Measurable Behavioral Objectives are the foundation of a good plan. They do not come first. Assessment/Evaluation or a study come before, goals come before but Measurable Behavioral Objectives are the foundation. Colleges and Universities do a disservice to Social Workers and Therapists if they do not teach this skill. Government, organizations, agencies and even businesses do a disservice to customers, taxpayers, participants and the organization itself if they do not demand Measurable Behavioral Objectives.
When written well, additional instructions are much easier to write in a clear and concise fashion. When written well, data collection is easier to conceptualize and clearly define. When written well, the rest of the plan can be parsimonious. When written poorly, in order to be understood and consistent, more verbiage is required and at times even ongoing and continuous explanations and clarifications are required.
This is a tough skill for some people to acquire. It takes time and effort; however this time and effort pale in comparison to the waist of time and money when there is not a clear and mutual understanding of what you and others are doing and how it will be measured.
Click here to continue with this information: Writing a Plan for Problem Behaviors
Thursday, January 31, 2008
Tuesday, January 22, 2008
Additional resources for the theraputic setting, the home, the classroom, or the boardroom.
Here are a few additional resources to help you in writing Measurable Behavioral Objectives in a variety of settings. From the therapeutic setting, to the classroom, to the board room.
The Dreaded Behavioral Objective
http://www1.appstate.edu/~mamlinnl/behavior.htm
How to Write Learning Objectives that Meet Demanding Behavioral Criteria
http://www.adprima.com/objectives.htm
Topic 4 : Developing Goals and Objectives Instructor’s Notes
http://www.roundworldmedia.com/cvc/module4/notes4.html
Rubric: Guidelines for Evaluating Behavioral Objectives
http://pixel.fhda.edu/id/Goals/goals_rubric.html
Clinical Resources: Writing Behavioral Objectives
http://home.hvc.rr.com/wmbrooks/Clinical%20Resources.htm
ABC's of Behavioral Objectives--Putting Them to Work for Evaluation http://www.joe.org/joe/2005october/tt3.shtml
Information About Behavioral Objectives and How to Write Them
http://med.fsu.edu/education/FacultyDevelopment/objectives.asp
Writing Behavioral Objectives for the Clinical Presentation Curriculum
http://www.oucom.ohiou.edu/fd/objectivesforcpc.htm
Click here to continue with this information: Measurable Behavioral Objectives are the Foundation of a Good Plan
The Dreaded Behavioral Objective
http://www1.appstate.edu/~mamlinnl/behavior.htm
How to Write Learning Objectives that Meet Demanding Behavioral Criteria
http://www.adprima.com/objectives.htm
Topic 4 : Developing Goals and Objectives Instructor’s Notes
http://www.roundworldmedia.com/cvc/module4/notes4.html
Rubric: Guidelines for Evaluating Behavioral Objectives
http://pixel.fhda.edu/id/Goals/goals_rubric.html
Clinical Resources: Writing Behavioral Objectives
http://home.hvc.rr.com/wmbrooks/Clinical%20Resources.htm
ABC's of Behavioral Objectives--Putting Them to Work for Evaluation http://www.joe.org/joe/2005october/tt3.shtml
Information About Behavioral Objectives and How to Write Them
http://med.fsu.edu/education/FacultyDevelopment/objectives.asp
Writing Behavioral Objectives for the Clinical Presentation Curriculum
http://www.oucom.ohiou.edu/fd/objectivesforcpc.htm
Click here to continue with this information: Measurable Behavioral Objectives are the Foundation of a Good Plan
Crisis Plans
Crisis Plans
The best crisis plan is the one that you prepare for but never implement. It incorporates all the things already talked about. It focuses on behaviors that you want to increase, rather than the ones that you want to eliminate. Sometimes though, people go into crisis and sometimes they take you with them. When this happens there are a few things to prepare for and keep in mind.
1. Someone else may be better at helping with the de-escalation than you. A team approach is often, though not always, helpful.
2. When someone is going into crisis there is usually a physiological change. In order to help them reduce their own stress levels, they may need another physiological change. Aerobic exercise (to include a fairly brisk walk) may be a helpful component to the plan. (Sometimes a quiet/relaxing break with low stimulation is all that is needed or can be a great follow-up to something more aerobic.)
3. Choices (when possible, I like three) can be very helpful to relieve the stress, de-escalate the crisis and help people to return to a more thoughtful place.
4. After the crisis, when all seems calm, can be a dangerous place particularly if the crisis erupted fully. The calm after the crisis can sometimes turn into depression.
Additional notes:
I have found music to be very helpful when applied correctly and the pace is gradually used to help people to relax. (It’s sort of like driving at 70 mph then turning into a town where the speed limit is 25. Kind of drives you crazy for a while. It can be the same with music. You usually can not relax someone who is super hyper with super relaxed music. You have to start some place in between then move to more and more relaxed music.
For children and some adults blowing REALLY big bubbles can be very helpful. It changes the breathing patterns without the other person knowing what’s going on. Slow, deep breathing is helpful for relaxation. Adding good music can be helpful.
If this is a significant concern for you and in your situation, I recommend four resources:
One is the MANDT system http://www.mandtsystem.com/
Another is an excellent book by Joan Borysenko, Minding the Body Mending the Mind. (Don’t do the neck exercise, research after the book’s publication has questioned the efficacy of this particular exercise)
The third is Crucial Conversations by VitalSmarts http://www.vitalsmarts.com/
Each may have some applications across situations and some that may be more applicable to some situation than others.
The last little resource that I recommend is baroque music (for REALLY relaxed) and my very favorite is Timeless Motion by Daniel Kobialka. He also has some additonal music that may be more appropriate for other situations. http://www.danielkobialka.com/
Click here to continue with this information: Additional resources for the theraputic setting, the home, the classroom, or the boardroom.
The best crisis plan is the one that you prepare for but never implement. It incorporates all the things already talked about. It focuses on behaviors that you want to increase, rather than the ones that you want to eliminate. Sometimes though, people go into crisis and sometimes they take you with them. When this happens there are a few things to prepare for and keep in mind.
1. Someone else may be better at helping with the de-escalation than you. A team approach is often, though not always, helpful.
2. When someone is going into crisis there is usually a physiological change. In order to help them reduce their own stress levels, they may need another physiological change. Aerobic exercise (to include a fairly brisk walk) may be a helpful component to the plan. (Sometimes a quiet/relaxing break with low stimulation is all that is needed or can be a great follow-up to something more aerobic.)
3. Choices (when possible, I like three) can be very helpful to relieve the stress, de-escalate the crisis and help people to return to a more thoughtful place.
4. After the crisis, when all seems calm, can be a dangerous place particularly if the crisis erupted fully. The calm after the crisis can sometimes turn into depression.
Additional notes:
I have found music to be very helpful when applied correctly and the pace is gradually used to help people to relax. (It’s sort of like driving at 70 mph then turning into a town where the speed limit is 25. Kind of drives you crazy for a while. It can be the same with music. You usually can not relax someone who is super hyper with super relaxed music. You have to start some place in between then move to more and more relaxed music.
For children and some adults blowing REALLY big bubbles can be very helpful. It changes the breathing patterns without the other person knowing what’s going on. Slow, deep breathing is helpful for relaxation. Adding good music can be helpful.
If this is a significant concern for you and in your situation, I recommend four resources:
One is the MANDT system http://www.mandtsystem.com/
Another is an excellent book by Joan Borysenko, Minding the Body Mending the Mind. (Don’t do the neck exercise, research after the book’s publication has questioned the efficacy of this particular exercise)
The third is Crucial Conversations by VitalSmarts http://www.vitalsmarts.com/
Each may have some applications across situations and some that may be more applicable to some situation than others.
The last little resource that I recommend is baroque music (for REALLY relaxed) and my very favorite is Timeless Motion by Daniel Kobialka. He also has some additonal music that may be more appropriate for other situations. http://www.danielkobialka.com/
Click here to continue with this information: Additional resources for the theraputic setting, the home, the classroom, or the boardroom.
Tuesday, January 15, 2008
Continuous Evaluation and Adjustment
Continuous evaluation; of a plan, the implementation of the plan, data collection and progress or lack of progress are essential. In depth periodic evaluation is also essential.
Very simply...
You need to ask yourself "What worked?", "What didn't work?" ( or what could have made it better?) and Why? All three questions are essential for best outcomes even when everything seems to be working well or fairly well. It is a disciplined thought process that helps bring about better outcomes for clients/participants and helps to improve you as a therapist/interventionist. This process requires good "Critical Thinking" http://en.wikipedia.org/wiki/Critical_thinking
You need to ask these questions for all aspects of the intervention but especially about:
The environment;
The antecedents and reinforcers;
The plan;
Plan implementation; and
Data collection. Of course you must always take into consideration what is going on internally as well and how that is impacting everything else. IE. illness, reactions to medications, hormones, etc.
When you have gone through this process, adjust for better outcomes.
To continue with this information click here: Crisis Plans
Very simply...
You need to ask yourself "What worked?", "What didn't work?" ( or what could have made it better?) and Why? All three questions are essential for best outcomes even when everything seems to be working well or fairly well. It is a disciplined thought process that helps bring about better outcomes for clients/participants and helps to improve you as a therapist/interventionist. This process requires good "Critical Thinking" http://en.wikipedia.org/wiki/Critical_thinking
You need to ask these questions for all aspects of the intervention but especially about:
The environment;
The antecedents and reinforcers;
The plan;
Plan implementation; and
Data collection. Of course you must always take into consideration what is going on internally as well and how that is impacting everything else. IE. illness, reactions to medications, hormones, etc.
When you have gone through this process, adjust for better outcomes.
To continue with this information click here: Crisis Plans
Wednesday, January 9, 2008
Transition Plans
Think of a transition plan as a “to do” list.
It still must be measurable, but does not usually need the same strict formula (there are exceptions which shall be explained below).
The plan may need to be adjusted as you move forward. That’s ok, all plans need to be flexible.
The first part of the transition plan consists of specific tasks that need to be done, when they will be done, and who will do them.
For a child moving into an adult system there are usually specific eligibility issues that need to be taken care of. Some times guardianship and living arrangements need to be made.
If there are partners working with the same child and the partner is taking care of some of the specifics, reference the partner’s plan and attach it. For example if you are a Developmental Disability Agency and there is a Service Coordinator from another agency who is taking care of specific tasks, reference the Service Coordination plan and attach.
The next part of the transition plan consists of specific activities that will help the individual acclimate and become comfortable in any new setting.
The last part of the plan (and it doesn’t have to be in this order) should address any specific skills/behaviors that will need to be increased in order to help the individual be successful in the new environment. This part should follow the strict criteria for a measurable behavioral objective. This could also be contained in another part of the overall plan and just referenced in the transition plan and attached; however, where ever this part is located, it needs to address the specific skills/behaviors that will help the individual in the new situation.
Click here to continue with this information: Continuous Evaluation and Adjustment
It still must be measurable, but does not usually need the same strict formula (there are exceptions which shall be explained below).
The plan may need to be adjusted as you move forward. That’s ok, all plans need to be flexible.
The first part of the transition plan consists of specific tasks that need to be done, when they will be done, and who will do them.
For a child moving into an adult system there are usually specific eligibility issues that need to be taken care of. Some times guardianship and living arrangements need to be made.
If there are partners working with the same child and the partner is taking care of some of the specifics, reference the partner’s plan and attach it. For example if you are a Developmental Disability Agency and there is a Service Coordinator from another agency who is taking care of specific tasks, reference the Service Coordination plan and attach.
The next part of the transition plan consists of specific activities that will help the individual acclimate and become comfortable in any new setting.
The last part of the plan (and it doesn’t have to be in this order) should address any specific skills/behaviors that will need to be increased in order to help the individual be successful in the new environment. This part should follow the strict criteria for a measurable behavioral objective. This could also be contained in another part of the overall plan and just referenced in the transition plan and attached; however, where ever this part is located, it needs to address the specific skills/behaviors that will help the individual in the new situation.
Click here to continue with this information: Continuous Evaluation and Adjustment
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