Guidelines For Improving Current Practice

M2 Discuss strategies used to minimise effects of one type of challenging behaviour in health and social care settings.

By identifying the environmental variables, and defining them in measurable terms, data were collected to demonstrate how often particular antecedents and consequences were present, prior to, and immediately following, the target behavior. This data identifies what may likely be maintaining the target behavior. In order for data to be collected accurately, all observers must be using the same definition of a behavior or measurement. This information is then used to develop the hypothesis, which will be the basis for the behavior intervention plan (BIP). While each step in the process plays an integral role, using measurable and observable terms to identify variables, as well as behaviors, is imperative for accurate assessment and the development of an effective

As an ABA programme supervisor, I have gained in-depth experience in designing individualised behaviour change programmes and monitoring clients ' progress on ongoing basis. All treatment programmes have targeted a variety of socially significant behaviours, and have been based on data driven results from baseline and

This paper will be analysing Gemma’s case study. A variety of effective strategies and intervention would be addressed after analysing to support her behaviour/ the strategies that will be mentioned will be established from academic literature and developmental theorists. It also will examine Gemma’s family and home culture and relationship with peers and educators. Also, adding teaching strategies, guidance of self and how the environment will be suitable for her and her peers also the benefits and challenges of using a behaviour support plan.

The aim of FBA is to create a positive intervention plan, which reduces a child’s maladaptive behaviour, and increases a desired behaviour, and this desired behaviour should be as efficient as the maladaptive behaviour for its function (Nielsen & McEvoy, 2004). Using these assessments as a tool to create intervention plans is proven to have more positive results than not using them (Gable, Park, & Scott, 2014; Scott & Kamps, 2007). Therefore, it is important to create a clear link between the function of the target behaviour and the intervention strategy, as the wrong intervention can function as a reinforcer of the targeted behaviour (Scott & Kamps, 2007). There are three stages to interventions: changing the antecedent events which could affect the maladaptive behaviour, create a positive behaviour replacement, and lessen the events which maintain the target behaviour following its occurrence (Nielsen & McEvoy,

& Stephenson (2010) conducted a study into the willingness of behavioural specialists teachers within four regions across Sydney Metropolitan area to conduct, Functional Behaviour Assessments (FBA) required by PBS delivery in its third tier inclusion. The results show that some behaviour specialist had received training but it was not used as anticipated, with only half actually writing a verified FBA intervention plan .It seems that to support a wide-spread use of FBA within Australia, recommendations by USA colleagues have suggested a more formalize system of what constitutes the use of FBA and circumstances for its requirement, along with more training of FBA specialists. It was also suggested that classroom teachers have training in Applied Behaviour Analysis (ABA), as this is the reasoning behind FBA when implementing strategies into the classroom. (2010)

Through the evaluation of the literatures, determination of the pattern between Positive Behavior Support and Applied Behavior Analysis as different evidence-based practices through certain environments to determine behavior interventions has been determined, and the relationship associated with these behavioral models are should be utilized depending on certain

To better direct our school-based positive behaviour strategies, I have also used the principles of FBA to modify the school’s incident report form to gather behavioural data. In particular, I included sections to collect data on:

The first important parts of developing a behavior modification program is to describe the person’s behavior. This is important in order to understand the behavior that needs to be changed (Kuhlenschmidt, n.d.). For instance, if the unreasonable bad behavior that needs to be changed, the frequency and time of its usual occurrence need to be determined. The aspects that may possibly trigger that bad behavior must also be acknowledged. The next important part is to decide that behavioral change is needed. Making a decision to take the behavior modification program requires a strong level of commitment (Kuhlenschmidt, n.d.). Otherwise, developing the program will make no sense. Another important part of the process is the identification of potential intervention strategies. Depending on the type of target behavior, these strategies may range from positive or negative

Key principles to successful sm interventions start off with clear behavioural goals, and theory such as gain frame, exchange theory and TPB. Participants must be well segmented from gender, age through to values and psychosocial behavioural norms. When working within a community context, a practitioner will face more than one aspect in order to prevent negative behavioural norms. For example it is possible that one intervention will tackle barriers to do with the environment, public policy, medical aspects such as disability or social norms of which encourage the bad behaviour thus stand in the way between the client and their goal. It is paramount that all approaches are client led in order to empower existing skills and recourses that will promote and sustain good behaviour change

Dr. Fabiano examined 174 studies along with his co-authors Pontifex, and DuPaul, about behavioral treatments in 114 papers. The treatments fell into three broad categories, such as parents, teachers, and therapeutic analysis (para. 2). For example, parents are considered a very helpful support for these children, because parents know their children and are able to provide behavioral support for their children in classrooms. Parents understand how to get their children to pay attention to instructions so they can learn skills. Also, teachers were provided with effective behavior strategies help students perform better in classrooms (Clay, 2013, p. 44).

This paper discusses professional application of the behavior modification model. The theoretical basis for this model is behavioral theory. This model emphasizes the client system, but will shift focus to the mezzo system when needed. The process of behavior modification is outlined in detail in this paper. To end the paper, there will be articles that support this model and prove its effectiveness with individuals.

In the efforts to establish classroom rules that are clear and understandable, the students should be involved in creating the rules as well as the ways of which they can

Every person with behaviour challenges should have a clear plan setting out the support they need, and the support they are more then likely need in the years ahead

Rules and expectations should inform students what to do instead of what not to do. Teachers should refrain from using words like “do not,” “never,” among others. Rules should be put in a format that states a direction and an action. For example, “When getting in line, always line up in two lines with boys in one line and girls in another.” Telling students what not to do will leave students guessing what they are supposed to do. Teachers should speak using positive words, even when giving feedback on a negative situation.