Positive behaviour support Getting it right from the start
Positive behaviour support Getting it right from the start
Positive behaviour support Getting it right from the start
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<strong>Pos<strong>it</strong>ive</strong> <strong>behaviour</strong> <strong>support</strong>: <strong>Getting</strong> <strong>it</strong> <strong>right</strong> <strong>from</strong> <strong>the</strong> <strong>start</strong> - Facil<strong>it</strong>ators reference manual 71<br />
<strong>Pos<strong>it</strong>ive</strong> <strong>behaviour</strong> <strong>support</strong><br />
PowerPoint 97*<br />
<strong>Pos<strong>it</strong>ive</strong> Intervention Framework 21<br />
Proactive strategies<br />
What to do to prevent <strong>the</strong> <strong>behaviour</strong><br />
Change <strong>the</strong> environment Teach skills Introduce short term<br />
change strategies<br />
for rapid change to<br />
<strong>behaviour</strong><br />
Immediate response strategies<br />
What might help when <strong>the</strong> <strong>behaviour</strong> occurs;<br />
beginning w<strong>it</strong>h least restrictive strategies?<br />
Aim: To de-escalate and/or manage serious<br />
episodes of <strong>the</strong> <strong>behaviour</strong><br />
Aim: To ga<strong>the</strong>r relevant<br />
information about <strong>the</strong><br />
person and use <strong>the</strong><br />
information to identify<br />
areas for improvement<br />
Aim: Skill/s we can<br />
<strong>support</strong> <strong>the</strong> person to<br />
learn to use instead of<br />
<strong>behaviour</strong><br />
Aim: To promote<br />
fairly rapid <strong>behaviour</strong><br />
change in <strong>the</strong> short<br />
term<br />
Work out what <strong>the</strong> person’s <strong>behaviour</strong><br />
is trying to communicate<br />
Redirection (e.g. ‘distract’ <strong>the</strong> person<br />
by offering ano<strong>the</strong>r activ<strong>it</strong>y)<br />
Least<br />
restrictive<br />
Personal factors –<br />
- Medical cond<strong>it</strong>ions<br />
- Medication and side<br />
effects<br />
- Hunger<br />
- Sensory impairments<br />
- Communication<br />
difficulties<br />
Need for changes to<br />
environment<br />
Increased opportun<strong>it</strong>ies<br />
for access to a variety of<br />
activ<strong>it</strong>ies<br />
Based on <strong>the</strong> person’s<br />
strengths<br />
- General skills<br />
development (e.g.<br />
teaching person to do<br />
more things for self)<br />
Useful communication<br />
strategies that promote<br />
effective communication<br />
(e.g. teaching <strong>the</strong><br />
person to sign)<br />
Coping skills (e.g. teach<br />
<strong>the</strong> person what to do<br />
when feeling angry)<br />
To <strong>support</strong> <strong>the</strong> learning<br />
of new skills may need<br />
to consider:<br />
• reinforcing specific<br />
<strong>behaviour</strong><br />
• avoiding things you<br />
know upsets <strong>the</strong><br />
person<br />
• ‘dos and don’ts’ lists<br />
Trigger control<br />
Strategies to increase<br />
engagement<br />
Talk to <strong>the</strong> person and find out what<br />
<strong>the</strong> problem is<br />
Respond to early signs of <strong>the</strong><br />
<strong>behaviour</strong><br />
Respond to serious episodes of <strong>the</strong><br />
<strong>behaviour</strong><br />
‘Balanced lifestyle’<br />
Predictable environment<br />
and consistent routines<br />
Improved interactions &<br />
realistic expectations<br />
Last resort strategies to be used<br />
to prevent harm to self and o<strong>the</strong>rs<br />
- Activ<strong>it</strong>y Level<br />
- Delivery of information in<br />
a way that is meaningful<br />
- Likes and dislikes<br />
• Mechanical restraint<br />
• Seclusion<br />
• Chemical restraint<br />
Most<br />
restrictive<br />
- Create opportun<strong>it</strong>ies<br />
for control and choice<br />
Conflict tension<br />
21. The Multi element Model, La Vigna, Willis, Donnellan (Inst<strong>it</strong>ute of Applied <strong>behaviour</strong> Analysis) 1996.
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