Lecture 3: Behaviours of Concern + Positive Behaviour Strategies Flashcards
what are the 7 diagnosis associated with developmental delays
global developmental delay
intellectual disability
cerebral palsy
delayed speech and language
attention deficits
autism
learning disabilities
what are the 4 domains of child development
motor development (fine and gross)
speech and language development (expressive and receptive)
social and emotional
cognitive (including visual perceptual and visual motor)
developmental delays have the potential to affect a child’s ability to do what 3 things
interact with their environment
initiate and maintain relationships
engage in functional daily activities (self-care, productivity, leisure)
what are some questions to consider when selecting strategies for assessments?
is it relevant to the reported concerns and the child?
does it show what the child can do?
does it give meaningful information?
when might behaviour be a concern?
might be uncomfortable for all involved
prevent the child/family from reaching goals
might be painful
what are the functions (reasons) that behaviours of concern occur?
SEAT
S - sensory/self-stimulation/self-regulatory
E - escape (not wanting to clean up toys but keep playing)
A - attention (wanting attention)
T - tangible
what are setting events?
things that are often out of our immediate control and that may have an effect on how likely the individuals are to, or not to, engage in a behaviours of concern.
how do we determine what the function is for behaviours of concern?
collect “A-B-C’s” (Antecedent – Behaviour – Consequence) data from your observations and don’t forget about the possible setting events
what is the A B C concept
Antecedent
- what happened directly before the behaviour
Behaviour
- what did you see, hear, feel
Consequence
-what happened directly following the behaviour
what to do if the function of the behaviour is sensory/self-stimulation?
provide alternative if appropriate, modify environment
what to do if the function of the behaviour is escape
follow through with it but help them and reduce your expectations?
what to do if the function of the behaviour is attention?
don’t engage with behaviour to avoid reinforcing
what to do if the function of the behaviour is tangible?
do not provide
what are some positive behaviour support strategies
co-regulation
consistent expectations/routines
follow the Child’s interests
reinforcement
catch the child “being good”
first/then
