Show:
CRISIS DEVELOPMENT MODEL
POSITIVE BEHAVIOURAL INTERVENTIONS & SUPPORTS (PBIS)
PROXEMICS, KINESICS & PARAVERBALS
DEFENSIVE/DIRECTIVE LEVEL
ENVIRONMENT & SKILL BUILDING
100
Rocking, pacing, fidgeting, & humming can all be signs of this behaviour level
What is Anxiety
100
Behaviour is a form of _____________
What is communication
100
2 ways that proxemics (personal space) needs can be different for ASD individuals
What are extremely sensitive to touch, consider possessions as personal space, no personal space boundaries
100
You can use these 2 ways to respond to an ASD individual who is displaying information-seeking questioning behaviours
What are: - allow time to process - provide clarification (use visuals)
100
Head banging, cutting, hair pulling and self-scratching are all types of self-injurious behaviour. Three possible reasons for SIB are:
What is - being rewarded for stopping the behaviour - to escape a situation - for sensory stimulation
200
Signs of defensive behaviour in ASD individuals
What are crossed arms, ignoring, swearing, leaving, staring, sensory shut-outs, screaming etc.
200
The 3 common reasons for behaviour
What are to get (obtain), to avoid (escape) and to fulfill a sensory need
200
Ways staff can be supportive of the personal space needs of ASD individuals
What are assigned seats, labeled boundaries, hula hoops
200
Redirect, use visuals, and provide sensory breaks for individuals displaying these types of questioning behaviours
What is challenging
200
These are some ways to create a more supportive environment for ASD individuals
What are: - creating visual and/or physical boundaries - minimizing sight & sound distractions - providing visual cues - providing predictable routines
300
Apologizing, negative self-talk & hugging can all be signs of this behaviour level
What is Tension Reduction
300
The goal of interventions is to reduce ___________ behaviours and increase ________ behaviours
What are "challenging" and "positive"
300
Using facial expressions, social cues, gestures & body language should be limited because
What is individuals with ASD have difficulty recognizing and interpreting them
300
The 3 Keys to Setting Limits
What are: - Simple - Reasonable - Enforceable
300
Time of day, noise, pain & fatigue are examples of these type of antecedents that a staff member has little or no control over
What are precipitating fcators
400
Supportive Approaches staff can use for ASD individuals at the Anxiety level.
What are predictable routines, visual cues, sensory breaks etc.
400
ABC stands for
What is Antecedents, Behaviours & Consequences
400
List 2 examples of ways that paraverbal communications may differ for an individual with ASD
What are echolalia, speaking in third person, hesitation to speak, monotone speech etc.
400
These are 2 behaviours you may see at the Release level
What are foot stomping, vocalizations, self-stimulation, self-injurious behaviours
400
This is when should you use Nonviolent Physical Crisis Intervention with individuals who has ASD
What is only as a last resort when the person is an immediate danger to self or others
500
Examples of Therapeutic Rapport approaches staff can use with ASD individuals
What are social stories, debriefing, reinforcing positive behaviours
500
An individual is likely to use the same behaviours again in this circumstance
What is when they get what they want
500
The 3 reasons for using the CPI Supportive Stance
What is Safe, Non-threatening, Communicates Respect
500
Explaining choices & consequences is a way that we can ___ ______
What is set limits
500
Name 2 ways you can set limits with an individual with ASD
What are choice boards, allow time to process, redirect, weighted choices, first-then, visual timers