Turning Challenging Behaviors
into Real Engagement
Cindy Brown, L.C.S.W.
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Introductions
Your name
Current position / years in the position
Optional:
Briefly tell us of a time in which you
were fully engaged
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What we will cover:
Learn strategies to engage rather than
only gain compliance
Add new tools to your tool box when
working with challenging behaviors
Learn redirection and other therapeutic
interventions to implement change
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What you want to learn today
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The Change Cycle
Old Behavior
Desired Behavior
Energy
Shock
COMPLIANCE
Denial
Excitement
Average Productivity
Anger
Engagement
Frustration
Confusion
Listlessness
Apathy
Neutral Zone
- Transition -
Time
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Why do individuals follow behavior
plans and PCPs ?
For money / for rewards /Tangibles
Approval / affiliation / social attention
To escape punishment
To avoid shame, blame or judgment
To avoid guilt
Out of ‘duty’ / ‘Supposed to’
Out of obedience
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Signs of Compliance* could be:
Passive responding
Following the “script” – no authoring
Being dutiful
Referencing outsiders for assurance and/or
constant correction
Pleasing others instead of self
Aloft, agitated, annoyed, apathetic
“If I comply…I will eventually defy”.
* Act or process of conforming to official requirements; a
disposition of yielding to others.
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Indicators of Engagement*
Owning the “how” or strategy
Contributing to the “how”
Eye contact
Self-reporting
Sustained changed behaviors
Sense of personal energy assigned to
the task
* Observed, alert. To interlock with/mesh with; To bind oneself with a
pledge or promise; to hold the attention of or physical involvement in. To
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occupy completely; to be absorbed.
Learning Styles
Keep in mind that adult learners fall into different
categories of preferred learning styles
Visual Learners: Prefer color-coding, use of pictures,
written instructions.
Auditory Learners: Prefers buzzers, clapping, sounds,
verbal instructions and praise.
Kinesthetic or Experiential Learners: Prefers to
experience things to learn them. Likes to move when
learning.
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9 Potential Barriers to Learning
 Limited Learning Capacity: Some individuals have
significant limitations on how much they learn at one
time. Try “chunking” tasks – clustering 2-3 steps at a
time only. Teach with repetition.
 Processing Deficits: Some are easily distracted,
need more time for a single activity or response.
Match their pace. Slow pace. Don’t rush. Typical with
persons with a brain injury.
 Short Attention Span: Some are easily distracted
and can’t focus for extended time periods. Be
prepared to have several different activities to do.
Break activities into multiple sessions.
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More Potential Barriers to Learning
 Difficulty in Seeing Cause& Effect Some
individuals can’t grasp the concept that “If I do this,
then this other thing will or will not happen.” Don’t
count on them making the connection! Use visuals and
sight cues between steps. Role play.
 Outer-Directed focus Some feel that they have no
control over their lives. Their motivation is to
follow.Teach decision-making in little steps. Point to
areas they DO have control.
 Inability to Abstract Concepts, symbols, or
Generalized abstractions can be difficult to understand.
Use concrete examples. Teach in “real world” settings.
Role model and relate concepts to the Individual’s life.
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Still More Potential Barriers to Learning
 Limited Environmental Interaction : Because of a lack
of past experience, a Individual may exhibit a lack of skills &
confidence. Praise the Individual often! Take them out into
new experiences as much as possible. Use every interaction
and experience to encourage the use of all their senses and
learning.
 Poor Self-Concept Sometimes Individuals have such a poor
self-concept that they don’t believe they can do anything. Their
motivation is low and they have a lot of fear of new things.
Help them see the progress they are making in little things.
Remind him or her of their successes.
 Short Memory Span
Some things are not easily
retained – even recent things! Repeat, repeat, repeat! Label
everything! Use visual cues. Ask the individual to repeat back to
you what was said.
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Therapeutic Interventions
Avoid the “Bait and Switch”
Identify relevant goals
Identify their comfort zone – lead baby steps
outside it
Premack Principle
Embedding relevant choices
Redirection
Reflection and raising personal awareness
Use “I feel” instead of “ You”
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In conclusion
• The Change Cycle affects everyone so it helps to notice
where an individual may be within the change process.
• We are wanting to achieve Engagement instead of
Compliance so that change can be sustained.
• Learning Styles and Learning Barriers impact one’s
ability to achieve engagement. This requires us to:
• Identify the best strategy which leverages their
learning style and minimizes barriers.
• Create and use teachable moments often & regularly.
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