Challenging Behaviour
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This document discusses challenging behavior and how to effectively deal with it. It defines challenging behavior and outlines some common examples, such as self-stimulation, self-harm, abuse towards others, and property destruction. The document aims to help candidates understand challenging behavior, recognize signs and symptoms, identify potential causes, and use simple interventions to diffuse difficult situations. It also stresses the importance of managing one's own behavior and asking whether one's responses are helping or hindering the situation.
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Challenging Behaviour
Challenging behaviour is defined as behaviour that challenges our understanding or well-being, or a child or professional's ability to carry out responsibilities. It can also refer to behaviours that significantly risk people's well-being or reduce access to community settings. Types of challenging behaviour include running away, fears/anxieties, problems with transitions, aggression/destruction, and withdrawal. The term was adopted to view such behaviour as a challenge to services rather than a psychological issue, requiring services to promote positive development, reduce damaging behaviour, and maintain quality of life despite difficulties. The focus should be helping individuals learn skills and participate in their communities, while also addressing behaviours that can be barriers to development and cause social exclusion.
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The document discusses challenging behaviors in people with dementia and provides tips for caregivers. It explains that aggressive behaviors can be caused by feelings of fear, frustration, or loss of control. It advises caregivers not to take aggression personally and to remain calm. It also recommends identifying triggers for behaviors and addressing underlying needs or sources of discomfort, such as pain, thirst, or a disrupted routine. The document emphasizes the importance of caregiver self-care and seeking help from professionals if behaviors become difficult to manage.
Challenging Behaviour
The document discusses challenging behavior in individuals with learning disabilities. It explains that challenging behavior often stems from an inability to communicate wants and needs effectively. It may serve as a way for those with learning disabilities to exert control over their environment. While there is no single cure, medical causes should be ruled out and functional assessments conducted to understand the reasons for behavior. Caregivers should develop communication skills, provide choice, and get support from professionals to help reduce challenging incidents. Proper support involves meeting individual needs through flexible, personalized services and developing genuine partnerships between those receiving support and caregivers.
Challenging Behaviour
There are many potential causes of challenging behavior in people with learning disabilities. These include physical causes like untreated pain or medical issues; environmental causes such as changes in routine or unstimulating surroundings; trauma from experiences like abuse; communication difficulties that can lead to frustration; and learned behavior, where challenging actions become associated with getting needs met. It is important to consider all of these potential underlying reasons when supporting someone who displays challenging behavior.
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This document discusses challenging behaviors that foster children may exhibit and strategies for managing those behaviors. It notes behaviors like withdrawing, being easily exhausted or excited, trying to control people, and being destructive or aggressive. It advises foster parents to listen, be consistent, use praise, set realistic expectations, and help children articulate goals rather than using physical punishment, threats, or humiliation. The document encourages discussion of strategies for responding when feeling pushed too far by a child's behavior.
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Chapter 18 managing challenging behaviors
This document discusses managing challenging behaviors in early childhood education settings. It emphasizes using the teaching pyramid model to promote positive behaviors through supportive relationships and preventative strategies. For children exhibiting challenging behaviors, the document recommends collecting observational data to understand the triggers and functions of behaviors before developing individualized intervention plans implemented consistently across settings and with family involvement. Effective plans address the underlying reasons for behaviors and teach replacement skills rather than punishing.
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Sensory processing disorder is a condition where the brain has difficulty processing sensory information from the environment. People with sensory processing disorder may be over-sensitive or under-sensitive to stimuli like sounds, textures, or movement. They may struggle with motor coordination, spatial awareness, focus, and adapting to changes. While the causes are unknown, it may relate to genetics, birth complications, or environmental factors. Occupational therapy aims to help individuals learn to tolerate and respond appropriately to sensory experiences through playful challenges.
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Challenging behaviour is defined as behaviour that challenges our understanding or well-being, or a child or professional's ability to carry out responsibilities. It can also refer to behaviours that significantly risk people's well-being or reduce access to community settings. Types of challenging behaviour include running away, fears/anxieties, problems with transitions, aggression/destruction, and withdrawal. The term was adopted to view such behaviour as a challenge to services rather than a psychological issue, requiring services to promote positive development, reduce damaging behaviour, and maintain quality of life despite difficulties. The focus should be helping individuals learn skills and participate in their communities, while also addressing behaviours that can be barriers to development and cause social exclusion.
Challenging. Behaviour
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The document discusses challenging behavior in individuals with learning disabilities. It explains that challenging behavior often stems from an inability to communicate wants and needs effectively. It may serve as a way for those with learning disabilities to exert control over their environment. While there is no single cure, medical causes should be ruled out and functional assessments conducted to understand the reasons for behavior. Caregivers should develop communication skills, provide choice, and get support from professionals to help reduce challenging incidents. Proper support involves meeting individual needs through flexible, personalized services and developing genuine partnerships between those receiving support and caregivers.
Challenging Behaviour
There are many potential causes of challenging behavior in people with learning disabilities. These include physical causes like untreated pain or medical issues; environmental causes such as changes in routine or unstimulating surroundings; trauma from experiences like abuse; communication difficulties that can lead to frustration; and learned behavior, where challenging actions become associated with getting needs met. It is important to consider all of these potential underlying reasons when supporting someone who displays challenging behavior.
Managing challenging behaviours
This document discusses challenging behaviors that foster children may exhibit and strategies for managing those behaviors. It notes behaviors like withdrawing, being easily exhausted or excited, trying to control people, and being destructive or aggressive. It advises foster parents to listen, be consistent, use praise, set realistic expectations, and help children articulate goals rather than using physical punishment, threats, or humiliation. The document encourages discussion of strategies for responding when feeling pushed too far by a child's behavior.
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This document provides an overview of a 3-day training package on positive behaviour support. Day 1 covers an introduction to positive behaviour support and human rights. Day 2 focuses on communication, behaviours of concern, and functional behaviour assessments. Day 3 looks at positive behaviour support strategies, including changing background factors, skill development, and maintaining self-control. The training aims to help participants understand the relationship between personal factors and behaviours of concern, and how to provide positive support through assessment and intervention planning.
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This document discusses managing challenging behaviors in early childhood education settings. It emphasizes using the teaching pyramid model to promote positive behaviors through supportive relationships and preventative strategies. For children exhibiting challenging behaviors, the document recommends collecting observational data to understand the triggers and functions of behaviors before developing individualized intervention plans implemented consistently across settings and with family involvement. Effective plans address the underlying reasons for behaviors and teach replacement skills rather than punishing.
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Sensory processing disorder is a condition where the brain has difficulty processing sensory information from the environment. People with sensory processing disorder may be over-sensitive or under-sensitive to stimuli like sounds, textures, or movement. They may struggle with motor coordination, spatial awareness, focus, and adapting to changes. While the causes are unknown, it may relate to genetics, birth complications, or environmental factors. Occupational therapy aims to help individuals learn to tolerate and respond appropriately to sensory experiences through playful challenges.
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Sensory Processing Disorder (SPD) is a condition where individuals have difficulty processing sensory information like touch, sound, and movement. It affects around 1 in 20 children. People with SPD may feel overwhelmed by sensory input or seek intense sensations. They have trouble with motor skills, social skills, and school performance. Occupational therapy helps teach skills to manage sensory input but the causes and best treatments are still being researched. SPD is being considered for inclusion in the DSM-V diagnostic manual.
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The document discusses challenging behavior, providing definitions and describing common types. It notes that challenging behavior is influenced by risk factors, ecological factors, setting events, and specific triggers. The consequences of behavior, whether reinforcement or punishment, influence whether the behavior will occur again. Positive behavioral support is presented as a proactive approach for understanding behavior and making environmental changes to reduce challenging behavior over time.
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Towards the back of this guide, you'll find a behaviour journal and a behaviour change plan. These are designed to be printable and copiable; feel free to copy, use and share them.
Cherry-pick the ideas that you think might work for you and give them a go. You can always revisit others later if you need to.
Good luck!
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You can access downloadable versions of this and my other guides via my patreon page which supports my work: http://www.patreon.com/pookyh
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Towards the back of this guide, you'll find a behaviour journal and a behaviour change plan. These are designed to be printable and copiable; feel free to copy, use and share them.
Cherry-pick the ideas that you think might work for you and give them a go. You can always revisit others later if you need to.
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Use effective problem solving techniques when exposed to competing value systems
Ensure services are available to all clients regardless of personal values, beliefs, attitudes and culture
Recognise potential ethical issues and ethical dilemmas in the workplace and discuss with an appropriate person
Recognise unethical conduct and report to an appropriate person
Work within boundaries and constraints applicable to work role
Demonstrate effective application of guidelines and legal requirements relating to disclosure and confidentiality
Demonstrate awareness of own personal values and attitudes and take into account to ensure non-judgmental practice
Recognise, avoid and/or address any conflict of interest
Summary
Additional resources
Lesson 22
This document discusses behavioral assessment methods used in clinical psychology. It describes behavioral assessment as involving evaluating an individual's strengths and weaknesses, conceptualizing problems and their causes, and developing treatment plans. Key methods discussed include behavioral interviews to understand antecedents and consequences of behaviors, and self-report inventories/checklists to identify specific behaviors, feelings, and perceptions. The document emphasizes that behavioral assessment is an ongoing process used before, during, and after treatment to inform interventions and evaluate their effectiveness.
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Local authorities have a duty to investigate if a child is suspected to be at risk of significant harm. Safeguarding aims to protect children's wellbeing and development by ensuring their safety, stability, and care. It also aims to prevent maltreatment, neglect, violence, and impairment that could affect a child's life chances. Child protection refers specifically to protecting children who are suffering or likely to suffer significant harm. Child protection conferences bring together family and professionals to assess risk and create plans for children deemed at risk of harm.
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The document discusses safeguarding children from harm and impairment. It defines significant harm as ill-treatment or impairment of a child's health or development. Children can be more vulnerable if they are babies, disabled, isolated, in care, or have emotional/behavioral difficulties. Professionals must take special care to safeguard children living in stressful circumstances such as poverty, domestic violence, parental mental illness, substance abuse, racism, or crime. Babies under one are especially vulnerable to abuse and have the highest rates of homicide and child protection plans.
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- 2. Introduction This course enables candidates to have an understanding of how to deal effectively with a situation where someone is presenting them with challenging behaviour. Candidates will benefit from having knowledge of how to recognise signs and symptoms of challenging behaviour within their working environment. Candidates will also be able to identify causes and deal with situations using simple interventions to diffuse difficult and potentially aggressive situations.
- 3. Aims Defining challenging behaviour Types of challenging behaviour Causes of challenging behaviour How to effectively deal with challenging situations Understanding challenging behaviour
- 4. Challenging Behaviour “It was originated by advocates of people with disabilities who were tired of terms like "behavior disorder", "disturbed behavior", "inappropriate behaviour" and "behavior problem". They argued that such terms wrongly attributed ownership and blame to the person, as if they carried the behavior around as "symptoms" of their disability. Instead, the advocates argued, their behavior was a very understandable response to often unstimulating, inflexible, dehumanising and unresponsive services. Their behaviours in fact represented "symptoms" of a "sick system" and in this way "challenged" the system to improve and to become more responsive.” Radler 1990
- 5. Managing Yourself The challenge of “challenging behaviour” is to look at our behaviour first and ask am I managing myself effectively. Is what I am saying to myself and doing in my best interest and is it helping the student learn what to do? Remember the worst judge of what you are actually doing in the classroom may be yourself!
- 6. Common Examples of Challenging Behaviour Self stimulation - eye poking, picking skin, pulling hair, slapping self. Self harm/self injurious behaviour - cutting, biting, head banging. Abuse towards others - hitting, scratching, punching, verbal abuse. Property destruction - throwing furniture, tearing magazines, breaking chairs.