CDS-E-S- Positive Behavior Support

On-the-Job Training Assessments

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CDS-E-S- Positive Behavior Support

These are the On-the-Job Training (OJT) Assessment statements for this course. OJT Assessments are observable measures of skills. They help connect lesson content to skills used in daily practice. Supervisors, employers, trainers, and educators can use the OJTs in a variety of ways. For example:

• To develop on-the-job training opportunities
• As part of a classroom demonstration
• To develop or revise job descriptions
• As measures within a performance review

The learner should be able to demonstrate these skills or similar ones after taking the course. Mentors or supervisors can help transfer these skills through demonstration, observation, and feedback in the work environment. Workers must be able to perform skills in the workplace.

The OJTs are directly connected to the content of the lessons. However, not all OJTs apply to every situation. They can be adapted to match activities that most closely relate to the learner’s actual work. A record of the observed outcomes can be recorded in Elsevier Performance Manager. Contact your learning administrator to find out more about these evaluation options. The following assessments are recommended OJTs for these lessons:

Lesson 1: CDS-E Understanding Behavior

OJT Description:

• Uses observable and measurable descriptions when communicating about behavior.
• Uses the person's unique culture, rights, and overall quality of life as methods for deciding if behaviors need to be targeted for change.
• Correctly identifies antecedents, behaviors, and consequences and the order in which they occur.
• Uses vocabulary and concepts related to behavior supports correctly including: antecedent, aversive, consequence, deprivation, positive and negative punishment, punisher, positive and negative reinforcement, reinforcer.
• Uses preventative and proactive methods and avoids the use of aversive or deprivation methods in supporting behavioral change.

Lesson 2: CDS-E Functions and Causes of Behavior

OJT Description:

• States the basic functions of purposeful behavior as obtaining or avoiding something.
• Uses the context and likely function of the behavior as a method for intervening. Does not rely only on the form of the behavior. Seeks assistance as needed. Advocates for formal assessment as needed.
• Helps people communicate, supports daily choice, helps people experience freedom and independence. Recognizes conditions that could be influencing behavior. Monitors for mental and physical illness, or trauma.
• Asks for a formal functional assessment or functional analysis of a behavior when appropriate.
• Participates in developing and updating hypothesis statements in behavior support plans.
• Considers problem routines and setting events when identifying the function of behavior. Uses these terms correctly in discussing behavior.

Lesson 3: CDS-E Understanding Positive Approaches

OJT Description:

• Uses terms and concepts of behavior analysis in order to understand and change behavior when needed.
• Is current on best practice. Applies interventions supporting choice, dignity, inclusion, and self-management, regardless of the intellectual or physical capacity of the person served.
• Uses methods of support that increase people's quality of life, show respect, let them self-determine, and learn new skills related to choices and communication.
• Is reflective and honest about strengths and weaknesses in behavioral situations. Seeks to improve and is enthusiastic about trying new strategies. Works in partnership with persons supported.
• Is familiar with current best practices, choice, and communication and how they apply to behavior support.

Lesson 4: CDS-S-E Preventing Challenging Behavior

OJT Description:

• Demonstrates planning, preparation, and proactive teaching in regards to challenging behavior. Uses methods for ensuring that persons have skills needed to make changes. Teaches skills when necessary.
• Changes expectations, environments, and consequences to behavior in an organized way that is likely to help persons with challenging behavior learn to self-manage and make durable behavioral changes.
• Has a reasonable hypothesis for why a behavior occurs (the function and context of behavior). Responds with prevention strategies related to reasonable adjustments in expectations and teaches skills for long-term success.
• Changes or eliminated antecedents to decrease use of challenging behavior. Is aware of setting events and adjusts expectations and teaching strategies based on these.
• Selects and implements appropriate new behaviors to teach that flow from the function and context of the behavior and the person's goals.
• Uses the terms and concepts of prevention strategies such as antecedent manipulation, functional equivalence, and replacement behaviors correctly and as needed.

Lesson 5: CDS-S-E Responding to Challenging Behavior

OJT Description:

• Uses appropriate consequences as part of an overall plan that includes teaching new behaviors and preventing behaviors.
• Uses a hypothesis statement and/or the identified function of the behavior as the method for choosing appropriate consequences to encourage or discourage behaviors.
• Uses consequences that are likely to increase use of preferred behavior and decrease use of non-preferred behavior.
• Selects effective consequences that are easy to deliver and delivers them when they are most likely to be effective.
• Is able to prevent and de-escalate crisis situations effectively. Uses legal strategies that focus on immediate safety and rights protections, but that also include long-term development of preferred behaviors.
• Uses natural consequences in ways that do not cause stigma, are likely to be effective, and are safe.
• Uses terms and concepts of response correctly: extinction, satiation, primary & secondary reinforcers, reinforcement schedules, generalize, pairing, contingent, crisis, consequence management, and competing behaviors.

Lesson 6: CDS-S-E Behavior Support Plans

OJT Description:

• Is familiar with the behavior support plans of each person they support and works to ensure plans effectively meet persons' needs.
• Recognizes when critical components of a behavior support plan are missing, such as proper approval or objective and measurable descriptions of behavior, and works with team to revise as needed.
• Describes behavior in objective and measurable terms. Asks others to use objective terms when necessary.
• Takes an active role in assuring that behavior support plans are effective and lead to better lives and good outcomes for people. Participates actively in providing feedback and information.
• Effectively implements behavior support plans as written. Seeks support and help as needed.
• Completes all requested documentation tasks described in the behavior support plan, accurately and completely.

Lesson 7: CDS-E Rules, Regulations, Policies, and Rights

OJT Description:

• Treats people fairly, is aware of their rights and encourages the expression of rights and development of self-management skills.
• Applies rights restrictions in behavior support plans only when they are ethical, safe, and likely to be effective. Discourages restrictive practices and works to find methods of teaching self-management.
• Is familiar with common restrictions (locks, buzzers, helmets, straps, access to personal items and choices, time out procedures). Ensures the restriction is needed. Supports the person to reinstate rights.
• Has reliable methods for identifying if interventions are restrictive or not.
• Is aware of the risks and benefits of behavioral interventions used with people supported. Educates persons and families as needed on these. Takes steps to reduce risks whenever possible.
• Follows all state, federal and local laws and regulations related to behavioral interventions. Ensures coworkers follow laws and regulations and reports when necessary.
• Ensures correct committees and legal representatives are involved in development and review of behavior support plans.
• Has a good ability to engage positive behavior supports and avoid unnecessary restrictions. Is an advocate for the persons served and their rights.