Upload
hadiep
View
216
Download
3
Embed Size (px)
Citation preview
BehaviorImprovement,Safety&BehaviorManagementPlan
MACMH2011
DavidX.SwensonPhDLPPaulFleckensteinLCSWLCP
Howtheclientpresentedtheproblem&need
Howthetherapistunderstoodit
Howthecasemanagersummarizedit
Howcollateralsourcesviewedit
Howinsurancewasbilled Howitwassupported Whattheclientreallyneeded
HowtreatmentwasappliedHowtreatmentwasdocumented
Howthebillingagencyclassifiedit
Objectives
• understandkeyelementsinacomprehensivebehaviormanagementandsafetyplan
• Identifytriggersituationsandbehaviorsthatcanescalateintosafetysituations
• Identifybehaviorsthatcanbeusedtoreducesafetyriskandproblembehaviorsateachstageofescalation
• Identifystagesofbehaviorimprovementandreinforcementsthatcanbeusedtostabilizedesiredbehaviors
KeyIdeas:
• Clientinvolvement
• Usemultiplesources
• Focusonwhatworks
• Community‐basedsolutions
• Keepitconcise
• Behaviormonitoring
• Earlyintervention
• Customized
• Treatmentplanningisdynamic
• clientshouldbeinvolvedfromthebeginning.
• askaboutbehaviorstobeimprovedorwhatlifewouldbelikewithouttheproblemsortheconsequencesthathavebeenexperienced
• askwhatproblembehaviorshaveoccurredandhowtheyescalateintosafetyconcerns
• clientcanseethatabehaviordoesnot“justhappen,”butisaprogressionofbehaviors,eachofwhichbecomesadecisionpointtoredirect.
Clientinvolvement.
Multiplesourcesofinformation
• clientbehaviorsdonotdevelopinisolation
•manypeoplehaveimportantperspectivesonhowbehaviorprogressesandwhatworkstodefuseorrewardit
• alsoinvolvesthepeoplewhoshouldbemoreengagedinthetreatmentprocess
•whilethecasemanagerortherapistmaybetemptedtodothisalone,thattendstoleaveoutimportantcollaborators.
•whentreatingmentalandbehaviordisordersitiseasytobecomepreoccupiedwithpathology
•whatgetsattentiontendstopersist,includingsuchdysfunctionalbehavior
•morehelpfultoemphasizewhatworkstode‐escalatebehaviorearlybeforeitbecomesasafetyissue
• identifypositivechoicesthatcanbereinforced.
Focusonwhatworks.
• therapeuticinteractionscanoccurallthetimeandwithmanypeople
• planningshouldidentifyasmanysourcesofsupportforbehaviorchangeaspossible
• considermultipleoptionsinthecommunity(fosterplacement,extendedfamily,familyfriends,respitecare,etc.,)ratherthanmovingtooquicklytomorerestrictivetreatment.
Community‐basedsolutions
• plansshouldberelativelysimple,directandconcise
• abletobedescribedononeortwopages
• identifyspecificpositiveandnegativebehaviors
• listpossibleresponsesforeach
• simpleenough(orcanbereduced)tobetapedonarefrigeratordoor
“RefrigeratorDoor”Plan
• useasachecklisttokeeptrackofthefrequency,duration,orintensityofbehavior
• Ingeneral,foroppositional&conductproblems,moreeffortshouldbeexpendedonpositivethannegativebehaviors;aratioof4:1isrecommended.
Behaviormonitoring
• Byidentifyingtriggersituationsandbehaviorsthatcanescalateintosafetyissues,itispossibletoprovideearlierredirectionandpreventionefforts
• Staffandclientswillknowearlywarningsignsandhavemanychoicesindealingwiththebehavior.
Earlyintervention
• Everyplanisdesignedandadjustedforeachclient,withawarenessofcapacity,reasonablegoals,uniquerisks,andspecificreinforcerstowhichhe/sheislikelytorespond.
Customized
Howevercompleteaninitialplanis,ourunderstandingofaclientalmostalwaysbecomemorecompleteovertime.Theplanshouldberevisedasneededtobetterreflectwhatworks
Treatmentisdynamic
PrinciplesofReinforcement:Howtopottytrainapuppy
DON’T•Yell•Shame•Explain•Punish
DO•Makesuretheyaredevelopmentallyready•Buildapositiverelationship•Giveclear,simple,concretedirections•Iftoocomplex,breakintosmallerchunks•Rewardapproximations•Rewardthedesiredbehavior•Beveryconsistent•Generalizerewards
DesiredBehavior
ProblemBehaviors
StaffResponse/Reinforcers
Responses
+4
+3
+2
+1
‐1
‐2
‐3
‐4
SafetyPlan
BehaviorManagement
Plan
GraduatedBehavior
ImprovementPlan
••••••••••••••••••••••••
De‐escalateRisky
Behaviors
ReduceProblemBehaviors
IncreaseProSocialBehaviors
UndesiredBehavior StaffResponse/Reinforcers
‐1.IndividualDiscomfort:annoying,passive,inattention,silliness,leavingseat,fidgeting,withdrawal,emotionalwithself,preoccupied
•Ignore•Nonverbaldisapproval(eyecontact,expression)•Humor•Incentives•Redirect(“whatdoyouneedtobedoing?”•Helperrole;smallhelpfultask•“fidgetball”,physicalactivity•Staffmovecloser
‐2.Distraction:blurtingout,sidetalking,noises,outofseat,annoyingothers.Emotionalspilloverontoothersthatinterfereswiththeirwork
•Redirect/distractbehavior•Repeatbehaviorrespectfully•Relocateseating•Cleardirective•Individualattention•Inroomtime‐out•Askwhats/heneeds•Supportivepeerpressure
‐3.Disruption:defiance,teasing,repeatedredirection,rudeness,swearing,arguing,blaming,misuseofitems,lossofemotionalcontrol,mildselfinjuringbehavior(e.g.,picking,skinburn)
• Clear,concretechoices• Separationfrompeers• Cooldown/timeout,escort• Processingsheet• Physicalactivity• Pointoutprogress
‐4.Defiance:deterioratingcontrol,threatening,hitwalls,escalation,fighting,leavew/opermission
• Moveothersfromroom• Physicalhold• Parentalremoval• Nonegotiation• Contactpoliceforcontrol,arrest• Ambulancetransport&hospitalize
De‐escalation
Behavior
Managem
ent
Safety
DesiredBehavior StaffResponse/Reinforcers
4.Majorchange.Stableandconsistentperformanceoftargetbehaviors,discharge&mainstreamcriteria
•Reviewofprogress•“Graduation”awardfromprogram•Dischargefromprogram,mainstream•Transitionbacktoschool
3.Moderatechange.Effortfulbutwithoccasionallapses,admitsbehavior&correctswithminimalcoaching
•Increasedprivileges•Leadspecialactivity•Rolemodeltopeers•StudentoftheWeek•Increasesocialapproval•LeadsportionofM‐Teammeeting
2.Minorchange.Improvementwithinconsistenteffort,easilyderailedbutacceptsredirection
•Publicacknowledgementof+behavior•Identify&complimentdecisionpoints•Identifypositiveoutcomes&avoidanceofnegative
•Chooseactivityforthegroup
1.Neutralposition.Expressedchangebutmarginalevidenceofefforts,littleornomisbehavior,passivecompliance
•Helperrole•Callonforparticipation•Complimentcontributions•Encouragement•Pairwithcooperativepeer
GraduatedIm
provementBe
haviorIm
provem
ent&
Mainten
ance
DesiredBehavior
ProblemBehaviors
Reinforcers
Responses
+4
+3
+2
+1
‐1
‐2
‐3
‐4SafetyPlan
Behavior
Managem
ent
GraduatedBehavior
ImprovementPlan
••••••••••••••••••••••••
De‐escalateRisky
Behaviors
ReduceProblemBehaviors
IncreaseProSocialBehaviors
OtherApplications
Checkfrequency,durationorintensityofbehavior,andratioofpositivetonegativeresponses
Whatarethesituationsandtriggersthatelicitthesebehaviors?
Howcantheybereconditioned,modified,oravoided?
BehaviorManagementThresholds:Whatarethethresholdcriteriathatleads
totransfertothenextlevel?
Level4risk
Administration,policeliaison,
or911
BehaviorLab
ISS
OSS
OffCampus(Library)
Homebound
ClassroomBehavior
ManagementPlan
StudentName (1)IndividualDiscomfort:
distractible,poorconcentration,
forgetful,emotional,preoccupied
(2)Distraction:blurtingout,sidetalking,noises,outofseat,
annoyingothers.Emotionalspillover
(3)Disruption:disregarding
rules,challengeauthority,talkback,swearing
(4)Defiance:threatening,
throwingobjects,physicalcontact,
screaming,fighting
Outcome:Effectivenessofresolutionforeachstudent
acrossincidents
Outcome:Effectivenessoftheresolutionforeachlevelofbehavior
BehaviorLabWorksheet
RespectfulReferralProtocol
Reminder:centeringanddetachmentforthe
teacher
Acknowledgement:indicatingawarenessof
thedifficulty
Supportstatement:showingconcernfor
well‐beingandperformance
Behaviorsupport:referralforcalmingand
resolution
Followup:debriefingteacherreaction&welcomingreturnof
student
• It’snotaboutme• s/hemustbereally
frustrated[hurt,angry,afraid…]
• Iwonderwhat’shappenedtomakeher/himsotouchy?
• S/hedoesn’thavethecopingskillsmostkidshave
• Deepbreath;relaxfirst
• “Iknowyoudon’twanttobeheretoday…”
• “Youhavesomethingelsegoingon…”
• “You’rereallyfrustratedbythis…”
• “Iknowitshardtopayattention…”
• “It’shardtoconcentratewhenyoufeelthisway…”
• “Somethingiskeepingyoufromfocusing…”
• “Iwantyoutobeabletodowellonthetest”
• “I’dlikeyoutofeelmorerelaxedandcalm”
• “I’dlikeyoutobeabletoconcentratemore”
• “Letothersstayinvolvedwithoutdistraction”
• “Itwouldbehelpfulforyoutotakeatime‐out”
• “PleasegototheBehaviorLabtocooldownuntilyoucancomeback”
• “I’dlikeyoutocomebackwhenyoucanfocusmore.PleasegototheBehaviorLab”
• “Somethingiskeepingyoufromfocusing–SeeifyoucanyourfocusbackintheBehaviorLabandthencomeback”
• Talkwithcolleaguetocooloffyourself
• Getmoreinformationtounderstandwhathappened
• MediatedreturnwithBehaviorLabstaff
• Letitgowithnocomment
• “I’mgladyou’reback,how’sitgoingtoday?”
• “CanIhelpyouwiththatassignmentfromyesterday?”
• Eventone• Neutraltoconcernedexpression• Clear,simpledirections• Opengesture&postures• Positiveframing
• Don’tengageinpowerstruggle• “Please”and“thankyou”• Use“and”ratherthan“but”• Consistency• 4:1ratioofnotingpositiveto
negativebehaviors
Welcoming: Direction Update Assignment Followup
• It’snotaboutme• Mightstillbehypersensitive
• “I’mgladyou’reback”
• Simple,clear,singledirections
• “Pleasetakeyourseat”
• Bringuptodateonwhattheclasshasdonewhiletheywereout
• “Wehavecovered…andarenowworkingon…”
• Simple,clear,singledirections
• “Pleaseturntopage…andwearenowdiscussing…”
• Complimentappropriatebehaviorwhenpossible
• Decidewhetherthisisagoodtimefordebriefing
• Askstudentifnoworlaterwouldbebetter
RespectfulReturnProtocol
Do’s Don’t’s
• Bewarmandreceivinginthewelcome
• Giveshort,simple,cleardirectives• Checkunderstandingifyousensenotfollowing
• Reinforcepositivebehaviors
• Don’trequireapologies(itshamesinfrontofpeersorrequiresinsincereadmission)
• Don’tusealoud,orthreateningdemeanorortone
• Don’tlectureorwarnthem
Teacherstyle/demeanor
Directive Supportive
Studentdemeanor
Adversarial
Respon
sive
Poorfit,riskofescalation;avoidconfrontation
Courteousrequestifreadytotalknoworlater
Carefulnottoshameorundothestabilitybyconfrontation
Follow‐upwithdiscussionandreinforcement