ABC’s of Changing

Behavior
Reactive Intervention

B
A Proactive Intervention
C
 Antecedants as unmet needs

Personal Autonomy Relationships

•Control •Interdependence
•Choices •Safety and trust
•Power •Communication
•Self regulation •Self esteem
•Pleasure and joy •Sense of belonging
•Accomplishment •Generosity
 Antecedants as unmet
needs
Sensory Regulation Escape and Avoidance
Filter v. Prism I don’t understand . . .
I don’t like this . . .(pain)
I don’t like you . . .
I don’t want to . . .

Attention Tangible
Be careful with this one Food
What’s so great? Object
Is this the best way? Specific person
Place or activity
Behavior communicates
need
People's behavior
makes sense if you
think about it in terms
of their goals, needs,
and motives
Thomas Mann
 Consequences are adaptive outcomes

Caring Relationships
Loving Support
Trust
Active Listening
Knowing Gifts
Validation

Opportunities for
Participation
Expectations
Meaningful Involvement
Challenge
Cooperative Enterprises Guidance
Interests Promoted Teaching Strategies
Responsibility Rituals and Routines
Choices
 Consequences are adaptive outcomes

Social Competence Autonomy

Responsiveness Sense of Identity
Flexibility Mastery
Empathy and Caring Internal Control
Communication Self-Agency
Humor Self-efficacy
Problem-Solving
Sense of Purpose
Ability to Plan
Hope
Imagination
Goal Direction
Flexibility
Motivation
Insight
Spiritual Connectedness
Critical Thinking
Persistence
Resourcefulness
Pittman and Zeldin, 1995
 ABC’s of Changing
Behavior
Reactive Intervention

A
C B
Proactive Intervention
 Support Goals and
Interventions
We continually set the stage for
desired existing behavior and
skill development that enhances
all adaptive domains, including
communication This may
include specific substitutions
satisfying the function of
challenging behaviors.
 Support Goals and
Interventions
We explore growing and varied
opportunities to engage in a
range of community
experiences, places and
people according to our best
understanding of the person’s
interests, skills, and pace.
 Support Goals and
Interventions
We have specific prevention
and intervention strategies,
in addition to broader
considerations, that impact
the intensity, frequency, and
duration of the individual’s
challenging behavior.
 Support Goals and
Interventions
The individual’s family and staff
have enhanced confidence and
capacity to provide effective
support; including responding
to challenging behavior. This
is observed regardless of
impact on traditional
topography.
 Support Goals and
Interventions
The individual’s family and
staff have an evolving
capacity to understand the
person and observe factors
contributing to positive and
challenging behavior.
 7 Questions-Support
Plan Foundation
1. How can we help the person to achieve a sense of health and we
ll-being?
2. How can we help the person to expand and deepen his/her relati
onships?
3. How can we help the person to have more fun in ordinary, every
day community places?

O’Brien & Lyle

 7 Questions-Support Plan
Foundation
4.
How can we help the person to have
more power?
5.
How can we help the person to make
a contribution to others?
6.
How can we help the person learn val
ued skills?
7.
How can we help the person's suppor
ters to get the support they need?
 Final Thought

People who lead lives with

adequate pleasure, meaning and
engagement misbehave less often.
People who lead others to lives of
adequate pleasure, meaning and
engagement ought to be paid more.