Staying Calm: Disabilities and “Behavior” in the Library

22 October 2018

Overview

■ Describing the challenges■ Disabilities with Behavioral Implications■ What is “Behavior”?■ Preventing Unexpected Behavior■ Managing Unexpected Behavior

Describing the challenges

Disabilities with Behavioral Implications

Managing Behavior

Models of Behavior

■ Good v. Bad■ Appropriate v. inappropriate■ Expected v. unexpected

What is “Behavior”?

■ Communication■ Unmet Needs■ Self Regulation

Things to Consider

■ Is the behavior a problem■ What triggered it (immediate

antecedent)■ What led up to it (broader antecedents)

Things to Consider Cont.

■ What is being communicated■ What was the experience of the individual■ What does the individual bring to the situation■ What do you bring to the situation

Behavior as Communication

■ Inability to be understood can result in frustration

■ Use the child’s preferred mode of communication

Hierarchy of Needs

Dysregulation v. Homeostasis

I Feel

■ Thirsty■ Overwhelmed by

information■ Blinded by the light■ Distracted by the AC

noise■ Unmoored■ Pressured■ Anxious

I Need

■ Water■ A focal point■ Dark glasses or baseball

cap■ Noise cancelling

headphone■ Deep muscle stimulation■ A break■ To “stim”

Trying it out

ARCS – Dr. John Keller

■ Attention■ Relevance■ Confidence■ Satisfaction

Attention

■ Build Interest■ Promote Active

Participation■ Provide Variety

Relevance

■ Model appropriate behaviors■ Share expectations■ Provide choice■ Create an autonomous, supportive

environment

http://www.nypl.org/voices/blogs/blog-channels/barrier-free-library

Confidence

■ Provide safe, secure, welcoming environment

■ Create trust■ Ensure scaffolding

is in place

Confidence cont.

■ Build competence■ Identify and provide appropriate level of

challenge■ Give feedback

Satisfaction

■ Use appropriate rewards■ Allocate time for reflection■ Provide enrichment activities

Preventing Unexpected Behavior – In Advance

■ Social Story■ Pre-visit

■ Meet the child■ Tour

■ Use picture schedules

Preventing… in the moment Structure

■ Make implied structure explicit ■ If multiple sessions, use same

structure each time■ Announce structure at the beginning and reinforce it ■ Refer to picture schedules

Preventing… in the moment

■ Observe how parents, teachers, aids and other who know the person interact with the person

■ Ask if specific behavior management strategies are used (behavior modification, ABA etc.)

■ Understand that the child’s behaviors may not be in response to you

■ Use visual timers■ Be prepared to expand your

view of acceptable behavior

Preventing…. in the moment

■ Simple augmentative communication devices

■ Fidgets■ Sensory toys■ Weighted blanket■ Quiet area■ Picture schedules for programs

Managing Unexpected Behavior

■ Ensure safety ■ Disengage ■ Deescalate ■ Distract■ Offer substitutions

Remember…

■ Antecedent■ Behavior■ Consequence

Sexual Behavior in the Library

■ Almost all children with disabilities experience puberty

■ People with disabilities experience the full range of sexual feelings, sexual orientations and gender identities

Carrie Bankscarriebanksbpl@gmail.com917.870.7025