Scenario - Elisabeth Devland
About Elisabeth: 48 years old.
Has recently had a cold and missed 3 days of work, but is well on the way to recovery and is expected to go back to work tomorrow. Her nose is very sore because of the extra nose blowing she has had. She is finishing a course of antibiotics tonight after dinner. She has not been using his schedule over the last few days due to her illness. Staff have noted that she has been more relaxed as she has had the house to herself during the day when Fran and Ben have been at work.
Elisabeth’s IPod is currently broken. We are using a clock for her to keep track of the time.
Elisabeth has a visual schedule for the afternoon’s activities. She crosses out each item on the list after she completes it. Elisabeth keeps the schedule with her and needs to be encouraged to use it by staff.
Activity: Menu planning for next week.
Each person gets to choose 2 evening meals for the following week. Each week one person gets to choose a take away meal for Friday night. It is Elisabeth’s turn to pick the take away meal.
Staff note each choice on the menu planner. From this menu staff plan the shopping for the week.
Elisabeth wants to watch a TV show when the menu planning is complete. It is a quiz show that starts at 5pm. This is noted on his visual schedule. Elisabeth loves the show and has already asked several times if she will “have time to watch it” OR if she will “miss the start”. In response you have followed the behaviour support plan and referred her to her schedule and the clock. You have reassured her that she will not miss the TV show.
You are the support staff for this afternoon. You have got all the residents around the table to get their choices for the week. There are cookbooks and a menu planner on the table to support the individual’s choices. Ben has just made his picks. It is now Fran’s turn then Elisabeth’s.
Before Fran can make her choice Ben asks you to support him to go to the toilet saying that it is urgent. You have taken Ben to the toilet and bring him straight back to the table. It is 4.35pm when you return with Ben to the room.
Tasks
1.
Consider the case study scenario and the critical incident. What environmental Emotional/well-being, medication and health factors may have contributed to the behavioural incident?
2.
What strategies from the behavioural support plan did you use? Why did you use these strategies? How well did they work? In your answer consider if you;
- Ensured that all your actions were in line with the plan and organisation policies and procedures
- Ensured that you followed procedures to ensure safety of the Elisabeth, yourself and other people
- Responded to the critical incident in accordance with behaviour support plan
3.
Would you change any of the strategies you used OR the way in which you used them? Why or Why not? In your answer consider
- How you determined appropriate and inappropriate strategies.
- interventions when addressing behaviours of concern
- How well you Interpreted the behavioural support strategies
- How well you Interpreted followed the behavioural support strategies
4.
According to the Behavioural support plan and CITEnable policies, what documentation should you complete after this behavioural incident? Who should be notified about this incident?
5.
Complete an ABC Behaviour recording form for this incident, using the case study scenario and your experience in the practical to inform this report.
6.
Consider all the proactive and reactive strategies that are part of the behaviour support plan.
- Which strategies will reinforce Elisabeth’s use of more appropriate behaviours? How do they do this?
- Would you change anything in the behaviour support plan to increase reinforcement of more appropriate behaviours? (Consider communication, distraction and diversion strategies).
