SupportingPositive Behaviors

A Person Centered PlanGeneral strategies

Individualized approaches

• Being present and participating in community life

• Gaining and maintaining satisfying relationships

• Expressing preferences and making choices in everyday life

• Having opportunities to fulfill respected roles and live in dignity

• Continuing to develop personal competencies

Five Essential Goals ofPerson-Centered Planning

Respect!

Gains

Loses

Smiles a lot Good eye contact Seeks out social interaction Good sense of humor Friendly Acknowledges social greetings Redirects nicely Very forgiving

Loud noises Flops Zones out Unaware of personal space Grinds teeth Inappropriate touching Inappropriate laughing/giggling

•List any behaviors or characteristics of the person that cause him/her to gain or lose respect or his/her peers or adults.

•Under “Gains” list those things you really like about the person.

•Under “Loses” list those behaviors that you do not like to see.

What are the ABCs of behavior?

A = Antecedent(what took place just prior to the behavior?)

B = Behavior(what behavior was exhibited?)

C = Consequence(What happened immediately following the behavior?)

Antecedents

• Look carefully at the events prior to the behavior occurring.

• Some examples of what might trigger a challenging behavior:

Making demands on the personAn activity that is not a preferred activityMaybe who they are with at the timeMaybe because they are alone and want

attention

Or any multitude of things…

Behaviors

Destructive

Disruptive

Interfering Behaviors

• Conditions that increase likelihood behavior will occur

• (which can be true even for you or I)

Conflicts Transitions

Oversleeping,

lack of sleep

Hunger/thirst

Forgotten medication

• When presented with a demand (particularly 1:1 goals), Tommy will scream, yell out, and laugh to obtain attention and to avoid doing tasks.

• When making a transition to another environment, Tommy screams to get adult and peer attention.

CONSEQUENCE

What happens AFTER

the behavior occurs?

What happened before?

__ Was a demand or request made?

__ Was the child alone (no attention)

__ Was attention being given to others

__ Were you transition the child from point A to point B

__ Was there a specific peer/ sibling/ adult involved

__ Was a preferred object/activity removed

__ Was an unpreferred activity/object being forced

__ Was the child having difficulty with a task/activity

__ Were they told “no” to a request

Problem behavior:

Describe behavior

that occurred

What happened after?

__ Was a verbal redirect given

__ Was the child ignored

__ Were activity/materials removed

__ Did the adult leave the room

__ Did peers/siblings remark and/or laugh

__ Was help/assistance given

__ Was there a medical or physical condition

__ Was the child hungry/thirsty. When had they last eaten or had a drink?

__ Was the child fatigued

__ Was the child sleepy

__ Had there been a recent conflict with someone

__Sensory events (lights, noise, temperature)

__Change in schedule

__Weather conditions

__ Was the location loud or overcrowded

__ Had you spent just a little bit too much time a loud/overcrowded location

__Other (Specify)

Take notes – they will help you next time you are in a similar situation.

WHAT WAS THE ENVIRONMENT?

Some Possible Prevention Interventions

Behavior Trigger Function Change

Hitting and pushing teacher or para

Presenting writing task

Avoid writing tasks

Reduce amount of writing; provide choices; balance activities

Biting own hand

Presented with task and asked to work independently

Get teacher’s help

Divide up responsibility of task between staff member and individual; Intersperse mastered/easy with novel/difficult

Throwing and tearing materials at school

Presented with “nonfunctional” tasks (pegs, blocks)

Escape activities

Involve in more functional activities (preparing snack, running errands)

Responding Strategies

• May require a change• New ways to meet needs rather than reacting to

challenging behaviors

Lifestyle Interventions

Lifestyle Intervention Examples

Quality of Life Adaptations •Help build and keep friends•Use peers/friends/siblings to include in play group•Provide choices throughout day•Develop action plan to integrate into more inclusive/natural settings•Provide opportunities for new activities

Maintenance Strategies •Support others in making accommodations•Support others to consistently use individual’s communication system•Provide predictability to routines•Teach problem-solving strategies•Set and monitor goals (self-management)

Good support plans

Often take a preventive approach – such as

Offering choices (activities, reinforcers) and

Demands become less aversive.

Personal

•What choices can the individual make within his/her personal life?

• Identify what choices are presented to the individual within both areas.

Choices

Drink Snack Bathroom Activity Reinforcers Clothing Compliant or noncompliant

Outcomes

• Significant decrease in problem behaviors• Increase in the use of replacement behaviors• Increase in choice-making and task engagement • Complies with initiating tasks• Uses new behaviors in multiple settings

Home, school, restaurants, activities, social gatherings

• Invited by friends to join in activities

When our children are happy,we’re all happy!

The end.