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Communication Assessment for People who engage in
Behaviours Of Concern (BOC)
Module 3 : Behaviour Support Plans
Hilary Johnson, Nick Hagiliassis, Barbara Solarsh,
Teresa Iacono, Jo Watson, Teena Caithness
Office of the Senior Practitioner, Disability Services, VictoriaOffice of the Senior Practitioner, Disability Services, Victoria
“The Black Balloon” (2009)
• What is Charlie doing at the checkout?
• Did Thomas know there was going to be a problem?
• What message is Charlie giving his father and brother?
• What is the A-B-C?
• How could you change the A?
We would like to thank Tristram Miall, Producer,
and Elissa Down, Director for permission to include
this scene from “The Black Balloon” (2009)
1. Something to Communicate about
2. The desire to communicate
3. The need to communicate
4. Opportunities to communicate
5. A means of communication
6. Someone to communicate with
Shea and Mount (1982)
What we need to give a message
1. ↓ Desire to communicate
2. ↓ Something to Communicate about
3. ↓ Need to communicate
4. Opportunities to communicate
5. A means of communication
6. Someone to communicate with
Autism Spectrum Disorder
Challenging Behaviour - known as Behaviours of Concern (BOC)
Culturally abnormal behaviours of such an intensity, frequency or duration that the physical safety of the person or others is likely to be placed in serious jeopardy, or behaviour which is likely to seriously limit the use of, or result in the person being denied access to ordinary community facilities
Emerson (2001)
Behaviours of Concern (BOC)
Any behaviour that:
• is a barrier to the person participating in, and contributing to their community
• undermines, directly or indirectly, a person’s rights, dignity or quality of life
• poses a risk to the health and safety of a person and those with whom they live and work
McVilly (2002)
Small Group Work
Select a behaviour of concern and describe it
Write your answers on butcher’s paper
Defining a Behaviour of Concern (BOC)
O’Neil, Horner, Albin, Sprague, Storey & Newton (1997)
behaviour What is the behaviour?
topography How is it performed?
frequency How often it occurs per day, week or month?
duration How long it lasts when it occurs
intensity How damaging or destructive
Case Study: Jessica
• Small group activity
• Read the sheet
• Answer the questions on the back of the sheet
Formulation Jessica20 years
Moderate/severeID
No expressive language
Difficulties with receptive language
Anxious when there is noise ↓ order and routine
Refuses to get out ofcar at Day Program
Grabs visitor’s bags andwalks to front door
Not looking atphoto of shoes
Becomes anxious
Behaviour is a method of communicating a message.
People do not behave randomly.
All behaviour functional for the individual.
Understanding the person
• Watch and record - make observations
• Review file notes
• Talk to people
• Read books– Mc Villy (2002)
• Assessments– PBS training A-B-C charts, STAR charts– O’Neill & Horner (1990)– LaVigna & Willis (2003)
The multi-element modelLaVigna and Willis (1995) BSP based on five quality of life (QOL) values
1. Presence and participation in the community;
2. Fulfilling valued roles and gaining social respect;
3. Maintaining satisfying personal relationships with friends and family;
4. Expressing personal preferences and making choices; and
5. Gaining skills and competencies
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FOCUSED SUPPORT
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ECOLOGICAL STRATEGIES
PROACTIVE STRATEGIES REACTIVE
SERVICE DESIGN
SUPPORT PLAN
MEDIATION
SPEED & DEGREE OF EFFECTS
SIDE EFFECTS SOCIALVALIDITY
CLINICAL/EDUCATIONAL
VALIDITYGENERALIZATION OF EFFECTS
DURABILITY OF EFFECTS
TRAINING
SOCIALCHANGE AGENTS
COMPLIANCENATURAL
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1404/03 D3-G © 2003 IABA
OVER
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EPISODICSEVERITY
What is the purpose of a Behaviour Support Plan (BSP)?
• .
1
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Proactive Immediate Response Strategies
Behaviour Intervention Support Plan
• PROACTIVE STRATEGIES
Change the environment
Teach Skills
Short Term Change Strategies
• IMMEDIATE RESPONSE STRATEGY
Situational Management
Behaviour Support Plan (BSP)
Proactive strategiesImmediate response strategies
Change the environment
•Personal factors
•Offer choices
•Positive interactions with person
•Predictability
Teaching skills
•General skills
•Replacement skills
•Communication
•Independence
•Coping
Short-term change strategies for rapid change to behaviour
•Changing setting events, triggers
•Incentive programs
•Situational control
Follow the BSP
Don’t teach new skills
RIDs
Case Study: AAC strategies in BISP
CHANGE THE ENVIRONMENT
Daily schedules
Weekly schedules
Monthly schedules
Who’s Here Today Chart
Strategies for communicating “change”
Key Word Signing
A Book About Me including PCD
TEACH SKILLS
Choice Making Program
Key Word Sign
Wait Help Break Programs
Social Stories *
Key Word Signing
Emotion Based Social Skills
SHORT TERM CHANGE
Augmentation of House Rules
Rules and Expectations
Visual augmentation of Incentives Program
IMMEDIATE RESPONSE STRATEGIES
Follow the BSP
All of the above
Use of AAC
“Communication and Challenging
Behaviour” (2007)
• Rhys
• Laura
• Sean
• Isobel
We sometimes think that these children are being
naughty, when actually it’s their only means of
communicating… until we find a different way they’ve got no
choice really…