PBS “To Go”
Contents
1. Areas of Strength Areas of Challenge KIPBS KU 2015 25 Introduction Level Activity Do On Your Own Vision of the desired Vision of the future undesired future What are the things you d dream to What are the things that you d be see happen if everything goes well concerned might happen if things dont go well m ca cucuat KIPBS KU 2015 26 Introduction Level Activity Do On Your Own You ll want to identify barriers so the team Is prepared for them but don t dwell on them Use the PCP meeting as an opportunity for creative problem solving What are some What are so promising future obstacles or road possibilities blocks KIPBS KU 2015 2 It is very easy for what starts out as positive Person Centered Planning meeting to become a negative experience for the child because team members can get too focused on discussing all of the challenging behaviors The PCP is not intended to solve all of the child s behavior allow the youth to choice and say in his p and to provide meaningful motivation to the team through identifying the child s dreams and goals The best way to keep the meeting positive is to remember that the challenging behaviors will2. o Second Steps Curriculum Books listed in the Appendix Additional items regional centers received o Table Top A o 32GB SDHC Memory Card KIPBS KU 2015 97 PBS To Go Telehealth and Positive Behavior Support Technology Package Vaultz Rolling Locking File Box PBS To Go Box KIPBS KU 2015 98 PBS To Go Telehealth and Positive Behavior Support Technology Package Dell Latitude 3440 Notebook PC Specifications ee Operating System Windows 7 Windows 8 disk included Processor Intel Core i5 4200U CPU 1 6 GHz Memory RAM 4 GB Storage 500 GB HDD Bluetooth Enabled default user kmhpbs pass kmhpbs1 Drivers 7 http www dell com sul port home us en 19 product support product latitude 3440 laptop drivers User Manual Ci ee ee KIPBS KU 2015 99 PBS To Go Telehealth and Positive Behavior Support Technology Package Dell Mobile P any he Pts reread Dell m900HD Drivers Page www dell com support home us en 19 product support product dell m900hd drivers Dell m900HD User Guide http www dell com support home us en 19 product Support product dell m900hd manuals KIPBS KU 2015 100 PBS To Go Telehealth and Positive Behavior Support Technology Packa HP Officejet 100 Mobile Printer L411a Part CN551A Officejet 100 Drivers Pag http h10025 www1 hp ry product 4231408 amp m ewfrf wce softwareCatego amp dic en amp lc en KIP
3. Proactive preventative s for staff teaching based strategie and families to use KIPBS KU 2015 13 PBS starts with Prevention Ways to act preventatively or proactively include e Setting up the environment for success e Creating clear expectations e Practicing and rewarding behavior that meets the expectations Prevention and Setting Clear Expectations SSE omggga How do we set up environments that make problem behavior less likely There are lots of ways that we set up environments to match the needs of the people in them Waiting for an appointment can be hard for a young child Creating a friendly space makes it easier Think about other ways you can decrease the likelihood of problem behavior with your child at home or while in the community KIPBS KU 2015 14 Preventative Behavior Strategies The following are examples of strategies that encourage positive behavior while decreasing the likelihood of problem behavior 1 Allowing a child to take a preferred toy on a long car ride 2 Providing coloring sheets to children at restaurants 3 Giving a child a special job to do when while the parent prepares dinner 4 Catch your child being good Providing praise and attention for good behavior 5 Creating consistent daily routines and expectations 6 Providing a child with a written or visual schedule of activities to complete 7 Creating a motivation system e g child earns
4. Tim come sit screaming and throwing toys down at the table amp eat against the wall for 4 minutes KIPBS KU 2015 Consequence What happens after What was the response Parent gave instruction again then put chid in timeout and ignored the behavior Timeout ended after 2 minutes and child came to the table to eat 34 Intensive Activities Do With A PBS Trained Professional At what time s and place s h e behavior to be most Which people does the behavio happen around What often occurs just before the What do you think is the reason hat the child engages in the behavior What would be a good thing that the child could do instead of the problem behavior KIPBS KU 2015 35 Operational Definitions You will use the information you gathered from your ABC observations and the answers from the previous questions to create an operational definition of the problem behavior An operational definition is important so the team is in agreement as to what the behavior looks like and your data collection will be accurate 0 Operational definitions should include or that is observable and id using feeling or intent A brief description of the beh objective using active words terms ms such as intesity duration Defined in measureable ter will be recorded on the data sheet frequency etc and h Include examples and non examples
5. to see not what you don t want to see Respect Stay in your seat Stay in your own Others Space Eat your seat belt Use Use an inside voice Use a quiet voice Use a quiet voice Respectful for safety Language Say please and thank 2 you se kind words or no words Listen to others without interrup Help Out Check t Bring in all your Brush your teeth and do your job for that belongings or get in PJs and night trash pick out book first time asked KIPBS KU 2015 17 Reinforce these behaviors quickly and often KIPBS KU 2015 Introduction Level Activity Do On Your Own Setting Expectations Exercise 1 Write 3 clear expectations in column one 2 Describe the behavior you want to see related to those expectations 3 Describe how you plan to teach the behavior 4 Describe how this behavior will be reinforced when you see it KIPBS KU 2015 19 Watch your No s and your Don ts Remember Kids should always know what they can do and can have not just what they cant do This doesnt mean you will never use those words But knowing what not to do is not the same as knowing what to do Likewise there should be some things that are never taken away their security blanket or their right to some one on one time with you These assurances help children feel safe and loved even when their behavior is not the best If a child has
6. Activity A closer look at the behavior Red Do with a PBS Trained Professional Page 35 After completing the ABC recoding form with a PBS Trained Professional for several behaviors you are ready to answer the questions on page 35 You should also complete these questions with a PBS Trained Professional Start by thinking about the times and places the problem behavior is most likely to occur your answers Also write down what you observe right behavior and just after the behavior Include the responses you have noticed from people following the behavior For example a reprimand discussion of the problem behavior a hug ora look of dismay Write down the reasons you think you child engages in the behavior For example it could be for attention to avoid some i get somethj or may be for sensory self pu es such as rocking or pacing Last identify son hings your child could do instead of the sroblem behavior that is more appropriate Try to be as detailed as you can with your answers to each question KIPBS KU 2015 81 Continued from previous activity Taking a closer look PBS Trained Professionals Since this is a red coded intensive activity PBS trained professionals need to assist caregivers with the following e Help with terminology e Support the caregivers in being as descriptive as possible with their answers cting appropriate behaviors e Once complete review the
7. for Care yim and Proressionals Training Funded by Kansas 5S m KIPBS Department for Aging and at the university of kansas Disability Services Table of Contents Trt rOdubtO8 00 00 esesccesseses00 sgn 3 6 i Quality Of Life E 7 13 Rreventia e E eee 14 22 Tying it All Together Pec AVA Cultural Competence A ee 56 5 PBS To Go Box Training Manual for Mental Health Center Staff 60 115 KIPBS KU 2015 2 Level of Activities The activities contained in this workbook are organized by the level of experience and consultation necessary Green pages indicate content or activities appropriate for anyone even those new to PBS pages indicate content or activities that caregivers should do in collaboration with a professional partner who has background or experience in PBS Red pages indicate content or activities that are best done with an intensively trained PBS Facilitator A Intensive Activities Intermediate Do With A PBS Activities Trained Introduction Do With A Professional Level Professional Activities Do On Your Own Building Positive Healthy Communities KIPBS KU 2015 3 Purpose The aim of this workbook is to help providers and caregivers apply PBS principals with children who have challenging behaviors This has been designed as a supplemental activity book for families The activities are intended to be done in collaboration w
8. Enyart ey irector Kansas Institute f Ol Positive Behavior Support Within The Institute for Life Span Studies and The Beach Center on Disability The University of Kansas 785 766 5882 menyart ku edu www kipbs org 4 PBs KIPBS KU 2015 110 Technical Support Contacts Providers Always consult with your center s IT first if you have any questions or need supp regarding the resources in the PBS To Go Box A YA AN LLN up by email Sony 1 239 245 6356 http esupport sony com US p contacts pl mdl HDRPJ38o0 KIPBS KU 2015 111 udies and malls ig tinued 7 sability Technical Support Contacts gt _ ou can also contact KIPBS The ut 4 O o w lt E So A 7 AS Oo O U T Sis c 2 D Om tows Ss Oo ems T lt L A E v72 O A TA of Sete yss pips Or yt te 9 mou R G A eo o eee O E P D o Bs S FES e lt 2 Z i A 4 m a g Me ae a Ga oS as n Puno YG T Seng e i Y LEGET 5 wo me sie 45 oer tJ U a Providers persists or if anything is wrong with 112 KIPBS KU 2015 Appendix 1 Book List 7 Secrets of School Success A Leadership Guide for Today s Disability Organizations A Life Worth Living Contributions to Positive Psychology Series in Positive Psychology Advances in School Based Mental Health Interventions Best Practices and Program Models Volume 2 Analyzing Soc
9. a Glance Form wit BS Trained Facili s a ES BEERS e informati Bs leted on prior activities such as goals preferences hypothesis statement etc This information will be used in your At a Glace Form e After you have reviewed all of the information begin to develop your form with Facilitator You can writing the importa PBS Trained Faci typed version of able you ca Facilitator o O 1 your PBS Trained 1 to create the form by will support in getting a At a Glance Form If you are ith your PBS Trained you create it Make sure to include your child s likes and dislikes important information about your child your child s PCP goals as well as the interventions strategies you developed KIPBS KU 2015 93 Continued from previous activity At a Glance Form Once complete review the information with your PBS Trained Facilitator to make sure it is all accurate This document will be used to distribute to team members and other important people who interact with your child as a quick way to let them know about your child s lan PBS Trained Prof nals Since this is a red coded intensive activity PBS trained professionals need to assist caregivers with the following e Review the information completed on prior activities so you know what to include in the At a Glance Form This includes reviewing PCP it information and goals hypothesis statements and interventions devel
10. PBS Trained Professional and make sure you are familiar with the ABC s of behavior as described on pages 32 33 this behavior in the middle Fox Make sure to describe tise happened 1 diately before the Eor Write this down in th 1e antecedent or trigger box e Finally recall what happened right after the behavior and write your description down in the consequence box e Repeat this process for numerous occurrences of problem behavior KIPBS KU 2015 19 Continued from previous activity ABCs PBS Trained Professionals Since this is a red coded intensive activity PBS Trained Professionals need to assist caregivers with the following e Review information and activity with the caregivers e Help with terminology e Explain the ABC s of behavior to the caregivers and make sure they have a general unden p e of the ABC s of behavior behavior You may sequence to recor e Once the behavior is Weed help caregivers write the behavior in the behavior box using observable and measurable terms e Next help the caregivers to identify the antecedent to the problem behavior and guid them to write it in the correct box SS such as certain times of day the behavior occurs if the behavior occurs with certain people if the triggers or consequences are always the same etc e Answer any questions the caregivers may have e Use this information for the next activity in the workbook KIPBS KU 2015 80
11. activity This activity requires the caregivers or professionals to think about how quality of life relates to them and their family e First answer r thec family as a Fam i Itisimportant to write down your answers to these questions to refer to them for future activities e On page 10 write down i answers to your family s a activity caregivers ay Fed some support with terminology and how to complete the activity Professionals may need to help caregivers think about their quality of life and ask them additional questions if needed KIPBS KU 2015 67 Activity Quality of Life Focus amp Layered Interventions ellow Do with oe Page 13 the table with a professional e Next insert one of the QOL domains you wrote down from the w A on page 10 4 e In the last i include the behavior that is impacting QOL For example aggression elopement tantrum behavior etc pport Needs Across the table Environments porii e Reference the layere layer universa geted and individual e Write your i antions in the boxes There are examples for each layer included e After completion of this table start to brainstorm ways to include these interventions within your daily life with a professional KIPBS KU 2015 68 Activity on QOL Continued from previous page Professionals Since this is a yellow coded intermediate activity professionals need to assist caregivers with the fo
12. behaviors is a critical component of PBS for it to be effective and sustainable Some students might KIPBS KU 2015 46 Tying it all together to make your child s PBS Plan FIRST STEPS amp GOALS Prevention and Setting Clear Expectations Person Centered Planning PBS Plan Behavior Planning Using Applied Behavior Science Enhancing Quality of Life KIPBS KU 2015 47 ALL of these elements make up a PBS Plan Setting clear expectations helps prevent _ problem behavior Person Centered Planning helps make the plan individualized Collecting data helps us track incidents and trends in behavior And all of these should be working together to improve the child s quality of life I ai j 1B Behavior os is biopori te ee ee C Consequence What did you observe or do right after your child s behavior og took toy anay pu child fn timeout told child to stop KIPBS KU 2015 48 Intensive Activities Do With A PBS Trained Professional Action Plar An At a Glance for Plan and with your chilc What When Comments KIPBS KU 2015 49 Making a Plan last Keys to developing a plan that will work and last include Dynamic plan One that can change as needed and not sit stagnant for a year until the next meeting gs and a Practical plan and strategies Don try to address every issue at one time Pick one routine that i
13. likes and dislikes and how In short the PCP process gives your child a voice It is a positive process in which he can speak about what s important to him KIPBS KU 2015 22 Voice and Choice There are different types of individualized planning processes for kids Your child may have an Individualiz A Education Plan IEP at school or a Wraparound Plan through your community mental health center A Person Centered Plan P team get to know your child These exercises can be done with a PBS facilitator to prepare for a PCP meeting or they can be done together as a team at the meeting But it is important that your child be fully involved in the process After all its his plan _ KIPBS KU 2015 23 Introduction Level Activity Do On Your Own What do you want others who work with your child to know so that they can better help him Things that do help Things that dont help Think about the things you already do that are helping reduce problem behavior Think about the things you already know dont help and may increase problem behavior hm KIPBS KU 2015 24 Introduction Level Activity Do On Your Own What are some of your child s strengths and areas of challenges Remember Get your child s input and focus on the strengths
14. lost a toy or privileges because of challenging behavior make sure it is very clear how they can gain these things back Remember loss of a preferred item or activity should be time limited and possible to gain back Once a child has nothing left to loose or isn t clear on how to make amends there is no motivation for him to behave in a more desirable way KIPBS KU 2015 20 Introduction Level Activity Do On Your Own Make a list of things your child has choices about during each of the routines below Morning may include a choice between 2 3 different breakfast foods or what to wear After School may include whether to play inside or outside or what activities they can usually expect to be able to do Evening may include choices between watching TV or playing a game Note Of course there will be times your child does have to do something homework chores This is to be expected having responsibilities is a good thing But consider how choice can be built into non preferred activities Could they choose when or where to do some non preferred things Having choices decreases the likelihood of an argument KIPBS KU 2015 21 D Person Centered Planning Person Centered Planning PBS Plan What is a Person Centered Plan Person Centered Planning is a process that allows the PBS Team to get to know your child and to h out his goals and dreams It allows the team to know wha ir child
15. of what the behavior looks like KIPBS KU 2015 36 Operational Definitions Refers to observable ee enaraeien i pre _ The number of cigarettes The amount of time Objectivity behavior or to events in ae spent studying the environment that i l can be observed The definition is so A tantrum is defined as clear that another screaming shouting Count each time the Clarity person unfamiliar with whining stomping feet the behavior could throwing things or measure it consistently slamming doors Completeness k aly bss ii nutes o semstobeina between behaviors ood or a bad mood includes a time frame for measurement as well Example Elopement Walking or running aw designated area such as ast 3 feet or more by leaving se cart backyard etc without getting adult permission first Does not include running from one room to anothk er in the house or from one item on a playground to another Circle Y on data sheet if behavior occurs during the day or circle N if it did not KIPBS KU 2015 37 Data Collection Another important component to the PBS process is data collection Data collection allows us to capture what the behavior looks like before and after intervention It also tracks when where and with whom the problem behavior is most likely to occur Data collection is not meant to bea difficult task and it is critical to making data l decisions that affect your child s behav
16. success Goals should state What the person will Under what condit person and or famil The acceptable le achievement positive language ct will occur by the focus formance to define Long term goals such as driving a car getting a job living on their own etc should be broken down into manageable steps such as looking for drivers education courses being on time to appointments and learning how to do laundry KIPBS KU 2015 30 Intermediate Activities Do With A Professional You ll want to leave your child s PCP meeting with a good plan in place Summarize all the information you got from the tools above to create a good at a glance Action Plan Review of Specific Goals with Action Steps Ex Student Schedule a meeting Student On or Resource teacher will be part to discuss Coach before will send out of the expectations for Resource October communication ee rejoining Ae A ste oami a gt Big brother them know b KIPBS KU 2015 31 Intermediate Activities Do With A Professional The ABC s of Your Child Behavior PBS Plan Behavior Planning Using Applied Behavior Science A Antecedent This is what occurs immediately before and a your child s problem behavior to occur e g telling your child no This is often more commonly referred to the trigger SEER SSS y what the behavior looks like It is impo
17. will be KIPBS KU 2015 T Continued from previous activity Specific Goals amp Action Steps Professionals Since this is a yellow coded intermediate activity professionals need to assist caregivers with the following e Review information and activity with the caregivers e Help with igs goals as aw e Support caregivers in creating realistic timelines for goal achievement However you want to make sure too much time does not pass before the first action step is complete e Most often all of the pre fofessionals who work with the child are involved in the process of creating a goals and actions steps uld facilitate the creation of Fand help to assign roles duties e One profession 10 action steps pr follow up etc a e Help the team caregivers create additional action steps once the others are met e Answer any questions the caregivers or team may have KIPBS KU 2015 78 Activity Antecedent Behavior Consequence Recording Form Red Do with a PBS Trained Professional Pg 34 After reviewing the ABC s of your child s behavior on pages 32 and 33 you are now ready to begin completing the ABC recording form You can use the ABC recording form to track what you observe occurs immediately before and after your child s behavior Also write in what the Denavir looks like After Severe ao ph k patterns in your c used for planning purpc plan First review with a
18. BS KU 2015 101 PBS To Go Telehealth and Positive Behavior Support Technology Package Tablets iPad Mini with Retina Display 16 GB WiFi 3G cellular Specifications Operating system iOS Screen size 7 9 in Battery life 10 hours Weight 12 ounces Resolution 2048 x 1536 KIPBS KU 2015 102 PBS To Go Telehealth and Positive Behavior Support Technology Package iPad 2 16 GB Wifi Technical Specifications http support apple com sp622 9 7 in display 1024x768 resolution Note iOS 7 1 or lower r for iPad2 iOS 8 1 may cause problems on iPad2 and is not recommended at this time iPad Resources iOS 8 1 User Guide for iPads http manuals info apple com en US ipad ios5 user guide pdf List of all iPad User Guides http support apple com KIPBS KU 2015 103 PBS To Go Telehealth and Positive Behavior Support Technology Package Regional Site Add on Technology Package Canon Rebel DSLR Camera Canon wuigs gt KIPBS KU 2015 104 PBS To Go Telehealth and Positive Behavior Support Technology Package Regional Site Add on Technology Package Sony HDR P380 Handycam Video Camera Product Highlights Full HD 1080 60p 24p and 8 9MP Stills 30x Sony G Lens and 55x Extended Zoom b Balanced Optical SteadyShot q 32GB Embedded Flash Memory Built in 13 Lumen Projector AVCHD and MP4 Recording Modes Sony Product Page User Manual KIPBS K
19. U 2015 105 PBS To Go Telehealth and _ Positive Behavior Support Technology Package Initial List of Recommended M or Behavior Support and itunes ap ple com us app behavior tracker 9ro 1d219708922 mt 8 schedule A 527801 mt 8 Autism Tracker Pro 5 Autism Tra https itunes apple com us app analyze id478225574 mt 8 PTSD Coach Free https itunes apple com us J E ts id430646302 8 Virtual Hope Box Free https itunes apple cor Breathe To Relax Free https itunes apple com us app breat re KIPBS KU 2015 106 PBS To Go Telehealth and Positive Behavior Support Technology Package Articles Listing iOS and Mobile Behavior Support anc SS Y NAAN a y k a i a Gy gt a andia 4 h tp www inov8 ed co for that nart 10 3 a AAA e b IVI tia val tua I a s aa asbh ANNY PE ral mana awl Wh lt AK 7 SS SAAS http www friendshipcircle org blog 20 social skills life skills apps in ipad app store a eee 2011 02 16 Ise 5C 1eduli i seven scneauling behavioral Se VSiMouUicyu http www friendshipcircl apps for children with spe KIPBS KU 2015 107 PBS To Go Telehealth and Positive Behavior Support Technology Package iOS iPad Apps relevant to general practice and telehealth int rtment tional Center for Telehealth amp Technology the Defe Depa imary agency for applying inno
20. a marble in the marble jar for good behavior 8 Allowing a child to make choices e g Do you want to get dressed or eat first 9 Having fun i e turn chores and other tasks into games See if you can beat the timer when you clean up your room We ll talk more about some of these strategies later in the workbook KIPBS KU 2015 15 Introduction Level Activity Do On Your Own Thinking Preventatively What are some ways you already prevent problem behaviors and encourage desired behavior Setting up the environment to prevent problem behaviors takes some careful thought Try this exercise Look around the rooms in which you and your family spend the most time How many things are accessible to the child that they are not allowed to have or touch These set ups are very hard for kids In order to set kids up for success we often have to change our environments to be more child friendly This doesn t mean you have to change everything But consider how you can create some friendly safe places where it is okay to play or relax Some things I could probably change in my house that might help my child right away include KIPBS KU 2015 16 A Setting Expectations Creating 3 5 expectations that everyone in the house can understand and do is a good first preventative step The type of table below is often referred to as a behavior matrix Notice how it describes the behavior you want
21. al understanding of you created in des r ted space above the table Next support the caregivers in creating appropriate o function based intervention strategies and write them in the correct column of the table You may need to provide them with more examples other than what is listed on page 45 KIPBS KU 2015 91 Continued from previous activity Brainstorming strategies e Brainstorm and develop an appropriate replacement positive behavior You may need to provide more examples Make sure the appropriate behavior replaces the problem behavior That means it serves the same function but is more n eae For example asking for a break to vo problem behavi rto e When developing consequence interventions include what the caregivers will do if the positive replacement behavior occurs to reinforce it and how they will respond to the problem behavior to not reinforce it For example if the function is to KIPBS KU 2015 92 Activity At a Glance Form Red Do with a PBS Trained Professional Page 49 Now that you have brainstormed some strategies for your child s plan with your PBS Trained Facilitator you are ready _ to been reading about teaching new skills and tying it all together to make your child s PBS plan You can read the information about teaching new skills and tying it all together on pages 46 48 After you have read this information you can begin developing your eli Idli S A
22. als Since this is a red coded intensive activity PBS trained professionals need to assist caregivers with the following Review the four functions of behavior with the family o make sure th V Help with terminology Help the caregivers to select one of the most challenging behaviors and describe it in the space provided a You should review th to this point on the the most approp information gathered up ceding activities to pick D function of behavior Support the givers in accurate completion of Review the information documented and answer any questions caregivers may have KIPBS KU 2015 88 Activity Let s Brainstorm some Strategies Red Do with a PBS Trained eo Page 44 _ Now that you are finished with making a hypothesis statement about why you think your child is engagingina problem behavior you are ready to brainstorm some strategies that are linked to the function with your PBS Trained Professional Itis very important that the strategies you create are fund based My es eee ee in the hypothesis sta antecedent trigger o o occurs Te write the behavior your child engages in and last write in the function in order to the table belgi your e to review the example i in lt of possible setting event interventions oo is the first aye in the table Write one to two strategies to address setting event interventions or being preventative KIPBS KU 2015 89 C
23. answers with the caregivers e Answer any questions the caregiver may have KIPBS KU 2015 82 Activity Data Collection Red Do with a PBS Trained Professional Page 39 Prior to completing this activity caregivers should make sure they have read about operational definitions and data collection on pages 36 38 Once read begin this activity on data collection with a PBS Trained Professional e Caregivers should select one behavi the guidance o O a E BS Trained Profess e Once a behavior is selected caregivers with the help of a PBS Trained Professional can begin observing and tracking the behavior e To track the behavior simply put an X in the box if the behavior occurs on y z given day during a specific time You will see the days of the week are along the top and th amp of day are on the side o It doesn t matter if the behavior occurs multiple times during a terval or just once It only needs to occur one time for you to mark an X e Review the data with a PBS Trained Professional once complete KIPBS KU 2015 83 Continued from previous activity Data Collection PBS Trained Professional Since this is a red coded intensive activity PBS trained professionals need to assist caregivers with the following e Review the preceding pages on operational definitions and data collection with caregivers e Review the data collection activity and make sure caregivers have a
24. anual will provide instructions for each activity in order to ensure accurate and effective implementation of the activities by caregivers and professionals Electronic copies of this workbook can be found on the KMHPBS website s www kmhpbs org families resource page KIPBS KU 2015 64 PBS Caregiver and Professional Workbook Guidelines for Use Level of Activities Page 3 The activities outlined in the TA and pro fessional w Ws vara 1 lev difficulty and t rai implement each Meith The level of activity is color coded and can KIPBS KU 2015 65 PBS Caregiver and Professional Workbook Guidelines for Use e Doon your own e These activities are simple to implement after reading the informational pages prior to the activity eas e Completion of these activities do not require any formal ma o o however Profess Nil may still need to assist caregivers in o oi of these activities rw Imtermediate Activities e Do with a professional e These activities must be c professional such as a cas support worker e They do not need t Trained Professio e Do owiha a PBS Trained Professional These activities require some formal PBS training prior to implementing KIPBS KU 2015 66 Activity Considering Quality of Life Green Do on your own Pages 9 10 After reading through the preceding pages of Quality of Life you are ready to complete the first
25. be addressed through the tone of the PCP the full behavior plan but tl meeting is to be strengths focused KIPBS KU 2015 28 Introduction Level Activity Do On Your Own One of the important things to come out of the PCP process is a shared understanding of what your child likes and therefore what is motivating to them This is an important link between the PCP process and the behavior plan Below identify things that would be good reinforcers for appropriate behavior Quick Tips These should be things that can be used often and quickly Consider things or activities that are easily available to your family Often people think of things first but don t forget to consider activities that could be reinforcing Attention or praise fror Escape froma another person or persor activity person environment A thing like food or a sensory experience preferred activity KIPBS KU 2015 29 PCP Goals Goals should be developed from the information gathered from the PCP meeting Taking into consideration the dreams of the focus person strengths and challenges etc Goals should be specific and attainable so progress can be celebrated and new goals be added Relevant makes sense with the current capabilities and interests of the focus person Time Bound reviewed and revis after a period of time hey are not leading to
26. e First think about and write down the choices your child can make during his or her morning routine An example is provided in the handbook Other examples may include what toys to play with or the order in which tasks must be completed e g first get dressed then take meds then eat e Next write down choi afterschool routine _ a e Finally write do their evening r time making choices this should be an area to target Include some possible choices you may begin to incorporate or teach your child during each routine KIPBS KU 2015 72 Activity on Choices Continued from previous page r yo the correct Loe p llle a o o oo ty SN mM He d3 yy fy Le ae V V YU S D G VY ae P lt YU oe fam ivers to ident Is may need to do the f ith terminology Help careg Review e Help w Professiona Wee a RU N Yi f oe _ r KIPBS KU 2015 Activity What do you want others who work with your child to know so that they can better help him assessing strengths assessing dreams and concerns assessing promising directions and roadblocks Green Do on your own pages 24 27 You are ready to begin this activity after you read the preceding pages on person centered planning and voice and choice This information is found on pages 22 23 Through page 31 you will be completing e
27. e from an activity person environment T i A thing like food or a preferred activity Asensory experience iene BSS CSCS Se SoS Sa SCG CCS j a a ee lt A G oe There is Pons wrong with trying to gain these things In fact it is quite natural All of us do things in order to get attention escape situations get things or Have pleasurable experiences It only becomes a problem when the way in which we are trying to get these things is inappropriate unsafe or disrespectful to others raan AA EE AAS E oen bran The first 4 aen to understanding your child s behavior a are 1 Investigate through close observation 2 Make connections between what happens before during and after problem behavior occurs 3 Figure out which of the four functions listed on the previous page best fits the situation 4 Consider other ways your i Aul ga the same Payoff using a different behavior ici KIPBS KU 2015 42 Intensive Activities Do With A PBS Trained Professional Making a hypothesis statement Think of one of the most challenging behaviors your child has Describe it here Now select the function ea that best fits the reason you think your child engages in that behavior gt is your best guess based on Ya To get attention of an ling or a peer C To get out of a non prefe lt or escape an uncomfortable situation To gain access toa preferred it
28. em or activity such as food ora toy C To meet a sensory need provides a soothing comforting or stimulating feeling KIPBS KU 2015 43 Intermediate Activities Do With A Professional Let s Brainstorm some Strategies When occurs trigger what happens before my child the behavior you see in order to function of behavior Now complete the same table you did on page 34 only this time Write in what strategies you will use to prevent the behavior address the trigger for the behavior and lastly how you will respond to reinforce the behavior you want to see Problem Behavior Consequence Setting Events Antecedents Interventions Interventions Interventions Responses How Prevention Replace the What can we Behavior will we change our change in order What skills do responses in order to to avoid we need to teach reward the positive problems make to take the place behavior and not difficult routines of the problem problem behavior beller or prompt behavior the behavior we want to see KIPBS KU 2015 44 Some Common Examples Setting Event Interventions e Create a home matrix of expectations see page 20 e Keep items that are restricted out of child s view e Make sure child gets his medication at least 8 hours of sleep etc e Makea visual schedule Antecedent Interventions e Change the way irection
29. ence Sup d Practices with C rauma In d Marriage KIPBS KU 2015 117 PBS Supplemental Needs Survey Webinars IPad Applications Data Collection Systems Approaches amilies Data Collection Visual Schedules amp Choices Trauma Informed Care Strategies Addition KIPBS KU 2015 118
30. ents Introd UCEION 0 000000000000 nfe 58 General Guidelines for Use 60 PBS Caregiver amp Professional Workbook Guidelines for I o Technical Ove A 0000000000000000000000000000000080 0 95 Appendix 1 Book Iist sscccccscssssssseeeee IIO KIPBS KU 2015 60 Introduction The PBS To Go Boxes were distributed to mental __ i N health centers who participated in the Kansas Mental _ Health PBS Project These resources are intended to be used for Medicaid recipients PBS resources were made available to participating mental health centers to mdiely that staff receive some training on Positive Behavior Supports as well as on how to use the resources in the most efficient ways This manual in combination with onsite training will review how to implement your PBS To Go Bow SAELLKOLLAKO Positive Healthy Communities Questions related to KDADS policies or protocol regarding the PBS To Go Boxes should be directed to Linda Blasi KDADS Staff at 785 296 1809 KIPBS KU 2015 61 The aim of this training manual is to help providers in Purpose using the PBS Caregiver and Professional Workbook accurately and effectively in order to support the individuals who receive Medicaid N services paes Objectives 1 To support caregivers and providers in using Positive Behavior Support practices To support professionals wit
31. following activity will help you to identify some possible reinforcers for your child e In the top left box write down forms of attention that may serve as reinforcers for your child in th ight b ite d Bey Talo e Next in the top right box write down ways in whic lt lt o leave an activity or escap e aa e e is reinforcing for your child e In the bottom left box include things such as certain activities or types of food that are reinforcing to your child e In the bottom right box i that may be reinforcing t S Professionals may need te Review information and activity with the caregivers Help with terminology Help caregivers to identify reinforcers in each area Provide examples as needed e Answer any questions the caregivers may have KIPBS KU 2015 76 Activity Review of Specific Goals with Action Steps elliow Do with proyessional page 31 After reviewing all of the preceding informationand completing the activities on Person Centered Planning you are now ready to develop action steps as part of your child s person centered plan The action steps should summarize all of the information you reviewed and completed on pages 22 30 y e First review e Then review th page 31 e Next begin creating yaar ow goals for your child example e in the table on people are important to your child o ne write in when the action P
32. general underst collection Explai a the top and thet imes along the side Show then where X s for n behavior will be marked e Help with terminology e Help caregivers to ah one problem behavior e Once a behavior is id ntified observe with the parent and g em on when to collect data o x correct box e Once data collection is complete review the results with the caregivers e Answer any questions the caregiver may have KIPBS KU 2015 84 Activity Data Collection Red Do with a PBS Trained Professional Page 41 After practicing data collection with your PBS Trained Professional and reviewing the information on the ways to collection data page 40 you are ready to brainstorm and develop your plan to track your child s behavior ee o oo e o 4 34 FF gt Dama ali anlan LL o a y TCI ON AT AT C Tt o e Next with a PBS Trained Professional brainstorm ways to collect data that works for your family Remember you want the data collection to fit your needs and be doable for you Trained Facilitator CD Your plan may include what he way you will collect the behavior to target data and the ti co e Write your data collection plan in the space provided KIPBS KU 2015 85 Continued from previous activity Data Collection PBS Trained Professionals Since this is a red coded intensive activity PBS trained professionals need to assist careg
33. h providing services in remote locations To provide caregivers and providers with the resources needed to implement Positive Behavior Support accurately and effectively onsite or in remote locations To aid in data collection and presentation of behavioral and person centered information To promote awareness and knowledge of Positive Behavior Support Electronic copies of this pa can be found on the KMHPBS website s www kmhpbs org families resource page KIPBS KU 2015 62 General Guidelines for Use The resources in the PBS To Go Box are intended to be used for Medicaid recipients The resources belong to the Mental Health or Regional Centers who participated in the KMHPBS project system Those using the resources should have at least an awareness level knowledge on Positive Behavior Support and a general training on how to use the resources o PBS teams within each ce how to use the resour It is important to review the additional PBS To Go Box resources our regional training center oe 5 has and utilize those when needed KIPBS KU 2015 63 PBS Caregiver and Professional Workbook Guidelines for Use Intro The PBS Caregiver and Professional Workbook should be used to help providers and caregivers apply PBS principles with children who have challenging behavior gt This training manual should be reviewed when implementing the activities in the workbook The training m
34. ial Networks Antecedent Ass ont amp Intervention Antisocial Behavior in Schools Evide Applied Behavior Analysis for Teachers Applied Positive Psychology Improving Everyday Life Health Schools Work and Society for r Youth Evidence Based Interventions Designing PBS Plans KIPBS KU 2015 113 Appendix 1 Book List Continued Developing Cross Cultural Competence A Guide for Working With Children and Their Families Diagnostic and Statistical Manual of Mental Disorders Fifth Edition DSM V Don t Shoot the Dog Dr Thompson s Talk on Autism Freedom from Meltdowns Functional Analysis of Problem Behavior From Effective Assessment to Effective PP Behavior Functional Behavioral As Second Edition A Co nplet Health Settings Handbook of Evid Behavioral Disor Handbook of Posit Handbook of School Mental Health Research Training Practice and Policy Issues in Clinical Child Psychology Bas d Practices for Emotional and s Applications in Schools ive Behavior Support Handbook on Quality of Life for Human Service Practitioners KIPBS KU 2015 114 Appendix 1 Book List Continued Implementation Research A Synthesis of the Literature Individualized Supports For Students With Problem Behaviors Designing Positive Behavior Plans Intervening in Adolescent Problem Behavior A Family Centered Approach Intervening in Children s Lives An Ecological Fa
35. ior plan or strategies one Data can be collecte gt ny ways Often a clipboard and data sheet come to mind when thinking about data but did you know there are many other non traditional easy ways On the following pages you will see some examples KIPBS KU 2015 38 Intensive Activities Do With A PBS Trained Professional Data Collectio Here is an exam 6 AM 7 AM 8 AM 9 AM 10 AM u AM 12 PM 1PM 2 PM 3 PM 4 PM 5 PM 6 PM 7 PM SSSR SSR Sh SES seh oan anna SS E NESS e SSeS a oo ni eC Sau bth uti uuu ou ULE Su Sata NUL KIPBS KU 2015 Think of ways to track data that may work e yy sa Me Sni u Val as a e p a y Derm y gt j 7 z ae 3 x un e 2 objects such as pen m O S poker chips plastic count one of your pa e f your a e etc nce episod Ad S j _ ove one over t gt other w 1avior event A en to tally marks on hand then tre t with each behavio eas r aa ter You can b se at any offic d i aE j ay with totals of behavior 2 rlectro T data shee acc T acc ass on phone o e a lt a on for targeted replacement behaviors y PO t Must have computer a Token board on a clipboard Use twos token penny from one side to the othe KIPBS KU 2015 40 Intensi
36. is or example sing the Clean Up song to get a child to pick up toys pointing to a visual schedule instead of yelling e See if the child can beat the timer when doing a chore a e Allow ES to make die between two activities e Asking fora break e Asking for help Conse Ini describing ee what you liked about the behavior e Puta penny in a jar as a visual reinforcement KIPBS KU 2015 45 Teaching New Skills Teaching a new skill or sometimes called replacement behavior is designed to teach the focus person an appropriate way to get the same function met that the current problem behavior gets them A replacement behavior should be taught to replace the problem behavior be easier and more effective than the problem behavior and get them a similar consequen problem behavior For example if a student throws their book on the floor to get sent to the office when it is time to do math they have successfully escaped doing math Instead we want to teach them how to ask for help or for a break appropriately versus engaging in the problem behavior d to be looked at if it only ybe too many problems on lat makes fun of them etc Other modifications may also happens during math timea one page sitting by a studeni now how to ask for help appropriately or their request is ignored so they have used the behavior that has worked for them Teaching new skills and replacement
37. ith a professional service provider mental health worker or other trained behavior service provider and in conjunction with other services a child may already be receiving Objectives 1 To support families with implementation of Positive Behavior Support strategies with their children at home and in their communities 2 To provide parents and other caregivers with awareness level knowledge of PBS strategies 3 To promote consistent implementation and sustainability of effective behavior plans Electronic copies of this ook can be found on the KMHPBS website s www kmhpbs org families resource page KIPBS KU 2015 4 What is Positive Behavior Support KIPBS KU 2015 5 PBS is preventative and_proactive Preventative and Proactive Being proactive means stopping behavior problems before they even start We want to set up environments that make problem behavior unnecessary Some of the tools we use to do this include Applied Behavior Science Person Centered Planning and a focus on Quality of Life _ All behaviors serve a purpose W hen trying to determine the purpose of an individual s behavior trained professionals use a systematic approach This means they use observations interviews and data collection systems in order to hypothesize why your child s behaviors are occurring PBS professionals use this information to teach new behaviors and implement effective behavior support
38. ivers with the following e Review ways to collect data with caregivers page 40 You may need to provide some additional examples e Help with terminology e Help the caregivers select a behavior s e Developa plan to collect ata udes behavior s times of day to collect data who will collect data in what way the data will be collected and what will be done with the data PBS Professional takes to analyze and graph shares results with family ood fit for the family Y 3 y questions related to their ability time stress level and availability e Make sure the data collection method you select is a a may need to ask them _ Help the caregiver provided e Review the plan e Answer any questions the caregivers may have e Start data collection with the caregivers show them how to use data collection system KIPBS KU 2015 86 Activity Making a Hypothesis Statement PE speeewus e o AV1Or IN re F 7 m g ftit c u g rea ircle t t best fits sa ASO d4 4 1e INIOT F F gy De escribe tha b Lie SMITTY Ye eview the inform rev 10 alle ae ve m ou Ol a a re most Dpropriate function of ehavior ae Aa A o _ y wih f la I ee Ly LO _ a _ 7 a P 47 Ly y preceding activi behavior caregivers may have KIPBS KU 2015 8 Continued from previous activity Making a hypothesis statement PBS Trained Profession
39. llowing e Review the readings and activity with the BER BARK SSS N e Help caregivers t tink about their quality of life and ask them additional questions if needed e Provide caregiver s with other examples and brainstorm simple i e Show caregiver s where to write their answers e Review answer KIPBS KU 2015 69 Activity Thinking Preventatively Green Do on your own page 16 Prior to completing this activity read about use of prevention in PBS on pages 14 and 15 These pages will prepare you for complete on this activity First write down some ways that you already prevent problem behavior from occurring You will see numbers 1 5 in order to do so e ways you encourage De o Next takea looka ad your home especially in the rooms you and your child spend most of your time and try to identify if there are some things that need to be changed For example if there are things out your child is not supposed to touch but you find them always touching them It may be easier to put those items away so you dont have to respond to problem behavior e Also includes your environment write down e After you have taken a loo ange in your house that might help some things you could your child right away e Help with terminology e Help caregivers look around their home e Provide caregivers with examples of possible things to change in the environment e Support
40. mily Centered Approach to Mente Managing the Cycle of Acting Out Behavior in the Classroom Managing the Cycle of Acting Out Behavior in the Classroom Behavior Meaningful Differences in American Children Adolescents Optimistic Parenting e de and Help for You and Your Challenging Chi Parenting With Positive Behavior Support A Practical Guide to Resolving Your Child s Difficult Behavior Parents And Adolescents Living Together Family Problem Solving KIPBS KU 2015 115 Appendix 1 Book List Continued Parents and Adolescents Living Together The Basics Person Centered Planning Made Easy Positive Behavior Support Including People with Difficult Behavior in the community Positive Strategies for Students with Behavior Problems Qualitative Inqui i Research Design Choosing Among Five Research Based Strategies for Improving Outco eai in n Behavior Responding to Problem Behavior in Schools The Behavior Education Program A Check In Check Out Intervention for Students at Risk School Based Mental Heal Makers Second Step Grades 6 7 and 8 Kits Combo Package Second Step Grades I le Package systematic Screen vior to Support Instruction From Preschool to Hig The Boy Who Was Raised as a Dog And Other Stories from a Child Psychiatrist s Notebook KIPBS KU 2015 116 Appendix 1 B Continued ransition of Youth amp Young Adults with Em ehavioral Difficulties An Evid
41. ontinued from previous activity Brainstorming strategies ON e Next brainstorm and include one to two strategies for your antecedent interventions e After you have created your antecedent interventions you can start to think about the ropri ior th wan appropriate behavio that you want toi child in order to replace the orobat 2 appropriate behavior should serve the same function as the problem behavior Your PBS Trained Professional will help you to identify appropriate consequence interventions ies in the last column of e Finally brainstorm som and write one to tw the table When developing consequence x 7 o 7 e interventions you want to make sure to include how you will respond to the positive replacement behavior your child engages in as well as how you will respond when the problem behavior occurs Your PBS Trained Professional will help you to identify appropriate strategies KIPBS KU 2015 90 Continued from previous activity Brainstorming strategies PBS Trained Professionals Since this is a red coded intensive activity PBS trained professionals need to assist caregivers with the following Review the hypothesis statement that was created for the previous activity on page 43 withthe s gt caregivers Review the activity with the caregivers before Be CG Be BERR s beginning and explain what you will be doing Make sure the caregivers have a gener
42. opment of the At a r is not available on site then 1e information out on an At a Glance Form PBS Trained Professionals should provide a blank copy of the At a Glance Form to the caregivers If a computer is available you can develop the form with the caregivers there e Support the caregiver Glance form If a com assist them in wri KIPBS KU 2015 94 Continued from previous activity At a Glance Form take the information with you anp ae _ P SULG avg A s and ot KIPBS KU 2015 95 Other Activities Considerations Page 51 Page 51 has some things to take into consideration as your team begins to build and implement your child s PBS plan in order for it to be successful Use this form to fill in types of reinforces needed people who should be axe in the plan a an make sure progre ess is b Talk with y team about whats ad itional things nedd to Be provided Your PBS Trained Facilitator can help you answer these questions Notes Pages 52 53 As you work your way t re yu space to write down any ide information that you r a on any a the topics or activities to disc 3 with your child s team and professionals who work with your family o KIPBS KU 2015 96 Contents of PBS To Go Box e Dell Laptop with Windows 8 and Bag e Dell Portable Projector with Bag HP Portable Printer with Bag e iPad 2 e iPad Mini e Printed Material o Caregiver and Professional Workbook
43. plans KIPBS KU 2015 6 PBS uses Person Centered Planning to Improve Quality of Life Person Centered Planning A Doing effective positive behavior support means getting to know your gt child well What are their strengths and preferences What motivates A them Behavior plans that are not individualized for your child wont be as successful KIPBS KU 2015 T As we work through this book you will learn how these different elements come together to make a good PBS plan Each part of the plan informs and helps other parts of the plan They all work together like four legs that hold up a table How does behavior impact Quality Ee er Enhancing Quality of Life If a child doesn t know ho d we teach If a child doesn t know to swim we teach If a child doesn t know how to multiply we teach If a child doesn t know how to drive we teach If a child doesn t know how to behave we teach punish John Herner Counterpoint 1998 p 2 KIPBS KU 2015 8 Considering Quality of Life We dont often think specifically about our own quality of life What does it mean anyway Robert Schalock 1996 described Quality of Life as a multidimensional construct that is defined when a person s needs are met and when he or she has the same opportunities as other individuals without disabilities to pursue and achieve major life goals in home school work and community settings Ask your
44. rtant to describe ng throwing items e g hitting kicking s C Consequence What did you observe or do right after your child s behavior e g took toy away put child in time out told child to stop child continued to play KIPBS KU 2015 32 Tip for understanding the ABCs thing that e b me point M abelano i considers the consequence to be whatever happens immediately after the behavior Consequences are therefore not only things that are considered punishment In fact they may be reinforcing to the child For example a child who teases other students may be given a detention But the first c equence is that other children by laughing with him When we think about consequences like this we often find that there are often things that happen or that we do that unintentionally reinforce undesirable behavior KIPBS KU 2015 33 Intensive Activities Do With A PBS Trained Professional Antecedent Behavior Consequence ABC Recording Form Observe or recall a recent problem behavior The purpose of this exercise Is to identify things that happen directly before and directly after the behavior occurs The example consequence given below Is simply a description of what occurred not an intervention strategy Antecedents or Behavior Triggers What happens before What does it look and the behavior occurs sound like Parent told child to come Child threw self on floor eat dinner
45. s 1 Weall engage in behaviors e Some behaviors improve our QOL e Some behaviors negatively impact QOL 2 Weall learn behaviors e From our parents e From our peers From our teachers e From past experiences 3 Weall learn differently e Most learn from Universal Strategies e Some require some Targeted Strategies e A few need Intensive Strategies e We have all used Universal Targeted and Intensive Strategies at some point Our abilities resources environments and care givers all impact our learning KIPBS KU 2015 11 Quality of Life Focus amp fes moll Interventions 04 n Le Ti Physical IN DICATOR Aggression l e Interactions with Others Difficult to make friends Interpersonal Relations ee DR ah because peers are scared child IR pacha i aia a0 will be physically aggressive e Supports 3 EON R W i SIS I ED gn eS esa an aa L j E n Universal Example Teaching expectations at Home Example Providing additional supervision or support in the community KIPBS KU 2015 12 Targeted Layered Positive Behavior Support System PBS is not just one intervention It isa system that looks at all these layers of support 3 Intensive individualized behavior supports To be developed and by licensed professionals 2 Specialized strategies Targeted for common problem situations and 1 Universal strategies
46. s Washington DC American Association on Mental Retardation KIPBS KU 2015 54 Cultural Competence Considerations What is Culture e An integrated pattern of human knowledge belief and behavior that is transmitted to future generations e The stories families that con 4 knowledge re and beliefs e s own culturally ilues habits and 1 Self awareness c based behav beliefs 2 Knowledg each cultu 3 Skills that Ge an individual to engage in successful interactions ormation specific to KIPBS KU 2015 55 Assess Cultural Differences and Ensure Team Self Awareness of Each Team Member By Looking at the Following e Personal Space e Concepts of Time e Family an lt KX WSs ee KIPBS KU 2015 56 Team and Facilitator Considerations Be aware that family members may not feel comfortable asking questions independence and self In some cultures determinatio values Family members may not feel comfortable disagreeing with an authority Some families have cl ar roles with father as KIPBS KU 2015 57 Behavior Support Team Ensure team members representing the student s culture are present for meetings Be aware of common cultural characteristics of the entir L ko Reflecton the c behavior KIPBS KU 2015 58 len ror Mental Health Training Funded by Kansas Department for Aging and Disability Services Table of Cont
47. s stressful and work on that Then when that is going well go on to the next one This way everyone isnt burnt out with too many changes Ongoing data collection Important to monitor progress so you can celebrate success set new goals or know when you need to change the plan KIPBS KU 2015 50 Considerations Change is hard and staying on top of a plan can be challenging Remember to consider all of the following as the team build your child s PBS Plan oo It s normal for pla nge over time Your child s team may decide to make some adjustments as you go along The key is not to stay stuck too long with interventions that aren t working and a reminder why the data is so important It s okay to try something different Just make sure to talk it out as a team KIPBS KU 2015 51 KIPBS KU 2015 52 KIPBS KU 2015 53 A FP KIPBS at the university of kansas References Hineman M Childs K amp Sergay J 2006 Parenting with Positive Behavior Support A practical guide to resolving your child s difficult behavior Baltimore MD Brookes Publishing O Neill R E Horner R H Albin R W Sprague J R Storey K amp Newton J S 1996 Functional Assessment of Problem Behaviors A practical assessment guide 2nd edition Pacific Grove CA Brooks Cole Holburn Schalock R L amp Verdugo M A 2002 Handbook on quality of life for human service practitioner
48. self these questions Does our family have trouble going out to restaurants or other public places because of my child s behavior Does my child have friends that want to play with him Does dealing with my child s behavior get in the way of my work or the work of my spouse partner Does my child s behavior get in the way of him getting the education he needs and deserves Do I feel my family can do most of the same things other families can do KIPBS KU 2015 9 You can probably see that how you answer such questions says something about the impact of your child s behavior on his quality of life and that of your family Consider your family s quality of life in the areas below Quality of Life Common Indicators Areas Domains Contentment with Life Emotional Well Being Self Concept EWB Lack of Stress Interactions with Others Interpersonal Relations Relationships with Others IR Supports Financial Status Material Well Being Employment MWB Housing Education Personal Development Personal Competence PD Performance Health Physical Well Being Activities PWB Leisure Autonomy Self Determination 7 Opportunities for Choice Making SD Goals and Personal Values Community Integration amp Participation Social Inclusion Community Roles SI Social Supports Basic Human Rights Rights Legal Rights R Schalock and Verdugo 2002 KIPBS KU 2015 Behavior QOL Exercise
49. them in completion of the activity and answer any questions they may have KIPBS KU 2015 70 Activity Setting Expectations Green Do on your own page 19 e After reviewing the setting expectations example on page 17 try to create your own expectations e First write 3 expectations in the far left column e Inthe next column describe what the behavior looks like in order to meet the expectations Think about what behavior you want to see e Then include h following colum your child e Finally in the last column write down how you will reinforce the desired behavior when you see it e Review information and activity with the caregivers gt m Y o Le ee e Help with terminol e Provide examples of identify what the behaviors look like in observable terms _ e Support caregivers identify and create expectations e Provide examples and brainstorm ways the caregivers can teach and reinforce the expectations e Answer any questions the caregivers may have KIPBS KU 2015 71 Activity Making a list of things your child has choices about during each of the routines below Green Do on your own page 21 Providing choice to a child is a powerful strategy Often providing choice and making sure your child is aware of their choices helps to reduce problem behavior The following exercise is to help you identify the choices phe child can make These choices can bei incor orated into
50. vative technology to issues of hological health and traumatic brain injury Mindfulness Coach SN https itunes apple com app nir ulness coach id804284729 mt 8 Moving Forward https itunes apple com id804300239 mt 8 mTBI Pocket Guide be 2 https itunes apple com us ap CBT i Coach e o PE Coach https itunes apple com us app pe Boss os SUES KIPBS KU 2015 108 PBS To Go Telehealth and _ Positive Behavior Support Technology Package iOS iPad Apps relevant to general ractice and telehealth interv 9 Department s tional Center for Teleh Stay Quit Co https itunes apple com us apr Parenting2Go https itunes apple com Provider Resilience https itunes apple com 1 KIPBS KU 2015 109 Have Questions or Need Additional Support ON Caregivers Always contact your child s provider if you have questions or need some additional support with any of the content or activities in this workbook Providers You can contact Sara Quick or Matt Enyart at the Kansas Institute for Positive Behavior Support if you have questions reading any of the information or activitie workbook Sara Quick PE 35 Training Specialist Kansas Institute for Positive Behavior Support Within The Institute for Life Span Studies and The Beach Center on Disability The University of Kansas 785 864 6375 j squick ku edu www kipbs org Matt J
51. ve Activities Do With A PBS Trained Professional Data Collection Talk with your child s mental health provider or behavior specialist about your plan to collect data Make sure to include which behaviors you are going to track who will track data and how they will do it Record your plan here Whatever data collection method you choose it is important that it works for your family Data collection should fit your family s needs yet be sensitive enough to measure behavior accurately It is important to review your data on a consistent basis in order to make data based decisions When behavior strategies are first put into place it is common for problem behavior to increase it gets better You may need to give strategies a few weeks to see significant effects on behavior By not making data based decisions you could put strategies into place that do not match the purpose of your child s behavior Decisions could be made that might actually cause harm to your child such as medication changes and engagement in prolonged unsafe behaviors e g running away self injury aggression KIPBS KU 2015 41 behavior _ Another way of asking this question is to consider a your chil _ gains by engaging in the problem behavior _ There are four main things that most children and adults for that matter are often trying to gain a Attention from another person or persons y e Escap
52. xercises on person centered planning and voice and choice e First think about what strategies already h e Write down things th first table 4 e Next on page 25 write down some of your child s strengths and challenges We want to build on his strengths while trying to reduce the challenges e On page 26 write down your dreams for your child Also include some undesired future consequences if these dont go well e On page 27 write down some promising future possibilities based on your child s strengths the team around him a services etc Includ opp ortunities that may arise for your ee child the next column on the same page also include some obstacles or road blocks that may get in the way due to your child s behavior or other barriers e All of the activities you just completed on pages 24 27 go hand in hand The information you gathered will support decision making and the development of your child s plan KIPBS KU 2015 74 Continued from previous activity What you want others to kr ee S N s 4 5 lt fr gt acm To CO j Caregivers tO 10 entiry an provide examp _ De L TAAT 7 yn Q Or each area _ Dt ES 4G KIPBS KU 2015 19 Activity Identifying Reinforcers Green do on your own page 29 It is very important to identify things that are important to you child so you can use some of these things to reinforce desired behavior The
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