Behavior management for developmental disabilities

1. Behavior Management
DEFINITIONS
PREVENTION STRATEGIES

2. Human Behavior Flows From Three Main Sources:
Desire, Emotion, and Knowledge-Plato

3. What is behavior?
Behavior is what all people do.
It is observable smiling, talking, eating, etc.
Different situations or environments have different expectations about how to behave (library,
work, sporting event)
Our beliefs of what people expect of us also alters our behavior (grandma, mom, best friend)
When a loss of understanding of these expectations occurs we see limitations in opportunity
(success, participation, friendships, status)

4. What influences behavior?
Stimuli
1. Physiological( from within)
2. Social
3. Psychological (emotions or thought processes)
4. Environmental (surroundings)

5. Physiological Environmental Psychological Social
Allergies
Arthritis
Attention Deficit
Constipation
Delusions
Dementia
Ear Aches
Energy (high/low)
Fractures
Headaches
Hallucinations
Hunger
Hyperactivity
Itching
RX Reactions
RX Side Effects
Pain
PMS
Seizures
Sex Drive
Thirst
Tobacco Craving
Air Quality
Close Proximity to others
Humidity
Lighting
Limited Physical Space
Noise
Smells
Temperature
Anxiety
Assertiveness
Attitudes
Beliefs
Boredom
Dominance
Fear
Thought Process
Loneliness
Phobias
Personality Traits
Sex Drive
Shyness
Submissiveness
Suspiciousness
Vengeance
Worry
Being Stared at
Change in staff
Criticism
Danger
Demands
Disapproval
Disruption
Frequent Changes
Lack of Social Attention
Not Having Choices
Special Person
Disliked Person
Relocation
Teased by others
Tone of Voice
Too Little To Do
Too Much To Do

6. Why do participants engage in challenging behaviors?
Because it WORKS!!!

7. Challenging Behaviors
There are many types of challenging behavior that may seem confusing, inappropriate or even
frightening. Some children may act out in violent ways, like biting, kicking, or hitting themselves
or others with objects.
We call these types of behaviors maladaptive or problematic.
These behaviors vary in seriousness and intensity.
Challenging behaviors vary by what is accepted by individuals, communities and societies.
Challenging behaviors can isolate the person from others in their community or become barriers
to them interacting in their community.

8. What is the Challenging Behavior
Communicating?
In order to determine this we need to ask the following questions:
1. Is the behavior a symptom of a medical disorder?
2. Is the person’s life acceptable? (personal relationships, personal choices, living situation, etc.?
3. Is the behavior the result of a side effect of medication?
4. Is it part of a cluster or chain of related behaviors?
5. Is it a result of lack of skill(s)?
Once we rule in or out these factors….We ask ourselves:
1. What does the behavior get for the person?
2. What does the behavior help the person escape?
3. What does the behavior help the person avoid?

9. There are many
contributors to the
development of
challenging
behaviors;
We need to
investigate these,
however in the
meantime it is
imperative that we
take ACTION!
Otherwise they will
become increasingly
intense and harder to
change.

10. Prevention Strategies
The procedures that individuals use to keep others from engaging in challenging behaviors.
Understanding the Problem: The first step is to understand that the struggle with impulse control is at least in part
neurological.
Inexcusable Behavior is Inexcusable Behavior: Understanding is not excusing. Participants need to be held accountable
for their actions.
“A pound of prevention for every ounce of reaction”: Primary focus needs to be preventing challenging behaviors not
reacting to them.
Daily Routines: Keeping participants active and having positive interactions will help to reduce challenging behaviors
Expect impulsive and poorly regulated behavior: It is going to happen! Challenging behaviors are going to occur when
participants are sick, stressed, tired, in an over stimulated environment, there is a change in routine, or if demands are
too high! You must remain calm, if your anxiety and agitation increases so will the participants! You must maintain
control of the situation.
Changing the environment: We will take a closer look in a moment

11. Prioritize Behaviors
More often that not challenging behaviors do not exist in isolation, therefore it is important to
prioritize behaviors.
Set goals that are realistic, clear, and simple. They must be able to be followed by not only staff,
but natural supports.
As you get to know participants you will learn their triggers as well as physical changes that are
signs of frustration, anxiety, tension, etc. that lead to escalation. Early recognition is imperative
to being able to calm the situation, de-escalating or preventing challenging behaviors.

12. Escalation Cycle
BEHAVIOR LEVELS
Anxiety: A noticeable increase or change in
behavior (drumming fingers, wringing hands,
pacing)
Defensive: Beginning to loose rationality;
belligerent and challenging authority
Acting Out: :loss of control which often results
in physical acting out.
Tension Reduction: Decrease in physical and
emotional energy; regaining rationality
STAFF ATTITUDES
Supportive: Empathetic and non-judgmental,
clarify messages attempting to alleviate
anxiety
Directive: Taking control of an escalating
situation
Intervention: Follow specific intervention plan
specific to the participant
Rebuild the relationship: Re-establish
communication

13. Personal Space
Proximity
Varies:1’1/2” to 3’
Factors: gender, size, cultures
Invasion of personal space increases anxiety

14. Body Language in a Crisis
Stand at an angle to the person, far enough away they cannot hit or kick you,
and keep your hands in plain view at your side

15. Communication is Key
While our words are very important, how those words are
delivered is also critical!
Tone: avoid inflections of impatience, condescension, inattention, etc.
Volume: keep volume appropriate for the distance and the situation
Cadence: Deliver your message using even rate and rhythm.

16. Works Cited
A Resource Manual for Georgia’s Community Programs