PBIS in the Home for Students and

Adults with Disabilities

Kelly Jewell, PhCkjewel2uw@gmail.com

Case Study Background

Triangle in the Home

Putting together the Team Team Responsibilities

Developing Behavior Matrix (Expectations)

Teaching and Monitoring Expectations

Developing and Reinforcing Expectations

Consequences

Tier 2 and Tier 3

Things to Consider

***Feel free to ask questions along the way

Agenda

Background Information

Adult with cognitive disabilities Deaf

Struggles with physical activity

Health issues requiring constant companionship

Parent’s goal for independent living

Adult struggles with learned helplessness and violent behaviors (hitting, scratching, biting, and kicking)

Triangle at School verse Home

With All Students: Universal

With Some Students: Secondary

With Few Students: Tertiary

Always with Person: Universal

Sometimes with Person: Secondary

Rarely with Person: Tertiary

Team Members Adult or Student (Individual)

Parent’s Mom and Dad

Roommate or Siblings

Carestaff: People who work with student or adult

Adult or Student’s friends

Family members and friends of Parents

Former Carestaff

Job Coach/Trainers

Community Members

Universal Team’s Responsibilities

Follow similar philosophy of PBIS Leadership teams in schools Develop expectations together and from

previous data

Post, teach, review, monitor, and reinforce expectations

Culturally appropriate

Participate in Quarterly meetings with Carestaff or direct connections

Participate in Yearly meetings as a team

Developing Behavior Matrix

Team’s current concerns and Previous, Documented Behavior Problems Carestaff Notes

Individual’s Behavior Concerns

Parent’s Behavior Concerns

Positive Language on what individual should be doing

Developed Behavior Matrix for Carestaff Schedule and Responsibilities

Post: Notebook within the house, discrete

Behavior Matrix

Teaching and Monitoring Behaviors

Prior training of all Carestaff, directly involved individuals, and parents

Individual training through multiple methods Discussion

Modeling – Demonstrate

Video

Picture

Review only specific expectations after documented event

Monitor: Carestaff Notebook and Individual email

Carestaff Notebook

Developing Reinforcement

Adult or developmentally appropriate

Monitor/track for obsession

Universal understand of appropriate reinforcement

Consider short and long term goals

Specific behaviors Stay focused on matrix

Part of normal life routine, like being an individual, adult

Reinforcement Extra times out to eat

Movies/dvd’s

Girl trips

Day off of work

Special time with friends

Shopping

Whens things are not going well

Not demonstrating behaviors on matrix

Direct refusal of a chore or task Dishes

Taking time getting ready for non-preferred activity

Being late for work

Inappropriate, constant talk about others

Aggression toward others

Consequences

Level 1Reminder of expectationsIgnoring inappropriate behaviorReview of matrix

Level 2Discussion with behavior specialist or mom and dadReminder of expectations and consequences for not following expectationsReview of matrix

Level 3Loss of preferred activityPay for damage (dishes)Discussion with behavior specialist, mom and dad, and Carestaff

***Keep consequences natural and individual choice.

Sometimes (Tier 2) Individual needs specific support with

expectation

Check In/Check Out (Self-Monitoring) Chart Reviewed expectations prior to starting task

Individual monitors expectations through task

Check mark for completing guideline

Review expectations after finishing task

Receive praise and potentially preferred activity (after multiple correct completions of expectations)

Observed by Carestaff

Rarely (Tier 3)Wrapping person with support

Multiple trainings with Behavior Specialist

Group meeting with mom, dad, behavior specialist and Carestaff

Loss of multiple preferred activities to support in refocusing Regain preferred activity with demonstrate of

appropriate behaviors

Additional supports with chore/task activities

Emergency visit with therapist

Things To Consider Family Emotions

Research and Practice

Individualized triangle

Making sure everyone is trained on expectations and wording

What to do when someone is absent or missing

Questions

Comments