beyond the obvious: when trauma influences behavior

Beyond the Obvious: When Trauma Influences Behavior

Prepared for the Trauma Institute of Orange County

September 9, 2020

Presented by…

• In this training, we will…• Describe behavior and behavior function.

• Describe the types of trauma commonly experienced by people with disabilities.

• Describe and identify behavioral signs of trauma.

• Explain the importance of strengths-based strategies in managing challenging behavior.

• Evaluate strategies to de-escalate and manage challenging behaviors.

• Given role-playing exercises, use strategies to de-escalate and manage challenging behaviors.

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Learning Objectives

• Part 1: A Review of Behavior – 9/9/2020

• Part 2: Trauma and People with Disabilities – 9/16/2020

• Part 3: Looking Beyond the Obvious – Managing Challenging Behaviors – 9/23/2020

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Webinar Schedule

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Warm-Up…

Activity Details Activity Directions

• Time to Complete: 5 minutes

• Activity Type: Brainstorm

• Grouping: Independent

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Warm-Up Activity: Let’s Relate…

1. Read the following prompts:• In your mind, what does the

word “behavior” mean?• Is a behavior “positive,”

“negative,” or “neutral?”

2. Write down a brief description of each prompt in your PowerPoint packet.

3. Next, read the following prompts:• What sorts of behaviors do you

demonstrate on a daily basis?• Why do certain behaviors of

yours happen?

4. Write down a brief answer on your PowerPoint Packet

5. Be ready to discuss as a group!

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Section 1: A Review of Behavior

• According to the Merriam-Webster Dictionary:• Behavior is “anything that an organism does involving action and

response to stimulation.” (2020)

• In a nutshell…• Our behavior is influenced by the stimuli in our environment.

• Various factors reinforce (increase) or punish (decrease) our behavior.

• Behavior is “complexly simple” and “simply complex.”

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Defining “Behavior”

• Body language

• Setting our email signatures

• Turning on your vehicle

• Tapping your foot on the floor

• Slamming a door

• Yelling at someone

• Chewing a fingernail

• Shaking someone’s hand

• Giving a pat on the back

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Examples of Behavior

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Why Do We Engage in Behavior?

• To communicate something

• To achieve a desired outcome

• Result of a “setting event”• Hunger• Lack of sleep• External agent

• To serve a functional purpose• Tangible• Attention• Escape/Avoid• Sensory/Automatic

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Behavior Functions

• Access to Tangible• Attempt to obtain desired item or activity

• Access to Attention• Attempt to get someone’s attention

• Social control is also addressed

• Escape/Avoidant• Attempt to get away from something or someone

• Sensory/Automatic• Attempt to obtain sensory stimulation

• Organic and biological processes

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Let’s Chat!

Is “Sensory/ Automatic” an actual behavior

function?



• Activity Type: Scenario


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Activity 1: Why Is This Happening?

1. Review the scenarios on the next few slides.

2. Once you read each scenario, write down why you think the behavior is happening. Use one of the four functions discussed in this training.


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Scenario 1

• Josh sits alone in his room and flickers the light through his fingers just above his eyes.

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Scenario 2

• Josh is hungry and sees his housemate eating chicken nuggets. He goes over to his housemate and smacks him on the top of the head. Josh’s housemate gives him his chicken nuggets.

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Scenario 3

• Mumford was hospitalized because he broke a window in his house. He comments to his father that the nurses at the hospital talk nicer to him than his staff at home.

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Scenario 4

• Tyler was hospitalized because he broke two of the windows in his house. He comments to his mother that the nurses at the hospital talk to him about his train collection.

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Let’s Chat!

Can behaviors be multi-functional?

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Functional Behavior Assessment (FBA)

• Process to determine why a behavior is happening

• Process is ongoing, not a single event

• Essential for identifying strategies to reduce targets and increase replacement behaviors

• Data driven and presents a holistic picture of why the behavior is happening

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How Do You Conduct an FBA?

1. Identify the target behavior and operationally define it

2. Collect data on the behavior to determine a baseline1. Direct Assessment2. Indirect Assessment

3. Determine the function of the behavior1. Tangible2. Attention3. Escape/Avoid4. Sensory/Automatic

4. Identify the replacement behavior and how to teach it to the person

5. Develop the Behavior Support Plan (BSP)

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Strategies to Address Behavior

• Strategies should be function specific

• Antecedent Strategies• Environmental Strategies

• Addressing Setting Events

• Consequence Strategies• Reinforcement

• Punishment

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The Behavior Support Plan (BSP)

• A living document that outlines how to address target behaviors and increase the rate of replacement behaviors.

• Input comes from all members of the team.

• Consistency in implementation is essential.

• All decisions and inputs are data driven.



• Activity Type: Scenario


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Activity 2: Making Changes

1. Review the scenarios on the next few slides. They are the same scenarios from Activity 1.

2. Once you read each scenario, write down a replacement behavior and how you will work with the individual and the team to learn it.


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Activity 2 Scenario 1

• Josh sits alone in his room and flickers the light through his fingers just above his eyes.

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• Josh is hungry and sees his housemate eating chicken nuggets. He goes over to his housemate and smacks him on the top of the head. Josh’s housemate gives him his chicken nuggets.

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• Mumford was hospitalized because he broke a window in his house. He comments to his father that the nurses at the hospital talk nicer to him than his staff at home.

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• Tyler was hospitalized because he broke two of the windows in his house. He comments to his mother that the nurses at the hospital talk to him about his train collection.



• Activity Type: Case Study


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Activity 3: From Start to Finish

1. Review the scenario on the next slide.

2. Once you read the scenario, identify the following for each:1. Target Behavior2. Behavior Function3. Replacement Behavior4. Strategies to eliminate the

target behavior and increase the rate of the replacement behavior

3. Write down your responses in your PowerPoint packet.

4. Prepare to discuss as a group!

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Activity 3 Scenario

Felix is a seventh grader at a school in Oregon. At the age of seven, Felix was hit by a car and suffered a traumatic brain injury, leaving him with physical and learning disabilities. He cannot use his right arm and leg to full extent, and has difficulties with speaking and learning. Recently, Felix is exhibiting problem behaviors. He deliberately runs into other students in the hallways, he attempts to hit teachers and other students, and sometimes leaves class and school without permission. His punishments include detention, referrals to the office, and suspension from school, but they have not been effective. A paraprofessional made a comment that he noticed Felix engaging in these behaviors when students were laughing, but only observed it upon walking into the classroom after hearing Felix shouting towards the students.

Upon further investigation, you learn that the students Felix is shouting at laugh at him when he gets upset, which transitions into him trying to run into them and hit them. You also realize that when he is upset, Felix will hit anyone who is within proximity of his wheelchair, regardless of their involvement. Additionally, there is a student who sits behind him who makes comments about Felix being in a wheel chair and “being slow.” When this student leans forward towards Felix, you have noticed that Felix tries to leave the classroom and will typically go to the cafeteria. He talks with the cafeteria staff about his favorite sports teams, which appears to make him happy.

beyond the obvious: when trauma influences behavior

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