C
M
Y
CM
MY
CY
Manag M gers / Supe ervisorrs Partici P ipant’s Workboo ok
CMY
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possitiv e supp ports for peopl p le
ACKN A NOW WLED DGEM MEN NT
ACKNOWLEDGEMENT We would like to take this opportunity to express our appreciation for the valuable assistance and time given by all of the participants listed below in the development of the Clinical and Responsiveness Training Manual. Without the collaboration of all involved, this publication would not have been possible. CART Curriculum Development Brainstorm Group Stakeholder
Organization
Carol Blaind
Access Community Services Inc.
Tabitha Loughlin
Access Community Services Inc.
Sandra Scott
Access Community Services Inc.
John Clarke
Centre for Behaviour Health Sciences
Jim Hughes
Centre for Behaviour Health Sciences
Marnie McDermott
Central East Network of Specialized Care
Brenda Quinlan
Community Living Association South Simcoe
Deb Ryan
Community Living Durham North
Bruce Punnett
Kerry's Place Autism Services
Jim Reaume
Lake Ridge Community Support Services
Savana Napolitano
Lake Ridge Community Support Services
Sandie Hoskin
Lake Ridge Community Support Services
Karen Chartier
Lake Ridge Community Support Services
Erica Dutschek
Ontario Shores Centre for Mental Health Sciences
Jodi Ingram
Ontario Shores Centre for Mental Health Sciences
Gerry Fucile
Tri‐County Community Support Services
Margaret Marchen
Tri‐County Community Support Services
Judy Burke‐Burne
Tri‐County Community Support Services
Laurie Buttineau
Waypoint Centre for Mental Health Care
April Herron
Waypoint Centre for Mental Health Care
Linda Maurice
Waypoint Centre for Mental Health Care
Ray Cole
Waypoint Centre for Mental Health Care
Nancy Pilon
Waypoint Centre for Mental Health Care
Nancy Lewis
York Support Services Network
CART Workbook for COACHES: Acknowledgement
CART Training Content Development Team Name
Organization
Lauri Angus
Centre for Behaviour Health Sciences
Melissa Sweet
Centre for Behaviour Health Sciences
Evangelo Boutsis
Centre for Behaviour Health Sciences
Bethany Kopel
Centre for Behaviour Health Sciences
John Kosmopoulos
Centre for Behaviour Health Sciences
Marnie McDermott
Central East Network of Specialized Care
Christie MacDermid
Community Living Durham North
Karen Chartier
Lake Ridge Community Support Services
Tanya Makela
Lake Ridge Community Support Services
Tabitha Loughlin
Lake Ridge Community Support Services
Erica Dutschek
Ontario Shores Centre for Mental Health Sciences
Margaret Marchen
Tri‐County Community Support Services
Judy Burke‐Byrne
Tri‐County Community Support Services
CART Master Trainers Name
Organization
Lauri Angus
Centre for Behaviour Health Sciences
Evangelo Boutsis
Centre for Behaviour Health Sciences
Bethany Kopel
Centre for Behaviour Health Sciences
John Kosmopoulos
Centre for Behaviour Health Sciences
Karen Chartier
Lake Ridge Community Support Services
Tanya Makela
Lake Ridge Community Support Services
Margaret Marchen
Tri‐County Community Support Services
Judy Burke‐Byrne
Tri‐County Community Support Services
CART Workbook for COACHES: Acknowledgement
IN NTRODU UCTIION
INTRODUCTION People identified as having a dual diagnosis (developmental disability and mental health needs and/or challenging behaviours) requiring intensive supports can provide many challenges to staff, caregivers and the service system. The Community Networks of Specialized Care were established to: coordinate local specialized service system enhance specialized service delivery, and train and build community capacity to support people with a dual diagnosis in their home communities. As a means to build capacity, a request was received from the Ministry of Community and Social Services (MCSS) to develop a training curriculum. This specialized training will provide staff in developmental service agencies an enhanced skill set to support people with a dual diagnosis, complex and/or changing needs, and behavioural challenges.
BACKGROUND The identified training needs for the Clinical And Responsiveness Training (CART) were established through; surveys distributed to agencies within the Central East Region, discussion groups and feedback surveys from educational events held in Central Region and the Tri Region Alliance Annual Meeting in 2013. The training needs identified through this data collection focused on enhancing the skill set of the staff to better support people with a developmental disability and mental health need, and/or changing needs, and challenging behaviour in their living environments. The following additional criteria for the training program were identified: Provide intensive face‐to‐face training Develop a standardized training continuum and standardized training approaches Develop an assessment tool to evaluate skill level of staff Highlight sensitivities (cultural, linguistic, etc.) in working with families/people Support alternate models for learning including mentoring, train the trainer, booster sessions Develop interdisciplinary team skills Create process for mentoring in the workplace for staff Deepen knowledge and skills through ongoing monthly consultation using videoconferencing technology With the above needs and criteria in mind, the Central East Community Network of Specialized Care, upon receipt of funding for the project, set out a formal statement of goals/objectives for the Clinical and Responsiveness Training (CART) curriculum:
GOALS The goal of the CART training is to enhance the skills and knowledge of staff in the developmental service sector in Central East Region so that the highest quality of support can be provided for adults with a dual diagnosis, complex and/or changing needs, and behavioural challenges in their support environments. The CART curriculum will increase the knowledge, confidence, and understanding of Direct Support Professionals in the use of Positive Behavioural Support, including the use of proactive strategies and creating habilitative environments to decrease and/or prevent challenging behaviours.
CART Workbook for COACHES: Introduction
Specifically, the goal of the training is to ensure that Direct Support Professionals who are trained would be able to: Define complex and/or changing needs and challenging behaviour. Understand the importance of using the Biopsychosocial Model when supporting people with a dual diagnosis. Discuss how the use of Applied Behaviour Analysis integrates the recognition of the Biopsychosocial Model in developing behaviour plans and crisis plans for people with a dual diagnosis. Incorporate the requirements of the Quality Assurance Measures regarding Ontario Regulation 299/10 into the supports provided to people with a dual diagnosis (e.g. Behaviour Support Plans). Create wellness in the workplace using mindfulness based strategies. Understand and be able to access specialized resources to support people with a dual diagnosis. Research indicates that learning supported through ongoing coaching/mentoring (via direct supervisors or managers) produces better skill development outcomes. To ensure that the training goals for Direct Support Professionals were met, ongoing support in translating their learning to on‐the‐job behaviours would be required. As a result, the CART training for Managers/Supervisors was developed and is focused on teaching and practicing coaching skills.
TRAINING OUTCOMES Standardized Curriculum Developed: Standardized Clinical And Responsiveness Training model focused on building positive support approaches, behavioural and clinical plans is developed, along with manuals and training materials Front‐Line Staff and Managers/Supervisors Trained: Clinical And Responsiveness Training was delivered to 125 participants (Front‐Line Staff & Managers/ Supervisors) in Year 1 and 150 participants in Year 2 Skills and Confidence Enhanced: Front‐Line staff and Managers/Supervisors have enhanced skills and confidence in their roles (as evaluated through an assessment tool). Knowledge Exchanged: Participants’ learning is shared through mentoring or peer training and Videoconferencing peer consultation to further build capacity A common clinical assessment and intervention language is shared so that it can be applied across sectors Inter‐disciplinary team skills are developed Professional partnerships (at the staff training and delivery levels) are built between MCSS‐funded agencies
CART Workbook for COACHES: Introduction
Mana agers/S Superviisors: Workboo W ok Conttents Posiitive Supp ports for Peeople: Intrroduction and Conteext
Th he Module es Module
Kn nowledge//Skill Areass
1
Positive Beha P aviour Supports
1. Underrstanding Yo our Role in th he Big Pictu re 2. The Diiscovery Pro ocess 3. Self Asssessment aand Reflectio on
2
Understanding U B Behaviour
1. Definin ng Behaviou ur 2. Beliefss about Behaviour 3. Behavviour in Conttext
3
Proactive P In nterventions
1. Underrstanding Se etting Event and Antece dent Interveentions 2. Comm munication 3. Choicee Making
4
Changing C C Consequence es
1. Identiffying and Un nderstanding Consequeences 2. Changging Consequ uences, Changing Behavviour
5
Functions of B Behaviour
1. Identiffying Functio ons of Behaviour 2. Contributing to a Functional B Behavioural Assessment
6
Teaching Skills
1. Choosing Skills to Teach 2. Buildin ng a Skill Teaaching Plan 3. Using Skill Teachin ng Strategies
7
Collaboratingg to C A Address Cha llenging B Behaviours
1. 2. 3. 4.
Making the Link Collaborating and Contributin ng to Behaviiour Supporrt Plan Implem menting and d Problem Solving Behaaviour Suppo ort Plans Debrieefing
Go Fo orward Plan nning Resources K Key Person n My Developm ment
CART Workbook for COACHES: Introduction & Context
MY DEVELOPMENT
Page 1
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Introduction & Context
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Introduction & Context
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS FUNCTIONS OF BEHAVIOUR
Knowing my score, what is my action plan?
What I’ll need from my peers:
What I’ll need from my supervisor:
What I’ll need to do to self manage:
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CART Workbook for COACHES: Introduction & Context
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT
Rate from m 1 to 5 for h how true this sstatement iss for youu, where:
PROACTIVE NTERVENTIONS
I’m m ready to be fully preseent today att work—goo od to go!
UNDERSTANDING BEHAVIOUR
1 = Stro ngly Disagreee 2 = Disagree 3 = Neithher Agree no or D isagree 4 == Agree 5 = Strrongly Agree
I am not havin ng difficulty concentrating
I feeel ready to start my daay
I am not feelin ng overly anxious (high level of emo otional aro ousal, with rracing heartt rate) but am m ‘pumped’’ in a good way
I am not bringging any emo otional bagggage to workk with mee from recen nt conflict or issue (in th he last 24 ho ours)
I am feeling go ood about ggoing to worrk today
I am looking fo orward to seeeing peoplee at work to oday
/50
CARTT Workbook fo or COACHES: In ntroduction & & Context
Page 5
MY DEVELOPMENT
KEY PERSON
RESOURCES
Add up yo our ratings to give a total score:
FUNCTIONS OF BEHAVIOUR
TEACHING SKILLS
I feeel physicallly well
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
I am open to learning and d new experiences
CHANGING CONSEQUENCES
I am not distraacted by tho oughts and ffeelings about things ou utside work
Resilien ncy Checkk‐in Exerccise
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
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CART Workbook for COACHES: Introduction & Context
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Introduction & Context
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Introduction & Context
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Introduction & Context
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Introduction & Context
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Introduction & Context
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Introduction & Context
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Introduction & Context
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Introduction & Context
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Introduction & Context
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
Model:
Support:
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CART Workbook for COACHES: Introduction & Context
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Introduction & Context
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Introduction & Context
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Introduction & Context
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Introduction & Context
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Introduction & Context
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT
Principles: The Person Directed Planning approach and the positive support practices that integrate this approach are the foundations for building and implementing respectful support and effective intervention approaches.
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MODULE 1 | Positive Behaviour Supports
PROACTIVE NTERVENTIONS
Enhancing the quality of life and community inclusion of people supported is the primary purpose of all Direct Support Professional and Coach activity.
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
Learning Coaches will be able to: Outcomes: Articulate the Direct Support Professional and Coach roles in ensuring delivery of Positive Behaviour Supports, engaging in the discovery process with the person, and contributing to assessment and planning
Knowledge/ Skill Areas
Assist staff to recognize variables that affect behaviour and wellbeing and can be altered by changes in the support environment
Demonstrate understanding of all elements of the CART framework
Articulate key coaching domains and skills related to Positive Behaviour Supports and the Biopsychosocial approach (the CART Coaching Approach)
Understand how your own behaviour and attitudes impact the Direct Support Professionals
Articulate the value of self‐reflection to be effective in the coaching role
Identify own coaching strengths and developmental needs
1. Understanding Your Role in the Big Picture 2. The Discovery Process 3. Self‐Assessment and Reflection
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
~ Vince Lombardi
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MY DEVELOPMENT
“Coaches who can outline plays on a blackboard are a dime a dozen. The ones who win get inside their player and motivate.”
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
Direct Support Professional strengths: _________________________________________________________________________
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
_________________________________________________________________________ Positive things they bring to the team: _________________________________________________________________________
GO FORWARD PLANNING
_________________________________________________________________________ What helps them perform optimally?
RESOURCES
_________________________________________________________________________
MY DEVELOPMENT
How I can create more opportunities for them to do what they do best?
KEY PERSON
_________________________________________________________________________
_________________________________________________________________________
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
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FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
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FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
How would you describe your coaching relationship now? What do you need to do differently?
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
Page 41
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
TEACHING SKILLS
RESOURCES
KEY PERSON
FUNCTIONS OF BEHAVIOUR
MY DEVELOPMENT
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
Page 43
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
Page 45
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
Page 47
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
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COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
TEACHING SKILLS
RESOURCES
MY DEVELOPMENT
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
Page 51
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
RESOURCES
KEY PERSON
TEACHING SKILLS
MY DEVELOPMENT
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Talk abou ut your stre essors with h your peeers and your Manager//Supervisor. You are not invinciblee, and it is sso importaant to ‘proocess’ your expeeriences w with others who workk in the same field. Be w willing to b be honest aabout how you aare feelingg.
CARTT Workbook fo or COACHES: M Module 1‐ Posiitive Behaviou ur Supports
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
Reesiliency TTip
MY DEVELOPMENT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
Page 55
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
Page 57
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
Role of the Coach in my workplace:
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
____________________________________________________________________________ ____________________________________________________________________________ The most important thing I do as a Coach:
GO FORWARD PLANNING
____________________________________________________________________________
RESOURCES
____________________________________________________________________________ Why it is so important:
MY DEVELOPMENT
KEY PERSON
____________________________________________________________________________ ____________________________________________________________________________
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES
_________________________________________________________________________ What I have the most experience with: _________________________________________________________________________ _________________________________________________________________________
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
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COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
_________________________________________________________________________
GO FORWARD PLANNING
Where I feel most comfortable:
RESOURCES
_________________________________________________________________________
KEY PERSON
_________________________________________________________________________
MY DEVELOPMENT
Coaching Approach strengths:
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
Coaching Approach – what gets in the way of model, support, facilitate:
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
___________________________________________________________________________ ___________________________________________________________________________ The knowledge I am missing:
GO FORWARD PLANNING
___________________________________________________________________________ ___________________________________________________________________________
RESOURCES
The skills I need to develop:
MY DEVELOPMENT
KEY PERSON
___________________________________________________________________________ ___________________________________________________________________________
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
MODULE 1 Resources Resource 1: Dual Diagnosis Decision Tree
UNDERSTANDING BEHAVIOUR
Dual Diagnosis Decision Tree Yes
Is the family or a community provider identifying a concern or issue / endorsing distress ?
Yes
PROACTIVE NTERVENTIONS
No
No
CHANGING CONSEQUENCES
Continue to support the individual
Gather information from the individual, family, providers to understand issue or concern / clarify need. Clarify or establish developmental disability.
FUNCTIONS OF BEHAVIOUR
Investigate Biological / Medical origins: Inquire or assess for: neurological, acute illness, dental, hearing, metabolic, medication related, GI disruptions, pain
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
None Identified
None Identified
Yes
resolution? No
Investigate Environmental / Social origins: Is there a change away from baseline? Is there a change in behaviour? Has there been a change in social interactions / activities / motivation? Have there been changes in staff / environment / expectations ? Has there been a change within family or dynamics? Is this occuring in all settings?
TREAT
Yes
Continue to support the individual
Yes
Alter or Adjust environment or supports / implement behavioural intervention resolution?
No Yes
GO FORWARD PLANNING RESOURCES
None Identified
Investigate Emotional / Psychological origins: (consider developmental or diagnostic manifestations) Is there an historical or recent traumatic event? Is there a dynamic of transference or countertransference in the client, family or providers? Is there situational stress which could provoke stress based responses?
Yes
Continue to support the individual
Intervention - group or individual resolution?
No
Investigate / assess for a Psychiatric Diagnosis: Psychiatric assessment / consultation for diagnostic clarity
KEY PERSON MY DEVELOPMENT
Is the Individual expressing a concern or issue / expressing distress ?
Yes
Yes
Continue to support the individual
TREAT Adopted from Bradley & Summers, 1999 in Dual Diagnosis: NADD 2002
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
INTRO & CONTEXT
Delirium
Asthma
Eruption of wisdom teeth
Neuropathy (disease of the nerves) / many causes
Rumination
Dental Problems
Nausea
Paresthesias/painful sensation (e.g., pins and needles) in the hand
Uneven seat
Odd un‐ pleasurable masturbation
Genital discomfort Rectal discomfort
Prostatitis Urinary tract infection Candidal vagina Pinworms
Biting with back teeth Dental Otitis (ear)
Waving head side to side
Intense rocking / preoccupied look
Declining peripheral vision or reliance on peripheral vision
Visceral pain
Walking on toes
Headache Depression
TEACHING SKILLS
Hip Pain
Ears/Eustachian tubes
Arthritis in ankles, feet, hips or knees
Repetition phenomena, Post‐ Traumatic Stress Disorder
Tight heel cords
Whipping head forward
Left‐handed or fingertip handshake
Waving fingers in front of eyes
Frightening previous setting
Anxiety disorder
Atlantoaxial dislocation (dislocation between vertebrae in the neck)
Dental problems
Migraine; Cataract Seizure Rubbing caused by blepharitis (inflammation of eyelid) or corneal abrasion
Won’t sit Akathisia (inner feeling of restlessness) Back pain
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
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MY DEVELOPMENT
KEY PERSON
Rectal problem
Pain in hands/arthritis
Eruption of teeth
Sinus problems
CHANGING CONSEQUENCES
Eustachian tube/ear problems
Sinus problems
FUNCTIONS OF BEHAVIOUR
Gastroesophageal reflux
Biting thumb / objects with front teeth
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Fear of expressing opinion
Biting side of hand/whole mouth
GO FORWARD PLANNING
A lot of experience with pain
Fist jammed in mouth/down throat
RESOURCES
High Pain Tolerance
UNDERSTANDING BEHAVIOUR
(Ruth Myers, MD, James Salbenblatt, MD, Melodie Blackridge, MD)
PROACTIVE NTERVENTIONS
Common “Problem” Behaviours and Speculations about their causes
POSITIVE BEHAVIOUR SUPPORTS
Resource 2: Common Problem Behaviours and Possible Causes
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Common “Problem” Behaviours and Speculations about their causes
UNDERSTANDING BEHAVIOUR
(Ruth Myers, MD, James Salbenblatt, MD, Melodie Blackridge, MD)
Sudden sitting down Pica
Head banging
Atlantoaxial dislocation (dislocation between vertebrae in the neck)
General: Obsessive Compulsive Disorder, hypothalamic problems, history of under‐stimulating environments
Pain
Self‐restraint / binding
Depression
Pain
Migraine
Tic or other movement disorder
Cigarette butts: nicotine addition, generalized anxiety disorder
Otitis (ear ache)
PROACTIVE NTERVENTIONS
Cardiac problems Seizures
CHANGING CONSEQUENCES
Syncope/orthostatsis (fainting or light‐ headedness caused by medication or other physical conditions)
FUNCTIONS OF BEHAVIOUR
Vertigo
TEACHING SKILLS
Otitis (thrown off balance by problems in the ear)
Glass: suicidality Paint chips: lead intoxication Sticks, rocks, other jagged objects: endogenous opiate addition.
Dental Seizure Mastoiditis (inflammation of bone behind the ear)
Seizures Severe sensory integration deficits Post‐Traumatic Stress Disorder Parasthesias
Sinus problems Tinea capitis (fungal infection in the head)
Dirt: iron or other deficiency state
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Feces: Post Traumatic Stress Disorder, psychosis General scratching
Scratching stomach
Eczema
Gastritis; Ulcer
GO FORWARD PLANNING
Drug effects Liver/renal disorders
RESOURCES
Scabies
Scratching/hugging chest
Stretched forward
Pancreatitis (also pulling at back)
Asthma
Gastroesphageal reflux
Pneumonia
Hip/back pain
Porphyria (bile pigment that causes, among other things, skin disorders)
Gastroesophageal reflux
Back pain
Costochondritis/” slipped rib syndrome”
MY DEVELOPMENT
KEY PERSON
Gall bladder disease Angina
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
INTRO & CONTEXT
BIOPSYCHOSOCIAL FORMULATION GRID Biological
Psychological
Social
Medical Genetic Medication
Emotional Cognitive Behaviour
Supports, Family, Internal & External Resources
Historical Factors Predisposing
Strengths & Resources
Protective
RESOURCES
GO FORWARD PLANNING
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MY DEVELOPMENT
KEY PERSON
CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
Precipitating Perpetuating
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
Contributing & Sustaining Factors
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Resource 3: Biopsychosocial Formulation Grid
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Resource 4: Dual Diagnosis Psychopathology Screening Questions Dual Diagnosis Psychopathology Screening Questions
UNDERSTANDING BEHAVIOUR
1
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
2
TEACHING SKILLS
Is there little or no improvement in the person’s behaviour despite the application of consistent, high quality behavioural programming, as well as confirmation that there is no biological /medical origin?
3
Has the person experienced a decreased ability to adapt to the demands of daily living (e.g. deterioration in self‐care)?
4
Has the person experienced decreased involvement with other people?
5
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Has the person lost interest in preferred activities?
6
Has the person experienced some decrease in his or her overall level of motivation?
7
Has the person shown some impairment in his or her perception of reality (e.g. responds to internal voices, displays beliefs which are obviously false)?
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
Is there a significant change in the person’s behaviour or mood that occurs in all settings rather than some settings?
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CART Workbook for COACHES: Module 1‐ Positive Behaviour Supports
INTRO & CONTEXT
Use the Listen‐Ask‐Feedback‐Follow (LAFF) tool with Direct Support Professionals
Coach staff to recognize the impact of their behaviour
Coach staff for use of clear, measurable observations and descriptive information to define behaviour and collect data
Coach staff in the use of Positive Behaviour Support approaches to support people with challenging behaviours
1. Defining Behaviour 2. Beliefs about Behaviour 3. Behaviour in Context
Page 69
UNDERSTANDING BEHAVIOUR MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
CART Workbook for COACHES: Module 2 – Understanding Behaviour
Deliver specific, practical feedback to Direct Support Professionals
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Knowledge/ Skill Areas
PROACTIVE NTERVENTIONS
Learning Coaches will be able to: Outcomes: Observe/monitor staff behaviour and describe/define behaviour in measurable terms
CHANGING CONSEQUENCES
All behaviour occurs for a reason and does not occur in a vacuum: it has a context and serves a function for the person. When a behaviour, which may or may not be 'challenging', interferes with relationships and participation, we must first define the behaviour objectively.
FUNCTIONS OF BEHAVIOUR
Principles: The main goal of positive behaviour support is to use proactive strategies to increase behaviours that will help a person live a more independent and enjoyable life and to decrease behaviours that interfere with independence, enjoyment, and quality of life.
TEACHING SKILLS
POSITIVE BEHAVIOUR SUPPORTS
MODULE 2 | Understanding Behaviour
MY DEVELOPMENT
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CART Workbook for COACHES: Module 2 – Understanding Behaviour
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 2 – Understanding Behaviour
MY DEVELOPMENT
Page 71
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 2 – Understanding Behaviour
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 2 – Understanding Behaviour
MY DEVELOPMENT
Page 73
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Pitonyak’s 10 things
Translated to a Coaching Tip
1. Get to know the person
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
2. Remember that all behaviour is meaning‐full
3. Help the person to develop a support plan
4. Develop a support plan for the person’s supporters
5. Don't assume anything
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
6. Remember relationships make all the difference
7. Help the person to develop a positive identity
8. Instead of ultimatums, give choices
GO FORWARD PLANNING
9. Help the person to have more fun
MY DEVELOPMENT
KEY PERSON
RESOURCES
10. Establish a good working relationship with the person’s primary health care physician
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CART Workbook for COACHES: Module 2 – Understanding Behaviour
CART Workbook for COACHES: Module 2 – Understanding Behaviour
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 2 – Understanding Behaviour
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES
Behaviour
TEACHING SKILLS
Mary smiles John bangs his head on the table loud enough to make a sound Susan becomes impatient Lisa attends to her work Terry displays a hostile attitude
GO FORWARD PLANNING
Will grabs Anna by the arm hard enough that he leaves a red mark and she screams Jackie chooses a leisure material by pointing to the one Anna becomes upset
RESOURCES
Stephen says “I need a break” Jason arrives at work by 8:00 a.m.
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MY DEVELOPMENT
CART Workbook for COACHES: Module 2 – Understanding Behaviour
KEY PERSON
Charlie freaks out after dinner Charlie banged the table moderately hard 7 times before getting up from the table, so hard that a dish fell off the edge.
FUNCTIONS OF BEHAVIOUR
No
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Yes
MY DEVELOPMENT
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CART Workbook for COACHES: Module 2 – Understanding Behaviour
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 2 – Understanding Behaviour
MY DEVELOPMENT
Page 79
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
Exercise: Describing Behaviour
‘LOSING IT’
Time 1
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Time 2
CART Workbook for COACHES: Module 2 – Understanding Behaviour
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 2 – Understanding Behaviour
MY DEVELOPMENT
Page 81
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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CART Workbook for COACHES: Module 2 – Understanding Behaviour
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 2 – Understanding Behaviour
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ CART Workbook for COACHES: Module 2 – Understanding Behaviour
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TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
_________________________________________________________________________
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
_________________________________________________________________________
GO FORWARD PLANNING
_________________________________________________________________________
RESOURCES
_________________________________________________________________________
KEY PERSON
Observations of Charlie’s behaviour:
MY DEVELOPMENT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
Charlie at the Dinner Table – write an operational definition of Charlie’s behaviour:
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
GO FORWARD PLANNING
_________________________________________________________________________ _________________________________________________________________________
RESOURCES
_________________________________________________________________________ _________________________________________________________________________
MY DEVELOPMENT
KEY PERSON
_________________________________________________________________________ _________________________________________________________________________
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_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
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COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
_________________________________________________________________________
GO FORWARD PLANNING
_________________________________________________________________________
RESOURCES
_________________________________________________________________________
KEY PERSON
_________________________________________________________________________
MY DEVELOPMENT
_________________________________________________________________________
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
What worked? _________________________________________________________________________
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
_________________________________________________________________________ What didn’t work?
GO FORWARD PLANNING
_________________________________________________________________________ _________________________________________________________________________
RESOURCES
What could have been done differently? _________________________________________________________________________
MY DEVELOPMENT
KEY PERSON
_________________________________________________________________________ _________________________________________________________________________
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CART Workbook for COACHES: Module 2 – Understanding Behaviour
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Vignette
UNDERSTANDING BEHAVIOUR
Two Direct Support Professionals are standing, talking in the kitchen, and a young man comes up and asks for juice. The staffs ignore him, so he asks three or four times and the staff continue to talk. The person leaves, goes in the other room, screams and knocks over a table of books.
Coaching session with your Direct Support Professional:
PROACTIVE NTERVENTIONS
You are in a meeting with your Direct Support Professional. What would the key elements of the coaching session be? You want to give specific feedback to staff regarding their lack of action to this person’s attempt to appropriately gain their attention. How might you start a conversation about your observations?
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
What would be the key elements of a coaching session with staff to discuss this situation? ________________________________________________________________________ ________________________________________________________________________
TEACHING SKILLS
________________________________________________________________________ How would you start a conversation about your observations?
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
GO FORWARD PLANNING
Other considerations to explore?
RESOURCES
________________________________________________________________________ ________________________________________________________________________
MY DEVELOPMENT
KEY PERSON
________________________________________________________________________
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CART Workbook for COACHES: Module 2 – Understanding Behaviour
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 2 – Understanding Behaviour
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 2 – Understanding Behaviour
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR
Your thoughts and reactions:
TEACHING SKILLS
_________________________________________________________________________
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
_________________________________________________________________________ What needs to happen? _________________________________________________________________________
GO FORWARD PLANNING
_________________________________________________________________________ _________________________________________________________________________ Questions:
RESOURCES
_________________________________________________________________________
MY DEVELOPMENT
KEY PERSON
_________________________________________________________________________ _________________________________________________________________________
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_________________________________________________________________________ Notes: _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ CART Workbook for COACHES: Module 2 – Understanding Behaviour
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COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
_________________________________________________________________________
GO FORWARD PLANNING
With new information, what shifts for you now?
RESOURCES
KEY PERSON
_________________________________________________________________________
MY DEVELOPMENT
_________________________________________________________________________
TEACHING SKILLS
Assumptions:
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 2 – Understanding Behaviour
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES
FUNCTIONS OF BEHAVIOUR
_________________________________________________________________________
TEACHING SKILLS
What the coaching process would look like:
_________________________________________________________________________ How to use the LAFF format to give specific feedback: _________________________________________________________________________ _________________________________________________________________________
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
_________________________________________________________________________
_________________________________________________________________________ _________________________________________________________________________ CART Workbook for COACHES: Module 2 – Understanding Behaviour
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KEY PERSON
MY DEVELOPMENT
_________________________________________________________________________
RESOURCES
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
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MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 2 – Understanding Behaviour
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
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FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 2 – Understanding Behaviour
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT
Principles: The quality of a person’s life depends in large part on their environment—where they live, work, and play. The environment also means whom the person interacts with on a day‐to‐day basis, as well as the quality of those interactions.
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MODULE 3 | Proactive Interventions
PROACTIVE NTERVENTIONS
Proactive interventions that alter the environment, teach skills, and support positive relationships and participation, promote enhanced quality of life and are effective at preventing behaviours which interfere with community participation.
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
Learning Coaches will be able to: Outcomes: Identify and demonstrate coaching skills to support staff in creating positive supportive environments Support staff in recognizing antecedents, anticipating behaviour, and identifying their role in the ABC chain
Knowledge/ Skill Areas
Articulate and act on a system level to support environmental adjustments and staff skill development
Demonstrate support and leadership in altering structures, schedules, work expectations in service to Positive Behaviour Supports
Identify strategies for building relationships with staff
1. Understanding Setting Event and Antecedent Interventions 2. Communication 3. Choice Making
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
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CART Workbook for COACHES: Module 3 – Proactive Interventions
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 3 – Proactive Interventions
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 3 – Proactive Interventions
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
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FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS
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RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
CART Workbook for COACHES: Module 3 – Proactive Interventions
KEY PERSON
Proactive Approaches Increase staffing ratio for Randy Staff are to wear protective sleeves when working one‐to‐one with Randy and all other staff are to wear long sleeves and layers when working in the residence. Peers are encouraged to do the same. Staff are to provide as much attention as possible—Randy does not like TV, this is not a good activity for him. Actively try to find activities that he likes and that he can do by himself. If staff need to go to another area of the house, bring him with you and find something for him to do nearby. Chat with him every 2‐3 minutes. Have Randy help staff with chores around house. He does not mind being given instructions such as “can you help me?”, “sweep the floor”, “carry this for me”. He also enjoys cooking (enjoys stirring food in pots). Keep Randy active during the day to use up his energy—running/walking on trails or indoor track, swimming at rec centre Tell Randy when you cannot provide one‐to‐one attention. For example: “I need to answer the phone; I’ll be back in 5 minutes.” Praise him when you return to room. “You did a great job waiting!” Be as quick as possible when you do need to leave him. When staff need to pay attention elsewhere, set Randy up with a preferred activity Praise him when you return to room. “You did a great job waiting!” When Randy is using appropriate behaviours provide him with high quality 1:1 attention
MY DEVELOPMENT
The following proactive strategies are included in Randy’s Behaviour Support Plan:
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR
Skill Building Teach appropriate functional skill of asking for staff to sit with him or do an activity with him Teach tolerance to being away from others – up to 10 minutes Use Assessment of Functional Living Skills to determine skills that staff can teach him – functional 1:1 time
PROACTIVE NTERVENTIONS
Teach leisure skills – increase the amount of time he spends on known activities and find new activities that interest Randy
CHANGING CONSEQUENCES
Questions about these strategies: _________________________________________________________________________
FUNCTIONS OF BEHAVIOUR
_________________________________________________________________________
TEACHING SKILLS
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
GO FORWARD PLANNING
_________________________________________________________________________ _________________________________________________________________________
RESOURCES
_________________________________________________________________________
MY DEVELOPMENT
KEY PERSON
_________________________________________________________________________
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INTRO & CONTEXT
Strategies to Address Barrier
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Barrier to Implementation
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
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GO FORWARD PLANNING
_________________________________________________________________________
RESOURCES
_________________________________________________________________________
KEY PERSON
_________________________________________________________________________
MY DEVELOPMENT
_________________________________________________________________________
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Other proactive strategies:
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES
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KEY PERSON
RESOURCES
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TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CART Workbook for COACHES: Module 3 – Proactive Interventions
MY DEVELOPMENT
What was the person’s behaviour? _________________________________________________________________________ _________________________________________________________________________ What was the antecedent to the behaviour? _________________________________________________________________________ _________________________________________________________________________ Notes about Anna’s behaviour and actions: _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
In the moment feedback:
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
_________________________________________________________________________ _________________________________________________________________________ Skill development opportunities:
GO FORWARD PLANNING
_________________________________________________________________________ _________________________________________________________________________
RESOURCES
Environmental adjustments: _________________________________________________________________________
MY DEVELOPMENT
KEY PERSON
_________________________________________________________________________ _________________________________________________________________________
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INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
"The boss drives people; the leader coaches them. The boss depends on authority; the leader on good will. The boss inspires fear; the leader inspires enthusiasm.
H. Gordon Selfridge
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
The boss says I; The leader says WE. The boss fixes the blame for the breakdown; the leader fixes the breakdown. The boss says, GO; the leader says Let’s GO!”
FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
Behaviour of concern:
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
_________________________________________________________________________ Antecedent: _________________________________________________________________________
GO FORWARD PLANNING
_________________________________________________________________________ Antecedent interventions:
RESOURCES
_________________________________________________________________________ _________________________________________________________________________
MY DEVELOPMENT
KEY PERSON
_________________________________________________________________________
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INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR
_________________________________________________________________________ Listen‐Ask‐Feedback‐Follow: what do you want to know about? _________________________________________________________________________
_________________________________________________________________________ _________________________________________________________________________ CART Workbook for COACHES: Module 3 – Proactive Interventions
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MY DEVELOPMENT
Priority feedback areas:
KEY PERSON
RESOURCES
_________________________________________________________________________
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
_________________________________________________________________________
GO FORWARD PLANNING
_________________________________________________________________________
TEACHING SKILLS
Areas for discussion with Anna:
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
. INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
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FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
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FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
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FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
Observations:
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FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT
_________________________________________________________________________ My typical style when communicating: _________________________________________________________________________ Things I could improve on: _________________________________________________________________________
_________________________________________________________________________ CART Workbook for COACHES: Module 3 – Proactive Interventions
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MY DEVELOPMENT
_________________________________________________________________________
KEY PERSON
RESOURCES
_________________________________________________________________________ Strategies to enhance communication with my Direst Support Professionals:
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
My Direct Support Professionals typical style when communicating:
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TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
_________________________________________________________________________ _________________________________________________________________________ Augmentative communication strategies: _________________________________________________________________________
_________________________________________________________________________ _________________________________________________________________________ CART Workbook for COACHES: Module 3 – Proactive Interventions
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MY DEVELOPMENT
Tools/Resources:
KEY PERSON
RESOURCES
_________________________________________________________________________
GO FORWARD PLANNING
Coaching support strategies:
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
Supporting Effective Communication: Direct Support Professionals
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Supporting Effective Communication: Team
UNDERSTANDING BEHAVIOUR
________________________________________________________________________
PROACTIVE NTERVENTIONS
Coaching practices:
Ground rules:
________________________________________________________________________
CHANGING CONSEQUENCES
________________________________________________________________________ ________________________________________________________________________
FUNCTIONS OF BEHAVIOUR
Notes:
TEACHING SKILLS
________________________________________________________________________ ________________________________________________________________________
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
________________________________________________________________________ ________________________________________________________________________
GO FORWARD PLANNING
________________________________________________________________________ ________________________________________________________________________
RESOURCES
________________________________________________________________________ ________________________________________________________________________
MY DEVELOPMENT
KEY PERSON
________________________________________________________________________
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 3 – Proactive Interventions
KEY PERSON
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COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
TEACHING SKILLS
RESOURCES
MY DEVELOPMENT
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 3 – Proactive Interventions
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 3 – Proactive Interventions
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
TEACHING SKILLS
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
COACHING RAPPORT
ME
Main Motivators
Major Interests
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EASIEST TO COACH MOST CHALLENGING TO COACH
CART Workbook for COACHES: Module 3 – Proactive Interventions
INTRO & CONTEXT
CART Workbook for COACHES: Module 3 – Proactive Interventions
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COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
RESOURCES
KEY PERSON
MY DEVELOPMENT
TEACHING SKILLS
Strategies to support and develop rapport with Direct Support Professional who is difficult to coach: FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
Strategies:
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FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 3 – Proactive Interventions
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
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MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
Current staff choices in relation to work environment: Potential choices to download:
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FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 3 – Proactive Interventions
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 3 – Proactive Interventions
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 3 – Proactive Interventions
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Coach Homework to Complete for Day 2 Part 1: Practice Coaching Skills
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
Meet with one of your Direct Support Professionals or Staff and use the Listen‐ Ask‐Feedback‐Follow‐up structure for a coaching session. Make notes about what worked well, what didn’t work well, and what you would do differently next time. What worked well? ________________________________________________________________________
CHANGING CONSEQUENCES
________________________________________________________________________ ________________________________________________________________________
FUNCTIONS OF BEHAVIOUR
________________________________________________________________________ What didn’t work well? ________________________________________________________________________
TEACHING SKILLS
________________________________________________________________________
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
________________________________________________________________________ ________________________________________________________________________
GO FORWARD PLANNING
What would you do differently next time? ________________________________________________________________________ ________________________________________________________________________
RESOURCES
________________________________________________________________________
MY DEVELOPMENT
KEY PERSON
________________________________________________________________________ ________________________________________________________________________
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INTRO & CONTEXT
How did you feel? ________________________________________________________________________ ________________________________________________________________________
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
What worked?
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
________________________________________________________________________
UNDERSTANDING BEHAVIOUR
TEACHING SKILLS
Tool used:
PROACTIVE NTERVENTIONS
Use one of the Resiliency Tools and comment on your experience.
POSITIVE BEHAVIOUR SUPPORTS
Part 2: Use the Resiliency Tools
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ CART Workbook for COACHES: Module 3 – Proactive Interventions
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GO FORWARD PLANNING
What could you do differently next time?
RESOURCES
________________________________________________________________________
KEY PERSON
________________________________________________________________________
MY DEVELOPMENT
________________________________________________________________________
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
What didn’t work?
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Part 3: Prepare for Development Planning
UNDERSTANDING BEHAVIOUR
Read the Coaching Approach Booklet. Reflect on your notes from Day 1 and come to the next training session with a clearer idea of 3 or 4 critical skill or knowledge areas for development. Critical skill or knowledge areas for development:
PROACTIVE NTERVENTIONS
________________________________________________________________________
CHANGING CONSEQUENCES
________________________________________________________________________ ________________________________________________________________________
FUNCTIONS OF BEHAVIOUR
________________________________________________________________________
Part 4: Read about the Key Person (optional)
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
To prepare for a Day 2 exercise, read pages 11‐18 of the Key Person and highlight /circle any areas that you would not be able Coach your Direct Support Professional to follow exactly as written for Randy. Make a list of questions and areas where you need clarification. ________________________________________________________________________ ________________________________________________________________________
GO FORWARD PLANNING
________________________________________________________________________
RESOURCES
________________________________________________________________________ ________________________________________________________________________
MY DEVELOPMENT
KEY PERSON
________________________________________________________________________
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
CART Workbook for COACHES: Module 3 – Proactive Interventions UNDERSTANDING BEHAVIOUR
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TEACHING SKILLS
POSITIVE BEHAVIOUR SUPPORTS
Resource 1: Setting Event List
MY DEVELOPMENT
MODULE 3 Resources INTRO & CONTEXT
INTRO & CONTEXT
Principles: Consequences that follow behaviour affect the future of that behaviour. Direct Support Professionals play a significant role in the way consequences are presented, and therefore on how behaviour is supported or reinforced, both positive behaviour and challenging behaviours. We are delivering consequences all the time and may not be aware of the impact we are having.
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MODULE 4 | Changing Consequences
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
Learning Coaches will be able to: Outcomes: Identify and describe the impact of reinforcement on staff and on themselves as coaches Deliver effective and constructive feedback
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Knowledge/ Skill Areas
Identify and use reinforcers and motivators with Direct Support Professionals
Demonstrate skills to coach staff in altering behaviour through altering reinforcement schedules and delivery
Provide coaching regarding the effective use of reinforcement
1. Identifying and Understanding Consequences 2. Changing Consequences, Changing Behaviour
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
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CART Workbook for COACHES: Module 4 – Changing Consequences
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
CART Workbook for COACHES: Module 4 – Changing Consequences
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TEACHING SKILLS
MY DEVELOPMENT
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
KEY PERSON
CART Workbook for COACHES: Module 4 – Changing Consequences
RESOURCES
Community Relationships GO FORWARD PLANNING
The Team COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
PROACTIVE NTERVENTIONS
Consequences for:
The Person CHANGING CONSEQUENCES
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Consequence
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FUNCTIONS OF BEHAVIOUR
The Direct Support Professional TEACHING SKILLS
Behaviour
MY DEVELOPMENT
Antecedent INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
RESOURCES
TEACHING SKILLS
KEY PERSON
MY DEVELOPMENT
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Antecedent
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Behaviour Consequence
CART Workbook for COACHES: Module 4 – Changing Consequences
INTRO & CONTEXT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
CART Workbook for COACHES: Module 4 – Changing Consequences
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TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
KEY PERSON
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
RESOURCES
% Negative
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MY DEVELOPMENT
% Positive
TEACHING SKILLS
Make a ‘guesstimate’ of your balance currently: What percentage of your feedback is positive? What percentage of your feedback is negative?
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
KEY PERSON
RESOURCES
Exploration questions: GO FORWARD PLANNING
Objective description: COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Feedback plan:
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TEACHING SKILLS
Priority behaviour:
MY DEVELOPMENT
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Steps:
Observations of Coach behaviour:
Feedback points:
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
Situation where a challenging behaviour was reinforce by Direct Support Professionals:
MY DEVELOPMENT
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
RESOURCES
KEY PERSON
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Behaviour Reinforced:
Reinforcement:
Feedback Plan:
Where, when, who:
Key observation:
Challenging area:
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INTRO & CONTEXT
INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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TEACHING SKILLS
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
RESOURCES
KEY PERSON
MY DEVELOPMENT
Barriers to coming onboard with Positive Behaviour Support: Reinforcing strategies I could use: Other coaching strategies:
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Additional positive support strategies:
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INTRO & CONTEXT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
CART Workbook for COACHES: Module 4 – Changing Consequences
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TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
INTRO & CONTEXT
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
Punishment teaches fear, aggression and avoidance.
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Source: Kathie F. Nunley. Why punishment‐based systems don’t work, yet we’re stuck with them. (www.brains.org)
MY DEVELOPMENT
KEY PERSON
RESOURCES
“If a person does not know how to read, we teach. If a person does not know how to swim, we teach. If a person does not know how to multiply, we teach. If a person does not know how to drive, we teach. If a person does not know how to behave, we…Punish?” Why can’t we finish the last sentence as automatically as we do the others? Source: John Herner
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
CART Workbook for COACHES: Module 4 – Changing Consequences COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
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MY DEVELOPMENT
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 4 – Changing Consequences
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
INTRO & CONTEXT
CARTT Workbook fo or COACHES: M Module 4 – Ch hanging Consequences
FUNCTIONS OF BEHAVIOUR
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
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KEY PERSON
RESOURCES
MY DEVELOPMENT
TEACHING SKILLS
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Resilie ency Tip Find d quick seelf‐care rittuals to fitt into you ur day. Thin nk of simp ple ways tto make ttime for y yourself even n during aa busy wo orkday. C Can you taake mini breaks,, or have a ritual at lunch w where you u listen to 10 minutees of yourr favouritee music? A walk to o the corn ner and back? G Go to a qu uiet spacee, close yo our eyes a and go to your Resiliency Spot for even 55 minutess? A few y yoga posttures? What w would wo ork for yo ou?
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
INTRO & CONTEXT
4. Paired – all non‐social reinforcers (e.g., activities, tangibles) must be paired with praise that describes the desired behaviour being reinforced so the person knows why they are being reinforced. In addition, these non‐social reinforcers can eventually be faded while being maintained with praise. 5. Frequent – reinforcement needs to be frequent when teaching a new skill and then systematically faded as the skill becomes mastered. 6. Effective – reinforcers are only considered effective if they increase the target behaviour. Reinforcers will maintain their effectiveness longer if they are not provided to the person outside of the training session and if they are varied. 7. Brief – reinforcement provided within the training session should only last 1‐2 seconds so that it does not interfere with the flow of the task being learned.
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
3. Enthusiastic – reinforcement has to be given in a very genuine but enthusiastic manner in order to increase its effectiveness.
PROACTIVE NTERVENTIONS
2. Contingent – reinforcement is provided only for the performance of the target behaviour so that this particular behaviour increases to the expected level of performance.
CHANGING CONSEQUENCES
1. Immediate – reinforcement must be delivered immediately after the performance of the target behaviour to minimize the risk of reinforcing other non‐target behaviours.
FUNCTIONS OF BEHAVIOUR
There are seven critical principles that must be followed when implementing reinforcement strategies for teaching skills (Hundert et al):
TEACHING SKILLS
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Resource 1: Principles of Reinforcement in Skill Teaching
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Module 4 Resources
INTRO & CONTEXT
Principles: Before designing interventions or building skills to address problem behaviours, it is imperative to understand why a behaviour is happening, what purpose it serves, or what the function of the behaviour is. Identifying the function of behaviour requires input from Direct Support Professionals and significant others. Qualitative questions with supporters and accurate data collection from direct observation is required to ensure that functions are correctly identified. Once the function of the specific behaviour is understood and confirmed, then interventions can be effective, and skills can be taught which will have the equivalent function. The result is that the challenging behaviour is no longer needed.
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MODULE 5 | Functions of Behaviour
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
Learning Coaches will be able to: Outcomes: Recognize how the functions of behaviour contribute to your Direct Support Professionals’ understanding behaviour
GO FORWARD PLANNING
Knowledge/ Skill Areas
Help Direct Support Professionals dig deeper to understand the functions of behaviour
Support Direct Support Professionals in gathering information and using tools to contribute to a Functional Behaviour Assessment
Understand the role of the Coach in providing feedback to continually improve Direct Support Professionals skills in observing behaviour and collecting data
1. Identifying Functions of Behaviour 2. Contributing to a Functional Behaviour Assessment
MY DEVELOPMENT
KEY PERSON
RESOURCES
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CART Workbook for COACHES: Module 5 – Functions of Behaviour
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 5 – Functions of Behaviour
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 5 – Functions of Behaviour
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 5 – Functions of Behaviour
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Time 1: Possible Reasons for Behaviour:
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INTRO & CONTEXT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
CART Workbook for COACHES: Module 5 – Functions of Behaviour
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TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Time 2: Behaviour Definitions
Behaviour 1: Definition: Behaviour 2: Definition: Behaviour 3: Definition:
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CART Workbook for COACHES: Module 5 – Functions of Behaviour
INTRO & CONTEXT
INTRO & CONTEXT
Frequency
(Indicate behaviour you are tracking)
(Enter a check mark (√) every me behaviour occur)
UNDERSTANDING BEHAVIOUR
Behaviour
POSITIVE BEHAVIOUR SUPPORTS
Time 3: Frequency Tracking
PROACTIVE NTERVENTIONS
CHANGING CONSEQUENCES
FUNCTIONS OF BEHAVIOUR
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
RESOURCES
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MY DEVELOPMENT
KEY PERSON
TEACHING SKILLS
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
Some examples of Functions and the Messages they may communicate
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
FUNCTION Obtain attention/social interaction
Pay attention to me. I need help. I want to connect with you socially.
Obtain materials/activities
I want to use the _______. I want the _______. I want to watch/listen to ______.
Obtain sensory stimulation/pain attenuation
This movement feels good; is calming. This makes my headache feel better.
Escape/avoid sensory stimulation
This noise is too loud. This room is too hot.
Escape/avoid attention/social interaction
I don’t want to talk to you. I don’t want you to look at me. I am anxious when interacting socially.
Escape/avoid materials/activities /demands
This is too hard; I don’t know how to do it. I don’t want to be in this activity. I need a break; I don’t like doing this.
THE MESSAGE
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CART Workbook for COACHES: Module 5 – Functions of Behaviour
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 5 – Functions of Behaviour
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 5 – Functions of Behaviour
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COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
RESOURCES
TEACHING SKILLS
KEY PERSON
FUNCTIONS OF BEHAVIOUR
MY DEVELOPMENT
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 5 – Functions of Behaviour
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
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TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
MY DEVELOPMENT
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 5 – Functions of Behaviour
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 5 – Functions of Behaviour
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MODULE 5 Resources
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Resource 1: Completed ABC Checklist
(Developed by T. Makela, LRCSS)
CART Workbook for COACHES: Module 5 – Functions of Behaviour
INTRO & CONTEXT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
CART Workbook for COACHES: Module 5 – Functions of Behaviour POSITIVE BEHAVIOUR SUPPORTS
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TEACHING SKILLS
MY DEVELOPMENT
Resource 2: ABC Checklist (Developed by T. Makela, LRCSS) INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Resource 3: Completed Simple ABC Charts
UNDERSTANDING BEHAVIOUR
Antecedent
PROACTIVE NTERVENTIONS
Anna is in a conversation with Jenny and Ben comes into room and says ‘eat’. Anna says ‘just wait’, ‘you’ll have to wait’ ‘I know you want something’ but does not take action to respond.
Setting Events +
TEACHING SKILLS COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS GO FORWARD PLANNING
Anna speaks kindly to Ben and accompanies Ben to the kitchen to get a cup of coffee.
Antecedent Events →
Behaviour →
Maintaining Consequences
Lou has a fight with staff before leaving for Day Program.
Day staff brings a new and unknown activity into the morning program.
Lou starts shouting and storms out of the building.
Lou goes to his worker’s office and is not required to return to the group until activity is over.
New people are picked up on Anne’s van ride home from the Day Program and are coming to the group home for dinner. The van is noisier than usual.
When they get into the house, everyone gets involved in getting a snack in the kitchen and they are very high energy, with a lot of commotion and laughter.
Anne becomes very agitated, grabs one of the other residents that she knows well and drags her out of the kitchen and the house.
The Direct Support Professional redirects Anne back to the kitchen and offers her a snack, then tries to engage her in cleaning up.
MY DEVELOPMENT
KEY PERSON
RESOURCES
Ben slaps Anna on the leg.
Consequence
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
Behaviour
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
CART Workbook for COACHES: Module 5 – Functions of Behaviour CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Consequence
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FUNCTIONS OF BEHAVIOUR
Behaviour
TEACHING SKILLS
Antecedent
MY DEVELOPMENT
Resource 4: Narrative (Simple) ABC Chart INTRO & CONTEXT
MY DEVELOPMENT
2
1 Date: Intervention Frequency Intervention:
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4
5
Baseline
3
6
7
9
10
11
12
13
14
TEACHING SKILLS
_______________________________
8
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
16
17
18
19
20
21
CHANGING CONSEQUENCES
_______________________________
15
FUNCTIONS OF BEHAVIOUR
23
24
25
26
27
28
30
31
POSITIVE BEHAVIOUR SUPPORTS
____________ _
29
UNDERSTANDING BEHAVIOUR
_______________________________
22
PROACTIVE NTERVENTIONS
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
RESOURCES
KEY PERSON
GO FORWARD PLANNING
Resource 5a: Frequency Tracking Sheet
CART Workbook for COACHES: Module 5 – Functions of Behaviour
INTRO & CONTEXT
CART Workbook for COACHES: Module 5 – Functions of Behaviour
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Resource 5b: Intensity Tracking Sheet INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Resource 5c: Duration Tracking Sheet
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INTRO & CONTEXT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
CART Workbook for COACHES: Module 5 – Functions of Behaviour POSITIVE BEHAVIOUR SUPPORTS
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TEACHING SKILLS
MY DEVELOPMENT
Resource 6: Functional Behaviour Assessment Interview Form INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Resource 7: Functional Behaviour Assessment Process
The Functional Behaviour Assessment Process: Step‐by‐step
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
Keep in mind that before Step 1 you will have investigated any underlying medical or psychiatric issues which may contribute to the person’s behaviour.
Step 2: Conduct a Functional Assessment Gather Broad Information
Gather Specific Information
Step 3 Develop Hypothesis Statement
Step 4: Develop the Behaviour Support Plan Antecedent/ Setting Event Interventions
Alternative Skill Instruction
Responses to Problem Behaviour
Long-Term Supports
Step 5: Implement, evaluate, and modify
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
Step 1: Identify, Prioritize and Define Problem/ Challenging Behaviour(s)
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INTRO & CONTEXT
Use the ‘Facilitate’ Coaching Approach
Articulate the impact of a skill deficit on performance
Develop a work environment that supports the identification of skills required and building of skills for all
Identify and implement approaches to Behaviour Skills Training with Direct Support Professionals
Identify basic strategies to promote skill building, development and learning with Direct Support Professionals
UNDERSTANDING BEHAVIOUR TEACHING SKILLS
Coaches will be able to:
1. Choosing Skills to Teach
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Knowledge/ Skill Areas
2. Building a Skill Teaching Plan 3. Using Skill Teaching Strategies
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
CART Workbook for COACHES: Module 6 – Teaching Skills
Learning Outcomes:
PROACTIVE NTERVENTIONS
Behaviours that challenge may reflect a skill deficit. Building skills (generally to increase positive communication and independence) will lessen challenging behaviours. Learning socially significant skills, as well as skills that will increase independence will increase quality of life, allow participation in meaningful activity and increase self‐esteem.
CHANGING CONSEQUENCES
Principles:
FUNCTIONS OF BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MODULE 6 | Teaching Skills
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CART Workbook for COACHES: Module 6 – Teaching Skills
MY DEVELOPMENT
Page 243
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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CART Workbook for COACHES: Module 6 – Teaching Skills
INTRO & CONTEXT
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 245
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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CART Workbook for COACHES: Module 6 – Teaching Skills
INTRO & CONTEXT
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 247
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Page 248
CART Workbook for COACHES: Module 6 – Teaching Skills
INTRO & CONTEXT
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 249
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Page 250
CART Workbook for COACHES: Module 6 – Teaching Skills
INTRO & CONTEXT
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 251
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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CART Workbook for COACHES: Module 6 – Teaching Skills
INTRO & CONTEXT
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 253
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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CART Workbook for COACHES: Module 6 – Teaching Skills
INTRO & CONTEXT
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 255
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
Performance Issues: Skill deficit impacting performance: Key learning needs realated to this specific skill area: Elemetns / sub skills of the skills to be taught:
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 257
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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CART Workbook for COACHES: Module 6 – Teaching Skills
INTRO & CONTEXT
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 259
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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CART Workbook for COACHES: Module 6 – Teaching Skills
INTRO & CONTEXT
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 261
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Preparing for Difficult Conversations – Key Steps
UNDERSTANDING BEHAVIOUR
1
2
PROACTIVE NTERVENTIONS
3
CHANGING CONSEQUENCES
4
FUNCTIONS OF BEHAVIOUR
5
TEACHING SKILLS
6
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
7
8
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
9
10
Be clear about your goal. What is the outcome you are looking for as far as the person is concerned and the relationship? Know yourself. If there is likely to be a disagreement, think about your conflict management style (competitor, compromiser, collaborator, accommodator or avoider). Consider whether you may need to intentionally prepare for an approach that may not be your ‘default’. Prepare. The specific information from observations and others’ perspectives will need to be available. Walk through your conversation and role play it with one of your peers if you expect it to be challenging. Start clear and confident. Align your opening words with the seriousness of the conversation. Know when to ease into the conversation and when to lead with the bad news. Keep it simple. Keep your focus on your goal rather than pulling in a lot of other material. The staff person may bring up a lot of other topics, but you will need to stay focused so you don’t complicate or sabotage yourself. Focus on observable and measurable behaviours. Describe the precise behaviour that you want more or less of (not attitude or ambiguous, general statements). Be prepared for emotion. It’s to be expected. That said, whatever your emotions are, don’t let them overcome your reason and get you off your focus and goal. There may be anger and defensiveness, but you’ll need to stay grounded. Pick up on their emotional content and name it. Take a break if you need to. Many people cry when discussing sensitive issues or hearing feedback. Keep tissues handy. Stay goal focused, no matter what. The staff person may defend, deny, deflect, distract, or fire it all back at you. Just keep going back to your goal, and the behaviour of focus. Summarize, including what you said. Ask the staff person for a summary of what they heard. Paraphrase what you heard the staff person saying, even using their wording, so that they feel ‘heard’. Talk about next steps. Follow up. There needs to be an agreed on next step which may be an action plan, a written note, or a plan for a next conversation to review and offer feedback on any behaviour change. The plan may include altering environment, learning (skills or knowledge), and giving them resources.
Adapted from ‘Having Difficult Conversations Workshop, Community Living Durham North’ ‐ Copyright Wayne Milroy 2007
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CART Workbook for COACHES: Module 6 – Teaching Skills
KEY PERSON
RESOURCES
GO FORWARD PLANNING
CART Workbook for COACHES: Module 6 – Teaching Skills COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Page 263
MY DEVELOPMENT
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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CART Workbook for COACHES: Module 6 – Teaching Skills
INTRO & CONTEXT
INTRO & CONTEXT
CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR
TEACHING SKILLS
Focus on observable and measurable behaviours
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Keep it simple
GO FORWARD PLANNING
Start clear and confident
RESOURCES
Prepare
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 265
MY DEVELOPMENT
KEY PERSON
Know yourself
PROACTIVE NTERVENTIONS
Be clear about your goal
NOTES
UNDERSTANDING BEHAVIOUR
STEP
POSITIVE BEHAVIOUR SUPPORTS
Preparing for the Difficult Conversation
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Priority Issues: Plan:
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INTRO & CONTEXT
INTRO & CONTEXT
Identified specific skill deficits? How? _________________________________________________________________________ _________________________________________________________________________ What Coaching Approach skill areas were used? _________________________________________________________________________ CART Workbook for COACHES: Module 6 – Teaching Skills
Page 267
GO FORWARD PLANNING
_________________________________________________________________________
RESOURCES
Provided feedback on observable behaviour?
KEY PERSON
_________________________________________________________________________
MY DEVELOPMENT
Used the LAFF format?
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
Observer Notes
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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CART Workbook for COACHES: Module 6 – Teaching Skills
INTRO & CONTEXT
INTRO & CONTEXT
GO FORWARD PLANNING
RESOURCES
KEY PERSON
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Action Plan (include teaching elements and coaching/development strategies)
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 269
MY DEVELOPMENT
Development Area (at least one skill deficit)
TEACHING SKILLS
Your Perspective – Anna or Coach? ___________________________________________
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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CART Workbook for COACHES: Module 6 – Teaching Skills
INTRO & CONTEXT
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 271
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 6 – Teaching Skills
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
CART Workbook for COACHES: Module 6 – Teaching Skills
Page 275
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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0 1 2 3 4
0 1 2 3 4
BC 16
BC 17
0 1 2 3 4
SCORE
RESOURCES
Learner will answer “What” questions regarding items found in the home, school, and the community.
Learner will answer “where” questions regarding items found or activities done at home, school, and the community
Learner will provide answers to questions regarding personal information
TASK OBJECTIVE
Does learner answer What” questions regarding items found in home, school, or the community?
Does learner answer “Where” questions regarding items found and activities done at home, school, or the community?
Can learner provide information about self?
EXAMPLE
FUNCTIONS OF BEHAVIOUR
When learner is asked, “What can you find in the bathroom?” learner says, “Toilet, bathtub, towels,” What can you find in the nurse’s office?” learner says, “Band aids, thermometer.” When asked, “What do you do at the park?” learner says, “Play on the swings and slide.”
PROACTIVE NTERVENTIONS
4=answers 50 or more questions including at least 10 examples from home, school and community, 3=40 questions, 2=20 questions, 1=answers at least 10 questions pertaining to home, school, or community
4=answers 50 or more questions including at least 10 examples from home, school, and community, 3=40 questions, 2=20 questions, 1=answers at least 10 questions pertaining to home, school, or community
4=at least 4 pieces of information about self (e.g., name, age, hone, siblings, parents’ names, etc.) 3=3 pieces of information, 2= 2 pieces of information, 1 = 1 piece of information about self
CRITERIA
CHANGING CONSEQUENCES
When learner is asked “Where do you sleep?” learner says, “Bedroom”, When learner is asked “Where do you play basketball?” learner says, “Gym”, When asked, “Where do we buy milk?” learner says, “Grocery store.”
When asked, “What’s your name?” learner will state name.
TEACHING SKILLS
QUESTION
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
(3 sample tasks taken from The Assessment of Functional Living Skills – The AFLS TM)
COMMENT
BC 15
TASK
KEY PERSON
GO FORWARD PLANNING
MODULE 6 Resources
Resource 1: Basic Communication Skills
CART Workbook for COACHES: Module 6 – Teaching Skills
INTRO & CONTEXT
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
Knowledge/ Skill Areas
Proactively promote collaborative processes
Problem solve with Direct Support Professionals regarding implementation, including clarity around when further behaviour consultation is needed
Understand the techniques, elements and importance of accurate Behaviour Support Plan data collection, monitoring and communication
Describe their role and the role of Direct Support Professionals in all steps of the Behaviour Support Plan development and implementation process
Coach staff to observe, measure, monitor, and use interventions included in the Behaviour Support Plan
Provide specific feedback to Direct Support Professionals regarding their implementation of the Behaviour Support Plan
Use debriefing skills; facilitate debriefing sessions
1. Making the Link 2. Collaborating and Contributing to Behaviour Support Plans
CART Workbook for COACHES: Module 7 – Collaborating to Address Challenging Behaviours
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MY DEVELOPMENT
KEY PERSON
3. Implementing and Problem Solving Behaviour Support Plans 4. Debriefing
FUNCTIONS OF BEHAVIOUR
TEACHING SKILLS
Coaches will be able to:
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Learning Outcomes:
GO FORWARD PLANNING
Direct Support Professionals have valued contributions to make to the development and implementation of a Behaviour Support Plan. They need to understand why it is being done, to contribute fully and to implement recommendations. They also need to identify when expectations are unrealistic or beyond their skill set. Developing and implementing a Behaviour Support Plan is a collaborative effort. A Behaviour Support Plan must be followed as written, and if this is not possible, new strategies will need to be developed. Call for help whenever this is the case. Effective implementation of a Behaviour Support Plan will generally require training and coaching, as individualizing means that Direct Support Professionals’ responses will be different for each person and related to each target behaviour.
RESOURCES
Principles:
CHANGING CONSEQUENCES
MODULE 7 | Collaborating to Address Challenging Behaviours
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
CART Workbook for COACHES: Module 7 – Collaborating to Address Challenging Behaviours UNDERSTANDING BEHAVIOUR
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TEACHING SKILLS
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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CART Workbook for COACHES: Module 7 – Collaborating to Address Challenging Behaviours
INTRO & CONTEXT
CART Workbook for COACHES: Module 7 – Collaborating to Address Challenging Behaviours
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
KEY PERSON
RESOURCES
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MY DEVELOPMENT
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
RESOURCES
TEACHING SKILLS
KEY PERSON
MY DEVELOPMENT
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
Working with a Behaviour Consultant
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
The Big 6 Questions The Behaviour Consultant will ask you: 1. What are _____’s greatest strengths and interests? 2. What specifically is ___ doing that is of concern to you?
GO FORWARD PLANNING
3. Under what circumstances do these behaviours occur most? Who?
RESOURCES KEY PERSON
Where?
When?
4. Under what circumstances do these behaviours occur least? Who?
MY DEVELOPMENT
What?
What?
Where?
When?
5. What do you think _____ gets or avoids through these behaviours? 6. Is there anything else you think might be affecting _____’s behaviour?
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
Direct Support Professional actions and role: My role as Coach: Outcomes for the Person:
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
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COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
RESOURCES
TEACHING SKILLS
KEY PERSON
FUNCTIONS OF BEHAVIOUR
MY DEVELOPMENT
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
Coaching a Direct Support Professional around a Behaviour Support Plan – During Implementation
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
1
2
GO FORWARD PLANNING
3
RESOURCES
4 5
MY DEVELOPMENT
KEY PERSON
6 7
Make sure staff are trained in and understand the specific intervention skills required – to implement the Behaviour Support Plan and to collect data consistently Offer timely feedback – use treatment adherence check‐list and the 7 feedback steps; offer practical suggestions and skill teaching to ensure the Behaviour Support Plan can be effectively and consistently carried out Build skills for working with partners – assist your staff in working with external partners Check in/debrief regularly – ask Direct Support Professionals how the Behaviour Support Plan is working, what challenges are and how you can best provide coaching to them Adapt the support environment – incorporate others’ inputs and ideas when adapting the support environment as indicated in a Behaviour Support Plan Support Direct Support Professional solution finding – help staff identify their own solutions to implementation problems Make friends with your BC – call on the Behaviour Consultant with questions, concerns, snags: make friends!
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
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FUNCTIONS OF BEHAVIOUR
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CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
CART Workbook for COACHES: Module 7 – Collaborating to Address Challenging Behaviours COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
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MY DEVELOPMENT
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
Prompt Steve by the elbow to turn on water
4
No prompt to wet hands
5
No prompt to wash hands with soap
6
No prompt to turn off taps
7
No prompt to get paper towel
8
Reinforce with enthusiastic voice
9
Reinforce with delivered edible item (preferred)
Feedback for staff regarding treatment adherence:
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3
UNDERSTANDING BEHAVIOUR
PROACTIVE NTERVENTIONS
CHANGING CONSEQUENCES
Leave radio playing for intended distraction
FUNCTIONS OF BEHAVIOUR
2
TEACHING SKILLS
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
Deliver instruction in clear and concise manner: “Steve, wash your hands”
RESOURCES
1
POSITIVE BEHAVIOUR SUPPORTS
No X
KEY PERSON
Yes √
Description
MY DEVELOPMENT
Steps
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
INTRO & CONTEXT
Phil must be calm for 3 seconds prior to prompting or modeling of an indoor voice. ▶ A staff can prompt Phil
Phil must be calm for 3 seconds prior to prompting or modeling of an indoor voice. A staff can prompt Phil If Phil says a staff’s name in an inside voice, but the staff misses this and Phil escalates, staff should wait 3 seconds prior to prompting the correct response
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MY DEVELOPMENT
KEY PERSON
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Respond with ‘yes’, or a variant, to requests made by Phil
GO FORWARD PLANNING
Respond at the first opportunity of Phil speaking out someone’s name in a normal tone of voice
No X
RESOURCES
Yes √
Description
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
If Phil says a staff’s name in an inside voice, but the staff misses this and Phil escalates, staff should: ▶ Wait 3 seconds prior to prompting the correct response
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
Specifically, the plan states that staff must: ▶ Respond at the first opportunity of Phil speaking out someone’s name in a normal tone of voice ▶ Respond with ‘yes’, or a variant, to requests made by Phil
POSITIVE BEHAVIOUR SUPPORTS
Phil’s Behaviour Support Plan is a functional communication program designed to increase the likelihood that Phil will use a typical indoor voice for attention from staff. Staff are to respond at first opportunity to request from staff by name when he is using a normal tone of voice. Phil is known to escalate in volume if attention is not given at the first response. Where a response is not given at first utterance by Phil in normal tone, wait for 3 seconds prior to de‐escalation.
UNDERSTANDING BEHAVIOUR
Elements of Phil’s Behaviour Support Plan
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
Key Points
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
GO FORWARD PLANNING
Bob
Thoughts about the person: _________________________________________________________________________ _________________________________________________________________________ CART Workbook for COACHES: Module 7 – Collaborating to Address Challenging Behaviours
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RESOURCES
Anna
KEY PERSON
Amy
MY DEVELOPMENT
Direct Support Professional
TEACHING SKILLS
Individual Exercise
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Small Group Exercise Direct Support Professional
UNDERSTANDING BEHAVIOUR
Amy
PROACTIVE NTERVENTIONS
Anna
CHANGING CONSEQUENCES
Bob
FUNCTIONS OF BEHAVIOUR
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
Go‐forward planning ideas:
KEY PERSON
RESOURCES
GO FORWARD PLANNING MY DEVELOPMENT
Priority Feedback
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
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TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Module 7 Resources
Resource 1: Types of Debriefing
UNDERSTANDING BEHAVIOUR
1. Post‐acute event debriefing
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
Post‐acute event debriefing is done immediately following the event (with the staff involved and close to or in the area that the incident took place). It is focused on safety, security, Direct Support Professionals (who often do not recognize injury), and the emotions of all involved persons. The debriefing would in some cases include the person. There are several goals: Return to pre‐crisis milieu Ensure that documentation is accurate, complete and meets requirements Gather and communicate event facts to administration, unit staff, family Begin to evaluate the need for emotional support up to actual trauma treatment
FUNCTIONS OF BEHAVIOUR
Immediately after an event emotions are often so high that blaming, denial, and other defenses may occur. Stay with facts and attempt to address a hierarchy of needs. 2. Formal debriefing
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
A formal debriefing typically occurs 1‐2 days later. It is led by a senior manager, someone who was not directly involved in event, but is trained in formal debriefing processes. This debriefing would include a broader group of people—the clinical lead (mandatory attendance), other treatment team members, executive staff, and possibly advocates (family members) for the person. At the meeting, the manager would set the context by explaining the situation and the purpose of meeting. It is also important to set ground rules for the meeting, such as confidentiality, respectful communication, and emotional safety. After the meeting begins, it is then ‘closed’ in order to ensure stability of the group process. The formal debriefing steps would typically include: 1. Facts: What do we know that happened? 2. Feelings: How do you feel about the events that happened? 3. Planning: What can/should we do next? 4. Operational issues 5. Training issues 6. Identification of triggers 7. Identification of antecedent behaviours 8. Exploration of alternatives used and responses
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MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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INTRO & CONTEXT
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
RESOURCES Antecedent. Behaviour. Consequence
AFLS
Assessment of Functional Living Skills
ASD
Autism Spectrum Disorder
BPS
Biopsychosocial
BSP
Behaviour Support Plan
CB
Challenging Behaviour
DSP
Direct Support Professional
FAI
Functional Assessment Interview
FBA
Functional Behaviour Assessment
FIDD
Frequency. Intensity. Duration. Discrimination
MAS
Motivation Assessment Scale
PBS
Positive Behaviour Support
PDP
Person Directed Plan
PRN
Pro re nata (typically refers to medication to be given in the circumstances or as needed)
QABF
Questions About Behaviour Function
QOL
Quality of Life
Sd
Discriminative Stimulus
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
ABC
UNDERSTANDING BEHAVIOUR
Glossary of Acronyms
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Glossary of Terms Source: Adapted from Rubino, C.A. (Ed.) Changing Behaviour: A comprehensive manual of applied behaviour analysis, 2nd Edition, Toronto: Ontario, Ministry of Community and Social Services (2000)
UNDERSTANDING BEHAVIOUR
ABC Analysis
PROACTIVE NTERVENTIONS
An ABC Analysis is an examination of the antecedents and consequences of a target behaviour. This analysis is essential in determining the environmental factors which influence the behaviour. It also provides a foundation for the development of appropriate behaviour‐change strategies.
Aversive Stimulus
CHANGING CONSEQUENCES
Antecedents
FUNCTIONS OF BEHAVIOUR
A stimulus applied contingently that is likely to cause physical pain or extreme and obvious discomfort.
Back‐up reinforcer
Antecedents are the multiple factors that form the situation preceding the occurrence of the behaviour. They do not make the behaviour occur; rather, they provide the occasion for the behaviour to occur.
TEACHING SKILLS
A back up reinforcer is an item or activity for which tokens are exchanged. Back up reinforcers typically include extra privileges, consumables, and other tangible items for individuals willing to work.
Baseline
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
A baseline is a measure of the target behaviour taken prior to implementation of change procedures.
Behaviour Behaviour is what the individual is observed to be doing. It is neither good nor bad in itself. Any description of behaviour should include what is actually seen and/or heard, and not a reaction to, interpretation of, or explanation for what was observed.
Behaviour Contract
GO FORWARD PLANNING
Behaviour contract is a written agreement between two or more individuals. It specifies the behaviour(s) required of one individual and the consequence(s) that will be implemented by the other individual(s) contingent on performance of those required behaviour(s).
Chaining
MY DEVELOPMENT
KEY PERSON
RESOURCES
Chaining is a method of linking together the component behaviours identified in your task analysis. Chaining may be used in a forward or backward direction.
Checklist, use of a A checklist can be used as one method of behaviour measurement. A list of target behaviours is prepared and each behaviour is checked off as it occurs during specified observation periods.
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INTRO & CONTEXT
Consequences
Differential reinforcement of alternative behaviours (DRA) Reinforcement of an alternate behaviour involves reinforcement of another more desirable behaviour that is not necessarily incompatible with the undesirable behaviour
Differential reinforcement of incompatible behaviour (DRI) Reinforcement of an incompatible behaviour is reinforcement of a desired behaviour that cannot occur (e.g., incompatible or competing) at the same time as the undesirable behaviour that you are attempting to decrease.
Differential reinforcement of a low rate of responding (DRL) Reinforcement of a specified behavioural response that occurs at low rates, after a specified interval.
Differential reinforcement of other behaviours (DRO) Reinforcement for engaging in another behaviour other than the target behaviour.
Discriminative Stimulus (sD) A Discriminative Stimulus is something that is used as a signal that reinforcement will be coming.
Getting away from an unpleasant situation that is already going on.
Extinction Extinction is a decreasing technique that involves withholding reinforcement contingent upon the occurrence of the specified undesirable behaviour. It typically involves withholding attention when attention is maintaining the behaviour of concern.
Fading (prompts)
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MY DEVELOPMENT
KEY PERSON
The fading of prompts involves gradual removal of physical, gestural and verbal cues that have been used to elicit the target behaviour. Prompts are usually withdrawn in the following order: physical prompts, gestural prompts and finally verbal prompts.
RESOURCES
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Escape behaviour
Reinforcement given when a pre‐determined response occurs in the presence of a given stimulus such that that stimulus becomes discriminative for the response.
PROACTIVE NTERVENTIONS
Differential reinforcement
CHANGING CONSEQUENCES
Contingent observation is a technique involving the temporary withdrawal of the individual from a rewarding group situation following the occurrence of a specified undesirable behaviour. The individual is withdrawn to a nearby area from which he can observe the appropriate behaviour of those individuals remaining in the group.
FUNCTIONS OF BEHAVIOUR
Contingent observation
TEACHING SKILLS
Contingency is an event planned to occur in the presence of a predetermined stimulus.
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Contingency
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Consequences are the multiple factors which constitute the situation that follows a behaviour. They are not necessarily the result of the behaviour.
INTRO & CONTEXT
Functional analysis POSITIVE BEHAVIOUR SUPPORTS
Functional analysis is an analysis of the ecological factors that may impact upon a particular behaviour(s) including a thorough assessment of the following: the events that precede and follow the behaviour; the history of the behaviour; and the physical and environmental factors that may be influencing the behaviour.
UNDERSTANDING BEHAVIOUR
Generalization Generalization is the occurrence of the target behaviour in environments other than the one in which it was learned.
PROACTIVE NTERVENTIONS
Goal / Objective The achievement of a level of occurrence or extent of the target behaviour predetermined to indicate successful programming.
Intermittent schedule of reinforcement
CHANGING CONSEQUENCES
An intermittent schedule of reinforcement involves rewarding the individual less than every time the target behaviour occurs. There are two types of intermittent schedules, an interval schedule and a ratio schedule.
Intrinsically reinforcing behaviour
FUNCTIONS OF BEHAVIOUR
An intrinsically reinforcing behaviour is a behaviour that is performed because it is innately satisfying to the individual. Performance of this behaviour does not depend on contingent reinforcement from the environment.
Least restrictive
TEACHING SKILLS
To employ the least restrictive approach is to plan an intervention that is deemed to be of minimal yet sufficient strength or intrusiveness to effectively influence the behaviour.
Maintenance COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Maintenance is the continued occurrence of the target behaviour during and following the fading out of planned reinforcers.
Mediator A mediator is any person who carries out a behaviour‐change program. A mediator could be a parent, teacher, babysitter, workshop supervisor, etc.
MY DEVELOPMENT
KEY PERSON
RESOURCES
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Modeling Modeling refers to the process by which an individual learns a behaviour by observing the behaviour being performed. This process occurs naturally and may result in the acquisition of either appropriate or inappropriate behaviour. Modeling may be used systematically in an ABC program to prompt (either) the target behaviour in its entirety or discrete components of the complete behaviour. It is typically used in combination with one or more of the other three forms of prompts.
Negotiation Negotiation is a discussion between two or more individuals to determine the specifics of a behaviour contract.
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INTRO & CONTEXT
Non‐contingent Reinforcement
Premack principle A more preferred activity (a higher frequency behaviour) is followed by (made contingent upon) a less preferred activity (lower frequency behaviour), and is likely to strengthen or increase the occurrence of the less preferred activity. This is also known as the "First" and "Then" principle.
Prompt A prompt is a means of cueing a specific behaviour. A prompt may be verbal, gestural, or physical. a) Verbal prompt A verbal prompt is a command, instruction, or single word from the mediator, used to elicit a specific behaviour in the individual. b) Gestural prompt A gestural prompt is a gestural movement made by the mediator which elicits a specific behaviour in the individual. c) Physical prompt A physical prompt is a physical movement by the mediator to cue or totally guide the individual to perform a specific behaviour.
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PROACTIVE NTERVENTIONS MY DEVELOPMENT
KEY PERSON
RESOURCES
Punishment Punishment is a decreasing technique in which a negative consequence follows the occurrence of a behaviour and results in a decrease in that behaviour. It may involve the addition of an unpleasant consequence or the withdrawal of a pleasant consequence.
Positive practice is a decreasing technique which involves having an individual practice or repeatedly perform an appropriate or correct behaviour following the occurrence of a related inappropriate or incorrect behaviour. The procedure should be sufficiently prolonged and effortful, to make the appropriate or correct behaviour more appealing to perform.
CHANGING CONSEQUENCES
Positive practice
FUNCTIONS OF BEHAVIOUR
Overcorrection is a decreasing technique which involves requiring the individual to expend a great deal of time and effort to "correct" the situation created by his performance of the specified undesirable behaviour. Overcorrection frequently involves additional related tasks in order that performance of the undesirable behaviour and the resulting overcorrection procedure is less appealing than the performance of a more appropriate behaviour.
TEACHING SKILLS
Overcorrection
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
An operational definition of a target behaviour is a clear and complete description of what can be seen and/or heard. Where appropriate, it will also include some reference to when the behaviour starts and/or stops, possible variations of, exceptions to, and special conditions for the behaviour.
GO FORWARD PLANNING
Operational definition
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Non‐contingent reinforcement refers to delivery of reinforcing stimuli regardless of the individual’s behaviour, so there is no relationship between the reinforce and the behaviour.
INTRO & CONTEXT MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Recording / measurement a) Duration recording Duration recording is a measurement technique in which you measure the length of time that passes between the start of the target behaviour and its termination. b) Event recording Event recording is a measurement technique in which you record the frequency of the behaviour or how often the behaviour occurs over a specified period of time. Event recording may also be called frequency recording. c) Interval recording Interval recording is a measurement technique in which you divide the designated observation period into equal time intervals and record the occurrence or non‐occurrence of the target behaviour. At any point during the interval, each behaviour is only recorded once per time segment, regardless of the actual frequency of occurrence of that behaviour during the time segment. d) Time sampling Time sampling is a measurement technique in which you collect a representative sample of a frequently occurring behaviour instead of recording every instance of the behaviour and use the sample as an indication or estimate of the overall frequency.
Reinforcement a) Positive reinforcement A reinforcer is positive when a response, if followed by a contingent presentation of a stimulus, increases in its frequency of occurrence. b) Negative reinforcement A reinforcer is a negative when a response, if followed by the contingent removal of a stimulus, increases in its frequency of occurrence.
Response‐cost Response‐cost is a form of punishment that may be one aspect of a token economy program. It involves the withdrawal of tokens for the failure to carry out previously defined appropriate behaviours or for performance of previously defined inappropriate behaviours. Reward/positive reinforcer A reward/positive reinforcer is a consequence that increases the likelihood that a behaviour will recur. It is something that the individual "likes" and something for which he is willing to work. It can be used to increase or accelerate a target behaviour. a) Tangible rewards Foods, drinks, objects, tokens, stickers, certificates or money. b) Activity rewards Favoured games or activities (i.e. biking, books, music, T.V., toys, free time) c) Social rewards Praise in the form of words (verbal), physical contact (i.e. pat on back) or gestures (i.e. thumb up). Social rewards are very effective and they can easily be given immediately and in any location.
Satiation The loss of effectiveness of a reinforcer that has been presented repeatedly (usually in a short time period). Page 6
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INTRO & CONTEXT
Schedules of reinforcement
b) Intermittent
An intermittent schedule of reinforcement involves rewarding the individual less than every time the target behaviour occurs. There are two types of intermittent schedules; an interval schedule and a ratio schedule: i) Interval schedule: An interval schedule is one type of an intermittent schedule of reinforcement in which reinforcement of the target behaviour is related to the passage of time. The behaviour is reinforced only if it occurs within a few seconds after a specified time interval has elapsed. ii) Ratio schedule: A ratio schedule is one type of intermittent schedule of reinforcement in which the reinforcement is administered after a specified number of occurrences of the target behaviour.
CHANGING CONSEQUENCES
Shaping
PROACTIVE NTERVENTIONS
A continuous schedule of reinforcement involves rewarding the individual each time the target behaviour occurs.
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
a) Continuous
Target behaviour A target behaviour is a behaviour you want to teach or modify. It should be measurable as well as beneficial and realistic for both the individual and mediator. Task analysis is a procedure in which a complex behaviour is analysed or divided into smaller steps that can be learned more easily.
Time‐out Time out involves the temporary withdrawal of the individual from a rewarding situation following the occurrence of the undesirable behaviour. It is a punishment technique in that it involves the addition of an unpleasant consequence (see punishment). It also has components of extinction in that attention is withheld.
Token
GO FORWARD PLANNING
A token is a tangible object or symbol that attains reinforcing properties by being exchanged for items or activities for which the individual is willing to work (back‐up reinforcers).
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
Task analysis
Token economy
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MY DEVELOPMENT
KEY PERSON
RESOURCES
A token economy is a motivational system in which tokens are earned for the performance of previously defined appropriate behaviours and subsequently exchanged for previously defined back‐up reinforcers. Tokens may also be withdrawn for the failure to carry out previously defined appropriate behaviours or for the performance of previously defined inappropriate behaviours (response‐cost).
FUNCTIONS OF BEHAVIOUR
Shaping is a procedure in which positive reinforcement is provided for successively closer approximations of the final target behaviour. It is useful for teaching new behaviours and strengthening weak or low‐level behaviours.
INTRO & CONTEXT
Source: Paclawskyj, T. R., Matson, J. L., Rush, K. S., Smalls, Y., & Vollmer, T. R. (2000). Questions About Behavioral Function (QABF): A behavioral checklist for functional assessment of aberrant behavior. Research in Developmental Disabilities; 21(3), pp.223‐229
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Questions About Behavioural Function (QABF)
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INTRO & CONTEXT UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Miindfuln ness Ex xercise e
PROACTIVE NTERVENTIONS
BUTTEERFLY STTORY
Imagine e there is a butterffly on your chest… iit has its w wings
CHANGING CONSEQUENCES
spread d and it iss about to o take fligh ht… it seems more and more likely to d do so everry time yo ou take a b breath in and out (b breathe in n and out slowly 3 ttimes)… but it remaains carefully… look at the colour and sshape (speak slowly ly, at the ratee of relaxeed breathiing)… soo on the buttterfly wil l take
TEACHING SKILLS
flight… imagine ffollowing the butte erfly to a p pleasant pplace. A placce where you feel rrelaxed, comfortab ble and saffe… pay caareful atteention to the signaals and sou unds, smeells,
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
and sen nsations o of this placce… how d does it feel, how d o you feel be eing here… (take a long pause) … allo ow yourseelf to be the ere and to o relax as ffully as po ossible… yyou can e njoy this plaace as lon ng as wantt. Remem mber that you carryy this
GO FORWARD PLANNING
peacefu ul place in nside you and you ccan comee here andd visit any tim me you w want.
RESOURCES
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MY DEVELOPMENT
KEY PERSON
FUNCTIONS OF BEHAVIOUR
sitting on your cchest for ssome time e… look att the buttterfly
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Direct Support Professionals Knowledge and Skills Self‐Assessment MODULE 1: Positive Behaviour Supports
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
Knowledge Areas (Put ‘S’ for key strengths and ‘D’ for development) The Positive Behaviour Support approach
The difference between proactive and reactive positive support interventions
How Positive Behaviour Support enhances quality of life of people
The relationship between Person Directed Planning and Positive Behaviour Support
The purpose of a Biopsychosocial framework in understanding people and their needs
CHANGING CONSEQUENCES
FUNCTIONS OF BEHAVIOUR
The ways in which biologically‐based issues affect behaviour The common medical or health issues that often go undetected for people with developmental disabilities The factors that need to be considered in the 'bio', 'psycho', and 'social' domains of the Biopsychosocial approach The distinction between historical, contributing, and sustaining factors in the Biopsychosocial formulation The purpose of a Functional Behaviour Assessment and when it is needed
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
Skill Areas (Put ‘S’ for key strengths and ‘D’ for development) As part of my usual practice, I consider and include choices and preferences of the person I support I identify and use self‐care strategies to ensure that I can be an effective supporter
GO FORWARD PLANNING
MY DEVELOPMENT
KEY PERSON
RESOURCES
I observe the people I support with an eye to understanding how I could adjust support strategies I challenge practices within the environment which are inconsistent with a Positive Behaviour Support approach I devote time and energy to creating an environment that reduces challenging behaviour in the people I support I consistently make it a priority to spend time with the people I support I seek out information and ‘dig deeper’ to understand needs and underlying issues of those I support I make time to understand what is important to increasing quality of life for the people I support I explore underlying issues (dental, medical, mental health) that could be causing problem behaviours I collect information to complete a Biopsychosocial formulation grid for the people I support I use self‐reflection to monitor how my behaviour is affecting the people I support
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INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
MODULE 2: Understanding Behaviour Knowledge Areas (Put ‘S’ for key strengths and ‘D’ for development) The importance of describing behaviour in observable, measurable terms
The core function of the Direct Support Professional in collecting accurate data
What ‘frequency’ of behaviour means
What ‘intensity’ of behaviour means
What ‘duration’ of behaviour means
What ‘discrimination’ of behaviour means
Why it is important not to make assumptions about behaviour
Why it is important to be aware of biases when observing and seeking to understand behaviour
The difference between setting events and antecedents
Why it is important to understand the context of behaviour
What the A, B, and C stand for in ABC
I develop accurate operational definitions of behaviours I observe
I identify my beliefs and biases about behaviours I observe
I observe behaviour and identify setting events and antecedents
I observe behaviour and identify the consequences.
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
I describe behaviour in an objective, observable way
TEACHING SKILLS
Skill Areas (Put ‘S’ for key strengths and ‘D’ for development)
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
INTRO & CONTEXT
MODULE 3: Proactive Interventions
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Knowledge Areas (Put ‘S’ for key strengths and ‘D’ for development) What an antecedent is Actions a Direct Support Professional can take to alter antecedents to prevent challenging behaviour What a setting event is
PROACTIVE NTERVENTIONS
CHANGING CONSEQUENCES
How reinforcement of inappropriate behaviour can create problems for people and those who support them Ways to prevent problems through skill teaching and environmental changes
How proactive interventions prevent escalation of challenging behaviour How reactive strategies prevent escalation of problem behaviour
Environmental variables that impact support and behaviour
Specific ways to prevent problems through skill teaching and environmental changes
The impact and role of my own behaviour in setting and antecedent events
How to listen actively, respond effectively, and encourage communication
Alternative communication approaches for people who are non‐verbal
Strategies to offer choices to people at different functioning levels
FUNCTIONS OF BEHAVIOUR
What a reinforcing event is
I identify and utilize preferred activities and items to increase positive behaviour I listen actively to others, identifying emotional messages and using paraphrasing to check for understanding I use a range of strategies to enhance communications and build rapport with the people I support I change my communication style and use specific tools and strategies to communicate with people with different capabilities I select appropriate choice‐making strategies for people with different capabilities
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
Skill Areas (Put ‘S’ for key strengths and ‘D’ for development) I design antecedent interventions tailored to an person’s unique social, environmental, or cultural setting I adapt the environment to enhance quality of life and reduce problem behaviours
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INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
MODULE 4: Changing Consequences Knowledge Areas (Put ‘S’ for key strengths and ‘D’ for development) Positive reinforcement of behaviour
Negative reinforcement of behaviour
Consequences of behaviour
Punishment as it relates to behaviour
The risks of, and ethical issues related to, punishment
The relationship between a preference assessment and determination of what will actually reinforce behaviour
How to conduct a preference assessment
How positive and negative reinforcement change behaviour
The principles of effective reinforcement
Ways of delivering reinforcement and when to use them
The benefits of positive reinforcement
Skill Areas (Put ‘S’ for key strengths and ‘D’ for development)
I use information about the person’s preferences and what is meaningful to them to determine how to reinforce behaviour
I use specific techniques to determine what is reinforcing for the people I support
I use strategies to avoid escalation of problem behaviours
I change my behaviour to increase appropriate behaviours of the people I support
I use reinforcement to enhance rapport with the people I support
I describe how reinforcement (intended or inadvertent) can change behaviour
I identify preferred things or potential reinforcers for the people I support
I change consequences to increase desirable behaviour of the people I support
I change the way I respond/react to prevent accidentally reinforcing problem behaviour
I describe the difference between positive and negative reinforcement
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
I ask questions and use observation to find out what is reinforcing to the people I support
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MY DEVELOPMENT
KEY PERSON
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
MODULE 5: Functions of Behaviour
The core functions of behaviour
The risks of not collecting accurate information or data to establish function
Why it is important to not make assumptions about the function of behaviour
Data collection and functional assessment tools used to collect data and monitor behaviour
How to complete an ABC chart in preparation for a Functional Behaviour Assessment
What I need to contribute to a Functional Behaviour Assessment
I recognize how understanding the functions of behaviour is a prerequisite for behaviour change
CHANGING CONSEQUENCES
UNDERSTANDING BEHAVIOUR
PROACTIVE NTERVENTIONS
Knowledge Areas (Put ‘S’ for key strengths and ‘D’ for development)
I ask questions to better understand the functions of behaviour
I observe the behaviour of the people I support so I can contribute to a functional assessment and behaviour support planning
I collect data / gather information to provide input to Behaviour Support Plans and/ or Functional Behaviour Assessments
I use data collection sheets to track the frequency of behaviours
I can give examples of the four main functions of behaviour
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
Skill Areas (Put ‘S’ for key strengths and ‘D’ for development)
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INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
MODULE 6: Teaching Skills
Taking a baseline for a task analysis
The impact of skill deficits on behaviour
The definition and importance of generalization in building skills
Choosing functional skills to teach that are socially significant
Chaining as a teaching tool
The priority skills to teach to increase independence of people
Modeling as a core teaching strategy
The Premack Principle
How to use prompting to teach skills
Elements of a teaching plan
Reinforcement, generalization, and thinning techniques
Skill Areas (Put ‘S’ for key strengths and ‘D’ for development)
I teach adaptive skills that enhances the person’s independence
I find opportunities to teach skills during daily routines
I use modeling to show individuals what it is I want them to do
I use prompting to help people build, practice, and use skills
I match prompts to the person’s skill level
I use clear, concise, and descriptive phrases to deliver instructions
I notice and reinforce any occurrences of generalization
I teach people skills (coping skills, social skills, functional skills, communication skills) to increase independence
I use a task analysis to break down a complex behaviour into smaller steps
I prepare multi‐step skill teaching plans
I implement teaching plans and monitor skill acquisition
I develop and implement maintenance and generalization strategies to sustain skills
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
I teach effective, alternative skills to manage problem behaviours
RESOURCES KEY PERSON
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MY DEVELOPMENT
PROACTIVE NTERVENTIONS
Completing a task analysis
CHANGING CONSEQUENCES
FUNCTIONS OF BEHAVIOUR
The components of a task analysis
GO FORWARD PLANNING
UNDERSTANDING BEHAVIOUR
Knowledge Areas (Put ‘S’ for key strengths and ‘D’ for development)
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
MODULE 7: Collaborating to Address Challenging Behaviours
The importance of integrating the Person‐Directed Plan with the Behaviour Support Plan
The components of a Behaviour Support Plan
The goals of a Behaviour Support Plan
PROACTIVE NTERVENTIONS
The reasons that a Behaviour Support Plan must be implemented as written without alteration
A Direct Support Professional’s contribution to the development of a Behaviour Support Plan
Collecting and using behavioural data to determine if a Behaviour Support Plan is working
Identifying barriers to the implementation of a Behaviour Support Plan and how to overcome them
When to ask for help during implementation of a Behaviour Support Plan
The purpose of debriefing
I contribute to behaviour support planning by suggesting realistic and doable strategies for the person I support
I reflect on the Behaviour Support Plan strategies I use in order to determine their effectiveness
I ask questions to clarify and ensure understanding with regard to the Behaviour Support Plans for the people I support
I work collaboratively with other staff to assist in carrying out Behaviour Support Plans consistently
I identify situations where additional expertise is needed to carry out a Behaviour Support Plan effectively and take action/ask for help
I reflect on my own role and behaviour in incidents in the support environment and contribute to debriefing discussions to improve support to people
I reflect on debriefing processes to help me improve the way I support people
MY DEVELOPMENT
KEY PERSON
RESOURCES
TEACHING SKILLS
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Skill Areas (Put ‘S’ for key strengths and ‘D’ for development)
GO FORWARD PLANNING
FUNCTIONS OF BEHAVIOUR
UNDERSTANDING BEHAVIOUR
CHANGING CONSEQUENCES
Knowledge Areas (Put ‘S’ for key strengths and ‘D’ for development)
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INTRO & CONTEXT
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis; Vol. 18; pp. 111 – 126. Carr, E. G. , Horner , R. H. , Turnbull , A. P. , Marquis , J. G. , McLaughlin , D. M. , McAtee , M. L. & Braddock , D . (1999). Positive behavior support for people with developmental disabilities: A research synthesis. Washington, DC: American Association on Mental Retardation.
Donnellan , A. M. , LaVigna , G. W. , Zambito , J. , & Thvedt , J . (1985). A time‐limited intensive intervention program model to support community placement for persons with severe behavior problems. Journal of the Association for Persons with Severe Handicaps; Vol. 10; pp. 123 – 213. Dunlap, G., Hieneman, M., Knoster, T., Fox, L., Anderson, J. & Albin, R. (2000). Essential Elements of Inservice Training in Positive Behavior Support. Journal of Positive Behavior Interventions; Vol. 2, Number 1, pp. 22‐32. Dunlap, G., Carr, E.G., Horner, R., Zarcone, J. & Schwartz, I. (2008). Positive Behavior Support and Applied Behavior Analysis: A Familial Alliance. Behavior Modification; Vol.32, pp. 682‐698.
RESOURCES
Elliott, S. N. (1988). Acceptability of behavioural treatments: Review of variables that influence treatment selection. Professional Psychology: Research and Practice; Vol. 19; pp. 68 – 80.
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MY DEVELOPMENT
KEY PERSON
Emerson, E. (2001). Challenging Behaviour: Analysis and Intervention in People with Severe Disabilities. Cambridge University Press, Cambridge.
GO FORWARD PLANNING
Crates, N. & Spicer, M. (2012). Developing behavioural training services to meet defined standards within an Australian statewide disability service system and the associated client outcomes. Journal of Intellectual & Developmental Disability; Vol. 37(3); pp. 196–208.
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
CPI (2013). Nonviolent Crisis Intervention‐Integrating Positive Behavioural Interventions and Supports (PBIS): Leader’s guide. CPI International.
Carr, E. G. , Dunlap , G. , Horner , R. H. , Koegel , R. L. , Turnbull, A. P. , Sailor , W. & Fox , L . (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions; Vol. 4; pp. 4 – 20.
PROACTIVE NTERVENTIONS
Carr et al (2002). Positive Behavior Support: Evolution of an Applied Science. Journal of Positive Behavior Interventions; Vol. 4(1), pp. 4–16, 20
CHANGING CONSEQUENCES
Campbell, M. (2007). Staff Training and Challenging Behaviour. Journal of Intellectual Disabilities. Vol. II (2) 143‒156.
FUNCTIONS OF BEHAVIOUR
Anderson J. L., Russo A., Dunlap G. & Albin R. W. (1996). A team training model for building the capacity to provide positive behavioural supports in inclusive settings. In: Positive Behavioural Support: Including People with Difficult Behaviour in the Community (eds L. K. Koegel, R. L. Koegel & G. Dunlap), pp. 467‐490. Paul Brookes Publishing, Baltimore, MD.
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
References
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR TEACHING SKILLS COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS KEY PERSON
RESOURCES
GO FORWARD PLANNING MY DEVELOPMENT
Emerson, E., Cambridge, P., Forrest, S. & Mansell, J. (1993). Community support teams for people with learning disabilities and challenging behaviours. In: Research to Practice? Implications of Research on the Challenging Behaviour of People with Learning Disability (ed. C. Kiernan), pp.229‐244. BILD Publications, Clevedon, Avon. Emerson, E. & Emerson, C. (1987). Barriers to the effective implementation of habilitative behavioral programs in an institutional setting. Mental Retardation; Vol. 25; pp. 101 – 106. Freeman, R., Smith, C., Zarcone, J., Kimbrough, P., Tieghi‐Benet, M., Wickham, D., Reese, M. & Hine, K. (2005). Building a Statewide Plan for Embedding Positive Behavior Support in Human Service Organizations. Journal of Positive Behavior Interventions; Vol. 7(2); pp. 109–119. Grey, I. M. & McClean, B. (2007). Service user outcomes of staff training in positive behaviour support using person‐focused training: A control group study. Journal of Applied Research in Intellectual Disabilities; Vol. 20; pp. 6 – 15. Hanley, G. P., Iwata, B. A. , & McCord, B. E . (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis; Vol. 36; pp. 147 – 185 Hundert J., Walton‐Allen, N., Earle‐Williams, K., Sim, M., and Cope‐Scott K., (2000) Intensive Behavioural Intervention: A Manual for Instructor‐Therapists. Intensive Early Intervention Program for Children with Autism, Office of Integrated Services for children, Ontario Ministry of Community and Social Services. Behaviour Institute, Ontario. Horner R.D, Keilitz I. (1975). Training mentally retarded adolescents to brush their teeth. Journal of Applied Behavior Analysis. Vol. 25; pp.491–498 Intellectual Disability Rights Service. (2009). Introduction to Intellectual Disability. http://www.idrs.org.au/pdf/IDRS_%20Introduction_intellectual%20disability_17Feb09.pdf. Dow nloaded August, 27, 2014. Iwata , B. A. , Wallace , M. D. , Kahng , S. , Lindberg , J. S. , Roscoe , E. M. , Conners , J. & Worsdell , A. S . (2000). Skill acquisition in the implementation of functional analysis methodology. Journal of Applied Behavior Analysis; Vol. 33; pp. 181 – 194. Johnston, L., Foxx, R., Jacobson, J., & Green, G. (2006). Positive Behavior Support and Applied Behavior Analysis. The Behavior Analyst; Vol. 29 (1); pp. 51–74. Kincaid, D., Peshak George H. & Childs, K. (2006). Review of the Positive Behavior Support Training Curriculum: Supervisory and Direct Support Editions. Journal of Positive Behavior Interventions; Vol. 8(3); pp. 183–188. Kincaid D., Knoster T., Harrower J. K., Shannon P. & Bustamante S. (2002). Measuring the impact of positive behavior support. Journal of Positive Behavior Interventions; Vol 4; pp. 109‐117. Kitchener, B.A., Jorm, A.F., Kelly, C.M., Pappas, R. & Frize, M. (2010). Intellectual Disability Mental Health First Aid Manual. 2nd ed. Melbourne: Mental Health First Aid Australia.
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Ministry of Community and Social Services. Quality Assurance Measures, Services and Supports to Promote the Social Inclusion of Persons with Developmental Disabilities Act, 2008 (SIPDDA), Ontario Regulation 299/10. http://www.e‐laws.gov.on.ca/html/regs/english/elaws_regs_100299_e.htm Moore, M. (2010). Positive Behavior Support Planning in Context: Ensuring, high quality implementation efforts by embedding person‐centered planning into PBS. Presentation. Colorado PBS Network. McClean, B., Dench, C., Grey, I., Shanahan, S., Fitzsimons, E., Hendler, J. & Corrigan, M. (2005). Person Focused Training: a model for delivering positive behavioural supports to people with challenging behaviours. Journal of Intellectual Disability Research; Vol. 49(5); pp. 340‐352. McClean. B. & Grey, I. (2012). A component analysis of positive behaviour support plans. Journal of Intellectual & Developmental Disability; Vol. 37(3), pp.221–231.
CART Workbook for COACHES: Resources
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UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS MY DEVELOPMENT
KEY PERSON
McKevitt, B. & Braaksma, A. (2008). Best Practices in Developing a Positive Behavior Support System at the School Level. NASP Publications. Best Practices in School Psychology V.
MacDonald, A., Hume, A. & McGill, P. (2010). The use of multi‐element behaviour support planning with a man with severe learning disabilities and challenging behavior. British Journal of Learning Disabilities; Vol. 38, pp. 280‐285.
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
Lowe, K., Jones, E., Allen, D., Davies, D., James, W., Doyle, T., Andrew, J., Kaye, N., Jones, S., Brophy, S. & Moore, K. (2007). Staff Training in Positive Behaviour Support: Impact on Attitudes and Knowledge. Journal of Applied Research in Intellectual Disabilities; Vol. 20, pp.30–40.
CHANGING CONSEQUENCES
LaVigna , G. W. , Willis , T. J. , Shaull , J. F. , Abedi , M. , & Sweitzer , M . (1994). The periodic service review: A total quality assurance system for human services and education. Baltimore, MD: Brookes.
FUNCTIONS OF BEHAVIOUR
LaVigna, G. W. , & Willis , T. J . (2005). Episodic severity: An overlooked dependent variable in the application of behavior analysis to challenging behavior. Journal of Positive Behavior Interventions; Vol. 7; pp. 47 – 54.
TEACHING SKILLS
LaVigna, G. W., & Willis , T. J . (1992). A model for multielement treatment planning and outcome measurement. In D. E. Berkell (Ed.), Autism: Identification, education, and treatment. (pp. 135 – 149 ). Hillsdale, NJ: Erlbaum.
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
LaVigna , G. W. , Christian , L. , & Willis , T. J . (2005). Developing behavioural services to meet defined standards within a national system of specialist education services. Pediatric Rehabilitation; Vol. 8; pp. 144 – 155.
GO FORWARD PLANNING
Koyama, T. & Wang, H. (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: A review. Research in Developmental Disabilities; Vol. 32, pp. 2235–2242.
RESOURCES
Koegel L. K., Kogel R. L. & Dunlap G. (1996). Positive Behavioural Support: Including People with Difficult Behaviour in the Community. Paul Brookes Publishing, Baltimore, MD.
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
McLaughlin, D. & Carr E.G. (2005). Quality of Rapport as a Setting Event for Problem Behavior: Assessment and Intervention. Journal of Positive Behavior Interventions; Vol. 7 (2); pp. 68–91.
UNDERSTANDING BEHAVIOUR
Myers, R. Salbenblatt, J and Blackridge, M. Common “Problem” Behaviours and Speculations about Their Cause. Downloaded from http://dimagine.com/page66.html, March, 2014. Myers, R. (2010) Recognizing Psychosis in Persons with Intellectual Disabilities Who Do Not Use Speech. Psychiatric Times; December 2001, Vol. 18(12). Revised in December 2010. Olive, M. L. (2007). Applied Behavioural Strategies. Workshop notes.
PROACTIVE NTERVENTIONS
O’Brien, J. (1989). What’s worth working for? Leadership for Better Quality Human Services. Responsive Systems Associates.
CHANGING CONSEQUENCES
Parsons, M., Reid, D. & Lattimore, L.P. (2009). Increasing Independence of Adults With Autism in Community Activities: A Brief, Embedded Teaching Strategy. Behav Anal Pract; Vol. 2(2); pp. 40– 48. Pitonyak, D, (2005). 10 Things You Can Do to Support a Person with Difficult Behaviours. Downloaded from http://dimagine.com/page5.html, March, 2014.
FUNCTIONS OF BEHAVIOUR
Pokrzywinski J. & Powell, R. (2003). A Brief Review of Systems‐Level Issues in Behavior Support Plan Adherence. NADD Bulletin; Vol. 6 Article 2
TEACHING SKILLS
Reid, D., Rotholz, D. & Parsons, M. (2003). Training Human Service Supervisors in Aspects of PBS: Evaluation of a Statewide, Performance‐Based Program. Journal of Positive Behavior Interventions. Vol. 5 (1); pp. 35– 46
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Rotholz, D. & Ford, M. (2003). Statewide System Change in Positive Behavior Support. Mental Retardation; Vol. 41(5); pp.354–364. Ryan, R. (1994a). Post‐traumatic stress disorder in persons with developmental disabilities. Community Mental Health Journal; Vol 30(1); pp. 45‐54. Ryan, R. & Sunada, K. (1997). Medical evaluation of persons with mental retardation referred for psychiatric assessment. General Hospital Psychiatry; Vol. 19(4); pp. 274‐280.
GO FORWARD PLANNING
Ryan, R.M. (1994b) Recognition of psychosis in persons who do not use spoken communication. In: Ancill, R.J., Holliday, S., Higenbottam, J. (eds.), Schizophrenia: Exploring the Spectrum of Psychosis. New York: Wiley Press.
MY DEVELOPMENT
KEY PERSON
RESOURCES
Ryan, R.M. (2001) Handbook of Mental Health Care for Persons with Developmental Disabilities. Quebec: Diverse City Press Inc. Ryan, R.M., Sundheim S.T, Voeller, K.K.S. (1998) Medical diseases. Coffey, C.E., Brumback, R.A. (eds.) Textbook of Pediatric Neuropsychiatry. Washington, D.C.: American Psychiatric Press: pp. 1223‐1274. Sobsey, D. (1994) Violence and Abuse in the Lives of People with Disabilities: The End of Silent Acceptance? Baltimore: P.H. Brookes Publishing Co. Page 20
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INTRO & CONTEXT
Harvard Business School Publishing (2004). Harvard ManageMentor – Coaching Tools. A Coaches Self Evaluation Checklist. (Accessed online January 2014) http://hbr.org/businesstools Kimsey, K., Kimsey, H., Sandahl, P., Whitworth, L. (2011) Co‐Active Coaching: Changing Business, Transforming Lives. Nicholas Brealey America, Boston, Massachusetts Landsberg, Max. (2009) The Tao of Coaching: Boost Your Effectiveness at Work by Inspiring and Developing Those Around You. Profile Books. London, England. NHS Education for Scotland. (2011) Glossary of Titles associated with Practice Education support roles used for Nursing and Midwifery in the NHS. 2nd Edition. (Accessed online, January 2014). http://www.nes.scot.nhs.uk/education‐and‐training/by‐discipline/nursing‐and‐ midwifery/resources/publications/glossary‐of‐titles‐associated‐with‐practice‐education‐support‐ roles‐used‐for‐nursing‐and‐midwifery‐in‐the‐nhs.aspx NHS Education for Scotland. (2008) Supervisory Coaching Skills Assessment. Adapted from NHS Education for Scotland’s Coaching and mentoring. Edinburgh, Scotland: Author. (Accessed online, January 2014) http://selection4.org/nhs‐education‐for‐scotland‐s352/
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PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES
FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
Crane, Thomas G. (2012) The Heart of Coaching: Using Transformational Coaching to Create a High‐Performance Coaching Culture. F T A Press. San Diego, California
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Centre for Addiction and Mental Health (the Office of Nursing Practice and Professional Services) and University of Toronto (the Faculty of Social Work (2008). Core Competencies in Clinical Supervision, Clinical Supervision Handbook: A Guide for Clinical Supervisors for Addiction and Mental Health. (Accessed online, January 2014) https://knowledgex.camh.net/amhspecialists/guidelines_materials/Pages/books_guides.aspx#cli nical Center for Substance Abuse Treatment (2009). Substance Abuse and Mental Health Services Administration. Clinical Supervision and Professional Development of the Substance Abuse Counselor. Part 1, Chapter 1, Clinical Supervision and Professional Development of the Substance Abuse Counselor: Information You Need to Know. (Accessed online, January 2014) http://www.ncbi.nlm.nih.gov/books/NBK64848/
GO FORWARD PLANNING
Coaching References:
RESOURCES
Watanabe, M. & Sturmey, P. (2003). The Effect of Choice‐Making Opportunities during Activity Schedules on Task Engagement of Adults with Autism. Journal of Autism and Developmental Disorders; Vol. 33(5); pp.535‐538.
KEY PERSON
Ward‐Horner & Sturmey, P. (2012).Component Analysis of Behavior Skills Training in Functional Analysis. Behavioral Interventions; Vol. 27 (2); pp. 75‐92.
MY DEVELOPMENT
Sturmey, P. (2002). Mental retardation and concurrent psychiatric disorder: Assessment and treatment. Current Opinion in Psychiatry; Vol. 15, pp. 489 – 495.
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Sturmey P. (1995) Functional Analysis in Clinical Psychology. John Wiley & Sons, Chichester.
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR
Ozga, Matthew (2012). Creating a Respectful Workplace Through Communication. Monadnock Developmental Services. Accessed online: http://phinational.org/articles/monadnock‐ developmental‐services‐creating‐respectful‐workplace‐through‐communication Paraprofessional Healthcare Institute (2009). THE PHI COACHING APPROACH® TO SUPERVISION, Introductory Skills for Supervisors in Home and Residential Care (Accessed online January 2014) www.PHInational.org Pink, Daniel H. (2011). Drive: The Surprising Truth About What Motivates Us. Riverhead Books, New York. Sedlezky, L, Reinke, J., Larson, S., Hewitt, A. (2013). National Frontline Supervisor Competencies. Research & Training Center on Community Living, Institute on Community Integration (UCEDD), University of Minnesota. State of Tennessee, Division of Mental Retardation Services. (2008) Direct Support Professional Mentor and Skill Standards Guide (Accessed online January 2014) University of South Australia (2011). People Development and Performance. Manager as Coach – a good practice guide. Zenger, J., and Stinnett, K. (2009) The Extraordinary Coach: How the Best Leaders Help Others Grow. McGraw‐Hill, New York.
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
Starcevich, Matt M. (1990). Test Your Coaching Skills. Center for Coaching & Mentoring Inc. (accessed online January 2014; originally Published in Spirit, the magazine of Southwest Airlines, December, 1990. http://www.coachingandmentoring.com/Quiz/coachingskills.html)
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INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Curricula and Training Resources
UNDERSTANDING BEHAVIOUR
Active Support Interventions and Their Effect on Increased Participation of Persons With Disabilities. University of Minnesota RTC on Community Living. http://rtc.umn.edu/rtc/index.php?topID=1 BILD Positive Behaviour Training. BILD, Birmingham. www.bild.org.uk
PROACTIVE NTERVENTIONS
“Behave Away”: A maintenance plan – how to problem‐solve challenging behaviours while helping yourself cope. John Kosmopoulos MA, BCBA, MacKenzie Health
Positive Behavior Support Training. Government of Western Australia Disability Services Commission. http://www.disability.wa.gov.au/ Positive Behavior Support Training Curriculum. Dennis H. Reid and Marsha B. Parsons. American Association on Intellectual and Developmental Disabilities http://aaidd.org/
GO FORWARD PLANNING
Positive Behaviour Support – Getting it right from the start. Victorian Government Department of Human Services, Melbourne http://www.dhs.vic.gov.au
Skill Builders – Using Positive‐based Behavioural Strategies to Teach Skills. Behaviour Management Services of York & Simcoe, York Central Hospital (now Centre for Behaviour Health Sciences, Mackenzie Health)
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MY DEVELOPMENT
Resolving Behavioral Challenges Positively and Effectively. Meme Hieneman, Ph.D., BCBA. Positive Family Intervention Project; University of South Florida http://www1.usfsp.edu/coas/PFI/
KEY PERSON
RESOURCES
Quality Behavioral Competencies Coach Training. David Lennox, PH.D, QBS Inc. https://www.qbscompanies.com/ (used for ‘Connecting the Dots: Toronto Region Developmental sector, September 2013)
Positive Practices in Behavioural Support Through Nonlinear Applied Behavior Analysis and Assessment and Analysis of Severe and Challenging Behavior. Dr Gary LaVigna, Clinical Director, Institute for Applied Behavior Analysis, Los Angeles. http://www.iaba.com/
TEACHING SKILLS
NADD COMPETENCY STANDARDS (e.g. # 1: Positive Behavior Support and Effective Environments.) The National Association of Developmental Disabilities Services www.thenadd.org
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
KIPBS Training. Kansas Institute for Positive Behaviour Support. http://www.kipbs.org/new_kipbs/fsi/modlinks.html#top
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
Changing Behaviour: A comprehensive manual of applied behaviour analysis. C.A. Rubinco (Ed.) (2000), 2nd Edition, Toronto: Ontario, Ministry of Community and Social Services)
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Staff Training for Behavior Supports. David Sincoff M.A. Behavior Specialist; Athens County Board of Developmental Disabilities http://athenscbdd.org/
Unlocking the Mysteries of Challenging Behaviours: A Training Manual for Staff working with People with Developmental Disabilities. Behaviour Management Services, York Central Hospital (now Centre for Behaviour Health Sciences, Mackenzie Health)
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
TIP: Training in Partnership. Developed by Toronto Network of Specialized Care to build capacity of supervisor/managers as leaders in dual diagnosis practice.
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INTRO & CONTEXT
THE PERSON: Randy Age: 31 Diagnosis: Autism, Developmental Disability, Anxiety Disorder, Hyperactivity Target behaviour – aggression in the form of grabbing, scratching staff and peers’ arms, he can also bring another individual down to the ground after grabbing them.
PROACTIVE NTERVENTIONS
The Person Directed Plan – Randy – Summary Points
CHANGING CONSEQUENCES
My Relationships Family – 2 parents and sister Friends – my housemates Pastor at church Family physician My support staff
FUNCTIONS OF BEHAVIOUR
TEACHING SKILLS
My Life Now My home – I live with 17 other people in a house in the country My day program – attend 5 mornings a week (but not right now) My volunteer activities – none My paid services – none
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
What’s Important to Me Past time activities – Watch TV with peers and support staff, visit with family 2x per month, out in community with peers – going out for coffee and to eat To soothe me – speak to me in a calm voice and assure me everything will be okay I enjoy – singing and dancing and music I don’t like – watching TV, dogs, loud noises and crowds For me to fulfill needs and wants – I am nonverbal but can say a few words – “mom”, “dad”, sister’s name and “hamburger”
GO FORWARD PLANNING
My Interests and Gifts Some great things about me – good singer, sense of humour and hearty laugh, nice smile Things I am good at – helpful in kitchen, playing drums, singing
RESOURCES
My Learning Things I am learning to do – make my bed, wash my hands, play harmonica, skate
CART Workbook for COACHES: Key Person
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MY DEVELOPMENT
KEY PERSON
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
CART KEY PERSON
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
My Health and Well Being Healthy food choices that I enjoy and want included in my diet – veggies and dip, more apples, coffee, mashed potatoes Some of my favourite meals – hamburgers and fries, spaghetti with Alfredo sauce Meal prep – what wants to learn to prepare – coffee on own Activities for physical fitness – I like – swimming Other physical activities I’d like to do –learn to ice skate, ride a bike Day Services Likes about day program – greenhouse, arts and crafts, theme parties, music class Doesn’t like about day program – any activity that involves manual labour, too much noise and large group activities How to better support me at my day program – not too many demands at once What activities I would like added – things that include fine motor skills – more arts and crafts ‐ painting, work in the kitchen, playing different instruments My Life – Likes and Challenges What I would change about my life – being able to sleep when I want, play in a band, work that is not hard How to Listen to Me Things that do not work for me – being around dogs, lots of verbal instructions, too many people around me and busy places, doesn’t like TV Things that you can do instead – show me what you want me to do and be patient with me My Contributions and Dreams My personal qualities to appreciate and enhance – affectionate, helpful with routine tasks, playful, independent My dreams for life – less work, more time with family, a trip with my family back home, to ride a bike, to ice skate, play a lot of different instruments as well as be a better drummer
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CART Workbook for COACHES: Key Person
CART Workbook for COACHES: Key Person
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
‐ Randy is willing to learn new things and has been ‐ A psychiatrist who specializes in the dual diagnosis can be accessed observed that he likes helping around the house (staff currently do not like him to help clean/cook as they are Data can be collected on biological worried about germs/hygiene) factors (sleep, mood, bowel movements etc.) ‐ Randy is active and can participate in sports
PROTECTIVE: Strengths that exist
‐ Relationships/rapport with staff and peers has not developed. There are no staff that are willing to work 1:1 with Randy Due to the high staff to resident ratio (8:1), there are few natural opportunities to teach Randy appropriate ways to gain attention
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
‐ Parents are supportive and do advocate for what they think is best for Randy Randy visits parents every weekend in summer months and every other weekend in winter months
‐ Staff are very willing to give other residents attention when Randy ‐ Staff often want Randy to sit and watch TV (he does not like TV) When Randy is at home, his family is able to provide the 1:1 attention he wants
‐ The intensity of inappropriate attention seeking ‐ Lives in a group home setting behaviours increased since moving into residential living ‐ 18 peers live in residence ‐ Randy is primarily nonverbal, but can say a few words, ‐ Current staff to resident ratio is 6:1 “mom,” “dad,” “Vicky (sister)” and “hamburger”. ‐ Day program available on agency premises, ‐ It is difficult for staff to ignore or “not provide attention” to however placement is “on hold” due to Randy when he is aggressive due to its intensity. aggressive behaviour This is even more difficult for peers Other residents have expressed through language and behaviour towards Randy they do not want him around. Outings are organized and Randy is often not included
Randy’s parents do not want Residential staff to bring Randy to a psychiatrist who specializes in dual diagnosis. They would rather he continue to see their own family doctor even though he has expressed that he is becoming more challenged by Randy’s case and dual diagnosis is not his specialty
Randy’s parents do not like the residence giving Randy PRN medications, however, when Randy is in their care on weekends, they may give him up to 4 PRN per day
‐ Lived in Jamaica prior to receiving Autism Spectrum Disorder diagnosis ‐ Lived at home with both parents and an older sibling prior to moving to residential care
SOCIAL
Moved into residential living (away from close relationship ‐ School environment provided 1:1 support with parents) 12 years ago
‐ Skill deficit in coping with anxiety ‐ Skill deficit in appropriately gaining attention ‐ Skill deficit in appropriately in leisure skills
PSYCHOLOGICAL
PERPETUATING: Factors that sustain the problem – relationships/lack of services/ events
PRECIPITATING: Current causes – what is happening now that has triggered an event/issue
PREDISPOSING: Mental Health Diagnoses: Historical – from the ‐ Autism Spectrum Disorder, past, can be Anxiety disorder, Hyperactivity genetic/ upbringing/ Current Medications: political PRN Sleep: ‐ Does not sleep for whole night and often wakes in middle Irregular Bowell Movements: Low Thyroid, high blood pressure
BIOLOGICAL
BIOPSYCHOSOCIAL GRID INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
BIIOPSYCH HOSOCIA AL GRID D: How to work with h a Biopsycchosocial G Grid
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INTRO & CONTEXT
CART Workbook for COACHES: Key Person
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
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TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CONSEQUENCE
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Residents yelled, “don’t do that” “it hurts”. Staff came and sat with Randy until the others left.
Staff yelled, “what do you want?” and made him a snack and sat with him as he ate it.
Staff left the table and took Randy down the hall. Staff suggested Randy have a shower to “cool off.” Staff helped Randy with the shower routine.
Other residents screamed. Some left the area others stayed and watched. Another staff member yelled at Randy, “Why did you do that?” and escorted him to his room. This staff stayed near the doorway of Randy’s room for 10 minutes.
CHANGING CONSEQUENCES
Randy grabbed and scratched all residents on his way down the hallway to kitchen.
During morning routines for other residents, all staff are busy. Randy in bedroom alone (as he does not go to day program, staff plan to get him up once the others have left for the day).
GO FORWARD PLANNING
Randy came into office and grabbed staff by left arm and dragged her to the kitchen.
While other residents were on an evening outing, 1 staff and Randy were in the house. Staff left Randy to complete paper work in office.
RESOURCES
Randy charged out of the bedroom to dining room. Randy grabbed female resident’s arms from behind and scratched her
Randy charged down hallway from living room to kitchen. Randy grabbed staff’s arms and pulled her to ground.
Staff set Randy up with a movie in living room. Staff went to kitchen to cook dinner. Other residents returned home from day program – lots of talking and laughing in kitchen.
Randy and a female resident were at home with one staff member (others were at day program). The other resident was upset and talking to staff at the dining room table
BEHAVIOUR
KEY PERSON
MY DEVELOPMENT
ANTECEDENT
ABC CHART: INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MONTHLY SLEEP CHART (12 HOURS): Time 1 – Baseline / Initial
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CART Workbook for COACHES: Key Person
INTRO & CONTEXT
CART Workbook for COACHES: Key Person
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MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
MONTHLY SLEEP CHART (12 HOURS): Time 1 – Baseline / Initial INTRO & CONTEXT
INTRO & CONTEXT
Ranking 1 2 3 4 5
Ken Attention Sensory Tangible Escape Physical
Pat Attention Tangible Sensory Physical Escape
Dave Attention Sensory Tangible Escape Physical
Nancy Attention Tangible Physical Sensory Escape
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
look at sleep onset times (Randy’s is variable anywhere from 9PM‐1AM) look at wake up time (Randy’s is variable anywhere from 4AM‐9:30AM) look at how many hours of sleep per night (Randy – Average 6 hours) look at frequency of interruptions ( 1‐2 per night) look at duration of interruptions (1/2hour – 2hours) Graph to see trends over time and effects of recommendations (e.g., sleep hygiene, structured evening routine, more activity during the day, use of natural remedies (Melatonin) or sleep medications)
INDIRECT MEASUREMENTS: QUESTIONS ABOUT BEHAVIOUR FUNCTION used not to determine function but to get staff to think about behaviour as serving a function used to guide functional analysis The Questions about Behaviour Function is an indirect measure designed for the functional assessment of behaviour problems in persons with developmental disabilities. Caretakers rate on a four point likert‐type scale for each item on a 25 item questionnaire. The instrument yields five categories reflecting the behavioral functions of Attention, Escape, Physical, Tangible, and Nonsocial. The Questions about Behaviour Function is helpful in developing a hypothesis of the function of the target behaviour.
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
SLEEP CHART ANALYSIS:
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INTRO & CONTEXT
CART Workbook for COACHES: Key Person
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PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES
FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS GO FORWARD PLANNING RESOURCES MY DEVELOPMENT
KEY PERSON
Attention: This condition is designed to determine whether the target behaviour is maintained by contingent attention delivered by a therapist. The condition involves remaining in a room with a person and ignoring all behaviour, except for the target behaviour, which is followed by attention. a) Randy is informed that the therapist is busy. She sits near him in chair and does paperwork. She ignores him. ‐ If target behaviour occurs, therapist screams, says “stop that” or “why are you doing that” and then ignore him again. ‐ If any behaviour other than the target behaviour occurs, ignore these also. b) Randy is informed that therapist is going to chat with a staff member and ignores him. ‐ If target behaviour occurs, therapist screams, says “stop that” or “why are you doing that” and then ignore him again while talking to staff member. ‐ If any behaviour other than the target behaviour occurs, ignore these also. Control: This is designed to be a general control condition, in which no demands are placed on the person, continuous access to leisure materials is available, and attention is delivered frequently independent of the person’s behaviour. a) Randy is delivered praise every 20 second (and sing and drum with him) and has free access to preferred activities (music, drum). No demands are delivered by therapist. ‐ If target behaviour occurs therapist ignores briefly and then resume play/praise. ‐ If any form of inappropriate behaviour occurs, including the target behaviour, do not deliver attention. ‐ If behaviour occurs right as you were about to give attention/praise, wait another 5 seconds before delivering it. Demand: This condition is designed to determine whether the target behaviour is maintained by escape from task demands. The condition involves presenting a series of instructional trials to a person. Compliance produces praise, non‐compliance produces a series of prompts, and occurrence of the target behaviour immediately terminates the trial. Therapist delivers work tasks (sweeping, cleaning the table etc.) and 3 step prompt hierarchy for incorrect responses and non‐compliance.
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
DIRECT MEASUREMENTS: FUNCTIONAL ANALYSIS CONDITIONS:
INTRO & CONTEXT GO FORWARD PLANNING
Tangible: This condition is designed to determine whether the target behaviour is maintained by access to preferred items. Preferred items (foods, drinks, drums, ball, radio with favourite music) are held out of Randy’s reach (on shelf). If target behaviour occurs, the items are given to Randy briefly (20 seconds or once consumed) then removed again.
RESULTS:
Frequency
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Prompt hierarchy: 1. Verbal instruction to do task – provide brief praise if completed, if not move on the step 2. 2. Verbal instruction plus demonstration of task – provide brief praise if completed, if not move on the step 3. 3. Verbal instruction plus physical prompt to do task – do not provide any praise. If target behaviour occurs, task is removed and Randy is ignored for 30 seconds (break) before resuming task. If other inappropriate behaviours occur (screaming, throwing things, Self‐Injurious Behaviours, etc.), continue with the sequence; do not terminate the trial when these responses occur.
Functional Analysis ‐ Aggression March 2012 6
Atte ntion
5
Cont rol
4 3
Dem and
2 1
Tangi ble
0 1
2
3
4
5
6
RESOURCES
19‐Mar‐12
7
8
27‐Mar‐12
9
10
MY DEVELOPMENT
KEY PERSON
Sessions
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CART Workbook for COACHES: Key Person
INTRO & CONTEXT
CART Workbook for COACHES: Key Person
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UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES
FUNCTIONS OF BEHAVIOUR TEACHING SKILLS MY DEVELOPMENT
KEY PERSON
RESOURCES
Assessment indicates that Randy’s aggression is maintained by adult attention. Increased reinforcement reduces instances of behaviour as shown in in‐situ hypothesis tests.
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
SUMMARY:
GO FORWARD PLANNING
An in‐situ hypothesis test uses a design similar to that of a functional analysis. It is a quick switching of conditions. This test is conducted in the setting of interest and uses a functional treatment (based on the results of the Questions About Behaviour Function and most likely result from the functional analysis). The functional treatment is alternated with the baseline condition (no treatment implemented). For Randy, the hypothesized function is attention. Six days were used to complete the in‐situ hypothesis test. For three of the days, Randy was provided continuous attention from 9:00AM‐ 3:00PM and for three days; no treatment was implemented, though data was collected on behaviour. This assessment will be re‐run as Randy was sick during the last three days of the assessment. No Continuous Continuous Continuous No No Treatment Reinforcement Reinforcement Reinforcement Treatment Treatment April 10, April 11, 2012 April 12, 2012 April 13, 2012 April 14, April 15, 2012 2012 2012 2 1 0 0 2 0 Repeat of assessment: No No Continuous No Continuous Continuous Treatment Treatment Reinforcement Treatment Reinforcement Reinforcement April 28, April 29, April 30, 2012 May 1, 2012 May 2, 2012 May 3, 2012 2012 2012 3 2 1 2 1 1 Total Behaviour during NO TREATMENT – 8 Total Behaviour during CONTINUOUS REINFORCEMENT – 4
POSITIVE BEHAVIOUR SUPPORTS
IN‐SITU HYPOTHESIS TEST:
INTRO & CONTEXT COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
BEHAVIOUR SUPPORT PLAN: INTRODUCTION: Background Information: Randy is 31 years old. He moved to MARKHAM on Dec 31, 2004. Currently lives at the TORONTO HOUSE with 8 gentlemen and 10 women with at least 3 staffs present at all times. Will and Cathy (parents) live in TORONTO with a sister (Vicky) and have regular weekend visits (every 1‐2 weeks). Medical Information: Diagnoses: Autism, hyperactivity, developmental delay, anxiety disorder and presents with aggressive behaviours. Medical diagnosis: Low Thyroid, high blood pressure Current Physicians: Dr. Wong (psychiatrist) is currently involved in the management of Randy’s challenging behaviour. Dr. Kormier is his family practitioner. Current Medications: (none; SDM will not support) Communication Modality: ‐ speaks few words (mom, dad, hamburger, Vicky) ‐ will bring people to what he wants Need for Behavioural Support: ‐ uses aggressive behaviour to access attention from staff and peers ‐ placement at day program has been put “on hold” ‐ staff are not wanting to work with Randy ‐ peers are afraid of Randy
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
GOALS: 1. To have Randy learn an appropriate way to ask people to sit with him or do an activity with him 100% of the time. 2. To have Randy be able to spend time alone doing a preferred, leisure or functional activity for up to 10 minutes. 3. To have Randy return to Day Program at least 2 days a week. 4. To have Randy participate in more sports activities at least 2‐3 times a week. 5. To have consistency in terms of amount and quality of attention in all environments (parent’s home, residence and day program).
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CART Workbook for COACHES: Key Person
INTRO & CONTEXT
TARGET BEHAVIOURS TO INCREASE:
PROACTIVE NTERVENTIONS
gaining attention by using a picture card tolerance to being alone increasing time doing an activity
FUNCTIONAL BEHAVIOUR ASSESSMENT:
CART Workbook for COACHES: Key Person
Page 13
MY DEVELOPMENT
KEY PERSON
Function of Behaviour: Data on target behaviours were collected by staff at the TORONTO residence in the form of incident recording (e.g., ABC); incident reports, scatter plot and questionnaire and interviews (Questions About Behaviour Function, and FAST). Data were reviewed to identify frequency, intensity, duration and discrimination of target behaviour and to determine likely function(s). A Functional Analysis was conducted on two days during March 2012. Four different conditions were run all based on a hypothesized function of Attention, and Tangible (from Questions About Behaviour Function). Each condition was run for 10 minutes. Questions About Behaviour Function The Questions About Behaviour Function is an indirect measure designed for the functional assessment of behaviour problems in persons with developmental disabilities. Caretakers rate on a four point likert‐type scale for each item on a 25 item questionnaire. The instrument yields five categories reflecting the behaviour functions of Attention, Escape, Physical, Tangible, and Non‐social. The Questions About Behaviour Function is helpful in developing a hypothesis of the function of the target behaviour.
TEACHING SKILLS
See above (pages 3 and 4)
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
SUMMARY OF BIOPSYCHOSOCIAL ASSESSMENT:
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
‐ ‐ ‐
GO FORWARD PLANNING
UNDERSTANDING BEHAVIOUR
Aggression: In the form of grabbing and pinching others. This behaviour may result in bruises due to Randy digging fingers into flesh. He typically targets the upper arms and exposed skin. Females are targeted more than males. Before an aggressive attempt, Randy may watch someone and track their movements with his eyes or may begin to spit at a person.
POSITIVE BEHAVIOUR SUPPORTS
TARGET BEHAVIOUR TO DECREASE:
RESOURCES
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Staff 1 Attention
Staff 2 Attention
Staff 3 Attention
Staff 4 Attention
2
Sensory
Tangible
Sensory
Tangible
3
Tangible
Sensory
Tangible
Physical
4
Escape
Physical
Escape
Sensory
5
Physical
Escape
Physical
Escape
Functional Analysis: Please refer to attached Functional Analysis Summary Attached (as above in this document). ABC Analysis: ABC Data suggest that target behaviours serve as an attention functions for Randy. Behaviour functions for Randy were identified in the order (most significant to least significant) that appears below. Frequency, Intensity, Duration, and Discrimination have also been designed based on ABC Analysis in the form of ABC Charts and Incident Reports.
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
Results: Ranking 1
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CART Workbook for COACHES: Key Person
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
Frequency, Intensity, Duration, Discrimination Based on ABC Analysis:
Frequency:
Grabbing 4x/month
Intensity:
Result in bruises due to Randy digging fingers into flesh.
Duration:
Grabbing 1‐3 minutes
Discrimination:
Females are targeted more than males. Occurs more often when at the residence
CART Workbook for COACHES: Key Person
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
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RESOURCES
Situations where target behaviours are less likely to occur (i.e., low risk times) include: When engaged by staff (receiving praise, conversing, receiving attention, completing preferred activities) When involved in preferred activities (puzzles, playing drums, listening to gospel and reggae music, singing songs, eating snacks, going for van ride, watching TV, playing catch with/bouncing a basketball) When engaged in completing routine tasks (staff directed with short instructions e.g., “can you help me?”, “can you sweep the floor?”, “can you carry this for me?”) Cooking (enjoys stirring food in pots) Attending music in the center, swimming, expressive arts During meal times Situations where target behaviours are more likely to occur (i.e. high risk times) include: When bored (lack of stimulating/structured activity) When staff attention is low or absent (staff in different area than him) When all staff are not consistent with their approach (following the Behaviour Support Plan) When Randy is feeling sick or ill When there is too much commotion in house When dogs are present When denied access to something he has requested without being offered an alternative
KEY PERSON
LOW RISK VS. HIGH RISK CONDITIONS:
MY DEVELOPMENT
PROACTIVE NTERVENTIONS
In the form of grabbing and pinching others. This behaviour may result in bruises due to Randy digging fingers into flesh. He typically targets the upper arms and exposed skin. He may also bring the individual grabbed down to floor or bring in the direction he wants. Females are targeted more than males. Before an aggressive attempt, Randy may watch someone and track their movements with his eyes or may begin to spit at a person
CHANGING CONSEQUENCES
Definition:
UNDERSTANDING BEHAVIOUR
Aggression
INTRO & CONTEXT FUNCTIONS OF BEHAVIOUR
Access to preferred activities
Respecting personal space
Must receive regular positive interactions
Non‐preferred activities/items: Waiting – for an activity or requested item Being alone Absence of staff attention Loud environments Large crowds Sitting idly for too long Changes to routine/staff inconsistencies
MY DEVELOPMENT
KEY PERSON
RESOURCES
Staff must be trained to follow the Non‐ Contingent Reinforcement Protocol
Preferred Activities/Items: Music (reggae and gospel) Television – Randy will watch TV with staff if asked to do so, it is more about being with staff then actually watching what is on. Van rides – to pick up treats or look at scenery Walks – in backyard or at a trail Visiting his family Eating meals, snacks (apples, popcorn) Playing catch or bouncing a basketball with staff Puzzles (9pc or preschool level) Lying in bed Playing his drums Jumping on trampoline Going to church with his family Singing songs (his own tune) Assisting staff with cooking (stirring items), or routine chores Playing chase
TEACHING SKILLS COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS GO FORWARD PLANNING
Person’s Non‐Negotiable Access to music. Enjoys gospel and reggae Interaction provided consistently throughout the day following the Non‐ Contingent Reinforcement Protocol
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
“NON‐NEGOTIABLE” CONDITIONS: Program Non‐Negotiable Gentle interactions with others Appropriate sexual behaviour
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CART Workbook for COACHES: Key Person
INTRO & CONTEXT
Non‐Contingent Reinforcement PROCEDURE: (A separate program, more detailed, has been written for this program) 1. Set the Timer to initial delivery schedule – currently at a 22 minute NCR interval 2. When the Timer goes off, deliver the reinforcer –attention such as drumming with him, providing music/games for him to engage in, bringing him preferred foods/drinks, going for walks (for at least 2 minutes) 3. If Randy engages in aggression during the interval, continue to provide the reinforcement on schedule. However, if aggression occurs right at the point the Timer goes off, wait 1 minute to provide reinforcement, to avoid reinforcing the aggressive behaviour.
CART Workbook for COACHES: Key Person
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POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES
FUNCTIONS OF BEHAVIOUR TEACHING SKILLS
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS GO FORWARD PLANNING
PREVENTION (ANTECEDENT STRATEGIES): 1. Increase staffing ratio for Randy 2. Staff are to wear protective sleeves when working one‐on‐one with Randy, all other staff are to wear long sleeves and layers when working in the residence. Peers are encouraged to do the same. 3. Staff are to provide as much attention as possible – Randy does not like TV, this is not a good activity to set Randy up with. Actively try to find activities that Randy likes and that he can do by himself. If staff need to go to another area of the house, bring Randy with you and find something for him to do nearby. Chat with him every 2‐3 minutes. 4. Have Randy help staff with chores around house. He does not mind being given instructions ‐ “can you help me?”, “sweep the floor”, “carry this for me”. Randy also enjoys cooking (enjoys stirring food in pots). 5. Keep Randy active during the day to use up his energy – running/walking on trails or indoor track, swimming at rec centre. 6. Tell Randy when you cannot provide 1:1 attention. e.g., “I need to answer the phone; I’ll be back in 5 minutes.” Praise him when you return to room. e.g., “You did a great job waiting!” Be as quick as possible when you do need to leave him. 7. When staff need to divide their attention to other residents or household duties, set Randy up with a preferred activity. Praise him when you return to room. e.g., “You did a great job waiting!”
RESOURCES
OBJECTIVES: 1. To have Randy learn an appropriate way to ask people to sit with him or do an activity with him 100% of the time. 2. To have Randy be able to spend time alone doing a preferred, leisure or functional activity for up to 10 minutes. 3. To have Randy return to day program at least 2 days a week. 4. To have Randy participate in more sports activities at least 2‐3 times a week. 5. To have consistency in terms of amount and quality of attention in all environments (parent’s home, residence and day program).
KEY PERSON
POSITIVE BEHAVIOUR SUPPORT STRATEGIES:
MY DEVELOPMENT
INTRO & CONTEXT
Upon success, the schedule of reinforcement will be thinned meaning that the DRO interval will be progressively increased by 5‐10%. Apparatus required for intervention: Timer – to prompt mediator to provide the reinforcer when DRO interval elapses. Datasheets – Simple Frequency Data Kevlar – Sleeves and Gloves SKILL BUILDING (REPLACEMENT BEHAVIOUR): Teach appropriate functionally equivalent replacement skill for undesired behaviour (e.g., asking for staff to sit with him or do an activity with him). Teach tolerance to being away from others – up to 10 minutes Use Assessment of Functional Living Skills to determine skills that staff can teach him – functional one‐on‐one time Teach leisure skills – increase the amount of time he spends on known activities and find new activities that interest Randy. INTERVENTION STRATEGIES (TO USE ONCE PROBLEM BEHAVIOUR HAS OCCURRED): Avoid giving the problem behaviour high quality attention. Try to act as neutral as possible. Redirect Randy to his room or an area away from others with minimal attention (keep language at a minimum. Use gestures and avoid eye contact) See Crisis plan Reminder: When Randy is using appropriate behaviours provide him with high quality, 1:1 attention PRN PROTOCOL With psychiatrist signature (attached)
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
4. In addressing Randy’s aggression use a neutral voice, direct him to another area away from peers, and try not to provide him with additional reinforcement when there is behaviour.
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CART Workbook for COACHES: Key Person
RESOURCES
GO FORWARD PLANNING
CART Workbook for COACHES: Key Person
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COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
FADING AND ELIMINATION OF INTRUSIVE BEHAVIOUR INTERVENTION STRATEGIES The purpose of the person’s Behaviour Support Plan and the Person Directed Plan is to focus on preventative and proactive interventions and incorporates a positive behaviour approach to guide staff to safely and effectively manage challenging behaviour with the outcome of successfully eliminating all intrusive behaviour interventions such as mechanical restraints, PRN dispensation and social isolation. Recommendations for fading or eliminating intrusive behaviour interventions are: Positive Behaviour Strategies listed should be tried and exhausted before any intrusive measure is used. The administering of a PRN is considered intrusive behaviour strategies, and should be deemed as a last resort. If through successful redirection to preferred activities and ensuring that choices are provided and support is given towards goals we can eliminate his PRN. If a PRN has not been administered for 6 months we will refer to his consulting psychiatrist to have his PRN discontinued. Continue to have Randy and his family involved with development with his Person Directed Plan. Support Randy with all goals while providing choices and education on subjects of interest. Comply with all aspects of Randy’s NCR Protocol Communication between staff and new hirers, also include family. DOCUMENTATION: Document all occurrences of problem behaviour as it happens or by the end of each shift. Behaviour data are reviewed on an on‐going basis for program evaluation and revisions to this Support Plan will be made as required. The following is a list of all documents that must be completed for Randy. o ABC Charts o Incident Reports if applicable o Hygiene Charts o Interval Tracking/data collection Non‐Contingent Reinforcement Data Collection; which includes Bristol stool chart, food log, and access to tangibles.
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR TEACHING SKILLS COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
IMPLEMENTATION AND MONITORING: All designated TORONTO HOUSE support staff are required to review contents of this Behaviour Support Plan as it becomes available during initial implementation, if revised, or during annual review on SOP. Managers will ensure that all support staff have reviewed by means of monitoring staff activities via SOP (Read/Unread document feature). Supervisors or designate will provide training, and feedback (7 step feedback protocol) to support staff to facilitate the consistent implementation of any strategies outlined within this document. Ongoing behaviour data will be collected by support staff in the form of ABC data collection and or incident reports. Treatment adherence conducted and data collected by Supervisors to ensure that Behaviour Support Plan is being followed as written and to evaluate its effectiveness with dealing target behaviours, skills acquisitions and consequence strategies with the goal of fading intrusive measures. The following professions have agreed to the information, intervention and recommendations contained within this document with the exception of intrusive measures, which can only be approved by the consulting Psychiatrist, Psychologist, Psychological Associate, Physician or a Behaviour Analyst certified by the Behaviour Analyst Certification Board(Regulation 299/10, 18(3)(e)). Signatures: Author Individual or Substitute Decision Maker Supervisor Certified Behaviour Analyst
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CART Workbook for COACHES: Key Person
KEY PERSON
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MY DEVELOPMENT
GO FORWARD PLANNING
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
Directive: Take control of an escalating situation by setting limits. Staff offers clear expectations. Offer available activities. Avoid power struggles. Verbally redirect to quieter area in a calm yet firm manner. Clear audience from area, if not possible, direct Randy to a secluded area (bedroom, outside
Defensive: The beginning stage of loss of rationality. Intensity increasing to faster more forceful pacing and running placing hands on wall once he has reached one end of hallway and projecting himself off wall and running to other wall. Restlessness (cannot sit / lie down or focus on a task).In and out of bedroom, will not engage in any preferred activity Refuses to follow verbal direction will not comply with any request (covering his ears with loud vocalization)
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
Supportive: An empathic, non-judgemental approach. Ask what he wants? Ask Randy to show you. Offer available activities such as music, drums, sports. Please ensure staff engage Randy during redirection to activity and quiet area. Verbally redirect Randy to a calming area to divert attention (e.g., downstairs, outside for a walk at the back of house, rocking chair in back or alternative when on family visit etc.) in a calm yet firm manner. Give clear answers to his questions, answer him. Comply with reasonable requests Be prepared to evacuate peers.
Anxiety: A noticeable change or increase in behaviour. Excessive pacing/running back and forth in hallway Crying loudly, loud vocalizations, this will increase in intensity. And duration. Repeated requests for items or wants after he has received the answer or item such as van rides, hamburger etc.
RESOURCES
Mediator’s Approach to Behaviour
Randy’s Behaviour
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
POSITIVE BEHAVIOUR SUPPORTS
lower demands with reinforcement to regain rapport
Therapeutic Rapport: An approach used to re-establish communication.
Tension Reduction: Decrease in physical and emotional energy. Randy quieter, content with activity and surroundings. Happy, laughing Apologetic to staff “Buddy” Complies with requests
UNDERSTANDING BEHAVIOUR
Nonviolent Physical Crisis Intervention: Continue with redirection in a calm yet firm manner – limit verbal instructions Clear audience from area, if not direct Randy to a secluded area where he can be monitored safely(bedroom/outside) If Randy is causing harm to himself or others please utilise your Crisis Prevention Intervention training geared towards this particular situation. Always make sure you are in Crisis Prevention Intervention stance and that if back up is needed and alone contact on call Manager and please refer to personal alarm memo in regards to direct alert.
Acting-Out: The total loss of rational control. Grabbing/pinching staff or peers usually on fleshy under part of arm. Spitting
CRISIS PLAN: INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
ADHERENCE CHECKLIST:
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INTRO & CONTEXT
CART Workbook for COACHES: Key Person
MY DEVELOPMENT
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KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
BASELINE AND TREATMENT DATA:
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INTRO & CONTEXT
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT Coach Knowledge and Skills Self-Assessment
UNDERSTANDING BEHAVIOUR
Coach Knowledge Areas (Put ‘S’ for key strengths and ‘D’ for development) The difference between managing and coaching
The specific skills involved in coaching
How to structure and carry out an effective coaching session
The benefits of coaching the staff you support
Effective non‐judgmental communication methods
Collaborative practices, utilizing internal and external professionals, to support a person with a developmental disability
How to engage staff in collaborative problem solving
Self‐reflection methods and impacts
Agenda elements for an effective and comprehensive debriefing process
Skill deficits and their effect on performance
Environmental variables and their effect on performance
What comprises effective feedback
How and when to include staff in behaviour support planning
How to structure a conversation with staff about poor performance
How to encourage staff to be more reflective
The information and data that staff will need to contribute to Functional Behaviour Assessments and Behaviour Support Plans
The key elements of a Positive Behaviour Support approach
The skills your staff need to possess in order to use a Positive Behaviour Support approach
What Biopsychosocial means in the context of the people your staff support
How to plan and structure a problem performance conversation
CART Workbook for COACHES: My Development
Page 1
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
INTRO & CONTEXT POSITIVE BEHAVIOUR SUPPORTS UNDERSTANDING BEHAVIOUR PROACTIVE NTERVENTIONS CHANGING CONSEQUENCES FUNCTIONS OF BEHAVIOUR TEACHING SKILLS COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
I challenge practices in the work environment which are inconsistent with a person directed, positive support approach
I communicate to staff the expectation that they will work collaboratively to provide the best support possible to the people we serve
I am willing to acknowledge and discuss my own assumptions and biases
I use language with others that is free of blame and judgement
I identify and manage my own emotional reactions in challenging or uncomfortable situations and/or conversations
I use paraphrasing to check for understanding of others’ messages (the content, intent, and feeling)
I ask questions and listen actively to find out about, and understand, others’ perceptions and experiences
I demonstrate empathy and concern toward others when they have personal problems (or suffer a loss)
I provide others with feedback that is specific and relates to what I observed
I build relationships and/or focus on needs by spending quality (undistracted) time with others
I demonstrate patience while others learn, grow, and (may) make mistakes
I ask others to provide me with candid, honest feedback
I reflect on, and take action in response to, the feedback I receive
I implement suggestions from others that relate to skill building in the work environment
I incorporate others’ inputs and ideas when adapting the work environment
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
Coach Skill Areas (Put ‘S’ for key strengths and ‘D’ for development) Model
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CART Workbook for COACHES: My Development
INTRO & CONTEXT
I observe my staff to look for any environmental impacts – e.g., when they are burned out, stressed, or need time for self care
I observe and ask for information to learn what motivates each of my staff as individuals
I ask about and explore each staff’s career goals
I ask my staff to tell me how they (as an individual) would like to be coached
I schedule and use individual coaching time with each staff on a regular basis
I communicate performance expectations directly and clearly with my staff
I ask open‐ended questions to encourage staff to share their thoughts, feelings, and work challenges
I provide positive feedback when I notice staff using effective support approaches with the people they support
I celebrate successes with staff individually and as a team
I collaborate with staff to identify and build on their individual strengths
I observe and participate with staff in their day‐to‐day roles, when I can
I am a ‘sounding board’ for staff when they need to ‘vent’ or problem solve
I focus coaching sessions on specific goals, needs, and action plans
I actively encourage my staff to reflect on their experiences
I coach all my staff, not just those with problem performance
CART Workbook for COACHES: My Development
Page 3
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Support
INTRO & CONTEXT
I ask my staff to tell me about the challenges they face in providing support to people
I provide ‘just‐in‐time’ performance feedback to facilitate learning
I provide staff with relevant learning resources and training opportunities
I initiate tough performance‐related conversations and build action plans with staff for improvement and follow‐up
I encourage my staff to make their own decisions and take self‐directed action (when appropriate) versus asking me what to do
I actively support and encourage staff when they try new skills and make mistakes
I use questioning to help staff identify their own solutions to problems
FUNCTIONS OF BEHAVIOUR
I constructively challenge staff views in a way that helps them learn
I use an effective debriefing process to identify ways people can learn, environments can be altered, and practices can be improved
I help staff reframe their perceptions to encourage them to consider other points of view or alternative actions
I provide ‘skill’ teaching in the environment in which staff work
I keep an ‘ear to the ground’ to look and listen for signals that my help is needed
I seek opportunities for staff to contribute to assessment processes and behaviour support and clinical planning
I challenge my staff to ‘stretch’ – extend themselves to the fullest of their abilities
I problem solve with staff when I perceive that they are resistant to change or development
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
TEACHING SKILLS
POSITIVE BEHAVIOUR SUPPORTS
Facilitate
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CART Workbook for COACHES: My Development
KEY PERSON
RESOURCES
GO FORWARD PLANNING
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PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
Goal: Outcome: Measures of Success:
ACTION PLAN Completion Date
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CHANGING CONSEQUENCES
GOAL #1
FUNCTIONS OF BEHAVIOUR
Resources or Supports
TEACHING SKILLS
Actions
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
POSITIVE BEHAVIOUR SUPPORTS
MY DEVELOPMENT
My Development Plan INTRO & CONTEXT
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS TEACHING SKILLS FUNCTIONS OF BEHAVIOUR
CHANGING CONSEQUENCES PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
GOAL #2
Goal: Outcome: Measures of Success:
ACTION PLAN
Actions
Page 6 Resources or Supports
Completion Date
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CART Workbook for COACHES: My Development
INTRO & CONTEXT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
CART Workbook for COACHES: My Development
2
3
4
5
Completion Date
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PROACTIVE NTERVENTIONS
ACTION PLAN
CHANGING CONSEQUENCES
Resources or Supports
FUNCTIONS OF BEHAVIOUR
Actions
TEACHING SKILLS
1
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Goal: Outcome: Measures of Success:
MY DEVELOPMENT
GOAL #3 INTRO & CONTEXT
INTRO & CONTEXT
KNOWLEDGE I want to learn more about this
SKILL I want to learn how to do this
TEACHING SKILLS
FUNCTIONS OF BEHAVIOUR
My Strengths
COLLABORATING TO ADDRESS CHALLENGING BEHAVIOURS
RESILIENCY SKILL I want to learn how to do this
MY DEVELOPMENT
KEY PERSON
RESOURCES
GO FORWARD PLANNING
Areas for Development
CHANGING CONSEQUENCES
PROACTIVE NTERVENTIONS
UNDERSTANDING BEHAVIOUR
POSITIVE BEHAVIOUR SUPPORTS
Worksheet | Planning for Developmental Goal Setting
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CART Workbook for COACHES: My Development