Change the Environment Teach New Skills Focused Supports Focus: Improving the fit Focus: What new skills Focus: Steps to bring between the individual and can we encourage that about rapid behaviour Focus: Immediate their world. would reduce the need change in the short responses to a for the behaviour? term. developing or presenting Functionally equivalent behaviour from least to Review Background Factors from Day 1: skills. Focus on doing the most restrictive. things you know work Personality. Based on their strengths for this individual: Try to meet the need Strengths and and interests are there abilities. skills we can provide Communicate in a way Ignore the behaviour Family of origin / which would increase they understand. culture. their independence and Redirect or distract. Diagnoses. control? Maintain consistent Sensory processing expectations. Use humour considerations. Are there skills they are Emotional missing which are Introduce a positive Simplify your considerations. causing frustration, activity or item. communication Historic anger, disappointment? experiences. Stimulus Control: Keep your voice, facial Communication. Is their behaviour Where possible, expression and body helping them achieve remove elements that language as calm as Role of Person Centred something? Would might be causing possible. Active Support. there be another way for distress, etc. them to do the same Be aware of your Environment thing, which might be Decrease or stop position in the space. Predictability: Do they know better for them and for making demands. going to happen? Do what’s us? Remove others and they know where they are PRAISE appropriate yourself from the going? Are there behaviour. environment. communication Routines: Is there a strategies we can Reinforcement. Last Resort Strategies: framework to their day? promote to foster Chemical effective Restraint. Control: Do they have communication. Seclusion. opportunities to make Mechanical choices? Are there coping skills Restraint. or relaxation strategies Physical Restraint. Relationships. that would improve their Other restrictions. emotional state? Expectations. Engagement. This framework is drawn from The Multi Element Model by La Vigna, Willis, Donnellan at the Institute of Applied Behaviour Analysis Change the Environment Environment means or conditions in which a person, animal, or plant lives or “the surroundings in other words, the background factors. We are not just talking about the physical space, operates”, but rather everything external to the individual that has the capacity to directly impact on them. This includes: Activities: Person Centred Active Support. Routine/Predictability. Personal control/Independence. Communication:
Change the Environment Teach New Skills Focused Supports Focus: Improving the fit between the individual and their world. Review Background Factors from Day 1: Personality. Strengths and abilities. Family of origin / culture. Diagnoses. Sensory processing considerations. Emotional considerations. Historic experiences. Communication. Role of Person Centred Active Support. Environment Predictability: Do they know what’s going to happen? Do they know where they are going? Routines: Is there a framework to their day? Control: Do they have opportunities to make choices? Relationships. Expectations. Engagement. Focus: What new skills can we encourage that would reduce the need for the behaviour? Functionally equivalent skills. Based on their strengths and interests are there skills we can provide which would increase their independence and control? Are there skills they are missing which are causing frustration, anger, disappointment? Is their behaviour helping them achieve something? Would there be another way for them to do the same thing, which might be better for them and for us? Are there communication strategies we can promote to foster effective communication. Are there coping skills or relaxation strategies that would improve their emotional state? Focus: Steps to bring about rapid behaviour change in the short term. Focus on doing the things you know work for this individual: Communicate in a way they understand. Maintain consistent expectations. Introduce a positive activity or item. Stimulus Control: Where possible, remove elements that might be causing distress, etc. Decrease or stop making demands. PRAISE appropriate behaviour. Reinforcement. Focus: Immediate responses to a developing or presenting behaviour from least to most restrictive. Try to meet the need Ignore the behaviour Redirect or distract. Use humour Simplify your communication Keep your voice, facial expression and body language as calm as possible. Be aware of your position in the space. Remove others and yourself from the environment. Last Resort Strategies: Chemical Restraint. Seclusion. Mechanical Restraint. Physical Restraint. Other restrictions. This framework is drawn from The Multi Element Model by La Vigna, Willis, Donnellan at the Institute of Applied Behaviour Analysis Change the Environment Environment means “the surroundings or conditions in which a person, animal, or plant lives or operates”, in other words, the background factors. We are not just talking about the physical space, but rather everything external to the individual that has the capacity to directly impact on them. This includes: Activities: Person Centred Active Support. Routine/Predictability. Personal control/Independence. Communication: