Showing posts with label Interventions. Show all posts
Showing posts with label Interventions. Show all posts

Saturday, February 03, 2024

Low Arousal Approach

Within the study of human behavior, the Low Arousal Approach was developed by Professor Andrew McDonnell in the 1990s, and is now an internationally recognized model of behavior support.

The Low Arousal approach emphasises a range of behaviour management strategies that focus on the reduction of stress, fear and frustration and seeks to prevent aggression and crisis situations. The low arousal approach seeks to understand the role of the ‘situation’ by identifying triggers and using low intensity strategies and solutions to avoid punitive consequences for distressed individuals.

The Low Arousal approach enables practitioners to avoid the use of punitive consequences, such as physical restraint, for individuals from a variety of settings through early identification and intervention using low intensity strategies and solutions right the way through to managing meltdowns. The essential core principle is that many people inadvertently trigger behaviours, therefore it is often our behaviour which needs to change.

The Low Arousal approach has evolved from its original definition (McDonnell, McEvoy & Dearden1994) to a cognitive re-conceptualisation (McDonnell, Waters & Jones 2002). In his recent book titled “Managing Aggressive Behaviour In Care Settings: Understanding And Applying Low Arousal Approaches,” the definition has been further redefined (McDonnell 2011).

Given that stress is an ever-present part of the lives of people with autism, how should we manage crisis situations where the individuals we support may be experiencing ‘meltdown’?

McDonnell (2010) identified four key components considered central to Low Arousal approaches, which include both cognitive and behavioural elements:

1. Decreasing staff demands and requests to reduce potential points of conflict around an individual.
2. Avoidance of potentially arousing triggers e.g., avoiding direct eye contact, touch and removing spectators to the incident.
3. Avoidance of non-verbal behaviours that may lead to conflict e.g., aggressive postures and stances.
4. Challenging staff beliefs about the short-term management of challenging behaviours.

These seemingly simple behaviour management strategies are often difficult to apply in practice, as they involve changing and moderating our own levels of arousal. This means that each practitioner must reflect on their own behaviour and how it may contribute towards instances of challenging behaviour in the people they support. If we are part of the solution, we can also be part of the problem.

In essence, the Low Arousal approach is not just a behaviour management strategy, but a holistic philosophy towards caring for vulnerable people which acknowledges that challenging behaviour is not a choice.

Friday, May 20, 2016

Applied Behaviour Analysis

Applied Behaviour Analysis (ABA) is an effective behavioural treatment programme widely used with children with autism to improve socially significant behaviours.
 

ABA makes meaningful changes in people's lives through the use of procedures that have been demonstrated to work. The goal of an ABA teaching environment is to build socially significant behaviours in a meaningful way and to a meaningful degree. Generalisation, spontaneity and fun are essential components of successful intervention.
  
A few years ago, Ireland was in the fortunate position of having 12 ABA schools that had been set up and staffed in a way that made possible comprehensive programmes for children with autism (Leslie, 2013). However, the changes implemented from 2010 mean this is far from being the case now. Members of the Division of Behaviour Analysis are either in or in close touch with these schools. They are now termed special schools and, because of the rules they operate under none of them can meet the specifications for an ABA school.

ABA aspires to help with serious behavioural problems. A serious behavioural problem is one that impairs the quality of life of the person to a significant degree, impacts negatively on the lives of others, is persistent (thus rarely goes away of its own accord), and is not readily removed by some simple or brief treatment or intervention.

Some of the problems of many children with autism meet these criteria. If help is not provided or not adequate, their behavioural problems may leave them trailing far behind their peers of the same age in personal, social and educational development.
 
For more information see the following links:
 
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''If they can't learn the way we teach, we teach the way they learn''  ~   O. Ivar Lovaas