Promoting positive behaviour

Promoting positive behaviour

Promoting positive behaviour when supporting people with a learning disability and people with autism
Personal factors that might
influence a person’s behaviour
Environmental factors that may
influence a person’s behaviour
Constitution – This refers to the
person’s physical state, for example
do they have any allergies, chronic
illnesses or a sensory impairment?
It includes any mental health needs
the person is experiencing and also
whether any drugs they are taking
might be affecting their behaviour.
Is the person in pain and unable to
explain this? Under this heading,
think about any syndrome, disorder or
condition the person may have and its
impact on their behaviour.
Personality and character – Is the
person an extrovert or introvert,
moody or laid back, easily aroused and
frustrated or quiet and withdrawn?
How does their personality affect
their behaviour? Do they have a ‘bad
reputation’ that may not be justified?
Sense of self – Does the person have
a positive or negative self image? Low
or high self esteem? How much self
knowledge does the person have?
Are their cultural and religious needs
understood and addressed?
Communication skills – This includes
the person’s ability to understand
and act on the communication of
others and to communicate their
own thoughts, feelings and needs to
those they are with. Can the person
hear and see clearly the verbal and
non verbal communication of others?
Are their language and cultural needs
understood and being addressed?
The quality of the physical
environment – This includes lighting,
noise, amount of personal space, heat,
humidity, colour, smells, etc.
The quality of the social environment
– Is the person bored and under
stimulated? Or is it too busy with too
many other people? What is the quality
of the person’s relationships? Are the
key people in their life hostile and cold
or emotionally close and supportive?
Does the person have a chance to
spend time with the important people
in their life such as family or friends? Is
the person lonely?
Power and choice – Can the person
make choices in their daily life? Or
do they have very little control? Is the
person supported to make choices?
Do the people supporting the person
stress conformity and make them
comply with their wishes? Or are
the person’s choices and decisions
respected and acted on? Is there
access to advocacy support?
Unpredictable occurrences – Is the
person startled or unsure about what
is happening to them and in their
environment? Do events happen to the
person without them being prepared
or without considering their needs and
wishes? Can the person influence their
daily routine?
Promoting positive behaviour support 7
Psychological state – Has the person
recently experienced any changes, loss
or bereavement in their life? Has he
or she been a victim of abuse (sexual,
physical, hate crime, etc)? Is the person
anxious, lonely or feeling excluded?
Other people’s communication – Do
the people in day to day contact with
the person communicate well or poorly?
Do they use words and non verbal
communication that are too complex
and difficult? Does communication
often break down between the person
and their main supporters?
Incentives and negative consequences
– Is the person getting positive
rewards (incentives) as a result of a
particular behaviour? Or is the person
experiencing negative consequences?
Personal factors help to explain why different people behave differently even when
apparently in the same situation and seemingly having the same experiences.
Environmental factors will help you to explore some of the things you might be
able to change. These help to explain why challenging behaviours sometimes
increase or decrease following any changes in where a person lives, or how they
spend their days, or when the people who support them change.
The interaction of personal and environmental factors
It can often be the case that personal and environmental factors combine
to cause a person to behave in challenging ways. For example, if a person
has difficulty in speaking due to their disability then this is a personal factor.
However, if other people have difficulty in understanding them then this is
an external factor which might make the situation worse. When both of these
factors come together, it may lead to the person feeling frustrated or ignored
and the person might then behave in a challenging way in order to get people
to listen or take notice of them.
When working with a person with a particular syndrome or condition, you and
your colleagues will need to have a full understanding of its possible effect
on behaviour. For example, a person with autism and a learning disability
may present behaviour that their family members and support workers find
difficult to understand and that they believe to be challenging. Once you can
understand how the person’s autism affects them and their behaviour, you will
be better equipped to know what to do and how to prevent specific responses
on other occasions. It is easier to understand a person’s behaviour if you have
8 Promoting positive behaviour when supporting people with a learning disability and people with autism
a better understanding of their experiences: this may include considering how
having an autistic spectrum condition has affected their communication, social
interactions, rigidity of thought and their sensory awareness.
This doesn’t mean that environmental factors are not important – they are
often the trigger for particular behaviours. However, a better knowledge of a
syndrome or condition might help you to gain a deeper understanding of a
person’s behaviour and its possible function.
What happens in the environment around the person is often under the control
of the people supporting them. It is important to recognise that everyone
offering support has the power to change the environment in ways that are
often not available to the person being supported. For example, if you know
that a person you support finds being with lots of people in a small room
difficult, then you can reduce the impact of this simply by ensuring that the
person does not spend time in confined spaces with lots of people. Don’t
forget, in most cases, personal and environmental factors interact and this can
increase the risk of behaviour that challenges being exhibited.
Improving communication
Communication difficulties can often create problems for people with
a learning disability and for people with autistic spectrum conditions.
Communication breakdown may contribute to challenging behaviour. It is
important to understand each person’s individual communication and work to
better understand what they are trying to convey.
All communication has three parts to it:
1. Verbal messages – the words we use.
2. Paraverbal messages – how we say the words, sometimes called
intonation.
3. Non verbal messages – our body language or behaviour.
Activity
Think about a person that you have supported in the past or someone you support
now. Can you identify any possible factors that may contribute to them using
behaviour that is difficult for people to understand and manage or which may
cause harm to themselves or other people?
Discuss your ideas with a more experienced colleague or your manager and find
out from them what they think are the main factors that contribute to the person’s
behaviour.
Promoting positive behaviour support 9
Knowing that only eight per cent of our communication is verbal is important
when thinking about its impact on behaviour, as this means that many people with
a learning disability or people with autism will have real difficulties in picking up
non verbal cues. Most people have an expectation that there will be consistency
between our spoken communication, tone of voice and behaviour. People who
have a learning disability or people with autism may not have the ability to
communicate in such complex ways; this could then lead to a lack of understanding
between the person and those who are supporting them. A breakdown in
communication with a person you support can result in the following feelings.
MM Frustration – because the person is unable to influence what is happening
to them or other people’s behaviour. People with poor communication
skills can become passive because they are always on the receiving end of
other people’s actions or decision making. In addition, they may become
frustrated and angry because of their lack of power in influencing their
environment.
MM Isolation – many people who are difficult to understand get less attention
from other people including those employed to support them. As a result,
they have fewer opportunities to develop close relationships and less
incentive for getting on with people. It is very important that the issues of
communication are addressed. Everyone offering support needs to develop
consistent and clear ways of building positive relationships that address
issues of likes, dislikes, preferences, choices and decision making.