This document discusses strategies for coping with challenging behaviors in individuals with dementia or cognitive impairment. It emphasizes understanding the causes of behaviors from the perspective of the individual, including their cognitive abilities, medical conditions, environment, and interactions with caregivers. Managing one's own reactions and changing approaches, rather than focusing on being right, can improve outcomes. Communication is important both to complete tasks and reduce distress.
Storytimes for Children on the Austism SpectrumBeth Crist
Learn about Autism Spectrum Disorder and how to create sensory storytimes for young children on the autism spectrum. Also this is a great webinar for any library wishing to make all storytimes more inclusive for all children.
This is a material that can be used to introduce people to learn about being 'healthy' at work or in personal life by practicing self discovery, proactive mindset, and growth mindset
Dr. Pat Schuler
Creative Insights
5th Annual ECU Gifted Conference
October 5, 2011
www.ecugifted.com
Perfectionism is often considered a characteristic of giftedness, and research indicates there are adaptive and maladaptive forms of perfectionism. When it is healthy, perfectionism can help motivate gifted kids to excel. When it is unhealthy, perfectionism can be costly in terms of some gifted kids' self-image, self-esteem, and achievement. This session will examine how the various aspects of perfectionism are manifested in the classroom, and what strategies educators can use to promote healthy perfectionistic tendencies- for themselves and their students.
Storytimes for Children on the Austism SpectrumBeth Crist
Learn about Autism Spectrum Disorder and how to create sensory storytimes for young children on the autism spectrum. Also this is a great webinar for any library wishing to make all storytimes more inclusive for all children.
This is a material that can be used to introduce people to learn about being 'healthy' at work or in personal life by practicing self discovery, proactive mindset, and growth mindset
Dr. Pat Schuler
Creative Insights
5th Annual ECU Gifted Conference
October 5, 2011
www.ecugifted.com
Perfectionism is often considered a characteristic of giftedness, and research indicates there are adaptive and maladaptive forms of perfectionism. When it is healthy, perfectionism can help motivate gifted kids to excel. When it is unhealthy, perfectionism can be costly in terms of some gifted kids' self-image, self-esteem, and achievement. This session will examine how the various aspects of perfectionism are manifested in the classroom, and what strategies educators can use to promote healthy perfectionistic tendencies- for themselves and their students.
PP slides to accompany Teepa Snow's youtube video about her Gems Approach
https://www.youtube.com/watch?v=UXzJRZCNiRU&list=PLeu1xlHHkFCU_k85X1xBwjzayVIzNB12R&index=20
This handout was distributed by Dementia and Alzheimer's expert, Teepa Snow, when she was guest speaker at Home Instead Senior Care of Sonoma County event. Event held on March 22, 2010, at the Scottish Rite Masonic Center in Santa Rosa, CA. (c) 2010 TeepaSnow.com. All rights reserved.
This presentation on the Tips for Bathing was given by Dementia and Alzheimer's expert, Teepa Snow, at a Home Instead Senior Care sponsored event on March 22, 2010.
The all-day workshop, with CEU credits available, was given at the Scottish Rite Masonic Center in Santa Rosa, CA. About 100 people including RPNs and CNAs were in attendance.
The event was sponsored by Home Instead Senior Care of Sonoma County and Brighton Gardens Assisted Living of Santa Rosa, CA.
Home Instead Senior Care of Sonoma County is based out of Rohnert Park and provides senior home care, personal care and companionship services to seniors in Petaluma, Santa Rosa, Sonoma, Windsor, Sebastopol, Rohnert Park and throughout Sonoma County.
Teepa Snow, dementia and Alzheimer's care expert, was the guest speaker at a caregiving event sponsored by Home Instead Senior Care of Sonoma County, CA.
This all-day workshop was held on March 22, 2010, at the Scottish Rite Masonic Center in Santa Rosa, CA. CEU credits were available to attendees which included RPNs.
(c) 2010 TeepaSnow.com. All rights reserved. Use only with permission from Teepa Snow.
This is one of the handouts by Dementia and Alzheimer's expert, Teepa Snow, at the Home Instead Senior Care of Sonoma County event on March 22, 2010, at the Scottish Rite Masonic Center in Santa Rosa, CA. Handout made available to attendees. (c) 2010 TeepaSnow.com, all rights reserved.
Teepa Snow, dementia and Alzheimer's expert, gave this presentation as one of several at an all-day caregiving workshop sponsored by Home Instead Senior Care of Sonoma County, located in Rohnert Park, CA.
The event was held on March 22, 2010, at the Scottish Rite Masonic Center in Santa Rosa, CA. About 100 people were in attendance including RPNs and CNAs. CEU credits were available.
The event was sponsored by Home Instead Senior Care of Sonoma County and Brighton Gardens Assisted Living in Santa Rosa.
Home Instead Senior Care of Sonoma County provides home care, personal care and companionship services to the seniors and the elderly in Petaluma, Santa Rosa, Rohnert Park, Sonoma, Windsor and throughout the County.
Home Instead Senior Care of Sonoma County, CA, sponsored an event with guest speaker Teepa Snow. Teepa is a dementia and Alzheimer's expert, particularly teaching caregivers how to understand the disease and the symptoms and how to best care for the elderly with the disease.
This event was held on March 22, 2010, at the Scottish Rite Masonic Center in Santa Rosa, CA. An all day workshop that included CEU credits for certain health care professionals. Home Instead Senior Care of Sonoma County (Rohnert Park home care) and Brighton Gardens Assisted Living of Santa Rosa were the sponsors.
This presentation was one part of the workshop in which Teepa Snow explained the various stages of dementia as GEMS.
(c) 2010 TeepaSnow.com. All rights reserved. Use only with permission.
This presentation is from around 8 years back, yet the content is relevant even for today. I had made this presentation long back as a one day workshop for my fellow CXOs & Directors on the Board of my then company. As the HR Head, I was trying to challenge the status quo & I must admit, it was a very successful workshop since I ended up transforming that company eventually.
The content is borrowed from all my gurus, mentors & coaches in life so most of this belongs to them. I am sharing it for the benefit of all my fellow HR colleagues in CXO Roles handling change in their companies as a key theme.............All the best....
PP slides to accompany Teepa Snow's youtube video about her Gems Approach
https://www.youtube.com/watch?v=UXzJRZCNiRU&list=PLeu1xlHHkFCU_k85X1xBwjzayVIzNB12R&index=20
This handout was distributed by Dementia and Alzheimer's expert, Teepa Snow, when she was guest speaker at Home Instead Senior Care of Sonoma County event. Event held on March 22, 2010, at the Scottish Rite Masonic Center in Santa Rosa, CA. (c) 2010 TeepaSnow.com. All rights reserved.
This presentation on the Tips for Bathing was given by Dementia and Alzheimer's expert, Teepa Snow, at a Home Instead Senior Care sponsored event on March 22, 2010.
The all-day workshop, with CEU credits available, was given at the Scottish Rite Masonic Center in Santa Rosa, CA. About 100 people including RPNs and CNAs were in attendance.
The event was sponsored by Home Instead Senior Care of Sonoma County and Brighton Gardens Assisted Living of Santa Rosa, CA.
Home Instead Senior Care of Sonoma County is based out of Rohnert Park and provides senior home care, personal care and companionship services to seniors in Petaluma, Santa Rosa, Sonoma, Windsor, Sebastopol, Rohnert Park and throughout Sonoma County.
Teepa Snow, dementia and Alzheimer's care expert, was the guest speaker at a caregiving event sponsored by Home Instead Senior Care of Sonoma County, CA.
This all-day workshop was held on March 22, 2010, at the Scottish Rite Masonic Center in Santa Rosa, CA. CEU credits were available to attendees which included RPNs.
(c) 2010 TeepaSnow.com. All rights reserved. Use only with permission from Teepa Snow.
This is one of the handouts by Dementia and Alzheimer's expert, Teepa Snow, at the Home Instead Senior Care of Sonoma County event on March 22, 2010, at the Scottish Rite Masonic Center in Santa Rosa, CA. Handout made available to attendees. (c) 2010 TeepaSnow.com, all rights reserved.
Teepa Snow, dementia and Alzheimer's expert, gave this presentation as one of several at an all-day caregiving workshop sponsored by Home Instead Senior Care of Sonoma County, located in Rohnert Park, CA.
The event was held on March 22, 2010, at the Scottish Rite Masonic Center in Santa Rosa, CA. About 100 people were in attendance including RPNs and CNAs. CEU credits were available.
The event was sponsored by Home Instead Senior Care of Sonoma County and Brighton Gardens Assisted Living in Santa Rosa.
Home Instead Senior Care of Sonoma County provides home care, personal care and companionship services to the seniors and the elderly in Petaluma, Santa Rosa, Rohnert Park, Sonoma, Windsor and throughout the County.
Home Instead Senior Care of Sonoma County, CA, sponsored an event with guest speaker Teepa Snow. Teepa is a dementia and Alzheimer's expert, particularly teaching caregivers how to understand the disease and the symptoms and how to best care for the elderly with the disease.
This event was held on March 22, 2010, at the Scottish Rite Masonic Center in Santa Rosa, CA. An all day workshop that included CEU credits for certain health care professionals. Home Instead Senior Care of Sonoma County (Rohnert Park home care) and Brighton Gardens Assisted Living of Santa Rosa were the sponsors.
This presentation was one part of the workshop in which Teepa Snow explained the various stages of dementia as GEMS.
(c) 2010 TeepaSnow.com. All rights reserved. Use only with permission.
This presentation is from around 8 years back, yet the content is relevant even for today. I had made this presentation long back as a one day workshop for my fellow CXOs & Directors on the Board of my then company. As the HR Head, I was trying to challenge the status quo & I must admit, it was a very successful workshop since I ended up transforming that company eventually.
The content is borrowed from all my gurus, mentors & coaches in life so most of this belongs to them. I am sharing it for the benefit of all my fellow HR colleagues in CXO Roles handling change in their companies as a key theme.............All the best....
Alice in wonderland -Young Women in the Working WorldHabiba Balogun
A guide to successfully navigating the modern workplace for young women. Making the right choices. Goal setting. Decision-making tools. Invisible Rules. Women in the workplace statistics. Sexism and Sexual Harassment. Self-mastery.
Well-Being is important. Being busy should never mean that this is forgotten. However sometimes being a hyper-focused dyslexic this is easier said than done. Never fear Grooops is here (I know it's cheesy but bare with me). This slideshare will take you through the 8 D's of Dyslexic well-being so you can have a checklist and a contact to a resource so you are always taking care of you. After all caring for yourself is not self-indulgence, it is self-preservation, and that is a demonstration of a person who wants to thrive and not survive. Please find Grooops on facebook and like them, because they are awesome and may just help you in your own journey.
Distinguishing being overloaded with too much to do is manageable. Being overwhelmed has an emotional component to it that can lead to burnout, depression and anxiety. See the signs and learn the difference.
Listening Skills is one of the most essential skills needed by all of us. Unfortunately, we all love only to talk and hate listening.
But, developing this vital skill can help us in our society, profession or even in our domestic field. So, why not practice it and change our life?
Success through interpersonal skills - Management Concepts - Manu Melwin Joy ...manumelwinjoy
Total interpersonal space devoted to mutual understanding and shared information.
Productivity and interpersonal effectiveness are directly related to the amount of mutually-held information
This is a powerpoint, I created, with help from a Developmental Specialist named Becky Parker (M. Ed.) who is in the Early Childhood Education/Early Childhood Special Education Program at BYU-Idaho. It talks about the causes and some helpful tips for parents, teachers, and specialists who may work with these amazing people who suffer from Sensory Disorders.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
8. Who Are
YOUR
Challenging People?
Who Challenges YOU?
9. What are the Challenging
Behaviors that
GET TO YOU?
10. What Are the Most Common Issues
That Come Up???
• Not going to the MD • Eloping or Wandering
• ‘Losing’ Important Things • No solid sleep time
• Getting Lost • Getting ‘into’ things
• Unsafe task performance • Threatening caregivers
• Repeated calls & • Undressing
contacts • Being rude
• Refusing • Feeling ‘sick’
• ‘Bad mouthing’ you to • Striking out at others
others • Falls & injuries
• Making up stories • Infections & pneumonias
• Resisting care • Seeing things & people
• Swearing & cursing • Not eating or drinking
• Making 911 calls • Contractures & immobility
• Mixing day & night
• Shadowing
11. By managing your own
behavior, actions, words &
reactions you can change the
outcome of an interaction.
12. REALLY Ask Yourself…
Is this Behavior a Problem Behavior
OR
is this a “So What” Behavior
An “Annoying” Behavior
13. Is it REALLY a Problem?
Is it a RISKY BEHAVIOR?
• Risk to that person (physical, emotional,
physiological risk)?
• Risk to the caregiver?
• Risk to Others?
• Is the RISK REAL and IMMEDIATE?
• If NOT, it is a ‘SO WHAT’ behavior
14. If it is a ‘SO WHAT’ Behavior…
• Leave it ALONE!
• Figure out how to let go of it …
• Let it go!
15. If it is RISKY…
• Describe the behavior – OBJECTIVELY
– WHO?
– WHAT?
– WHERE?
– WHEN?
– WHAT helps… WHAT makes it worse?
– Frequency & Intensity?
16. SIX Pieces to the Puzzle
• Personal history and preferences
• Type & current level of cognitive loss
• Other conditions & sensory losses
• Environmental conditions
• Care partner approach and behaviors
• What happened – full day & all players
17. Knowing the Person
• History
• Values and beliefs
• Habits and routines
• Personality and stress behaviors
• Work & family history
• Leisure and spiritual history
• Hot buttons & comforts
18. Level of Cognitive Function
What CAN the person do?
What can the person NOT do?
What CUES are effective? Ineffective?
What are interests based on level?
Consistency of Cognitive Level?
21. Positron Emission Tomography (PET)
Alzheimer’s Disease Progression vs. Normal Brains
Early Late
Normal Alzheimer’s Alzheimer’s Child
G. Small, UCLA School of Medicine.
22. So… what is happening?
• Memory damage • Language damage
– Can’t learn new things – Has very concrete
– Forgets immediate past understanding of words
– Does time & space travel – Misses 1 our of 4 words –
– Uses old memories like new may miss “Don’t…”
– May not ID self or others – Word finding problems
correctly – Word salad problems
– CONFABULATES – COVERS
– Follows visual cues – Follows your cues
– Seeks out the familiar – Gets very vague & repeats
– Can get stuck on an old – Uses automatic responses
emotional memory track – Mis-speaks
23. So… what is happening?
• Impulse Control Problems • Performance Problems
– Say whatever they are – Thinks they can do better
thinking than they can
– Swear easily – Can sometimes DO
– Use sex words or racial slurs BETTER under pressure –
when stressed sometimes worse
– Act impulsively – Uses old habits
– Not think thru consequences – Attempts can be dangerous
– Can’t hold back on thoughts or fatal
or actions – They will tell you one thing
– Responds quickly & strongly and then do another…
to perceived threats – Families may over or under
• Flight, fight, fright ‘limit’ activities
24. How do these losses relate
to some risky behaviors?
• Persistent ‘going’ • Lost and ‘Looking’
– inability to terminate – can’t find places
– not able to anything else – looking for familiar
– discomfort • Invading space
• Eloping - escaping – automatic actions
– following cues – following interests & habits
– wanting to leave – no awareness of ‘personal
space’
– going somewhere
• Shadowing
• Constant talking or – looking for help
vocalizing – Comfort
– Trying to communicate • Resisting care
– Self-stimulating – Self-care
• Lack of Initiation – Movement
– Won’t move or cooperate
25. Diamonds - Routines & Repeats
ACL 5
• Word finding problems • Becomes anxious and
• Logic problems frustrated easily
• Place & time confusion • Has trouble with new
• Very ‘independent’ or routines and locations
seeking constant • Tries to maintain control &
reassurance social behavior
• Resents take-over • May try to escape/leave
• Self-awareness varies • Can use signage & cues
• Fearful about what is • Gets ‘turned around’
wrong • Momentarily ‘disoriented’
• Typically resists outside • Does regular routines JUST
helpers FINE!
26. Emeralds- Task Oriented
ACL 4
• Has trouble sequencing • Uses visual information to
thru tasks & activities figure out what to do
• Often skips steps • Follows samples & demos
• Looking for what to do • Can’t do an activity if visual
and where to be prompt is not there
• Believes they can do it • Specifics and content in
• ‘Don’t need your help’ speech can be limited
• Has a mission in mind • Gets stuck on ‘stuff’
• Goes back in time • Needs to be involved
• Gets lost in place • Looks for ‘stuff’ to do
27. Ambers- Hunting & Gathering
ACL 3
• Uses hands to touch, • Imitates actions – copies you
feel, handle, hold • Tool use is challenging
• Explores what is visible • Follows others
and hidden • Investigates the environment
• Invade other’s space to • May taste or eat what they
explore see
• Difficulty terminating
• Repeats actions over
and over • Difficulty getting focused on
care tasks
• Sees in pieces not whole • Becomes easily distressed
• Impulsive or indecisive with unpleasant tasks
• Understands few words • Asks ?s mechanically
28. Rubies - Stuck on GO
ACL 2
• Gross motor only • Can’t stop or sound
• Poor finger use asleep
• Limited visual processing • Copies your mood –
• Very limited facial expressions
communication skills • Can’t grade strength
• Unable to do more • Better with rhythm and
complex motor actions repetitive movements
• Imitates those around • Loses weight
• Problems with chewing • On the move – wanders
and swallowing forward – no safety
awareness
29. Pearls – Reflexes Rule
ACL 1
• Bed bound or chair bound • Swallowing and eating
• Unable to sit up for any problems
length of time • Muscles shorten and
• Unable to communicate contractures forms
verbally • Pressure areas develop
• Lots of reflexes because of no movement
• Breathing changes & limited intake
• Moments of being • Responds to touch, voice,
present movement, smells
• Can make eye contact & • Startles easily
some automatic • Motor agitation indicates
responses needs
30. Health & Illness
• Mobility problems?
• Pain?
• Sensory problems?
• Mental health issues?
• Other diagnoses of importance?
41. Your Approach
• Use a consistent positive physical
approach
– pause at edge of public space
– approach within visual range
– approach slowly
– offer your hand & make eye contact
– call the person by name
– stand to the side to communicate
– respect intimate space
– wait for a response
43. Your interaction…
• Communicate with awareness
– look, listen, think!
– give your name
– make an empathetic observational statement
• “You look busy...”
• “It looks like you are tired…”
• “It sounds like you are upset…”
– wait for a response
44. Give information
• Keep it short and simple
– “ It’s lunch time”
– “Let’s go this way”
– “Here’s your socks”
• Use familiar words and phrases
• Use gestures and props to help
45. Encourage Engagement
• ask a person to try • use props or objects
• ask a person to help • gesture
you • demonstrate
• give simple positive • guide
directions - 1 step at a • distract
time
• redirect
46. Daily Routines &
Client-Centered Programming
• Old habits and routines
• Patterns during the 24 hrs
• A time to rest, work, play…socialize
• Your needs… my time
47. To Cope with Challenging
Behaviors…
• Where will you start???
– An idea –
• Care partner education
• Care partner skill building
48. Then…
• Observe & document the risky behavior
thoroughly
– what is the pattern
– when does it happen
– where does it happen
– who is involved
– what is said, done, attempted
– what makes it better… worse
49. Is it really a problem?
… A RISK
• If NO - leave it alone
• If YES - its time to problem solve
– call the team together
– put on the thinking caps
50. REMEMBER
Explore all of the following -
• Personal background information
• Type & Level of cognitive function
• Health information
• Environmental issues
• Caregiver approach & assistance
• Habits, schedules & time of day
51. Re-look at the problematic
challenging behavior…
• What does the person need?
• What is the meaning of the the behavior?
• Do you understand the risky behavior better?
52. Make a PLAN!
• Who will do what
• When will it be done
• How will it work
• What environmental change is needed
• What props are needed - where will they
be
53. Implement your plan!
• Keep track of progress
• Document what is happening
• Communicate among the team members
• Rethink - if it isn’t working….
• CELEBRATE - if it is!
54. How can we help…
better?
It all starts with
your approach!
55. How you help…
• Sight or Visual cues
• Verbal or Auditory cues
• Touch or Tactile cues
56. What Do They Do?
• Question
• Refuse
• Release – verbal
• Intimidate – physical
• Tension reduction
57. What Should You Do?
• Be supportive
• Offer choices & be directive
• Set realistic limits
• Act – Take control
• Re-connect
59. What shouldn’t we do???
• Argue
• Make up stuff that is NOT true
• Ignore problem behaviors
• Try a possible solution only once
• Give up
• Let them do whatever they want to
• Force them to do it
60. So WHAT should we do???
Remember
who
has the healthy brain!