DSP II Unit 4 Flashcards
Competencies
Positive Behavior Support
- Recognizes risk and works to prevent crisis
- Uses positive behavior supports to promote health and safety
- Uses appropriate and approved intervention approaches
- Seeks help from staff as needed
- Monitors situation and communicates with the individual, family and support staff to reduce risk
- Recognizes own role within a conflict and changes behavior to minimize conflict
Positive Behavior Supports (PBS)
Uses applied behavior analysis
Support strategies focused on prevention and learning.
Respectful
Individualized
Protect human and civil rights
Teaching skills for success.
Including:
Self-management
Communication
Choice
Self-determination
- focus on preventing challenging behavior and lasting behavioral change
PBS and applied behavior analysis
- Review the situation to see what is encouraging the behavior
- Understand the function of the behavior
- Select strategies that help the person be more effective, and get needs met.
- Help the person learn self-management skills
PBS and respecting an individuals choices
- Supporting people to make their own choices
- Supporting people to decline participation
- Supporting people to determine their own path in life
- Teaching people to problem-solve and make good choices
- Letting people experience real consequences of their choices while keeping them safe from serious harm (caused by too much freedom without enough experience)
Behavior Support Plans and purpose
Provides information on why a behavior is being used, lists ways to prevent challenging behavior and provides teaching strategies to teach more acceptable behaviors.
Provides information
Help people to know exactly what to do to help a person with challenging behavior.
- States the problem behaviors and functions/context of the behavior
- Describes how to change the environment for success
- Improves accountability and consistency in strategies used
- Provides a basis for change
BSP are
- Written by a licensed behavior analyst
- Specific to the individual
- Based on the individual’s life goals
- Developed, reviewed and approved by the person as well as the support team
- Describe the behavior in objective and measurable terms
- Offer a hypothesis for the function and context of the behavior
- Describes interventions, risk of interventions and who is responsible for the interventions
- Uses positive approaches including teaching new skills
- Provide strategies for effective response
- Describes how and when to document
- Describes success and when the plan will be revised/reviewed
Cultural Competence
The recognition of the influence of culture and background on behavior and beliefs
5 Elements of cultural competence
- Valuing diversity
- Understanding your own cultural views and ways to share those views
- Knowing how culture affects the person you support and their life situation
- Gaining knowledge of other cultures
- Being able to adjust the way you behave to meet the needs of the people you support and their culture
6 stages of cultural competence
1) Cultural Destructiveness
Beliefs and actions are harmful toward other cultures
Rights of a certain culture are often denied
2) Cultural Incapacity
Beliefs and actions act as benign neglect toward other cultures.
Lack of recognition of other cultures or belief that one’s own culture is best.
No intention to harm others
3) Cultural Inattention
Beliefs and actions that deny differences in cultural values.
People believe that all people are the same but lack recognition the uniqueness of culture.
They don’t recognize that people may want to be treated differently or their differences are acknowledged.
4) Cultural Pre-competence
Beliefs and actions that recognize differences in cultural views.
Some recognition that situations can be influenced by culture.
Remain uncertain about how to handle cultural conflicts.
5) Basic Cultural Competence
Beliefs and actions that value diversity.
Welcome the chance to learn from people of different cultures.
Recognize when problems stem from cultural differences.
6) Advanced Cultural Competence
Beliefs and actions that put a high value on diversity.
able to quickly identify situations that are influenced by culture.
Have resources for understanding culture
Culture Wheel
Language
Traditions and rituals
Techniques and skills
Tools and objects
The arts
Food and drink
Values
Greater community
SMART goals
Specific
- what, why, who, where, which, how, when
Start with an idea - make it specific
Measurable
Include indicators of progress.
Clear definition of success
Include indicators of when you have achieved the goal
Attainable
Set a goal that can be achieved within a certain time frame
Include resources that are needed and what is available.
- Resourced needed
- Potential barriers and solutions
- Initial action steps
Relevant
What is the reason for the goal.
Tied to a specific purpose
Time-bound
Needs a beginning and an end
Time goal can help motivate a person to stay on task
achievable and measurable
Conflict Resolution
Behavior
Consequences
Feelings
Collaborative Conflict Resolution
“When you smoke around me (B) I have trouble breathing and feel nauseous (C) and I feel ill and angry (F)
Give the person a chance to speak
Listen without agreeing or disagreeing
do not engage in “us vs them”
Risk Assessment
identifying acceptable risk
Collecting meaningful information through observation, communication and investigation.
Steps:
1) View of the person you
