1. Analysis of challenging behaviour (D2) /05/17 LO: How can I discuss antecedent behaviour and consequences on an incident of challenging behaviour?
P8 Identify types of challenging behaviour
P9 Explain steps taken to help maintain the dignity and respect of an individual when responding to an incident of challenging behaviour
P10 Describe the steps to be taken to check on the well-being of an individual following an incident of challenging behaviour
Done (Task 1 and 5)
Task 6 (M3 and D2) Deadline Friday 9th of June
M3 Describe the complex feelings that may be experienced by those involved in or who have witnessed challenging behaviour
D2 Analyse antecedent behaviour and consequences of an incident of challenging behaviour
Today
Friday before work experience

2. Analyse= Separate information into components and identify their characteristics. Discuss the pros and cons of a topic or argument and make a reasoned comment
D2 Analyse antecedent behaviour and consequences of an incident of challenging behaviour

3. Case study- Herbert ‘For the sake of a plate of chips’
Herbert liked chips; he hated curry, chilli and stews. He liked chips, preferably with sausages. Herbert had lived at home until he was 50. Following the death of his father, his elderly mother found it difficult to cope with supporting Herbert. He was grieving and he became aggressive towards his mother, blaming her for his father’s death. Eventually it was decided that Herbert should have a short break and he went to stay for a few weeks in a small residential home, close to where he lived with his mother. The team supporting Herbert liked him a lot, but he was very aggressive at meal times when he always wanted chips, chips and more chips. Eventually this came to a head when Herbert smashed the TV after he was refused chips. ‘Why is he doing this? What’s the matter? We can’t just give into him, he’ll learn that behaving badly is how you can get what you want’ said one team member. ‘I agree, and anyway chips are bad for you,’ replied a second team member.
Complete an ABC chart for this incident.

4. Antecedent Behaviour Consequences
What happens before the behaviour?
(What are the triggers?)
Behaviour
What was the behaviour?
(What function does the challenging behaviour serve? Why is the behaviour challenging?
Consequences
What happened immediately after the behaviour?
(What is the person getting/not getting from this behaviour that motivates them to do it again? ?
You need to look at the detail- and extend to analyse the antecedent behaviour and consequences of the behaviour

5. Antecedent Behaviour Consequences
What happens before the behaviour?
(What are the triggers?)
(What happens before the before?)
Behaviour
What was the behaviour?
(What function does the challenging behaviour serve? Why is the behaviour challenging?
Consequences
What happened immediately after the behaviour?
(What is the person getting/not getting from this behaviour that motivates them to do it again? ?
Father died
Left home to live in a residential home
Away from mother
Not got chips- which Herbert might be used to getting
Loss of control
Break TV
Anger/Frustration
Not getting the food he wants
Communicating his feelings to staff (in an inappropriate way)
Meet with Herbert and talk with him
Develop an action plan
Discuss meals and the issues with them
You need to look at the detail- and extend to analyse the antecedent behaviour and consequences of the behaviour

6. Case study- Herbert ‘For the sake of a plate of chips’
Herbert liked chips; he hated curry, chilli and stews. He liked chips, preferably with sausages. Herbert had lived at home until he was 50. Following the death of his father, his elderly mother found it difficult to cope with supporting Herbert. He was grieving and he became aggressive towards his mother, blaming her for his father’s death. Eventually it was decided that Herbert should have a short break and he went to stay for a few weeks in a small residential home, close to where he lived with his mother. The team supporting Herbert liked him a lot, but he was very aggressive at meal times when he always wanted chips, chips and more chips. Eventually this came to a head when Herbert smashed the TV after he was refused chips. ‘Why is he doing this? What’s the matter? We can’t just give into him, he’ll learn that behaving badly is how you can get what you want’ said one team member. ‘I agree, and anyway chips are bad for you,’ replied a second team member. ‘Herbert is grieving, he’s lost his father, he’s now separated from his mother and perhaps chips are all he’s got left,’ said another team member. They all sat in silence. ‘Surely, for the sake of a few oven chips we can calm this situation and Herbert can have some control over his life again.’ Herbert’s behaviour was caused by a number of factors and he wasn’t really angry about dinner. In fact, he was angry that he had lost he life he knew and the chips were just a symbol of his past life and how he recognised his ‘world order’. It was a tangible way for Herbert to assert control and communicate his own needs.
Now consider this extra detail and make additions to your ABC chart

7. Good website on understanding challenging behaviours, finding the causes and positive behaviour support planning

8. Consequences following an incident of challenging behaviour
Post incident review- for example the ‘Gibbs reflective cycle’ can be used.
Action plan developed-

9. Gibbs Reflective Cycle https://www.youtube.com/watch?v=w_acUWM3co8

10. Examples of action plans following incidents of challenging behaviour

11. Examples of action plans following incidents of challenging behaviour

12. Task 6: Challenging behaviour- complex feelings, antecedent behaviour and consequences.
You need to produce a training booklet for new staff in a health; social care or early years setting called Essential Information and Resources for Promoting Positive Behaviour.
Use the headings below to help you form chapters and headings to makes the resources practical and easy to use.
Task 6 Challenging behaviour- complex feelings, antecedent behaviour and consequences.
Section 1 (M3)  Describe the range and complexity of feelings and emotions experienced by those involved in or those who witness challenging behaviour.
You should consider the feelings and emotions of 1) The individual 2) Family members 3) Professional 4) Other individuals using the service  Section 2 (D2)  Analyse antecedent behaviour and consequences of an incident of challenging behaviour
You may want to  consider how a completed ABC chart can be used to support the individual to understand the incident of challenging behaviour and how it can be used to modify future behaviour.
You could also consider the importance of accurate record keeping and action plans.

13. Section 1 M3 Describe the complex feelings
Describe the complex feelings that may be experienced by the following people who have witnessed challenging behaviour. You can use any of the case studies covered in class, but remember to describe the case study in your introduction.
The individual
Family members
Professionals
Other individuals using the service
For each person consider the following:
Describe their thoughts, feelings and emotions
Explain why they are feeling like this. (Link to the challenging behaviour)
Explain why the behaviour might cause more complex feelings.
Explain how these complex feelings might affect this individual (You might want to consider the short and long term effects).
Some emotions you might want to consider are:
Sadness, anger, hurt, despair, isolation, guild, confusion, disgust, disappointment, inadequacy due to the lack of skills/knowledge.

14. 2) Consequences of an incident of challenging behaviour
Section 2 D2 Analyse the importance of understanding the antecedent behaviour and consequences.
Antecedent behaviour
Introduction- Describe what antecedent behaviour is.
Describe how antecedent behaviour can be understood using the following methods; recognition of behaviour patterns and triggers and use of an ABC chart.
Give an example of using the methods above. Use any case study done with myself of Niamh, for example ‘Herbert’.
Analyse the importance of understanding the antecedent behaviour. Describe the pros and cons of using each method in detail. To help you will need to use examples of challenging behaviour in a health and care setting.
To help complete this task aim to answer the following questions: Why is it important to understand antecedent behaviour? How can an ABC chart be used to support an individual? Who can use an ABC chart? What might happen if antecedent behaviour is not analysed? Why might ABC charts not be used?
2) Consequences of an incident of challenging behaviour
Introduction- Describe what is meant by ‘consequences of challenging behaviour’.
Describe the following methods which are used after an incident of challenging behaviour; ABC chart (The ‘C’ part), Post incident review (Gibbs reflective cycle), accurate recording of the incident and use of action plan.
Give examples (eg ‘Herbert’).
Analyse the importance of understanding the consequences after an incident of challenging behaviour. Again, describe the pros and cons of using each method with examples.
To help complete this task aim to answer the following questions: How does the ABC chart link to Gibbs cycle of reflection. Why is it important to record information about challenging behaviour? How does a post incident review and action plan support someone after an incident of challenging behaviour? How can the Gibbs reflective cycle be used? What might happen if none of these methods were in place? What will happen if the methods are implemented? (Consider short and long term consequences).

15. Understanding Challenging behaviour NHS