Question 8.2 Still in your pairs, consider some positive behaviour support strategies that could be used to teach Gayani a better way to obtain what she wants. You will be given time to develop the following behaviour support plan to include your strategies. The Marks-Boulton Day Service Positive Behaviour Support Plan Name of person the plan is for: [] Date created: This plan is to address the following behaviour: [ ] Identified settings and triggers for the behaviour: [ ] The behaviour seems to serve the following functions: [ ] Intervention Strategies A. Prevention - How will we prevent the behaviour from occurring? (consider your antecedents and triggers, and how these can be reduced or removed) [ ] B. Replacement behaviours and new skills (what behaviours or new skills should we reward in order to teach the client new, more effective ways to have their needs met?) [ ] C. Teaching replacement behaviours and new skills strategies (provide instructions here for how the replacement skill will be taught) [ ] D. Changing the results: rewards and consequences strategies (how will we respond when the client uses the behaviour of concern? How will we respond when the person uses the more desirable replacement skill or behaviour? [[ ] The plan will be monitored by observing the following: (Please complete this section after you have undertaken the role play, Question 8.3) [ ] Plan agreed by[ ] Date to be reviewed CHCDIS002 Follow established person-centred behaviour supports, CHCDIS009 Facilitate ongoing skills development using a person centred approach Warner Institute, a division of Warner Group Pty Ltd ABN: 26 935 546 475 W-Inst Ref#: CS15-010 CIV Assessment V230801 RTO: 21622 Copyright 2023 Page 36 of 40 CS15-010 Teaching clients new skills and capabilities: Assessment Question 8.3 W Once you have completed your behaviour support plan, your assessor will play the role of the client, and will use the behaviour of concern and the replacement behaviour that you have discussed and charted in Question 8.1 and 8.2. You must now respond to these behaviours, using your behaviour support plan, the organisation's policies, and the client as your cue. Student instructions: Playing the role of Gayani, your assessor will use two or more instances of the behaviour of concern and observe your response. You must teach the client to use the replacement behaviour that you have included on your behaviour support plan. When your assessor shows evidence of using the new skill, you must also respond according to your plan. At the end of the role play, you must tell your assessor what you were observing in his or her responses to help you monitor the success of your plan, and then write this down in the final section of your support plan. The policy of the service in relation to behaviour support strategies includes the following directives: The Marks-Boulton Day Service Behaviour Support Policy Behaviour support strategies must be documented, and must be followed consistently by all staff. New strategies must be reviewed monthly to ensure that they are effective, and allowing the person freedom and choice. Behaviour must be supported using positive, person centred approaches. Behaviour must be supported using approaches that are age-appropriate, dignified, and that enhance the person's life and self-esteem. Behaviours that merely are annoying to staff are not necessarily considered behaviours of concern. A behaviour must only be changed or modified if that behaviour causes harm or potential harm to the client or to others. Harm can be physical, emotional, or social, or interfere with that person' learning or quality of life. Punishment of any kind will not be permitted. This includes psychological, physical, or lifestyle consequences that are given out to the person as a result of using behaviours of concern. Question 8.1 In pairs, complete at least two rows of the following ABC chart based on one of the behaviours described above that you would consider to be a behaviour of concern, using the information you have been given in the case study. You may assume or invent further details to complete the chart. A-B-C Data Collection Form Time Setting & Staff What happened before the behaviour? [ ] = [ ] [[ ] Describe the behaviour What were the results/reactions Comments [[ ] [ ] [[ ] Assessment Task 8: Portfolio of Evidence Gayani is a 14-year-old teenager with profound autism who attends the Marks-Boulton Day Service, providing respite for families of teenagers with cognitive or intellectual disability. Gayani cannot use verbal language, and her main communication with staff and others is by grunting, yelling, pulling others by the hand to indicate where she wants to be or to show them what she needs, or by throwing objects on the floor. She has a communication book with pictures, but rarely uses it because staff respond to her more quickly when she uses the behaviours described. You have noticed that the behaviours seem to occur when she is bored (throwing any objects she can find on the floor), when she is hungry (pulling staff towards the kitchen, particularly early evening) or when she wants to play games on her iPad (screaming until she is given it). Gayani loves her iPad, but her support plan says that she must only be given the iPad for half an hour three times a day. This has been requested by Gayani's mother, who feels strongly about reducing her screen time. The staff lately have been resorting to just giving her iPad to her whenever she uses the behaviours, as this quietens her down straight away, and reduces the risk of her hurting others. As a consequence, Gayani is spending so much time on her iPad that she is not joining in with others, and seems to be losing interest in any other type of interaction or activity. The following is a list of rewards that seem to have a positive impact on Gayani: Social Being smiled at. Any attention from adults. Peer attention (getting other children to notice her, even if that means negative attention). Being hugged. Praise - "Well done", "Good work", high five Clapping. Being tickled. Food/beverages (Small items that can be easily and frequently given) Raisins. Pieces of cereal, cookies or crackers. Toys/games TODO Stickers and stars. Stamper pens. | Colouring book and pens Cars. Games on iPad/tablet/Playstation/Wii. Visual Mirrors. Shiny or glittery objects. Mobiles. Watching traffic through the window. Looking at an overhead fan