Chapter 7 - Prevention, De-escalation & Re-integration Flashcards
Prevention is used to increase on-task or “engaged” behaviors which are __________ with crisis behavior.
incompatible
Knowledge about the _________ will help staff choose the best ways to prevent problem behavior.
individual
When looking at what to teach, if the curriculum isn’t well matched to the individual’s ________, it could result in increased problem behavior.
needs (abilities)
Classrooms and treatment programs with higher levels of positive reinforcement also see higher levels of ___________.
engagement
_____ behavior is managed immediately with non-reactive responding.
Junk
De-escalation strategies are used the moment behavior moves from stable functioning to ________.
pre-crisis
___-____ behavior is when someone stops doing the assigned task or activity.
Off-task
Off-task behavior can happen when there is not enough ________ for doing the task or the task is difficult or uninteresting.
reinforcement
Individuals in PreCL2 are off-task and also visibly _______.
upset (agitated)
Junk is behavior that is inconsequential; it is not _______ or ________, but is very annoying.
illegal, harmful
Junk behavior may be used to:
create ________, and/or to
_________ or avoid tasks, and/or
to get big _______ from teachers/staff.
arguement, escape, reactions
Reinforcing any improvement in behavior in a brief and casual manner helps minimize the accidental ___________ of pre-crisis behaviors.
reinforcement
When dealing with ____ ________, staff should remain “non-reactive,” that is to keep emotions low. Staff respond, but with little interest.
junk behavior
(At pre-crisis L3), it is much harder for individuals to _________, control themselves, or remember to use new skills.
communicate
Staff can increase their proximity by moving closer in a non-threatening way and avoiding ____________.
eye-contact
If individuals are seeking ________ and staff decide to ignore their behavior, a temporary _________ in problem behavior called an extinction burst can occur.
attention, increase
For individuals who are motivated to escape from tasks, staff should try to minimize the delay between the crisis behavior and the _______ __ ______.
return to task
The PCM system strives to protect an individual’s ________ during all phases of the cycle of crisis.
dignity
Once at post-crisis level 1, the individual should quickly be re-engaged in ______ _________ behaviors and possibly contrived tasks.
high probability
During post-crisis level 2, staff must look out for and stop _______ behaviors as the individual returns to tasks or activities.
pre-crisis
At first, tasks should be familiar to the individual, but avoid using ______ tasks.
preferred
