DukeSharkPerson209
Identify triggers and environmental issues that causes behaviour…
Identify triggers and environmental issues that causes behaviour and offer solutions
Respond appropriately using interventions and positive behavioural support strategies
Consider and acknowledge needs, strengths, capabilities, and preferences
Acknowledge emotional state and show empathy
Describe each step you will take to deal with each situation
Identify behaviours which are cause for concern and assist in behaviour management
Use a person-centred approach to support and explain your process to each person
Address safety requirements and procedures
Use effective and positive communication strategies
Describe relevant documentation for monitoring, support and recording behaviour
Identify any assistive technology or methods that may make a positive and adaptive change to their environment
Describe individual plan modifications, updates or follow up
Describe support service you may need to contact
TASK 1 – MICHAEL – DOWN SYNDROME
Michael has Down Syndrome. He catches a public bus service to his high school. There are always other kids on the bus, some go to another school. They often make fun of Michael, calling him names. When he arrives home in the afternoon, he is behaving aggressively, throwing his younger sister’s toys at the wall. He refuses to eat dinner and shouts at his parents. Michael has been known to present self-injurious behaviour and yells out loudly when not comfortable or upset.
TASK 2 – WILLIAM – ACQUIRED BRAIN INJURY
William is 26 years old and has acquired brain injury and spinal cord injury resulting in incomplete paralysis from a sporting accident, almost 10 years ago. Before the accident he was a promising footballer and wanted to study to coach football. He lives at home with his parents and brother. His parents used the insurance money to upgrade their home for his mobility needs. He requires a support care worker for most daily needs.
His mother is concerned as recently he has become withdrawn and non-communicative. He is making excuses not to bathe, has isolated himself from his friends, and doesn’t go out anymore.
TASK 3 – CHRISTINE – AUTISM
Christine has lived in the facilitated care home for five years. Christine is 22 and has autism. She is well settled and fully participates in all the activities and often helps organise activities. She is well liked by staff and clients alike; though some feel she takes her self-importance as ‘the organiser’ too far.
One afternoon after a weekly outing she is found in the corridor arguing violently with a new resident, Manuel. You are first on the scene, and you see her push Manuel and he breaks his arm. You manage to separate the two and organise another carer to help Manuel while you sit with Christine. She indicates that she was angry because Manuel wouldn’t sit where she told him to. She starts to hit her own head and calling herself ‘stupid’ when you begin your talk with her, clearly upset. You realise you have heard this type of comment several times from her in the past few months. A recent visitor to the facility delighted in showing of their new motor bike which noisily left a few minutes prior.
Christine behavioural management plan states the following:
Christine is often startled by loud noises, which cause a buzzing in her head
She may become self-injurious, hitting herself around the head involuntarily
Christine only ever hits herself – never anyone or anything else
Christine responds to wearing headphones. These should be put on as soon as possible during an incident
Christine may wear padded mitts to prevent injury.
Christine will respond to calm, repetitive instructions
Holding Christine hands in her lap reduces the risk of injury and can be calming. She does not find this restrictive
Christine reacts badly to sudden loud noises, shouting, complicated instructions, laughing or panic by anyone near her
Christine behaviour can be diverted by drawing her attention to her favourite objects – toys, windows, her bed
