An Insight into Addressing Behavioural Problems

Typically, in the field of manneral studies, the objective of intervention has been to diminish a challenging behavior (i. e. aggression, property destruction, self-injury). Nonetheless, as research and practice in behavior analysis have matured to address the point of behavioural functions, there has been an analogous shift in the selection of pit behaviors and interventions (Horner and Carr, 1997).Within the function few years, investigators and practitioners applying competent nourishmentive technologies within characteristic school and alliance settings have been established to identify and to teach socially covetous ersatz behaviors such as communication, social skills, and choice-making (Koegel, Koegel, Harrower, and Carter, 1999). Accordingly, practitioners have increasingly identified substantive outcomes of behavioural interventions to be not plainly declines in problem behavior but also rise in one or more than substitute behaviors.Therefore the measurement of mul tiple outcomes for a person with problem behaviors has started to smoothen a more complex evaluation model (Carr, Levin, et al, 1999). In effect, I signify that the role of the value is to help in drafting more proactive shape upes in resolving problem behaviour. One possibility for the nurse is to consider the significance of a police squad based approach to this issue. The team must also be multidisciplinary, one which probably call for the affair of a behavior specialist with expertise in the practical approach to behavior as a member of the team employed in addressing behavioral issues.Intervention plans based on the practical behavior evaluation of target behaviors have a higher probability of cocksurely influencing the individuals behavior over the long term (Lalli, Browder, Mace, and Brown, 1993). The involvement of a conjunctive team early in the procedure of assessing behavior and designing interventions exit surely aid in enhanced intervention fidelity and promote d positive changes in patients behaviour (Hieneman and Dunlap, 1999).The nurse should also be tortuous across the phases of evaluation, intervention establishment, and succeeding program monitoring. Nurses may also be involved in formulating interventions that could be realistically executed (Lentz et al, 1996). I also think that the nurse must take on proactive approaches and techniques seek to shine the possibility that undesirable behavior will be derived by analysing environmental contexts and the patients behavioural repertoires (OBrien and Repp, 1990).The proactive factors of interventions must stress reliable communication, access to natural environments, and examination of demands. Generalisation of communication skills and alternative behaviors may be beef up during interactions with typical peers during participation in regular activities. Interactions and participation not only allow for opportunities to generalise prosocial behaviors but likewise serve as a encourag ing incentive. In all these activities, nurses like myself may take on a critical role.We must not be limited to providing tangible care, but also take in careful consideration the former(a) factors that may influence problematic behaviour, and take an active stance in trying to help the individual develop. In taking on a holistic stance, I can make a real difference. References Carr, E. G. , Levin, L. , McConnachie, G. , Carlson, J. I. , Kemp, D. C. , Smith, C. G. , et al. (1999). countrywide multisituational intervention for problem behavior in the community Long-term living and social validation.Journal of Positive Behavior Interventions, 1, 5-25. Hieneman, M. , & Dunlap, G. (1999). Issues and challenges in implementing community-based behavioral support for devil boys with severe behavioral difficulties. In J. Scotti & L. Meyer (Eds. ), Behavioral intervention Principles, models, and practices (pp. 363-384). Baltimore Brookes Horner, R. H. , & Carr, E. G. (1997). Behavior su pport for students with severe disabilities Functional assessment and comprehensive intervention. The Journal of Special Education, 31, 84-104.