trainer resource guide - california department of ... · trainer resource guide 10. positive...

Year 2, Session 10: POSITIVE B

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10. Positive Behavior Support, Part 2

Trainer Resource Guide


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Materials• LCDprojectorandcomputer• FlashDrive

Show Slide #1: Positive Behavior Support, Part 2

Show Slide #2: Practice and Share: Session 9 • Reviewassignment.• Askforvolunteerstosharetheirexperience.• Inthelastsession,youlearnedthefirstfivestepsindevelopinga

positivebehaviorsupportplan.• Inthissession,wewillcoverthefinalfoursteps: - Identify“learningcharacteristics. - Teachtotheindividual’sstrengths. - Identifypossiblereasonsforthechallengingbehavior. - Identifyreplacementbehaviorsorskills.

Show Slides #3 and #4: Outcomes• Reviewoutcomesforthesession.

Show Slides #5 and #6: Key Words• Reviewkeywordsforthesession.

T r a i n e r G u i d e : S E S S I O N 1 0


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PositiveBehaviorSupport:Part2S t u d e n t R e s o u r c e G u i d e : S E S S I O N 1 0

O U T C O M E S

Whenyoufinishthissession,youwillbeableto:

Behavior Support Plan

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• Identifytheway(s)theindividuallearnsbest.

• Describethereasonswhychallengingbehaviorshappen.

• Identifyreplacementbehaviorsandskills.

• Identifymeaningfulreinforcementfordesiredbehaviors.

• Describewaysyoucanchangehowyousupporttheindividualtolessenthelikelihoodofchallengingbehavior.

K E Y W O R D S

Key Word Meaning In My Own WordsPlanthatdeterminesaspecificcourseofactiontotakewhenachallengingbehavioroccurs.

Charting Progress

Recordingdataonhowanindividualisdoingonaspecifictaskoractivity.

Meaningful Reinforcement

Anyitem,event,oractivitythatfollowsadesiredbehaviorandmakesthatbehaviormorelikelytooccuragain.

Reinforcers Rewardsgivenafterthesuccessfulperformanceofadesiredbehavior.

Replacement Behavior

Skillorbehaviortouseinplaceofthechallengingbehavior,whichservesthesamefunctionasthechallengingbehavior.


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Activity: What Do You Want to Know?• Readdirectionsaloud.• Askforstudentvolunteerstoshareanswers.• Makenoteofstudentanswersandlinkbacktostudentknowledge

andinterestsasappropriateasyoureviewsessioncontent.• Attheendofthissession,youwillreturntothisactivitytogive

studentsanopportunitytoanswerthethirdquestion.


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A C T I V I T Y

What Do You Want to Know?

Directions: Think about the topic of this training session. Answer the first two questions in the space provided below. You will come back to this page at the end of the session to answer the last question.

Whatdoyoualready knowaboutpositivebehaviorsupport?

Whatdoyouwant to knowaboutpositivebehaviorsupport?

Tobeansweredattheendofthesession,duringreview:Whathave you learnedaboutpositivebehaviorsupport?

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Supporting an Individual with Challenging Behaviors• Inthelastsession,wediscussedthestepsindevelopingapositive

behaviorsupportplan.Wediscussedthefirstfivestepsindevelopingaplanindetailandyouwereintroducedtosometoolstohelpwitheachstep.Inthissession,wewillcontinueonwiththelastfourstepsoftheplanandlookatdevelopingstrategiesforsupportingindividualswithchallengingbehavior.

Opening Scenario• Readaloudandaskforsuggestedstrategiesfromthestudents.• ReviewstrategiesfromtheyearonePositiveBehaviorSupportsession,

whichstressedthat,manybehaviorscanbedealtwithby:— Creatingpositiveenvironments,whichareconducivetopositive

qualityoflife.— Examiningthecommunicativeintentofthebehavior.— Offeringtheindividualschoicesintheirdailylives.— Creatingwin-winsituationsbybeingrespectfulinyourapproachto

individuals.• Somechallengingbehaviorsrequireamoreintensiveapproach.• Reviewthestrategiesdiscussedinthelastsessionasyougothroughthis

session.

• ABehavior Support Planisaplanthatdeterminesaspecificcourseofactiontotakewhenachallengingbehavioroccurs.

Show Slide #7: The Role of the DSP in Developing a Support Plan

Show Slide #8: Steps For Developing a Positive Behavior Support Plan• ReviewkeypointsfromPositiveBehaviorSupportthelastsession.Steps

1-5werecompletedinSession9.• Askstudentstogiveexamplesofeachstepandthetoolsthatareused

foreachstep.• Askforexamplesofhowstudentshaveusedthesetoolsorcompleted

thesesteps.



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O p e n i n g S c e n a r i o

Mary has been working with Suzy over the last week. She has discussed her behavior with the other DSPs at the home and she has talked to Martha, the administrator. Together, with the person-centered planning team, they have completed the tasks from the last session. These include defining the behavior, quality of life concerns, A-B-C Chart, and a scatter plot. They have a lot of information about Suzy’s challenging behaviors but Mary is unsure of what to do with it.

Supporting an Individual with Challenging BehaviorsIntheprevioussession,wediscussed

developingaBehavior Support Planasameansofsupportinganindividualwithchallengingbehavior.Asyouwillrecall,aBehavior Support Planisaplanthatdeterminesaspecificcourseofactiontotakewhenachallengingbehavioroccurs.DSPswhosupportanindividualwithchallengingbehaviorshouldbeincludedaspartoftheteamthatisanalyzingthebehavioranddevelopingandimplementingtheplan.ThisisimportantbecauseDSPsoftenhavethemostinformationandthemostfrequentcontactwiththeindividual.Youmaybeaskedtoassisttheteaminseveralways:• Collectinformationonthedaily

activitiesoftheindividual(individual’sdailyschedule,individualprofile).

• Collectinformationonthespecificsofthechallengingbehaviorssuchashowoftenitoccurs,underwhatcircumstances,etc.(ScatterPlotandA-B-CDataSheet).

• Developsuggestionsforreplacementbehaviorsandactivities.

• Implementtheplan.• Collectdataonhowtheplanis

working.• Helpinformtheteamonthesuccess

ofthestrategiesintheplan.

WealsodiscusseddevelopingaBehaviorSupportPlan,whichinvolvesateameffortandincludesthefollowingsteps:1. Identify “Quality of Life”areas

thatmaybelackingandthereforecontributingtobehaviorchallenges.

2. Identify and define the challenging behavior(s)bypreciselydefiningexactlywhatthepersondoes.

3. Identify the antecedents(behavioraltriggersandotherfactors)thatarepresentimmediatelybeforethechallengingbehavioroccurs).

4. Identify other eventsincludingmedicalvariables,activity,environment,peoplepresent,timeofday,etc.,thatmaybeinfluencingbehavior.

5. Identify the consequencesthathappenafterthebehaviorthatmaybereinforcing(maintaining)thechallengingbehavior.

6. Identify “learning characteristics”oftheindividualsoyouknowhowtheindividuallearnsbest.

7. Usetheindividuallearningcharacteristicstoteach to the individual’s strengths.

8. Identify possible reasons for the challenging behavior.Whatistheindividualgettingoravoidingthroughtheirbehavior?

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Supporting an Individual with Challenging Behaviors (cont.)

Show Slide #8: Developing a Positive Behavior Support Plan (cont.)• Reviewsteps9and10.

• Thefollowingrelatestoalearningoutcomeandmayappearonthequiz. Outcome: Identify way(s) the individual learns best.

Step 6: Indentifying Learning Characteristics

Show Slide #9: Step 6: Identify Learning Characteristics• Review.• Askstudentstothinkabouthowtheylearnbest.

• Itiscommontohavestrengthsinmorethanonearea.• “Youmayhavenoticedthatveryfewofyouraisedyourhandswhenaskedif

youwereanauditorylearner.Thatisbecausemostpeoplearenotauditorylearners.

• Wemostoftengiveinformationtotheindividualswesupportverballywhenthatmaynotbethebestwayforthemtolearnnewinformation.”

• Reviewsection.

Step 7: Teaching to the Individual’s Strengths

Show Slide #10: Step 7: Teaching to the Individual’s Strengths• Review.• Thefollowingrelatestoalearningoutcomeandmayappearonthequiz.



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9. Identify replacement behaviorsor skills that:a. Allowtheindividualtogettheirneedsmetinamoresociallyappropriateway.

b. Will“work”justaswellasthechallengingbehavior.

Wethenwentintogreaterdetailaboutthefirstfivestepsandlearnedhowto

Step 6.Identify “learning characteristics”oftheindividualsoyouknowhowtheindividuallearnsbestwhenteachingnewskillsandreplacementbehaviors.Youmustmatchyourteachingstyletotheindividual’slearningstyle.

Thinkabouthowyoulearnbest.Asyousitthroughtheseclasses,whatdoyoufindisthebestteachingstyleforyou?Typesoflearningstyles:• Auditorylearner:Learnsbestthrough

whatisheard.Doyoufindthatyoucanlearnbestbylisteningtosomeonetellyouaboutsomething?Whenyouaskfordirections,doyoulikethepersontotellyouhowtogetthere?

• Visuallearner:Learnsbestthroughwhatisseen.Doyouneedtoseethingsinordertolearn?Doyoufindtheoverheadsornotepagesinyournotebookhelpyou?Doyouprefersomeonetodrawyouamapinsteadoftellingyouhowtogettoanewlocation?

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Supporting an Individual with Challenging Behaviors (cont.)useanA-B-Cdatasheet.Thisprocesshelpstoidentifywhatishappeningbeforethechallengingbehaviorandthatmaybe“triggering”thebehaviorand/orwhathappensafterthebehavior,whichmayreinforcethebehavior.

Thissessionwillfocusontheremainingfourstepsandwillallowforpracticeofthesenewskills.

Step 6: Identifying Learning Characteristics• Kinesthetic-motorlearner:Learnsbest

bydoing.Doyoulikeactivitiesto“try”outanewskill?Doyouneedsomeonetotakeyoutoanewlocationbeforeyoucanlearnhowtogetthere?Itiscommontohavestrengthsinmore

thanonearea;forexample,individualswithautismtendtobebetter“visual-motor”learnerswholearnbestbybothseeinganddoing.Youmayhavenoticedthatveryfewofyouraisedyourhandswhenaskedifyouwereanauditorylearner.Thatisbecausemostpeoplearenotauditorylearners.Yet,howdoyougiveinstructionstotheindividualsyousupport?Youmostlytendtogiveinformationverballywhenthatmaynotbethebestwayforthemtolearnnewinformation.

ThinkbacktoStep2,gettingtoknowtheindividual.AsyouwerecreatinghisorherProfile,youidentifiedtheindividual’slikesandstrengths.Identifyingtheindividual’sstrengthsshouldgiveyouanideaofhisorherpreferredstyleoflearning.YoucanalsorefertotheIPPforadescriptionoftheindividual’slearningstyles.

Step 7: Teaching to the Individual’s StrengthsStep 7.Use the individual learning

characteristics to teach to the individual’s strengths.Ifanindividuallearnsbestbywhatheorshesees,thenyoushouldmaximizetheuseofgestures,modeling,andvisualcuessuchaspictures

andobjects.Ifanindividuallearnsbestbyactually“doing”anactivity,youshouldpromoteopportunitiesforparticipationinhealthyroutinestohelptheindividualacquirenewskillsandbehaviorstoreplacethechallengingroutinesandbehaviors.


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Step 7: Teaching to the Individual’s Strengths (cont.)

Show Slide #10: Step 7: Teaching to the Individual’s Strengths (cont.)• Review.• Thefollowingrelatestoalearningoutcomeandmayappearonthequiz.

Step 8: Identifying Possible Reasons for Challenging BehaviorShow Slide #11: Step 8: Identify Possible Reasons for Challenging Behavior

• Review.

Outcome: Describe the reasons why challenging behaviors happen.

Show Slide #12: DSP TV, Scene 17: Understanding Behavior I

• Clicktoplayvideo.

Show Slide #13: DiscussionAnswers:1. WhatisDavidcommunicating? That he wants to watch TV.2. Whatishegetting? Avoiding folding laundry.3. Whatarethetriggers?

Being asked to do a task; turning off the TV, physically prompted away from the TV.

Show Slide #14: DSP TV, Scene 18: Understanding Behavior II


Show Slide #15: DiscussionAnswers:1.WhatdoesDarrelldodifferently?

Provides David with a choice of waiting until after his TV show to fold laundry. Provides David with a choice of what laundry to fold.

2.HowdoesDavid’sbehaviorchange?David does not have challenging behaviors.

3.HowdoesitaffectDavid’squalityoflife?He is respected and his preferences are honored.



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Toensuremaximumlearning,matchyourteachingstyletotheperson’slearningstyle.Thebestteachingstrategyistouseall learningmodalitieswhenteachingby:• Saying.

• Showingandmodelingwithvisualcuesandgestures.

• Actuallydoing;thatis,roleplayingandpracticingtheskillintheactualsettingwhereyouwanttheindividualtodis-playthatskillorbehavior.

AvoidanceSomebehaviorshelpapersonto

escapeoravoidthingstheydon’tlikesuchascertainactivities,jobs,people,orplaces.

Examples:Procrastinating(puttingthingsoff),daydreamingduringthisclass,andsoon.Inextremecases,tantrumingor“actingout”areexamplesofescapebehavior.

AttentionSometimesindividualsengage

inbehaviorstobenoticedortogetattentionfromeitheroneormorespecificindividuals,orfromawholegroupofpeoplewhoarearoundtogiveattention.

Examples:Startingaconversation,whining,pouting,interrupting,andsoon.

Tangible ConsequencesIndividualsusebehaviorsfortangible

reasonsto“get”somethingtheydesiresuchasafavorite,object,food,token,money,apaycheck,orafavoriteactivityorgame.

Example:Workingatyourjobsisanappropriatebehaviorthatweusetoearnapaycheck.

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Step 7: Teaching to the Individual’s Strengths (cont.)

Step 8: Identifying Possible Reasons for Challenging Behavior

Step 8. Identify possible reasons for the challenging behavior.Whatistheindividualgettingoravoidingthroughhisorherbehavior?Thereareavarietyofassessmenttoolstohelpyoudevelopahypothesisor“bestguess”astowhy thebehaviorishappeningandwhat thebehaviorissaying.Isthebehaviorrelatedtohungerormedicalissuessuchaspain,allergies.Isthebehaviorawaytoget,avoid,orescapesomething?Behavior Motivations

Weallhavebasicneeds.Behaviorsarestrategiesthatweusetocommunicateourwants,needs,andfeelingsandtogetourneedsmet.Whatmotivatesustobehaveincertainways?Individualsexhibitbehaviorforamultitudeofreasons.Sensory

Theseareinternalreasonsforabehaviorsuchaspersonalenjoyment;stimulationandpleasure,orevenpain;medicalissues;mentalillness;orneurologicalissuessuchasseizures.

Examples:Drinkingcoffee,eatingchocolate,bungeejumping,snowboarding,doingsomethingniceforsomeone,thefeelingyougetwhenyouteachsomeoneanewskill,andsoon.Forindividualswithdevelopmentaldisabilities,theseincludebehaviorsthatareoftencalled“selfstimulatory;”forexample,rocking.


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Step 8: Identifying Possible Reasons for Challenging Behavior (cont.)

Activity: Behavior Motivations

Show Slide #16: Activity: Behavior Motivations • Review.• Readdirectionsaloudtoensureunderstanding.• Althoughtherearehundredsofreasonswhypeoplebehavethewaytheydo,

forthepurposeofthisactivitywewillgroupourmotivationsintofourgeneralareas.

• Isitokayforyoutoengageinthesebehaviorstogetyourneedsmet?• Isitokayfortheindividualsyousupporttogettheirneedsmetintheseareas?



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Itisimportanttoknowthatevenextremelyinappropriateandproblembehaviorsareservinganeed fortheperson,andthatneedisnormal andvalid,evenifthebehaviorisnot.YourchallengeasaDSPistoteachtheindividualsyousupportthattogettheirneedsmettheymustusebehaviorsthataresociallyacceptable.

Thereisnodifferenceintheneedsweallhave,butthereisadifferenceinthestrategiesorthebehaviorsweusetogetourneedsmet.Someindividualsyousupportmayusestrategiesthataresociallyinappropriateforasituation,orexhibitbehaviorthatmaynotberightforthetimeandplace.

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A C T I V I T Y

Behavior Motivations Directions: Please list some behaviors that you use to get your needs met in each of the following areas.

Sensory: What behaviors do you engage in that allow you to feel good or avoid feeling bad?

Advoidance: What do you do to avoid activities you do not enjoy?

Attention: What do you do when you want attention from someone?

Tangible Consequences: What do you do to get something you want (tangible consequences)?



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Step 8: Identifying Possible Reasons for Challenging Behavior (cont.)• Reviewsection.• Thefollowingrelatestoalearningoutcomeandmayappearonthequiz. Outcome: Identify replacement behaviors and skills.

Step 9: Identify Replacement Behaviors

Show Slide #17: Step 9: Identify Replacement Behaviors • Review.


Step9:IdentifyReplacementBehaviors

• Allowindividualstogetneedsmetinappropriateway.

• Teachnewbehaviororskillvs.tryingtogetridofbehavior.

• Replacementbehaviororskillseliminateneedforchallengingbehavior(theystill“work”fortheindividual).

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Step 9. IdentifyReplacementBehaviorsorskillsthat:• Allowtheindividualtogettheirneeds

metinamoresociallyappropriateway;and

• Workjustaswellasthechallengingbehavior.

Youhavethoughtabouthowtoidentifybehaviorsandfiguredoutwhenandwhereithappens,andunderwhatcircumstancesitoccursmostfrequently.Youhavealsolookedattheindividual’sdailyactivitiesandoverallqualityoflife,butwhatdoyoudonow?Itisnowtimetolookatteachinganalternativetothechallengingbehavior—areplacementbehavior.

Youshouldfocusyourtimeonteachinganeworreplacementbehaviororskillinsteadoftryingtogetridofthechallengingbehaviors.Whenyoutrytogetridofchallengingbehaviorswithoutaddressingwhatneedthatbehaviorisserving,theindividualwillusuallycomeupwithanewbehaviortotakeitsplaceandoftenthenewbehaviorisjustasbadorworsethantheoldone.Whenyouteachindividualsreplacementskillsthataremoresociallyappropriateandthatstillworktogettheirneedsmet,theneedtousetheoldchallengingbehaviornolongerexists.

DSPsmustoftenteachindividualsnewbehavioralstrategiesthataremoresociallyappropriateforeachsituationinordertogettheirneedsmet.

Itisamyththatallindividualswithchallengingbehaviorarejusttryingtogetattention.Infact,thesamebehaviormaybeusedinseveraldifferentways.Aggressioncanbeusedtogetattention

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Step 9: Identify Replacement Behaviors

onetimeandonadifferentoccasiontoescapesomethingapersondoesn’tlike.

Researchshowsthatindividualsengageinchallengingbehaviortogetattentiononlyabout25%ofthetime.

Replacementskillscaninclude:• Communication• Socialskills• Assertivenessskills• Hobbies,recreation,andleisureskills• Copingstrategiesandproblemsolving

skills• Self-care,domestic,andcommunity

skills• Teachingnewproductiveroutinesto

replaceroutinesthatareharmful• Relaxationskills

Yourgoalistofocusonteachingnewskills,especiallyskillsthatservethesamepurposeasthechallengingbehavior.Whenidentifyingreplacementbehaviorsandskills,itishelpfultoworkasateamwithotherpeoplewhoknowtheindividualwell.Duringthisphase,itisalsohelpfultoincludetheindividual,whenpossible,inthedevelopmentofthestrategies.Themoreideasyouhave,themorelikelyitisthatonewillbesuccessful.Remember,youdon’twanttogetridofchallengingbehaviorwithoutteachingsomethingmoreappropriatetoreplaceit.


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Step 9: Identify Replacement Behaviors (cont.)

Show Slide #18: “The replacement behavior must:” • Review.• Askstudentstogiveanexampleofachallengingbehavioranda

possiblereplacementbehaviortheyhavetriedorthoughtof.• Usingtheexample,gothroughthefourguidelinesandseeifit

meetsthecriteria.

Show Slide #19: 4 Steps When Determining Replacement Behavior• Review.

• Reinforcersarerewardsgivenafterthesuccessfulperformanceofadesiredbehavior.

Thereplacementbehaviormust…• Servethesamepurposeasthechallengingbehavior.

• Receivereinforcementassoonorsoonerthanthechallengingbehavior.

• Getasmuchormorereinforcementthantheoriginalchallengingbehavior.

• Bejustaseasyoreasiertodothanthechallengingbehavior.

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4StepsWhenDeterminingReplacementBehavior

1. Identifypossibleconsequencesthatmaybereinforcing.

2. Figureoutwhatindividualisgettingoravoidingthroughbehavior.

3. Identifyreplacementbehaviorsorskills.

4. Describeplantoreinforcenewbehaviororskill.

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Thereplacementbehaviormust:• Servethesamepurposeasthe

challengingbehavior.• Includeapayoff(reinforcement)as

soonorsoonerthanthechallengingbehavior.

• Getasmuchormorepayoff(reinforcement)thantheoriginalchallengingbehavior.

• Bejustaseasyoreasiertodothanthechallengingbehavior.Whenreviewingthedatarecordedon

anindividualsA-B-Cchart,youshouldgothroughfourstepswhendeterminingpossiblereplacementbehaviors:1. Identifypossibleconsequencesthat

maybereinforcing(ormaintaining)thebehavior.

2. Figureoutwhattheindividualiseithergettingoravoidingthroughhisorherbehavior.

3. Identifysomereplacementbehaviorsorskillsthattheindividualcanuseinfuturesituationstoservethesamepurpose.

4. Describehowyouwouldplantoreinforcethisnewskill.

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Toprovidemorechoice-makingopportunities,consideravarietyofareasincludingchoiceinschedule,activities,andmenus.Alsolookathowtoexposeindividualstoavarietyofnew activities,places,events,hobbies,andpeoplesothattheyhaveawiderarrayofopportunitiestochoosefrom.

Often,someofthethingsyousayordocanleadtobehavioralissues.Bychangingsomeofthewaysinwhichwesupporttheperson(byremovingthingsthataretriggers)canhelpthepersontoimprovehisorherbehavior.


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Show Slide #20: Activity: Identifying Positive Replacement Behaviors and Skills• Groupings:smallgroupsof3-5students.• Readdirectionsaloudtoensureunderstanding.• Reviewpossibleanswersinlargegroup.

Answers:1. SomeideasforTanya:

• Teach her to use the sign for “hurt” when you notice that she is showing signs of pain.

• Teach her to touch or point to her stomach (instead of hitting it or scratching it) when it hurts.

• Teach her to point to a picture or card that says “my stomach hurts.” Once she can do this, help her to keep this card in her wallet or purse (or at least have it available for her to use) so she can get it out and show a DSP when she feels menstrual pain.

• Other Ideas?2. SomeideasforLeon:

• Teach Leon to say “Hi” BEFORE he hits someone to start a conversation.

• Teach Leon to GENTLY TAP or touch people on the back or shoulder to start a conversation. (This will probably work best!)

• Other ideas?3.SomeideasforRobert:

• Help Robert develop a variety of community connections that he can be involved in every week, such as:

• Church or Temple activities• Social and hobby clubs• Self advocacy groups such as “People First”• Sporting events and leagues• A community college class• Other ideas?

Activity:IdentifyingPositiveReplacementBehaviorsandSkills

• Thinkofpositivereplacementbehaviorsand/orskillsforthefollowingindividuals.

• Makesurethereplacementbehaviorsand/orskillsservethesamepurposeasthechallengingbehavior.

• Shareyouranswerswiththeclass.

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Identifying Positive Replacement Behaviors and Skills

Directions: Based on the following information, think of as many positive replacement behaviors and skills as you can for each situation. Be sure to list replacement behaviors that serve the same purpose as the challenging behavior! 1. Tanya has a history of hitting and scratching her stomach. She has no verbal

language. From staff and family observations and A-B-C data, you have discovered that she hits and scratches her stomach when she is experiencing menstrual pain. When she hits and scratches her stomach, staff now knows that Tanya has a prescription in her file for Advil or Motrin as needed.

What could you teach Tanya to do instead of hitting or scratching her stomach to indicate that she is in pain and needs medication?

2. Leon has a habit of hitting or slapping people on the back. The A-B-C data shows that when people turn around after they are hit, Leon smiles and says, “Hi!” Based on the data, Leon’s support team believes that he hits and slaps people on the back to start a conversation.

What are some replacement skills you could teach Leon that would be more positive ways to start a conversation?

3. Robert loves to talk to people and has great conversation skills. He has 11 other housemates but likes to talk to staff. The challenge is that Robert wants to talk to the staff even when they are helping others. When staff members tell Robert that they can’t talk with him, Robert becomes upset and often runs away from the house and staff have to chase him. The A-B-C data shows that when Robert goes out in public places, he rarely gets upset. The home where Robert lives takes him out in the community once each week. Based on this information, Robert’s team has realized that he needs more opportunities to go out into the community and/or to talk to people.

What ideas can you think of that will help Robert to have more opportunities to go out into the community and/or talk with people?

A C T I V I T Y


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Meaningful Reinforcement• Thefollowingrelatestoalearningoutcomeandmayappearon

thequiz.• Areinforcerisarewardgivenafterthesuccessfulperformanceof

adesiredbehavior.• Meaningful reinforcement isanyitem,event,oractivitythat

followsabehaviorandmakesthatbehaviormorelikelytooccuragain.

• Reviewsection. Outcome: Identify meaningful reinforcement for desired behaviors.

Show Slide #21: Meaningful Reinforcement• Review.• Weneedtosetgoalsthatallowtheindividualdailyopportunities toreceivereinforcement.

— Ifanindividuallikescookies,youwouldnotwanttogivethemaboxofcookieseveryday.Itwouldprobablynolongerbeareinforcementtothem.Youwouldneedtohavethemworkforasmallnumberofcookies.

— Don’treinforceeverythingwiththesamereinforcement.

MeaningfulReinforcement

• Reinforcersarebasedonindividual’slikesandpreference.

• Reinforcersarevaried.

• Goalsallowindividual’sdailyopportunitiestoreceivereinforcement.

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Meaningful ReinforcementsReinforcementincludesanyitem,

event,oractivitythatfollowsabehaviorandmakesthatbehaviormorelikelytooccuragaininthefuture.Meaningful reinforcementisanyitem,event,oractivitythatfollowsabehaviorandmakesthatbehaviormorelikelytooccuragain.

Areinforcerissomethingthatapersonseekstogainorgetmoreof.Thiscanincludecertainobjects,foods,places,people,andactivities.Whendevelopingreinforcementplans,rememberthat:

Different individuals have different reinforcers!

Whenbehaviorsandskillsarenotimprovingovertime,itisoftenbecausethereinforcementplanisnotreinforcingtotheperson.Reinforcersarenot the same for everyone!Evencommonreinforcerssuchaspraiseandcookiesarenotenjoyabletoeveryone.Remember,reinforcershavetobevaried—toomuchofagoodthingisnolongerareinforcer.

Everyoneneedsandenjoysopportunitiestoreceivereinforcement.Itisimportantforeveryonetohaveanddothingsthatareenjoyableonadailybasis.

Whenanindividualdoesnothavearichlifefullofchoicesandthingstoenjoy,hisorherbehaviors,attitudes,andmotivationmaybecomechallenging.

Whendevelopingreinforcementplans,twocommonmistakesare:1. Notprovidingreinforcersthatare

meaningfultotheperson.2. Thecriteria,orgoal,fortheperson

toearnthereinforcementistoohard.(Thisusuallymeansthattheindividualisnotearningthereinforcementoftenenough.)

Tomakereinforcementplansmeaningful:• Usereinforcersthatarebasedonthe

individual’slikesandpreferencesandvarythereinforcers.

• Setgoalsthatallowtheindividualdailyopportunitiestoearnandreceivereinforcement.

Developing Support Strategies Herearemoredetailsregardingthe

ideasinthepreviouslistofstrategies.Thingsyoucanchangeateachstepof

thebehavior:Antecedent:1. Match your teaching style to

the individual’s learning styletoensurethattheindividual’slearningismaximized.Thebestteachingstrategyistouseall learningmodalitieswhenteaching:•Saying•Showingandmodelingwithvisualcuesandgestures

•Actuallydoing;thatis,roleplayingandpracticingtheskillintheactualsettingwhereyouwantthepersontodisplaythatskillorbehavior.

2. Provide more choice-making opportunities;thatis,consideravarietyofareasincludingchoiceinschedule,activities,andmenus.Alsolookathowtoexposetheindividualtoavarietyofnew activities,places,events,hobbies,andpeoplesothatheorshehasawiderarrayofopportunitiestochoosefrom.

3. Often,someofthethingsthatyousayordocanleadtobehavioralissues.Thesearecalled“triggers.”Bychangingsomeofthewaysinwhichyousupporttheperson(byremoving things that are triggers)canhelptheindividualtoimprovehisorherbehavior.

Step 9: Identifying Replacement Behaviors (cont.)


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Activity: What About Your Reinforcers?

Show Slide #22: Activity: What About Your Reinforcers• Groupings:individual.• Readdirectionsaloudtoensureunderstanding.• Askforvolunteerstosharehowtheyrespondedtoeachquestion.• Askifstudentswouldhaverespondedthesameway5yearsago?

10yearsago.Reinforcerschangeovertime.• EmphasizethatDSPsshouldkeepacurrentlistofreinforcersfor

alloftheindividualslivinginthehome.

Activity:WhatAboutYourReinforcers?

• Answerthequestions

• Shareyourresponseswiththeclass

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A C T I V I T Y

What About Your Reinforcers?

1. List some reinforcers that you enjoy (include things, activities, foods, music, people, and so on).

2. List some reinforcers that you need to have everyday.

3. How would you feel if someone told you that you couldn’t have those reinforcers today?

4. You had a bad day; (for example, you made a big mistake, such as saying or doing something truly inappropriate and you regret the action). What do you do? Circle the answer that best fits you.

a. You punish yourself by not doing anything you enjoy for the rest of the day.b. You feel bad about it and go out and do something you enjoy to help you feel better (like shopping, going out to dinner, putting your favorite CD on, meeting with a friend).c. Something else. Please share:

OnekeyconceptinPositiveBehaviorSupportistoteachapositivereplacementbehaviororskillasanalternativetoachallengingbehavior.Onceyouunderstandthe“function”ormeaningofthebehavior,youcanteachthepersonamoreappropriatewaytomeettheirneeds.


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Developing Support Strategies• Thefollowingrelatestoalearningoutcomeandmayappearon

thequiz.Outcome: Describe ways you can change how you support the individual to lessen the likelihood of challenging behavior.

• AskstudentstothinkaboutallthetoolsandstrategieswehavediscussedoverthethreesessionsonPositiveBehaviorSupport.

• Itisabitoverwhelmingandchallengingtoknowwhentouseeachparticulartoolandstrategy.Thisiswhytheteamprocessissoimportant.Theteamcansortthroughtheissuesanddecidewhichadditionalinformationisneeded,howitwillbecollectedandanalyzedandwhoneedstohelpdevelopandimplementthebehaviorsupportplan.

• TheA-B-CDataChartheredescribessomestrategiesthatcanbehelpfulateachphaseofthebehavior-before,duringandafter.

• Wewillspendthenextseveralpagesdiscussingthespecificstrategiesandtheiruse.

Show Slide #23: Things You Can Change at Each Step of the Behavior• Review.


ThingsYouCanChangeatEachStepoftheBehavior

• Matchteachingstyletolearningstyle.

• Providemorechoicemakingopportunities.

• Removetriggers.

• Makelifepredictable.

• Rehearsewhatyouwilldo.

• Helpindividualsdeveloproutines.

• Teachnewbehaviors/skills.

• Workwithdoctorstomonitormedicalissues.

• Reinforceappropriatebehavior.

• Focusonwhatindividualisdoingcorrectly.

• Haveplantoreinforcereplacementbehaviors/skills.

• Reward/celebratesmallsuccesses.

• Ignorebehavior;nottheperson.

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ANTECEDENTWhat happenedBEFORE the Behavior

• Use teaching strategies that match the individual's learning style.

• Provide more choice in all areas of life.

• Remove or change some of the behavior “triggers.”

• Make life more predictable for the individual.

• Use calendars and pictures.

• Rehearse what you will do before you do it.

• Help the individual develop routines they enjoy.

CONSEQUENCEWhat happenedAFTER the Behavior

• Focus on what the individual is doing well, instead of what they are not doing well.

• Have a plan to reinforce replacement skills and positive behaviors.

• Reward and celebrate small successes! Don’t demand perfection.

• Ignore the challenging behavior, not the individual.

BEHAVIORWhat happenedDURING the Behavior

• Teach new, socially acceptable behaviors and skills to replace challenging behaviors.

• Teach a more appropriate way to get his or her needs met.

• Work closely with doctors to monitor medications, medical issues, and possible side effects.

• Increase and reinforce appropriate skills that the person already has.

Developing Support Strategies

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Developing Support Strategies (cont.)•Continuetoreviewsupportstrategies.


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4. Make life more predictable for the individual.Someindividualswithdisabilitiesbecomeupsetwhenthingstheyarenotusedtoornotexpecting.Helpingthemtounderstandwhenthingsaregoingtohappenandwhattheycandotopreparecanhelpreducethestressoftheunknown.

5. Use calendars and picture schedules.Calendars,writtennotes,schedules,andinformationarefairlysimplewaystoprovidevisualinformationtoindividualswhoneedassistanceunderstandinginformation.Thesearenormalstrategiesthatweusetohelpkeepourselvesorganized.Youcanalsousepicturesandsymbolsforindividualswhocannotread.

6. Rehearse what you will do before you do it!Verballyrehearsewhatyouwilldo,whenyouwillbedoingit,howlongtheactivitywilllast,andotherexpectationsregardingbehavior.Thisisanexcellentwaytohelpindividualstounderstandwhatisexpectedfromthemandwhattheycanexpectfromaneventoractivity.Thishelpspeoplefeelmoreincontrolofwhatishappening.

7. Help individuals develop routines they enjoy.Itisextremelyimportanttoassistindividualsindevelopingroutinestheyarecomfortablewithandtorespectroutinesthatareimportanttothem.Routineshelpprovideindividualswithstructureandasenseofcontrolintheirlives.Nowlet’slookatsomestrategiesthatyoucanusewhenchallengingbehaviorshappen.

Behavior:1. Trytoteach new socially

appropriate behaviors and skillstoreplace challengingbehaviors.Teachtheindividualamoreappropriatewaytogethisorherneedsmet.

2. Whenindividualsdisplaychallengingbehaviors,youshouldtrytoteachthemanew,sociallyappropriatebehaviororskillthatmeetstheirneed.Youneedtoidentify a new behavior or skill that meets the same need(servesthesamefunction)asthechallengingbehavior.Youdidthisexerciseearlierandwewillgoovermoresamplesofreplacementbehaviorsandskillslaterinthissession.

3. Work closely with physicians to monitor medications, medical issues, and possible side effects.Theindividual’schallengingbehaviormaybetheexpressionofasymptomofillness,pain,ordiscomfort.

4. Itisalsoimportanttoreinforce and provide positive feedback for appropriate behavior and skills.Thiswillstrengthentheappropriatebehaviorandmotivatethepersontodoitagain.Providepositivefeedbackandreinforcementwhenanindividualisactingappropriatelyortheappropriatebehaviorsmaystop!Nowlet’slookatsomestrategiesyoucanuseafterthebehavioroccurs.

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Developing Support Strategies (cont.)


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Developing Support Strategies (cont.)• Continuetoreviewsupportstrategies.• Reviewsection.• Replacement behaviorisaskillorbehaviorusedinplaceofthechallengingbehavior,

whichservesthesamefunctionasthechallengingbehavior.



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Consequences:1. Focus on what the person is doing

correctlyinsteadofwhattheyaredoingwrong.Ingeneral,youwillfindthatthebehavioryoufocusonandpayattentiontoisthebehaviorthatincreasesovertime.Alltoooftenyourfocusisonproblembehaviors.Youshouldtrytomakesurethatyoupaymoreattentiontothebehaviorsyouwanttoseemoreofpositiveinsteadofpayingmoreattentiontothebehaviorsyoudon’twanttosee.

2. Haveaplan to reinforce replacement skills and positive behaviors.Makesureyouhaveaplantoreinforceandprovidepositivefeedbackandsometypeof“pay-off”forreplacementbehaviors.Thisisespeciallyimportantwhenanindividualisjustlearninganewskillorreplacementbehavior.Provideahigherlevelofreinforcementatfirstto“payoff”thebehaviorwhenithappens.Overtime,astheindividuallearnstheskill,yourplanshouldbetofadethereinforcement.

3. Reward and celebrate small successes!Don’tdemandperfection.Nobodyisperfect.Evenwhenbehaviorsareimprovingandindividualsaremakingprogress,therewillstillbemistakesandbaddays.Itisimportanttocelebratethesmallsuccesses;thisfeelsgreatforallofus.Ifyoudemandgiantstepsorperfection,youmayneverhaveanythingtocelebrate!

4. Ignore the behavior, not the person.Itisgoodpracticetoignorechallengingbehaviorandtrytofocusonthepositivethingsthepersonisdoing.Forexample,whensomeoneisconstantlyaskingthesamequestion,youcanredirectaninappropriatetopictoonethatismorerelevantorappropriate.Thisallowsa

conversationtocontinue.Generally,ifwetrytocompletelyignoretheperson(insteadofjustthebehavior),thebehaviormaygetworseandpossiblyescalateintoamoredangerousbehavior.

Changing How You Support Individuals Nowlet’slookatsomethingsyou

canchangeabouthowyousupportindividuals.ThesestrategiescanbecomeapartofaBehaviorSupportPlan.Let’slookatsomestrategiesyoucanusebeforethebehaviorhappens.• Useteachingstrategiesthatmatchthe

individual’slearningstyletomaximizehisorherlearning.

• Providemore choicesfortheindividualinall areasoflife.

• Removeorchangesomeofthebehavior“triggers.”

• Thebestteachingstrategyistouseall learningmodalitieswhenyouteach:Teachbysaying,showing,andmodelingwithvisualcuesandgestures,andbyactuallydoing—roleplayingandpracticingtheskillintheactualsettingwhereyouwantthepersontodisplaythatskillorbehavior.

• Toprovidemorechoice-makingopportunities,youshouldlookatavarietyofareas,includingchoice,inschedules,activities,andmenus.

• Youalsoneedtolookathowyouexposetheindividualsyousupporttoavarietyofnew activities,places,events,hobbiesandindividualssotheyhaveawiderarrayofthingsthattheyknowandcanchoosefrom.

• Often,somethingsyousayordocanleadtobehavioralissues.Thesearecalled“triggers.”Bychangingsomeofthewaysyousupporttheperson(byremovingthingsthataretriggers)canhelpassistthepersontoimprovetheirbehavior.

Developing Support Strategies (cont.)

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Activity: Identify Alternatives to Challenging Behavior

Show Slide #24: Activity: Identify Alternatives to Challenging Behavior• Groupings:smallgroup.• Readdirectionsaloudtoensureunderstanding.• Discussanswersasaclass.

Answers:1. Identifypossibleconsequencesthatmaybereinforcing(maintaining)Jack’s

behaviorofspitting.• Jack is always sent to his room as a consequence of his behavior.

2. FigureoutwhatJackiseithergettingoravoidingthroughhis behavior.

• He might like being alone in his room.• He might not have a way to ask to go to his room or to stay home when he

wants to.

• He might not like being around other people all the time.3. IdentifysomereplacementbehaviorsorskillsforJackthathecanuseinfuture

situationsasanalternativetospitting.(Remember:The“need”thatJackisexpressingthroughhisbehaviorisnormal!It’sthebehaviorheiscurrentlyusingtogethisneedmetthatisinappropriate.)• Jack could taught a way to ask to spend time in his room. Perhaps he could

be taught a sign for going to his room or be given a picture of his room that he could show to staff to allow him to go to his room.

4. Describehowyouwouldplantoreinforcethesenewskills.• Reinforcement would be Jack being allowed to go to his room and spend time

when he asks or indicates he want to go there.


IdentifyAlternativestoChallengingBehavior

• GetintoteamsandreadanddiscussA-B-Cdata.

• Answerthequestionswithyourteam.

• Sharewiththeclass.

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A C T I V I T Y

Identify Alternatives to Challenging Behavior

Directions: Read and discuss the following A-B-C data recorded on Jack’s behavior. He has been spitting at others a lot more over the past month.Please work together as a team to discuss and answer the questions.

Antecedent: Jack and his housemates finished dinner and were sitting at the dinner table.Behavior: Jack spit at a staff member.Consequence: Staff member told Jack to go to his room.

Antecedent: On Saturday afternoon, staff asked Jack to get in the van to go bowling with the group.Behavior: Jack spit at the staff.Consequence: Staff told Jack he couldn’t go bowling and had to stay home.

Antecedent: Jack was part of a group shopping trip to the mall. The group had been shopping for 60 minutes.Behavior: Jack spit at a community member.Consequence: Jack was taken to the van.

Antecedent: On Sunday at 6:00 p.m., Jack and his housemates were in the backyard having a barbeque. Jack had just finished his hamburger and meal.Behavior: Jack spit at a staff member.Consequence: Jack was sent inside to his room.

As a team, please answer these questions: 1. Identify possible consequences that may be reinforcing (maintaining) Jack’s

behavior of spitting.

2. Figure out what Jack is either getting or avoiding through his behavior.

3. Identify some replacement behaviors or skills for Jack that he can use in future situations as an alternative to spitting. (Remember: The “need” that Jack is expressing through his behavior is normal! It’s the behavior he is currently using to get his need met that is inappropriate.)

4. Describe how you would plan to reinforce these new skills.


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Changing How You Support Individuals

Charting Progress• Reviewsection.

Show Slide #25: DSP TV, Scene 19: Support Strategies


Show Slide #26: Discussion

Answers:1. Whatwasthebehavior?

A.J. pulled Marisa’s hair. Marisa turned over the puzzle pieces A.J. had just turned over.

2. Didthereplacementbehaviorwork?No. The DSP did not consistently respond to it. It only addressed A.J.’s behavior, not Marisa’s.

3. Whatwouldyoudodifferently?Respond to A.J.’s complaints before he pulls Marisa’s hair. Provide Marisa the choice of another recreational activity to do. Teach A.J. a more “normal” replacement behavior for a home environment and then consistently respond to it.

Changing Unsuccessful Support Strategies• Chartingprogressisrecordingdataonhowanindividualisdoing

onaspecifictaskoractivity.• Reviewsection.


DSPTV,Scene19:SupportStrategies

25

Discussion

• Whatwasthebehavior?

• Didthereplacementbehaviorwork?

• Whatwouldyoudodifferently?

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Herearesomespecificwaystochangesomeofthethingsyoudo.Thesealternativeskillscanmakeabigdifferenceinthelifeofanindividualyousupport.

Nowlet’spracticewhatyou’velearnedbyworkingonanexercisetoidentifyreplacement skills.Replacement skillsorbehaviorsareusedinplaceofthechallengingbehavior,whichservesthesamefunctionasthechallengingbehavior.

Charting Progress Oneofthemostimportantreasonsfor

collectingdataistochartprogress.AsaDSP,youneedtoknowifthebehaviorsandskillsoftheindividualsyousupportareimprovingovertime,oriftheyarestayingthesameorgettingworse.Chartingprogresshelpsyoutoknowifyoursupportplanisworking.

YoucanrecorddataonbehaviorsthroughdailyProgressNotes,A-B-Cdata,ScatterPlotsandfrequencycharts,BehaviorMaps,andwhenyouwriteSpecialIncidentReports.Itisalsohelpfultospeakwithotherpeoplewhosupporttheindividual(familymembers,dayprogram/vocationalrepresentative,schoolandresidentialstaff,andtheindividual)togetinformationacrossavarietyofactivitiesandenvironmentsandtogetdifferentperspectivesabouttheprogressbeingmade.Thebestwaytocollectthisinformationistohaveregularteammeetingswiththeindividualorhisorherfamily,friends,andotherswhoprovidesupport.Goodproblemsolvinganddiscussioncanhappenatateammeeting.

Changing Unsuccessful Support Strategies

Asupportplanisnotwritteninstone.Thereshouldberegularopportunitiestoreviewwhatisworkingandtochangetheplantomakeitmoreeffective.Toensurecontinuedprogress,yourgoalistochart progressonaregularbasisandtomakechangestothesupportplanbasedoncollecteddata.Chartingprogressisrecordingdataonhowanindividualisdoingonaspecifictaskoractivity.

OneofthemostcommonmistakesDSPsmakeisthattheydon’tchangetheirsupportstrategieswhentheyaren’tworking!

Herearesomeguidelinesforimprovingandmodifyingsupportplanstoensuresuccess:1. Teachingopportunitiesshouldhappen

regularly.Youshouldtrytomakegooduseof“natural”timestoteach.

SampleScenario:Atthevideostore,Bob,anindividualyousupport,findsoutthatthevideohewantedhasbeencheckedout.Thisprovidesagoodopportunityforyoutohelphimto“problemsolve”andfigureouthowhewantstohandleit.Forexample,askhimifhewantstochooseanothervideoorcomebackanotherday.

2. Iftheplanisworking,datashouldshowcontinualprogressandimprovement.Remember to celebrate the small successes!

3. Asarule,teammeetingsshouldbeheldregularly(atleastmonthly)toreviewdataandtofindoutwhatisworking.Insomesituations,youmayneedtomeetmoreoftentoreviewprogress.

Changing How You Support Individuals


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Changing How You Support Individuals (cont.)

Changing Unsuccessful Support Strategies (cont.)• Reviewsection.



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4. Mostofthetimeyoudon’tneedtothrowouttheentireplan.Youmayonlyneedtomodifyoradaptsomeofthestrategiesorsimplyaddsomemore.AsaDSP,youshouldmakeanefforttoparticipateintheseteammeetingstoshareyourexperiencesandtolearnwhatisworkingforothers.

5. Teachingstrategiesshouldbeindividualizedbasedontheindividual’slearningstyle,theactivity,andenvironment.Ifyouarenotsurehowapersonlearnsbest,trytouseall learningmodalitieswhenyouteach.

Forexample,say whatyouwantindividualstolearn,show themwhatyoumean,anddo itwiththemsotheyunderstandhow.

6. TheplanshouldincludethegradualfadingofDSPassistanceovertimetonaturalcuesandconsequences.

7. Reinforcementshouldbebasedontheindividual’slikesandpreferences.Ifthebehaviorisn’timproving,itcouldbethatthereinforcementisn’tmeaningfultotheperson,orthatthegoalissettoohighforthepersontoearnreinforcement.

RememberthePositiveBehaviorSupportsessioninYear1,wherewediscussedthe10easywaystosupportapersonwithchallengingbehavior?Theseimportantsuggestionshelpustorememberthatyourrelationshipwiththeindividualmakesallthedifference.Youneedtorespecttheindividual’sneedsandwantsandhonortheirchoiceswheneverpossible.Thesestepshelpyoulookatthewholeindividualwhenthinkingaboutachallengingbehavior.

Changing How You Support Individuals (cont.)


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10 Easy Ways to Support a Person with Challenging Behavior• Reviewsection.



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1. Gettoknowtheperson—Itishelpfultogettoknowthepersonbehindthebehavior.Spendtimewiththatindividualincomfortableplacesandattimesthepersonprefers.

2. Rememberthatallbehaviorismeaningful—Challengingbehaviorsendsamessageofneedsnotbeingmet.Askquestionsabouttheindividual’slifeandwhatittakestomakethatindividualhappyandunhappy.Thebehavioroftenhassomethingtodowithwhatthepersonisaskedtodoandwhoisdoingtheasking.

3. Helpthepersondevelopasupportplan—Includingthepersonwiththechallengingbehaviorintheplanningprocesswillhelptoimprovetheindividual’srelationships,communityparticipation,increasedchoices,skilldevelopment,andcontributionstoothers.

4. Don’tassume—Labelscancauseustounderestimatetheindividual’spotential.Concentrateontheindividual’sstrengthsandonprovidingadequatesupportratherthanconcentratingondeficienciesassociatedwiththeindividual’sdiagnosticlabel.

5. Relationshipsmakeallthedifference—Manyindividualsdependentirelyuponfamilyorpaidstafffortheirsocialrelationships.Brainstormideasforincludingthepersoninthecommunityandsettingupasocialsupportnetwork.

6. Helptheindividualtodevelopapositiveidentity—Anindividualwithchallengingbehaviorisoftenlabeledasa“problem.”Buildapositiveidentitybyhelpingthepersonfindawaytomakeacontribution.Wheneliminatingchallengingbehaviorbesuretofocusontheindividual’sstrengthsandcapabilities.

7. Givechoicesinsteadofultimatums—Iftheindividualuseschallengingbehaviortoexpressneeds,givetheindividualchoicesandallowhimorhertomakethemthroughouttheday.Choicedoesnotmeanfreerein.Setlimitswiththeinputoftheindividual.

8. Helptheindividualtohavemorefun—Funisapowerfulcurefortheproblembehaviors.Makefunagoal.

9. Establishagoodworkingrelationshipwiththeindividual’sprimaryhealthcareprofessionals—Manyindividualsexhibitingchallengingbehaviormightnotfeelwell.Beinghealthyismorethanbeingfreeofdiseaseorillness.Italsomeansabalanceddiet,goodsleephabits,andothergoodhealthfactors.Youwillbeinabetterpositiontofigureoutthereasonorsolutionforthechallengingbehaviorifyouknowtheindividual’sgeneralhealth,talktothosewhoknowhimorher,andhaveregularcontactwithaprimaryhealthcarephysician.

10.DevelopasupportplanfortheDSPs—Createasupportiveenvironmentforeveryoneconcerned.Caregiversneedcareandsupporttoo.Asupportiveenvironmentalsominimizespunitivepractices.

AdaptedfromTen Ways to Support a Person With Challenging BehaviorbyDavidPitonyak,1997,BeachCenteronDisability,TheUniversityofKansas;Lawrence,Kansas.

10 Easy Ways to Support an Individual with Challenging Behavior


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Summary• Askstudentstoturnbacktothe“What Do You Want To Know?”

activityatthebeginningofthesession.Givestudents5minutestothinkaboutwhattheylearnedandanswerthethirdquestion.

• Askforvolunteerstosharetheiranswers.

Practice and ShareShow Slide #27: Practice and Share• DirectstudentstoPracticeandSharedirections.• Readthedirectionsandmakesurestudentsunderstandtheas-

signment.

Quiz: Positive Behavior Support, Part 2

Show Slide #28: Quiz Time• Givestudents20minutestotakethequiz.

Show Slide #29: Quiz Answer• Discussquestionsandanswersasaclass.• Remindstudentstomarkthecorrectanswerssotheycanusethe

correctedquizzesasastudyguideforthetestaftertraining.

Answers1.A2.B3.C4.D5.C6.A


PracticeandShareThinkaboutindividualsyousupportwhoexhibitchallengingbehavior.Trytodoonenewthingthatsupportstheindividual’spositivebehavior.Thiscouldincludeanyoftheactivitiesortoolsintroducedinthelasttwosessions.

27

QuizAnswers

1. A2. B3. C4. D5. C

29

6. A7. B8. D9. B10.A


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P R A C T I C E A N D S H A R E

Thinkabouttheindividualsyousupportwhoexhibitchallengingbehavior.Whenyouareatworkthisweektrytodoonenewthingthatsupportstheindividual’spositivebehavior.ThiscouldincludeanyoftheactivitiesortoolsthathavebeenintroducedinthetwosessionsonPositiveBehaviorSupport.Atthenextsession,wewillgoaroundtheroomandsharewhatyoudid,andhowitimpactedtheindividuals’positivebehaviorandoverallqualityoflife.

Session 10 Quiz

4. The DSP is able to teach to the strengths of an individual when:A)Theindividualdoesnotwanttolearn

B)TheDSPcanidentifytheindividualbyname

C)Theindividualdoesnotcommunicatewell

D)TheDSPknowstheindividual'slearningcharacteristics

5. Most behaviors demonstrated by individuals serve the purpose of:A)Doingsomethingsociallyacceptable

B)Creatingadisturbanceinthehomeorcarecenter

C)Communicatingwants,needs,feelingsandtogettheirneedsmet

D)Teachingothershowtobehave6. Which is a way the DSP can assist

in the creation of a Behavior Support Plan?A)Developingsuggestionsforreplacementbehaviors

B)Ignoretheindividual'snegativebehavior

C)Helptheindividualcareforanewpet

D)Provideopportunitiesforsocialinteraction

1. What is the reason for the occurrence of challenging behavior?A)Theindividualisgettingoravoidingsomething

B)Theindividualisengaginginbehaviorfornoreason

C)Someonetoldtheindividualtoengageinthebehavior

D)Theindividualsawanotherpersonengageinthebehavior

2. Meaningful reinforcement occurs when:A)TheDSPisunsurehowtoreacttoaspecificbehavior

B)Anindividual'sbehaviorisrewardedbyapositiveresponse

C)TheDSPdoesnotrespondtoaspecificbehavior

D)Anindividual'sbehavioriscorrectedimmediately

3. What are some ways the DSP can support the individual in reducing the occurrence of challenging behavior?A)TeachtheindividualafewnewskillsB)Teachtheindividualusingvisualcuesonly

C)Makesuretheindividualhasmorechoices

D)Helptheindividualmaintaintheirroutines


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7.B8.D9.B10.A

End of Session 10


Quiz: Positive Behavior Support, Part 2 (cont.)


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7. Which are the first two steps in the Behavior Support Plan? A)Identifylearningcharacteristics;identifyconsequences

B)Identifyqualityoflifeareasthatarelacking;definethechallengingbehavior

C)Identifyreplacementbehavior;identifyantecedents

D)Uselearningcharacteristics;identifyreasonsforchallengingbehavior

8. What is the best teaching strategy a DSP should use in teaching individuals new skills? A)Explainthenewskillsandwaitfortheindividualtodoit

B)Asktheindividualsiftheywouldliketolearnanewskill

C)Showavideoofindividualsperformingthenewskill

D)Useverbaldirections,showing,androleplayingtodemonstratenewskills

9. Which is an example of sensory motivators of challenging behavior?A)NotspeakingB)DrinkingcoffeeC)Requestinganobjectbypointingatit

D)Refusingtocompleteatask10. When an individual is whining,

interrupting or starting a conversation, his behavior may be motivated by:A)NeedforattentionB)DesiretoeatmoreC)LackofsleepD)Fearofanactivity

Session 10 Quiz (cont.)

trainer resource guide - california department of ... · trainer resource guide 10. positive...

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