Saturday, January 23, 2010

Part 5:Book Study: No More Meltdowns: Positive Strategies for managing and preventing out-of-control behavior

Section 2 cont...

Creating a prevention plan

By this point, the author has explained how to collect valuable information about behavior. Now, what to do with that information...

1. Can you change the triggers or cause of behavior?
Altering the sensory stimulation either by eliminating or increasing specific types may allow the child to stay in a more constant arousal level thus preventing extreme behaviors in response to stimulation.

Be aware of the timing.
If a child is tired or hunrey or sick...it may not be a good time to place additional demand son the child.

Simplify difficulty level if this is causing the problem behavior.

Add visual supports in the form of words or pictures to increase the child's ability to understand and learn material or serve as a visual reminder of something.


2. Can you teach skills to deal with the triggers?


There are 4 basic kinds of triggers
Demands
Waiting
Threats to Self image
Unmet wishes for attention

What skills can you teach to help
How to ask for help?
Teaching "why" it is important to...
How to understand and deal with criticism
How to effectively start playing or having a conversation


3. Once the trigger of the behavior has been modified and the child knows how to effectively deal with the situation use a reward/ loss system to help reward positive changes and extinguish the negative behavior.



4. Consider biological and physical strategies such as diet and exercise.

So, what are some of Crash's triggers:
1. Demands: Being expected to tolerate different textures of clothing.
Being expected to complete dressing tasks in specific periods of time.
2. Waiting: Accepting No. (very limited issues currently)
3. Accepting Threats to Self Image: (A recently new evolving issue)
Loosing at a game. Getting caught making mistakes.
4. Unmet Wishes for attention: (another recently new issue)
Accepting that someone doesn't want to play with him.

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