“behavior” in the library staying calm: disabilities and · give feedback. satisfaction use...
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Staying Calm: Disabilities and “Behavior” in the Library
22 October 2018
Overview
■ Describing the challenges■ Disabilities with Behavioral Implications■ What is “Behavior”?■ Preventing Unexpected Behavior■ Managing Unexpected Behavior
Describing the challenges
Disabilities with Behavioral Implications
Managing Behavior
Models of Behavior
■ Good v. Bad■ Appropriate v. inappropriate■ Expected v. unexpected
What is “Behavior”?
■ Communication■ Unmet Needs■ Self Regulation
Things to Consider
■ Is the behavior a problem■ What triggered it (immediate
antecedent)■ What led up to it (broader antecedents)
Things to Consider Cont.
■ What is being communicated■ What was the experience of the individual■ What does the individual bring to the situation■ What do you bring to the situation
Behavior as Communication
■ Inability to be understood can result in frustration
■ Use the child’s preferred mode of communication
Hierarchy of Needs
Dysregulation v. Homeostasis
I Feel
■ Thirsty■ Overwhelmed by
information■ Blinded by the light■ Distracted by the AC
noise■ Unmoored■ Pressured■ Anxious
I Need
■ Water■ A focal point■ Dark glasses or baseball
cap■ Noise cancelling
headphone■ Deep muscle stimulation■ A break■ To “stim”
Trying it out
ARCS – Dr. John Keller
■ Attention■ Relevance■ Confidence■ Satisfaction
Attention
■ Build Interest■ Promote Active
Participation■ Provide Variety
Relevance
■ Model appropriate behaviors■ Share expectations■ Provide choice■ Create an autonomous, supportive
environment
http://www.nypl.org/voices/blogs/blog-channels/barrier-free-library
Confidence
■ Provide safe, secure, welcoming environment
■ Create trust■ Ensure scaffolding
is in place
Confidence cont.
■ Build competence■ Identify and provide appropriate level of
challenge■ Give feedback
Satisfaction
■ Use appropriate rewards■ Allocate time for reflection■ Provide enrichment activities
Preventing Unexpected Behavior – In Advance
■ Social Story■ Pre-visit
■ Meet the child■ Tour
■ Use picture schedules
Preventing… in the moment Structure
■ Make implied structure explicit ■ If multiple sessions, use same
structure each time■ Announce structure at the beginning and reinforce it ■ Refer to picture schedules
Preventing… in the moment
■ Observe how parents, teachers, aids and other who know the person interact with the person
■ Ask if specific behavior management strategies are used (behavior modification, ABA etc.)
■ Understand that the child’s behaviors may not be in response to you
■ Use visual timers■ Be prepared to expand your
view of acceptable behavior
Preventing…. in the moment
■ Simple augmentative communication devices
■ Fidgets■ Sensory toys■ Weighted blanket■ Quiet area■ Picture schedules for programs
Managing Unexpected Behavior
■ Ensure safety ■ Disengage ■ Deescalate ■ Distract■ Offer substitutions
Sexual Behavior in the Library
■ Almost all children with disabilities experience puberty
■ People with disabilities experience the full range of sexual feelings, sexual orientations and gender identities
Carrie [email protected]