Title: Polk County PBS Academy
1Welcome!
2Polk County PBS Academy
3Training Objectives
- To learn what PBS is as both philosophy and tools
- Learn the basics of how we set the tone for the
environment-to help or hinder - Learn basic tools of PBS
- Learn how to use data to drive decisions
4What is PBS
- It is a philosophy and a set of tools
- A way of thinking and doing
- Positive behavior support offers a proactive
process for - addressing behavioral challenges,
- teaching adaptive skills, and
- improving quality of life.
5Polk County PBS Mission Values
- We are an inter-agency coalition promoting
positive support to enhance the quality of life
for persons with disabilities. - We make decisions based on
- Dignity respect
- Long-term commitment
- System consistency
- Person-centered
- Empowerment through training, support,
education - Reducing the need for right restrictions
- Promoting full citizenship and the exercise of
choice
6Insert Agency MVV Slide
- Insert MVV Mission
- Vision
- Values
7Insert Agency PBS Policy
8Section One Philosophy
9How you see me!
10How I want to live!
11Universal Enhancement Strategies
Gardening
Dancing
Religion
Hiking
Pets
Sex
Music
Spontaneity
Work
Fishing
Day at the spa
Grilling out
Good Health
Dining out
Family
Vacationing
Volunteering
Exercising
Movies
Voting
Having a will
Friends
Things of Value
Positive rituals
12GEM
- Good Enough for Me
- Tom Pomerantz
13I have come to the frightening
conclusion that I am the decisive element in my
environment. It is my personal approach, which
creates the climate. My daily mood makes the
weather. I possess tremendous power to make a
persons life miserable or joyous. I can be a
tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal. In all
situations, it is MY response that decides
whether a crisis will be escalated or
de-escalated and a person humanized or
dehumanized. ( Adapted- Halm Ginott)
14Life
We must provide an environment that is healthy
enough for a life to happen.
Dan Berkowitz
15Effective Behavioral Support
..requires the design of an environment that
makes problem behaviors
Irrelevant
Ineffective
Inefficient
16Prove It!
- Prove that
- treating people with
- dignity and respect
- meeting unmet needs
- bonding
- decreases the frequency
- and intensity of
- challenging behavior.
- Does it Matter?!
17Respect Fundamental to PBS
- A personal quality that is non-contingent
provided without judgment and given equally to
all persons. - People should not have to earn your respect they
should be the recipient of your respect without
condition.
18Defining Characteristics of PBS
- Person centered
- Collaborative on-going process
- Data-driven decision making
- Prevention, positive, proactive strategies
- Meaningful outcomes
19- IS NOT
- Simple
- Short term
- Just Decrease Behavior
- Reactive
- Aversive (punish)
- Observable Behavior
- Experts Decide
- IS
- Comprehensive
- Long term
- Teach Useful Skills
- Proactive
- Positive (reinforce)
- Function
- Involve Individual
20- If an individual doesnt know how to read, we
teach. - If an individual doesnt know how to swim, we
teach. - If an individual doesnt know how to multiply, we
teach. - If an individual doesnt know how to drive, we
teach. - If an individual doesnt know how to behave,
- weteach?.................punish?
- Why cant we finish the last sentence as
automatically as we do the others? - Tom Herner (NASDE President, Counterpoint 1998,
p.2)
21Section 2 ToolsHow we get to a Life!
22Four Steps to Designing an Effective Behavior
Support Plan
- Step One
- Step Two
- Step Three
- Step Four
- Gather Information
- Develop a Hypothesis
- Build a Support Plan
- Evaluate effectiveness and modify support plan as
needed
23 Step 1 Gather Information
24Five Essential Goals of Person Centered Planning
- Expressing preferences and making choices in
everyday life - Gaining and maintaining satisfying relationships
- Having opportunities to fulfill respected roles
and live in dignity - Being present and participating in community life
- Continuing to grow
25Characteristics of Person-Centered Planning
- Includes focuses on the individual
- Respects the individual and their dreams and
choices - Emphasizes strengths, abilities, and capacities
- Strength based Training principles
- Individualized supports
- Empowers the consumer and team
26Tools for Person-centeredPlanning
- Insert organization planning tools
27What is behavior?
- Anything a person says or does
- 90 of behavior is communication
- Must be observable and measurable
- Must meet the dead mans test
- If a dead man can do it, its NOT behavior
28Behavior is method of communication both
verbally physically of hopes, dreams, fears,
anxieties, preferences, intentions and
prioritiesBehavior is also a method to cope
with or respond to demands from others control
and impulses, conform to generally accepted
social conduct, and or influences of the
environmentBehavior is the result of complex
neurological and sensory process.
29He Had A Behavior
Of course he had a behavior! If he didnt hed
be DEAD!
There is walking behavior
talking behavior sitting behavior standing
behavior smiling behavior eating behavior
Have you ever been outside when there wasnt any
weather?
30Behavioral Definition
- Definition of behavior needs to be clear,
concise, and specific - A description of what you will see when the
behavior occurs. - Written so that everyone can agree when the
behavior occurs. - When you talk about behavior, use these rules..
31Specific Target Behaviors
- Examples
- high-pitched scream
- Kicks chair over
- Hits others/self
- Completes tasks
- Non-Examples
- Poor impulse control
- Angry, frustrated
- Aggressive
- Pay attention
32Lack of Understanding
To call someone lazy, uncooperative or stubborn
is to admit we dont understand them.
Shes just plain stubborn. She refused to take
her meds again!
33 Step 1 Gather Information
34What is Functional Assessment
- A functional assessment is a process for
identifying clear, predictive relationships
between events in a persons environment and
occurrences of a challenging behavior. - Not a data collection form
- Not an event
35Why Conduct a Functional Assessment?
- provides clear information
- allows strategies to be based on the function(s)
of challenging behavior - leads to more durable outcomes
- reduces the need for reactive interventions and
crisis plans - addresses the needs of an individual
- increases quality of life
36Find answers to the BIG Questions
- Under what conditions do the challenging
behaviors occur? - What are the outcomes?
- Under what conditions do the challenging
behaviors not occur
37A Functional Assessment Identifies Goals of
Intervention
- Defines specific target behaviors to increase and
decrease - Pinpoints circumstances in which intervention
will occur - Identifies desired lifestyle changes, such as
- Participation in integrated activities
- Enhanced independence and satisfaction
- Expanded social networks
- Work!!! ?
38What are the basics?
- Gather information about the challenging behavior
through direct observation, interviews, record
reviews and/or rating scales - Develop a hypothesis after analyzing the
information regarding the variables that starts
and maintains behavior
39The ABCs of a Functional Behavioral Assessment
- Setting Event
- the state a person is in, e.g., the person is
tired, or hungry a state that predisposes a
person to behave in a certain way given a
particular antecedent. - Antecedents
- any stimulus which precedes a behavior
occurrence - Behaviors
- any observable act of an individual the
activity one performs in the presence of a
particular stimulus - Consequences
- the events which occurred following behavior
40What are Consequences?
-
- Consequences are events that follow a behavior.
41Results or Functions of Behavior
Get
Sensory
Attention
Tangible
Get Away
Sensory
Attention
Tangible
42Results or Functions of Behavior
- Sensory
- Escape
- Attention
- Tangible
- Meet an unmet need
43Why do people display challenging behaviors?
- Biological/Medical Reasons
- Drugs/medicine
- Seizure activity
- Allergies/hormonal changes
- To mask pain or discomfort
- Self-Regulation
- To maintain a level of arousal
- Reaction to a change in sensory input
44- Reinforcement
- Internal-it feels good
- External-to serve a purpose in ones environment
- Absence of Alternative Skill
- Most behaviors have the goal to communicate
- Messages are sent through behavior
- Control is the key word
45Alternative Behaviors
- What is the best way to decrease a behavior that
is a barrier to getting a life? - Find an alternative behavior that serves the same
function or purpose gets the same results.
46Agency Examples of ABC
- Practice identifying ABCs specific to
organization.
47- Strengths-based slide?
- Baskets A B C
- Value of Life-Pomeranz
48Competing Behavior Pathway
Desired Behavior
Consequence
Setting Event
Antecedent
Problem Behavior
Consequence
Alternative Behavior
49Desired Behavior
Typical Consequences
Interact nicely do whats asked
Staff R Asked to do something
Problem Behavior
Setting Events
Triggering Antecedents
Maintaining Consequences
Scream, Hit head
Approach by Staff
Staff move away avoid request
Tired
Acceptable Replacement Behavior
50- Take what you can get closest to what you want!
Reinforce even small improvement or steps to
reaching the objective
51- Step 2 Develop a Hypothesis
52What is a hypothesis
- Your best guess about the function of
challenging behavior
53Hypothesis Formula
- When this occurs (what is the setting
event/antecedent). - The individual does (behavior)
- To access or avoid (consequences or functions)
54A Sample Hypothesis
- When Sean..
- (setting event) did not get to sleep before 11
p.m. the previous evening or does not feel well, - (antecedent) is not engaged with others or when
hes engaged in activities for 15 minutes or
longer - (behavior) he screams, slaps his face and pulls
his hair - (Consequences/function) to gain access to staff
attention
55Linking Hypothesis Statement to Behavior
Interventions
- A hypothesis statement links behavior
interventions to - short-term prevention of problematic situations
- Teaching alternative skills
- Responses to challenging behaviors, including
crisis management - Long-term prevention
- Lifestyle changes
56In any situation there are three things involved
- 1 The Environment
- 2 The person
- 3 YOU
- It cannot be guaranteed that you will be able to
control the environment or the person served
however, you can control your own behavior.
57What is a Behavior Support Plan
- A written document that summarizes strategies
that assist in preventing challenging behavior
from occurring and helps the consumer learn new
skills - The plan should
- develop and maintain skills
- enhance opportunities for learning and
self-fulfillment - Focus on positive rather than negative techniques
58A support plan is not written in stone. It was
made to be changed as a person grows and changes.
59Is the plan working?
- Are there improvements in challenging behavior?
- Are there increases in skill development?
- Are there improvements in quality of life?
- Increased participation
- Increases choice/decision making
- Inclusion
- Are there improvements in satisfaction?
- Consumer and family
- Staff and others
- Are there improvements in health or well-being?
60How do we collect this information?
- Direct observation data
- Incident reports
- Interviews
- Consumer
- Parents
- Service providers
- Others
- Informal anecdotal reports
- Communication logs
- Progress notes
61Remember, PBS is all about
- Determining the function of challenging behavior
and then - Changing environments
- Teaching new skills
- Addressing quality of life issues
- Changing our patterns of interaction
62Review Training Objectives
- To learn what PBS is as both philosophy and tools
- Learn the basics of how we set the tone for the
environment-to help or hinder - Learn basic tools of PBS
- Learn how to use data to drive decisions
63Point of View
- When you change the way in which you see
things-the things you see will change.