Positive Behaviour Essay

Definition mien that tends to satisfy the desires of the serveent is plus Behaviour . It give become unvarnished that by this definition nighwhat plus de look uponour whitethorn fall to anti favorable (so called negative) responses and hence is not recommended. Furthermore, some demeanour that is itself socially acceptable and app arntly prescribed is not, by this definition, rattling positive beca intent it does not tend to satisfy the desires of the respondent. The reverse is likewise true some behaviour that is social not acceptable and app atomic number 18ntly negative is yet actually positive because its operates to satisfy the desires of the recipient. Illustrations of Positive Behaviour setions that rear end be categorise under the following headings argon customarily called positiveShowing amuseAgreeingMaking balance criticismApprovingShowing affectionCo-operatingprotectPraisingUnderstandingForgivingAlthough in some ways, the line amidst positive and nega tive behaviour exists in the eye of the be reconcileer. Your value system, which stems from your family and pagan background as well as your own life experiences, volition determine what you believe to be positive behaviour. Your feelings almost yourself and life in general will as well as colour your perceptions. When growns feel positive active themselves, they be better able to understand and accept peasantrens behaviour. Positive behaviours are those which avail fryren/ hoary psyche move along toward the refinement of becoming well- arrangeed, fully functioning adults. In otherwise words, behaviour that is classifiable of a particular stage of breeding, that paves the way for the next stage, is positive. Positive behaviour is not, at that dwellingfore, the same thing as compliance with adult wishes, e modifiedly if those adult wishes reflect a lack of doledge of kidskinrens or aged psyches phylogenesis.Some positive behaviour send packing place downright negative Some authors argue that there are original condemnations in the lives of all chelaren/ remote person when their behaviour travel apart when they seem to move backward in development in ways that perplex and diswhitethorn their parents and caregivers. These times invariably signal a rapid spurt of fleshly, cognitive, or socioemotional growth. An example might be the child on the verge of walking, whose frustration at cosmos left backside evokes a sudden change in disposition and screams of rage. We can befool these periods, not as crisis points, exclusively or else as touch points, incomparable opportunities for understanding and back uping development, if we anticipate them positively and suspend becoming locked in power struggles.By studying child/venerable person development and carefully observing the behaviour of many them, you can learn to adjust your expectations so that the behaviour you expect is in spite of appearance the bounds of possibility for chi ldren to achieve. By observing the behaviour of a particular child child/venerable person over time, you can begin to understand what particular behaviours mean for that person. You may begin to see how behaviour that seemed irritating to you actually serves a positive function for a child/venerable person.Focvictimization on positive behaviour places negative behaviour in better posture and develops a more accurate impression of the whole child/venerable person. It allows you to emphasize strengths and help children overcome weaknesses.Early childhood educators with heightened awareness of positive behaviours will set the stage so that those behaviours can occur, and will respond in ways that make believe these acts occur more practically. In other words, they will use techniques of indirect and direct guidance.Positive behavioural raiseAccording the Department of wellness, Positive behavioural actualise (PBS) provides a poser that seeks to understand the context and meaning of behaviour in order to assert the development of concordive environments and skills that can enhance a persons quality of life. Evidence has shown that PBS-based approaches can enhance quality of life and also surmount behaviours that challenge which in turn can lead to a reduction in the use of repressing interjections. It is open uped on principles that switch pertinency for a oft broader range of tribe and may use distinct terminology.PBS provides a conceptual framework which recognises that people may need in behaviours that are dispute because they apply challenging or intricate necessitate that are not being met these could be associated with unusual needs and own(prenominal)ised preferences, sensory im couple onments, or mental or tangible health conditions they are exposed to challenging environments in which behaviours of business concern are promising to develop examples might entangle environments which are barren and lack stimulation, where t here are high levels of demand placed on people, where there may be institutional blanket rules, compeled or unpredictable admittance to preferred activities and those things the person values and where there is insufficient avail king of positive social interactions, or where personal choices are not offered and/or honoured they typically have a generally impoverished quality of life. PBS approaches live a number elements Using person-centred, values-based approaches to stop up people are financial sustenance the lift out life they possibly can. This involves assisting a person to develop personal proportionships, improve their health be more active in their federation of interests and to develop personally. When d nonpareil properly, person centred aimning processes make positive(predicate) that those who support people get to know them as individuals. Skilled assessment in order to understand probable reasons why a person presents behaviours of concern what predicts theiroccurrence and what factors maintain and sustain them (this area of assessment is often referred to as a useful assessment). This requires consideration of a range of contextual factors including personal constitutional factors, mental and physiologic health, communication skills and the persons ability to influence the world around them.Patterns of behaviour provide important data, adept analysis of which enables key areas of unmet need to be understood. The use of behaviour support plans which have been informed by an assessment of these factors in order to ensure that aspects of the persons environment that they find challenging are determine and addressed, that quality of life is enhanced and that wherever possible people are supported to develop alternative strategies by which they can better gibe their own needs. These are referred to as primary interference strategies. The behaviour support plan must detail the responses such as de-escalation techniques, distract ion, diversion and sometimes disengagement to be use by carers/stave when a person starts to become anxious, aroused or distressed. These are referred to as secondary prohibitive strategies and aim to promote relaxation and avert any further escalation to a crisis. Behaviour support plans include guidance as to how people should act when a persons agitation further escalates to a crisis where they place either themselves or others at significant risk of harm.This may include the use of restrictive treatments. Within behaviour support plans these are as identified as tertiary strategies. Any person who can jolly be predicted to be at risk of being exposed to restrictive preventatives must have an individualised behaviour support plan. safeguard computer program approach care plans, personal recovery plans or other individualize approach planning organizes may also incorporate behaviour support plans. They must always include clear evidence of health and social needs assessme nt, and be ca-cad with input from the person, their carers, relatives or advocates. This should identify The context within which behaviours of concern occur Clear primary preventative strategies which focus on improvement of quality of life and ensuring that needs are met Secondary preventative strategies which aim to ensure that early signs of fretfulness and agitation are identifyd and responded to Tertiary strategies which may include detail of plannedrestrictive interventions to be used in the safest possible manner and which should only be used as an absolute last mend What are the Positive Strategies for funding mien Improvement?There are many possible contributors to the development of challenging behaviours. It is important to investigate and evaluate these, but also to fall action sooner rather than later, since many doingss can become increasingly intense and harder to change as time goes on. Often a indispensable approach to managing behaviour involves a com bination of addressing underlying physical or mental health concerns, and using the behavioural and educational supports to give instruction alternate skills and self-regulation. There is no magic pill, but there are a number of strategies that can often be reformatory. The use of Positive mien Supports is more than just a politically correct approach to behavior management. Research shows that it is effective. The alternative is usually punishment, which decreases the likelihood of a behavior by taking something away (such as removing a favorite toy) or doing something vitriolic (yelling, spanking.)While punishment might work immediately, it has been shown to be ineffective in the long run and can increase aggressive behavior, provide a model for additional undesirable behaviors, and strain the relationship with the caregiver (you). It is worth noting that to continue to be effective and maintain improvements, positive supports and feedback need to be ongoing as well. Withho lding rein deplumement for problem behavior (i.e., extinction) is technically an example of punishment. Proponents of Positive Behavior Support (PBS) acknowledge that controlling entry to reinforcement is necessary when trying to change behavior. What PBS does not beg off is the use of aversive (e.g., demeaning, painful) procedures to suppress behavior.Such approaches have been demonstrated to be ineffective in producing durable changes in peoples behavior and do not improve to quality of their lives. Association for Positive Behavior Support If you have made changes to improve your childs health or happiness, and these have not helped to improvehis behaviour in a honest time frame (a couple of weeks), or you are concerned rough safety, help may be needed. Positive strategies and an intervention plan can be developed by a behavioral or educational team, usually in response to what is learned in a functional behavior assessment(FBA) as described in the previous section.When some (prenominal) challenging behaviors exist, it is important to establish priorities. You may want to first target behaviors that are particularly dangerous, or skills that would help to improve mail services across several(prenominal) behavioural scenarios. Re fellow member to set goals that are realistic and pregnant. Start with splendid steps that can build over time. A non-verbal child is not likely to speak in full sentences overnight, but if encyclopaedism to hold up a take a break card when he needs to leave the table allows him to exit, and keeps him from throwing his plate, that is a huge success.A plan for our team should meet four essential elementsClarity Information active the plan, expectations and procedures are clear to the individual, family, staff and any other team members. eubstance Team and family members are on the same page with interventions and approaches, and strive to accept the same expectations and rewards. Simplicity Supports are simple, practical a nd accessible so that everyone on the team, including the family, can be successful in making it happen. If you dont understand or cannot manage a complicated proposed behavior intervention plan, speak up We have to recognize that many skills take time to develop, and that changes in behavior require ongoing supports to be successful.In some cases, especially when you are ignoring a behavior that used to work for your child, behavior may get more intense or more everyday forrader it gets better. Your team should keep good records and track march on and responses to intervention to know if the plan is effective. Being realistic at the outset is crucial. It can help parents and caregivers appreciate that they are making small yet meaningful changes in their lives and the lives of the individual they care for. Making goals realistic means they are achievable. Being realistic keeps the picture positive. It focuses attention on progress towards to a goal, rather than perfection. pictu re a real Positive Behaiviour SupportOur team should develop strategies for you to use to increase the behaviors you want to see in your child. These will need to be individualized to hisparticular needs and challenges. They can often be helpful in building a smell out of feel in accomplishments and personal responsibility, and a sense of what is expected. This will reduce the misgiving and reactivity that results in aggression or other behaviors. Some helpful strategies Celebrate and build strengths and successes we tell him what he does well and what you like. A sense of competence often fosters interest and motivation. Strive to give positive feedback much more frequently than any correction or negative feedback. outstanding job putting your dishes in the sink Respect and listen to him We may have to look for the things he is telling you, verbally or finished his choices or actions. You keep sitting on that side of the table. Is the sun in your eyes over here? Validate his c oncerns and emotions Do not brushing aside his fears or tell him not to worry.His emotions are very real. befriend to give language to what he is feeling. I know you do not like spiders. I can see that you are very agoraphobic right now. I can see that you are angry that our plans have changed. turn in clear expectations of behavior Show or tell your child what you expect of him using visual aids, photographs or video models. A cracking way to teach new skills is Tell-Show-Do. Set him up for success Provide accommodations. Accept a one word answer instead of demanding a whole sentence. Use a larger plate and offer a spoon to allow him to be neater at the dinner table. Use Velcroshoes or self-tying laces if tying is too frustrating. Ignore the challenging behavior Do your best to keep the challenging behavior from serving as his way of communication or winning. This is hard to do, but in the long run it is effective. Do not allow his screams to get him out of brushing his teeth , or his acidulated to get him the lollipop that he wants. Behaviors may get worse before you start to see them get better. Stay the course And make sure all family and team members are consistent in this approach and that you pair this with other positive strategies.Alternate tasks Do something that is fun, motivating or that your child is good at. Then try something hard. He will be slight inclined to give up or get agitated if he is already in a positive framework. Teach and interact at your childs or loved ones encyclopedism level Take care to set him up for growth and accomplishment, rather than the anxiety produced by constant failure or boredom. Give choices, but within parameters Everyone needs to be in control of something, even if it is as simple as whichactivity comes first. You can still maintain some control in the choices that you offer. Do you want to eat first, or key fruit first? Provide access to breaks Teach the individual to request a break when he needs to r egroup (e.g. use a pectoral medallion card that represents break). Be sure to provide the break when he asks so he learns to trust this option and does not have to resort to challenging behaviors.Promote the use of a safe, calm-down place Teach him to recognize when he needs to go there. This is a positive strategy, not a punishment. Set up reinforcement systems Use simple, predictable processes that reward your child for desired behavior. Catch him being good and reward that, verbally and with successful activities, objects or payment. I love that you stayed with me during our shopping trip. You earned a slang on the airplane toy Allow times and places for him to do what he wants Even if it is a stim, it is important to provide these options when it is not an intrusion or annoyance to others. Reward flexibility and self control I know you wanted to go to the pool today and we were surprised when it was closed.For staying cool and being so flexible about that change in plans, pe rmits go get some ice cream instead clean your battles Strive for balance. Focus on the behaviors and skills that are most essential. Be sure to include positive feedback and intersperse opportunities for success and enjoyment for you, your family, and your loved one with autism. Be resilient. Celebrate the fun and the good things Use positive/proactive language Use language that describes what you want the individual to do (e.g. I love how you used a tissue ), and try to avoid dictum NO, or dont (e.g. stop picking your nose. ).Setting Realistic Behavioral GoalsSetting goals allows us to objectively measure progress toward an identified desired outcome. It also allows caregivers and parents to ask themselves, What behavioral changes would really make the greatest improvements in our lives together? It allows them to identify what really matters. For instance, it may be more important to address a behavior such as throwing things during a classroom activity than to address that per sons inclination of an orbit to stand up during meals.Adapt the EnvironmentAs you learn to venture like a detective about your childs behaviour, your observations (or the FBA) are likely to show that behaviour occurs at specific times, with certain people or in particular environments. You and your team will need to phone line in, training to recognize the signs of increasing tension, anxiety or frustration that last lead to challenging behaviours. Often there is a ramping up, or escalation period, and learning to recognize that early and using many of the approaches here can help to calm a situation and prevent behavioural outbursts. Sometimes these signs may be very subtlered ears, a tapping foot, heavier breathing, higher sky speechbut it is essential that everyone on the team responds to the importance of set in and working towards de-escalation. Changing the environment can often reduce behavioral episodes. Expand situations, relationships, places and opportunities that are successful.If possible, try to adjust or avoid situations that are triggers for challenging behaviour. Incorporate ways to reduce frustration and anxiety and increase understanding. Below are some things to consider when working to create a more successful environment Organize and provide structure Provide clear and consistent visual schedules, calendars, consistent routines, etc. so that the person knows what is coming next. Inform transitions and changes Recognize that changes can be passing unsettling, especially when they are unexpected. Refer to a schedule, use countdown timers, give warnings about upcoming changes, etc. we can use Visual Supports Pictures, text, video modelling and other visuals are best for visual learners, but they are also critical because they provide information that stays.The ATN Visual Supports Tool Kit provides a step-by-step, easy-to-understand introduction to visual supports. Provide a safe place and teach when to use it A calming room or corner , and/or objects or activities that help to calm (e.g. bean bag) provide opportunities to regroup and can be helpful in teaching self-control. Remove or dampen distracting or disturbing stimuli Replace flickering fluorescent lights, use headphones to help delay noise, avoid high traffic times, etc.Pair companions or staff suitably for challenging activities or times Some people are more calming than others in certain situations. If going to the store with dadaism works better than withmom, focus on that and celebrate successes. Consider morphologic changes to your home or yard These changes might address some of the specifics of your situation to increase independence or reduce the risks when outbursts occur. Making Homes that Work includes a range of potential changes that can be made to reduce lieu damage, improve safety, and increase choice and independence.Communicate to OthersMany families have found it helpful to communicate to those around them about their childs special needs and some of the behavioral situations that might arise. Sometimes it is helpful to let others know what is going on so that they can also be observers and help provide helpful input about your child. Some families have found it helpful to talk to their neighbours, or to communicate with others in the community using stickers, cards, or other visuals. Parents can carry a line of merchandise card standing such this one Positive and Proactive Care reducing the need for restrictive interventions People with learning disabilities whose behaviour is challenging will have physical interventions used on them at some point in their lives. In the absence of a righteousnessful reason, using force, or threatening to use force, could give rise to a unlawful charge, as could locking someone in their room. The Mental Capacity Act defines the unlawfulness, and the appropriate penalties for actions of illtreatment or neglect. A physical intervention in relation to challenging behaviour is described by the British Institute for learn Disabilities (Harris et al, 1996) as A method of responding to the challenging behaviour of people with learning disability and/or autism which involves some degree of direct physical force which limits or restricts the hunting expedition or mobility of the person concerned.They define three types of physical intervention direct physical contact between a member of staff and a service user for example holding a persons arms and legs to stop them attacking someone the use of barriers such as locked inlets to limit freedom of movement for example placing door catches or bolts beyond the reach of service users materials or equipment that restricts or prevents movement for example placing splints on a persons arms to restrict movement.The Department of Health/Department for Education and Skills guidance (2002) outlines the requirements when physical intervention are planned and these include agreement by the multidisciplinary team, includi ng consultation with others as appropriate put in writing, together with the behavioural plan (they should neer be the only plan for managing behaviour) be supervised by appropriately trained staffbe recorded, so that the circumstances of any physical intervention and methods used can be monitored. This guidance also emphasises that the physical interventions should be used as infrequently as possible be in the best interests of the service user be part of a broader treatment strategy not cause injury maintain the persons dignity.And also, The Human Rights Act (HRA)15 imposes a duty on humans authorities, (including NHS Trusts, Local Authorities, and police forces) and services exercising functions of a public temperament not to act in a manner that is incompatible with the European Convention on Human Rights13 (ECHR) rights that have been made part of UK law by the HRA.