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Encouraging Preferred Behavior

Encouraging Preferred Behavior. Jessica L. Fanning, PhD, CCC-SLP. Prevention Strategies. It’s all about avoiding power struggles Give client a “sense of control” Encourage preferred behaviors Give the client a reason for following adult agenda. Great…. So how exactly will I do that?!.

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Encouraging Preferred Behavior

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  1. Encouraging Preferred Behavior Jessica L. Fanning, PhD, CCC-SLP

  2. Prevention Strategies • It’s all about avoiding power struggles • Give client a “sense of control” • Encourage preferred behaviors • Give the client a reason for following adult agenda

  3. Great…. So how exactly will I do that?!

  4. Prepare (think like the client) • Where are we going? Setting • Setup a fun looking environment • Use vertical surfaces • Stations = movement = less boredom = more compliance • Limit access to materials; keep materials organized • Ability-appropriate activities • What are we doing? When do things happen? What & When • Toddler: You monitor • Preschool & School-age: Visual agenda strategy • If client can attend  create with them so just bring all supplies into the room with you • If client does not attend typically  prepare agenda in advance for reference • How will things feel? Behavior expectations • Words: be clear on what is preferred & non-preferred • Voice: use pleasant, non-emotional voice regardless of button pushed • “Success Chart” strategy: picture notes, good job marks, treasure • What about my mom?Family involvement • Plan how & when to include caregivers, parents, siblings

  5. First: change your language • You’re the one that will determine whether your client follows your directions • Use meaningful language

  6. Meaningful Language (prevention!) • No “empty questions” • Choices • Specific praise

  7. Strategies for Behavioral Success • Make a visual agenda (vertical, moveable) • Create Success Chart (child-directed) • Use vertical surfaces • Plan for client movement opportunities • Be aware of Empty Questions • Fix with immediate choice • Provide frequent Choices • Fill with choices so they don’t have to fight for control • Give frequent Specific Praise • Develop your “How To manual”

  8. Success Charts • Picture notes vertical • Tell story while drawing • Involve the child…give choices…let them fill-in parts of drawings • Target 5-6 steps & embed success • 3-4 existing skills + 1-2 new skills  success oriented! • Attention related skills: • body, eye, ear, hand, mouth, brain • Establish # of “good job marks” for treasure • Role play/review & fill-out as you go.

  9. Success Charts

  10. Picture Notes • Capture child’s attention • Maintain child’s attention • Activate language (LH temporal lobe) • Activate anticipation, planning, attn (frontal lobe) • Activate thinking w choices… • Thinking > limbic saturation > behavioral testing • Review w child, let child tell • Give child choices for what order • Give child choice for how to manage.

  11. Picture Notes

  12. Positive Reinforcement (operant conditioning!) • Positive reinforcement is a behavior-management strategy • The goal of positive reinforcement is to change the frequency of a target behavior give specific & positive praise to increase behavior • It is usually best to give positive reinforcement for preferred behavior as soon as you see it • Don’t get stuck in dings • Give lots of bling (specific praise).

  13. Interaction Basics • Eye contact; positioning; level • Responsive vs. directive • Child’s “sense of control” in adult controlled • Preferred activities; child-directed • Consistency, routines  predictability • Voice variability • Pacing, spinning, power struggles, battles • ABC • Self-analysis; reflection; discussion; plan; practice!

  14. Prevention pays off • By establishing clear expectations … • Agenda, success chart, picture notes • Good reasons for the child to follow directions… • Success chart, motivational system • And by activating their thinking… • Choices, specific praise • You will prevent many, many power struggles • You will provide lots & lots of sense-of-control • You will establish trustful relationship • The child will enjoy you bc they’ll feel safe.

  15. Structure: Setting • Environment, setting • Furniture • Quiet, calm; movement; work • Safety • Distractions • Materials • Visual distractions; presentation; storage • Kleenex, sticky notes, pen  Toddler; Preschool; Elementary; Adolescent

  16. Structure: Setting • Setting up Room • Furniture orientation • Safety • child’s height • Distractions • Camera angles; caregiver views; child’s visual field • Activities & use of space • Opportunities for movement? Stations? • Use vertical space when appropriate! (aka “walls”) • Materials & storage in space • Visual distractions; how will you present; how will you store • Step-up & Step-down accommodations need to be within your reach…but not the child’s • Kleenex, sticky notes, pen, pencil, water, hand wipes, 2 bandaids

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