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ABC ’ s of Changing Behavior

ABC ’ s of Changing Behavior. Reactive Intervention. B. C. A. Proactive Intervention. A ntecedants as unmet needs. Relationships Interdependence Safety and trust Communication Self esteem Sense of belonging Generosity. Personal Autonomy Control Choices Power

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ABC ’ s of Changing Behavior

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  1. ABC’s of Changing Behavior Reactive Intervention B C A Proactive Intervention

  2. Antecedants as unmet needs • Relationships • Interdependence • Safety and trust • Communication • Self esteem • Sense of belonging • Generosity • Personal Autonomy • Control • Choices • Power • Self regulation • Pleasure and joy • Accomplishment

  3. Antecedants as unmet needs

  4. Behavior communicates need People's behavior makes sense if you think about it in terms of their goals, needs, and motives Thomas Mann

  5. Consequences are adaptive outcomes Caring Relationships Loving Support Trust Active Listening Knowing Gifts Validation Opportunities for Participation Meaningful Involvement Cooperative Enterprises Interests Promoted Responsibility Choices Expectations Challenge Guidance Teaching Strategies Rituals and Routines

  6. Consequences are adaptive outcomes Social Competence Responsiveness Flexibility Empathy and Caring Communication Humor Autonomy Sense of Identity Mastery Internal Control Self-Agency Self-efficacy Problem-Solving Ability to Plan Imagination Flexibility Insight Critical Thinking Resourcefulness Sense of Purpose Hope Goal Direction Motivation Spiritual Connectedness Persistence Pittman and Zeldin, 1995

  7. ABC’s of Changing Behavior Reactive Intervention A B C Proactive Intervention

  8. Support Goals and Interventions • We continually set the stage for desired existing behavior and skill development that enhances all adaptive domains, including communication This may include specific substitutions satisfying the function of challenging behaviors.

  9. Support Goals and Interventions • We explore growing and varied opportunities to engage in a range of community experiences, places and people according to our best understanding of the person’s interests, skills, and pace.

  10. Support Goals and Interventions • We have specific prevention and intervention strategies, in addition to broader considerations, that impact the intensity, frequency, and duration of the individual’s challenging behavior.

  11. Support Goals and Interventions • The individual’s family and staff have enhanced confidence and capacity to provide effective support; including responding to challenging behavior. This is observed regardless of impact on traditional topography.

  12. Support Goals and Interventions • The individual’s family and staff have an evolving capacity to understand the person and observe factors contributing to positive and challenging behavior.

  13. 7 Questions-Support Plan Foundation • How can we help the person to achieve a sense of health and well-being? • How can we help the person to expand and deepen his/her relationships? • How can we help the person to have more fun in ordinary, everyday community places? O’Brien & Lyle

  14. 7 Questions-Support Plan Foundation 4. How can we help the person to have more power? 5. How can we help the person to make a contribution to others? 6. How can we help the person learn valued skills? 7. How can we help the person's supporters to get the support they need?

  15. Final Thought • People who lead lives with adequate pleasure, meaning and engagement misbehave less often. People who lead others to lives of adequate pleasure, meaning and engagement ought to be paid more.

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