PBIS in the Home for Students and Adults with Disabilities Kelly Jewell, PhC [email protected].
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Transcript of PBIS in the Home for Students and Adults with Disabilities Kelly Jewell, PhC [email protected].
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