Verbal Aggession Behavioral Support Plan Template

January 18, 2010

VERBAL AGGRESSION:

Definition of the Behavior:

Verbal Aggression is defined as yelling or using inappropriate language towards others and threatening others with harm. This can also include being bossy, screaming obscenities, racial slurs.  _______ is most likely to exhibit this behavior when __ is not able to get something that __ wants, when someone asks ___ to do something that __ may not want to do or when one of ___ peers is intruding in __ personal space or teasing ___.

Prevention Plan:

Staff will verbally praise _______at various times, particularly when they see __ being socially positive and appropriate with __ peers. They will let ___ know how much they appreciate ___ being supportive and helpful towards others. _______ responds well to 1:1 attention and humorous, playful comments.

Staff will encourage ______ to make good choices and be responsible. Staff will verbally praise ______when __ is being a leader and acting in a mature manner.

Staff will also encourage ________ to talk about any problems or concerns __ may be experiencing with someone else. They will remind ___ this is the best way for___ to solve ___ problems. If ______states that __ does not wish to talk, staff will then suggest that __ may feel better if __ takes some quiet time alone in ___ room.  ______ states he calms down when taking a short walk, going to ___ bedroom, taking a shower, watching what __ likes on television, or drinking a caffeine/sugar free soda.

Intervention Plan:

If _______begins to yell at someone, or use offensive language, staff will CALMLY remind ___ that his actions are not appropriate. While reminding ___, staff should also help ___ feel supported, by telling ___ that __ looks upset and asking ___ if __ needs anything.

If _______ continues to yell or use inappropriate language, staff will remind ___ that they can’t help ___ feel better while __  is being inappropriate. Staff will tell ______ that they are going to give __ some time to calm down. They will also let __ know that they’ll come back several minutes later to check on ___.

If _______ continues to yell, or be offensive towards one of ___ peers or staff, staff will urge that peer to walk away from ______ and give __ some time to calm down. Staff will remind the other person that _______ probably needs to be alone for a little while.

Staff will return several minutes later to check on ______. If __’s been calm (no outbursts) for at least five minutes, staff will attempt to talk to ___. They will tell ___ that they understand ___ was angry.

Staff will also remind _______ that __  knows more appropriate ways to feel better and relax, than yelling at someone.   If necessary, staff will help _______problem solve more appropriate ways to relax and calm down. This may include talking about __  feelings, walking away from the person or situation __’s angry about, or going somewhere for privacy.

Staff and _______ will periodically talk about the potential consequences that may occur when __ exhibits inappropriate behavior.

Once _______ has been calm for at least five minutes (no episodes or attempted episodes of Verbal Aggression,) staff will sit and talk to ___ about the episode. They will remind ___ that it’s ok to be angry or upset. They will also help ___ problem solve more appropriate ways to express that anger.

Staff will remind _______ that __ can always talk to them when __’s upset. They’ll also encourage ___ to go someplace quiet, away from others, until __’s feeling calmer and more comfortable.


Physical Aggression Behavior Support Plan Template

January 18, 2010

PHYSICAL AGGRESSION:

Definition of the Behavior:

Physical Aggression is defined as hitting, hitting, pushing, spitting at others, or any form of physical assault toward others, throwing hard objects at others. This behavior has the potential (according to ________’s history) of causing injury to others. _______ will also push at staff when he is being physically aggressive.

Prevention Plan:

It is recommended in ________’s protocol for aggressive behavior that a “non-directive” approach be used when communicating with ___. When _________ is refused, or told what to do, __ is more likely to engage in verbally aggressive behavior which may lead to physical aggression. People who work with ________ should be low keyed. They should be willing to rephrase requests, find different ways of communicating a message to __________, or even leave and approach the situation later. People who work with ________ should avoid making demands. Instead, they should attempt to elicit cooperation by asking ________ to choose from a list of choices.

Staff should encourage increased access to positive friendships and relationships. In addition, every effort should be taken to determine ________’s interests and activity preferences.  ________ should be given every opportunity, within reason, to participate in activities __ specified. Over time a list of preferred activities will be developed that can be used either contingently or non-contingently as part of a behavior support plan.

When ________ is becoming frustrated or upset, every effort should be made to attempt to see the situation from ___ point of view. __ needs to hear that  staff understands how __ is feeling and where it may be coming from.  For example: “________, I can see that you are feeling frustrated with me right now”.  In conjunction with this active listening strategy, every effort should be made to elicit communication from ______ when __ is starting to become angry. For example, “________, tell me what is bothering you. I am listening”.

Staff will attempt to involve _______ in various activities. They will offer __ a choice between two activities.  Staff will ask __,  “_______, what would you like to do?”

If _______ doesn’t respond after the first prompt, staff will wait at least 1 minute before making another prompt.  While prompting ______ to participate, staff will once again suggest that __ may want to participate in the activity.

If ________l still does not respond after the second prompt, staff will walk away.

Staff will not make more than two prompts within several minutes.  If ______appears to be upset, staff will ask __ if he needs to talk about anything.  Staff will ask _______ if he needs something.

Staff will encourage _______ to express __ needs and let them know how they can help __.  Staff will remind _______ that they want to help __ feel better.

If _______indicates that __ is angry or upset about something that someone has said or done to ___, staff will let ___ know that sometimes people do and say things that are not appropriate. Staff will remind _______ that there are many people who care about ___ and that __ has behaved very appropriately since __ moved into ___new home.

Intervention Plan:

If _______is physically aggressive towards someone, staff will firmly prompt __ to stop. Staff will be firm but never harsh or scolding.  While prompting _______ to stop, staff will attempt to direct __ away from the person that __ has been physically aggressive towards.

Staff will attempt to engage _______ in another activity as part of the redirection.  Staff will also remind _______that __ needs to show or tell them when __ is upset or angry. They will remind ___ that it is not ok to hit someone.

If staff attempts to involve _______in an activity, and __ becomes physically aggressive, staff will stop the activity for at least three minutes until __ calms down. Staff will attempt to resume the activity once _______ has been calm and not attempted to be physically aggressive for several minutes.  Staff will periodically verbally praise _______ when __ acts appropriately and is not physically aggressive.

Once _______has been calm for at least five minutes , and there are no episodes or attempted episodes of  physical aggression, staff will sit and talk to _______about the episode. They will remind __ that it’s ok to be angry or upset. They will also help ___ problem solve more appropriate ways to express that anger.

Staff will remind _______ that he can always talk to them when __’s upset. They’ll also encourage ___ to go someplace quiet, away from others, until __’s feeling calmer and more comfortable.

_______ responds to reinforcements such as praise, 1:1 interaction with staff, taking walks, watching television, drinking diet coke, taking showers, or relaxing in ___ room. (*Examples of reinforcements and praise)


Emotional Outbursts/Temper Tantrums Behavior Support Plan Template

January 17, 2010

EMOTIONAL OUTBURSTS (Temper Tantrums):

Definition of the behavior:

Emotional Outbursts (Temper Tantrums) include using verbal aggression, verbal threats to physically harm others, obscenities, throwing objects and destroying, or attempting to destroy property.  ______ has threatened to harm with objects and throw things.

Prevention Plan:

Staff will attempt to involve ________ in various activities. They will offer ___ a choice between two activities.  Staff will ask ___ “______, what would you like to do?” If ______doesn’t respond after the first prompt, staff will wait at least 1 minute before making another prompt.

If _______ still does not respond after the second prompt, staff will walk away. Staff will not make more than two prompts within several minutes.

If ________ appears to be upset, staff will ask ___ if he needs to talk about anything.  Staff will ask ______ if he needs something.

Staff will encourage ______ to express ___ needs and let them know how they can help ___.  Staff will remind _____ that they want to help ___ feel better.

Staff will be gentle, but firm when confronting _____ about something inappropriate that ___ may have done. Staff will remind ___ that everyone makes mistakes and that they will always try to help ___ correct any mistakes that ___’s made.  If _____ appears to be embarrassed or upset about something, staff will calmly talk to ___ about the situation. They will not be scolding or reprimanding to ___.

If _____ asks for something that ___ may not be able to have at that time, staff will always phrase things positively.

For example:

If ______ wants to go out to eat, staff will let ___ know that this is a great idea and that they will help ___ find a time to do this. Whenever possible, staff will avoid saying no to ______. Instead, explain to _____ why he must wait. Staff will use frequent opportunities to praise ______ for the efforts ___ makes. Staff should focus on these efforts and not whether ______was ultimately successful.

Intervention Plan:

If ______ begins to scream, calmly ask ___ if there is something that ___ needs. Make sure to keep your voice as level as possible. Staff will also calmly tell _____ that using inappropriate language or screaming is not the way to get what ___ wants.

If _______ destroys, or attempts to destroy property, staff will calmly remind ___ this behavior is not the most appropriate way for ___to get something that ___ wants. Staff will remind ___ that ___ knows more appropriate ways to express ___ feelings.

Once ______ has been calm, and has been exhibiting appropriate behavior, for at least five minutes, staff will sit with ___ and talk to ___ gently using the opportunity to discuss a more appropriate way to have behaved.


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