made to be changed as a made to be changed as a
person grows and person grows and changes.changes.
Step 4: Evaluate Step 4: Evaluate effectiveness and effectiveness and
modify support plan modify support plan as neededas needed
Is the plan working?Is the plan working?
Are there improvements in challenging Are there improvements in challenging behavior?behavior?
Are there increases in skill development?Are there increases in skill development? Are there improvements in quality of life?Are there improvements in quality of life?
– Increased participationIncreased participation– Increases choice/decision makingIncreases choice/decision making– InclusionInclusion
Are there improvements in satisfaction?Are there improvements in satisfaction?– Consumer and familyConsumer and family– Staff and othersStaff and others
Are there improvements in health or well-Are there improvements in health or well-being?being?
Remember, PBS is all Remember, PBS is all aboutabout
Determining the function of Determining the function of challenging behavior and then:challenging behavior and then:– Changing environmentsChanging environments– Teaching new skillsTeaching new skills– Addressing quality of life issuesAddressing quality of life issues– Changing our patterns of interactionChanging our patterns of interaction
Review Training Review Training ObjectivesObjectives
To learn what PBS is as both To learn what PBS is as both philosophy and toolsphilosophy and tools
Learn the basics of how we set the Learn the basics of how we set the tone for the environment-to help tone for the environment-to help or hinderor hinder
Learn basic tools of PBSLearn basic tools of PBS Learn how to use data to drive Learn how to use data to drive
decisionsdecisions
Point of ViewPoint of View
““When you change When you change the way in which the way in which you see things-you see things-the things you the things you
see will change.”see will change.”