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43 Cards in this Set
- Front
- Back
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Useful skills that help a person to function in the places where they live work and play are called….
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FUNCTIONAL SKILLS
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4 guidelines when deciding what skills are important to teach
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1. a functional skill is an activity that someone else would have to do if the person could not do the activity
2. The more often a skill is needed the more useful the skill is to teach 3. Skills for taking part in age appropriate activities are generally more functional than skills for taking part in age appropriate activities 4. Skills that allow a person to get something wanted or get out of something unwanted without problem behaviour are useful |
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The Teaching Setting and Materials
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- Teach in the setting where the skill is needed using materials the person would normally use
OR - Make the teaching setting and materials as similar as possible to real life setting and materials |
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The importance of teaching Functional skills
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- Promotes dignity
-Helps people learn skills more quickly and apply skills to new situations - Prevents problem behaviour |
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How the ENVIRONMENT affects positive behaviour support
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1. affects a persons daily enjoyment
2. affects learning and using important life skills 3. affects whether problem behaviour will occur |
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Important things to look for in an ENVIRONMENT
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1. Choices
2. If is is a typical environment 3. Suited to individual consumer needs 4. Preferred items and events |
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The first step of positive behaviour support plan is.
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Look at the good things in the consumer's environment
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When there are more bad things in our consumers environments than good things our job is to….
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CHANGE the environments to make more good things happen for consumers and LESS bad things
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Problem behaviour cannot be treated in a….
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problem environment
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There are probably many reasons why people with disabilities have few choice options
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- We may be concerned that bad choices will be harmful
-Some agencies and mainly agencies serving groups of people do not have the resources for individual choices - We do nto know how to offer choices to people who do not understand what we y an who are unable to talk |
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Difficulty of choice making
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EASY HARD
1 2 Vocal choice Vocal choice item choice- item choice naming items open ended |
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STEPS FOR GIVING A VOCAL CHOICE
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1. Ask the consumer what they would like
2. if the consumer does not respond with a choice or if the choice named is not available name 2 available choices 3. when the consumer response by naming the available option provide it to them |
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Steps for giving a 2 item choice using OBJECTS
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1. Show the person 2 items
2. if the person does not pick an item let them sample both items 3. after the person samples both present both items again ask the person to pick one of the items 4. After the person pics an item remove the second items and give the person the chosen item |
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Steps for giving a 1 item choice
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1. Present the item
2. if the consumer approaches the item provide the item or if the consumer avoids the item remove the item 3. If the consumer show neutral behaviour have the consumer sample the item 4. present the item again 5. If the consumer does not approach or avoid the item the second time remove the item |
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BENEFITS of Choicemaking
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1. Identifies consumer likes
2. Increases Enjoyment of life 3. Identifies Potential reinforcers 4. Increases Work and Leisure Activities 5. Reduces Behaviour Problems |
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When a consumer is learning a new behaviour or skill wee may need to help them to do at least part if not all of the skill at first.
The help we give is called……. |
PROMPTING
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Prompts are ____________ Because they come before the behaviour and make the behaviour more likely to occur
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ANTECEDENTS
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Types of Prompts
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VERBAL - a spoken question or instruction that helps the consumer do part or all of the skill
GESTURAL - pointing tapping or any other body motion that helps them know what to do next MODELING - Showing the consumer how to do part or all of the skill PHYSICAL - guidance involving touch from staff to help them do the skill |
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Matching Prompts to the individual
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Level of helpfulness
LEAST MOST verbal Gestural Modelling partial full physical physical guidance guidance |
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TASK ANALYZING a skill that involves many behaviours and then teaching the skill as a series of SMALL steps makes the skill ___________
Tak analysis is useful when we are teaching a person to do a skill that the person_____________ |
easier to learn!
DOES NOT ALREADY KNOW HOW TO DO CORRECTLY |
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2 ways TASK ANALYSIS makes a skill easier to learn
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1. It describes the steps of a skill so that the skill is taught exactly the same way every time.
2. By keeping the steps the same every time it make the skill easier to learn because each step signals the next |
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to help someone learn a skill as quickly as possible we should provide prompts following this guideline...
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WE NEVER PROVIDE MORE HELP THAT SOMEONE NEEDS TO PERFORM A SKILL!
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When teaching a skill for the first time we must first find out how much help they need for each step of the task analysis.
First let them do the skill steps__________ If they do not do the step correctly provide a _________ prompt such as ___________ If not able to do the step with verbal prompt____ |
1. without any help
2. MILD 3. VERBAL 4. try Gestural prompt then partial physical then full physical |
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PROMPT FADING
Once we know how much help someone need to do each step of a skill, each time they practice the skill…. |
BEGIN EACH STEP BY GIVING LESS HELP THAN THE PERSON USUALLY NEEDS TO DO THE STEP.
if it is not enough help then give more prompts until the step is correct. *As the step is done correctly you teach the next step |
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Using the least prompts to ensure the step is successful is called
A consumer should _________ get more help than needed to complete any step of the task analysis |
LEAST TO MOST ASSISTIVE PROMPTING STRATEGY
NEVER |
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Mistakes using least to most assistive prompting
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Repeating prompts on a given step
Providing less hep what he second prompt for a given step that the first prompt providing more helpful prompt too quickly without giving them time providing full physical guidance the first time they try a step |
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Opportunities to teach during the daily routine
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1. A person tries a newly learned skill
2. A person asks for help to complete a task 3. A staff member competes tasks for a person that the person could learn to do 4. In situations where the person has had behaviour problems in the past teach BEFORE problem behaviour occurs |
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Use Prompting when….
Use error correction when… Prompts are used_______ the desired behaviour error correction is used_______ the wrong behaviour |
when a pesron does not do anything when instructed
when the person does the wrong thing when instructed BEFORE AFTER |
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Steps for Error Correction
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1. Stop the error
2. Repeat the part of the skill where the error was made 3. Provide as mush help as the consmer nerds to complete the part of the skill where the error was made without making another error |
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Chaining is..
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teaching the steps of a skill ONE at a time in a set order so that each step becomes a LINK in a chain of behaviours that when down in total make up an important skill
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Forward Chaining
Backward chaining |
Forward chaining - teaching the steps of a skill ONE at a time in the order that they occur. Moving FORWARDS throughout the steps
Backward chaining - teaching the steps of a skill one at a time in REVERSE order that they occur. Moving BACKWARDS though the skills |
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A B C stands for...
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Antecedent
Behaviour Concequence |
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Functional Assessment
What do functional assessments tell us.. |
A step by step process to determine what purpose or function problem behaviou serves for a person
1. What the consumers wants 2. Something the consumer does NOT want |
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By using a functional assessment to tell if a consumer uses a problem behaviour to get something the consumer..
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wants or stop something the consumer does NOT want
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Tyoes if Functional Assessments
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1. Interview
2. Direct observation 3. Analog functional analysis |
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Steps for Functioanal Behaviour Assessment
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1. Establishing a team
2. Identifying the interfacing behaviour 3. Collecting Baseline data 4. Developing a hypothesis statement 5. Testing the hypothesis 6. Developing interventions 7. MOnitoring Intervention effectivness |
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Students learn a patter of behaviour through obsercation or through ....
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feedback and concequences
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Trigger events
- an event triggers an emotional reaction or problem behaviour triggers can include.. |
- an event triggers an emotional reaction or problem behaviour
- being asked to do something - being told no - recieving negative feedback or a negative concequencee - Stressfull situaions - overacting to school work |
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the best time to teach new or replacement behaviour is when..
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the student is in the calm phase of the cycle.
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Strategies for DE escalating conflict situations
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- use brief simple stress reduction techniques before responding to their behaviour
2. Respond to the student in a neutral buisness like calm voice 3. Keep responses brief 4. use well timed supportive techniques to interupt ecalating anger 5. Use open eneded questions |
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TYPICAL functions of behaviour
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escape from people/activies
attention self stimulation access to preferred things |
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B O A T S
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Behaviour
Observation Assessment Teaching Strategies |
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Principles of BOATS
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- Behaviour is learned and therefore can be UN learned
- Each person needs an individual approach - Behaviour is influenced by the type reinforcement or consequences after the behaviour |
