Behavior ManagementDEFINITIONS

PREVENTION STRATEGIES

Human Behavior Flows From Three Main Sources:Desire, Emotion, and Knowledge-Plato

What is behavior?

Behavior is what all people do.

It is observable smiling, talking, eating, etc.

Different situations or environments have different expectations about how to behave (library, work, sporting event)

Our beliefs of what people expect of us also alters our behavior (grandma, mom, best friend)

When a loss of understanding of these expectations occurs we see limitations in opportunity (success, participation, friendships, status)

What influences behavior?

Stimuli

1. Physiological( from within)

2. Social

3. Psychological (emotions or thought processes)

4. Environmental (surroundings)

Physiological Environmental Psychological SocialAllergiesArthritis

Attention DeficitConstipation

DelusionsDementiaEar Aches

Energy (high/low)Fractures

HeadachesHallucinations

HungerHyperactivity

ItchingRX Reactions

RX Side EffectsPainPMS

SeizuresSex Drive

ThirstTobacco Craving

Air QualityClose Proximity to others

HumidityLighting

Limited Physical SpaceNoiseSmells

Temperature

AnxietyAssertiveness

AttitudesBeliefs

BoredomDominance

FearThought Process

LonelinessPhobias

Personality TraitsSex DriveShyness

SubmissivenessSuspiciousness

VengeanceWorry

Being Stared atChange in staff

CriticismDanger

DemandsDisapprovalDisruption

Frequent ChangesLack of Social Attention

Not Having ChoicesSpecial PersonDisliked Person

RelocationTeased by others

Tone of VoiceToo Little To DoToo Much To Do

Why do participants engage in challenging behaviors?

Because it WORKS!!!

Challenging Behaviors There are many types of challenging behavior that may seem confusing, inappropriate or even frightening. Some children may act out in violent ways, like biting, kicking, or hitting themselves or others with objects.

We call these types of behaviors maladaptive or problematic.

These behaviors vary in seriousness and intensity.

Challenging behaviors vary by what is accepted by individuals, communities and societies.

Challenging behaviors can isolate the person from others in their community or become barriers to them interacting in their community.

What is the Challenging Behavior Communicating?

In order to determine this we need to ask the following questions:

1. Is the behavior a symptom of a medical disorder?

2. Is the person’s life acceptable? (personal relationships, personal choices, living situation, etc.?

3. Is the behavior the result of a side effect of medication?

4. Is it part of a cluster or chain of related behaviors?

5. Is it a result of lack of skill(s)?

Once we rule in or out these factors….We ask ourselves:

6. What does the behavior get for the person?

7. What does the behavior help the person escape?

8. What does the behavior help the person avoid?

There are many contributors to

the development of

challenging behaviors;

We need to investigate these, however in the

meantime it is imperative that we

take ACTION! Otherwise they will become increasingly

intense and harder to change.

Prevention Strategies The procedures that individuals use to keep others from engaging in challenging behaviors.

Understanding the Problem: The first step is to understand that the struggle with impulse control is at least in part neurological.

Inexcusable Behavior is Inexcusable Behavior: Understanding is not excusing. Participants need to be held accountable for their actions.

“A pound of prevention for every ounce of reaction”: Primary focus needs to be preventing challenging behaviors not reacting to them.

Daily Routines: Keeping participants active and having positive interactions will help to reduce challenging behaviors

Expect impulsive and poorly regulated behavior: It is going to happen! Challenging behaviors are going to occur when participants are sick, stressed, tired, in an over stimulated environment, there is a change in routine, or if demands are too high! You must remain calm, if your anxiety and agitation increases so will the participants! You must maintain control of the situation.

Changing the environment: We will take a closer look in a moment

Prioritize Behaviors

More often that not challenging behaviors do not exist in isolation, therefore it is important to prioritize behaviors.

Set goals that are realistic, clear, and simple. They must be able to be followed by not only staff, but natural supports.

As you get to know participants you will learn their triggers as well as physical changes that are signs of frustration, anxiety, tension, etc. that lead to escalation. Early recognition is imperative to being able to calm the situation, de-escalating or preventing challenging behaviors.

Escalation CycleBEHAVIOR LEVELS

Anxiety: A noticeable increase or change in behavior (drumming fingers, wringing hands, pacing)

Defensive: Beginning to loose rationality; belligerent and challenging authority

Acting Out: :loss of control which often results in physical acting out.

Tension Reduction: Decrease in physical and emotional energy; regaining rationality

STAFF ATTITUDES

Supportive: Empathetic and non-judgmental, clarify messages attempting to alleviate anxiety

Directive: Taking control of an escalating situation

Intervention: Follow specific intervention plan specific to the participant

Rebuild the relationship: Re-establish communication

Personal SpaceProximity

Varies:1’1/2” to 3’

Factors: gender, size, cultures

Invasion of personal space increases anxiety

Body Language in a Crisis Stand at an angle to the person, far enough away they cannot hit or kick you,

and keep your hands in plain view at your side

Communication is Key

While our words are very important, how those words are delivered is also critical!

Tone: avoid inflections of impatience, condescension, inattention, etc.Volume: keep volume appropriate for the distance and the situationCadence: Deliver your message using even rate and rhythm.

Works Cited

A Resource Manual for Georgia’s Community Programs