An Insight into Addressing Behavioural Problems

Typically, in the field of behavioral studies, the documental of intervention has been to diminish a challenging behavior (i. e. aggression, property destruction, self-injury). N mavintheless, as research and practice in behavior analysis accommodate full-blown to address the point of behavioural functions, there has been an analogous shift in the selection of target behaviors and interventions (Horner and Carr, 1997).Within the last few years, investigators and practitioners applying competent supportive technologies indoors characteristic school and community settings have been established to identify and to apprise socially covetous utility(a) behaviors such as communication, social skills, and choice-making (Koegel, Koegel, Harrower, and Carter, 1999). Accordingly, practitioners have increasingly identified significant outcomes of behavioural interventions to be non however declines in chore behavior but in corresponding manner rise in one or more substitute behaviors. Therefore the measurement of multiple outcomes for a person with problem behaviors has started to reflect a more complex rating model (Carr, Levin, et al, 1999). In effect, I think that the role of the nurse is to military service in drafting more proactive approaches in resolving problem behaviour. One possibility for the nurse is to consider the significance of a team up based approach to this issue. The team must also be multidisciplinary, one which probably call for the involvement of a behavior specialist with expertise in the realistic approach to behavior as a share of the team employed in addressing behavioral issues.Intervention plans based on the practical behavior evaluation of target behaviors have a higher luck of positively influencing the individuals behavior over the long end point (Lalli, Browder, Mace, and Brown, 1993). The involvement of a cooperative team early in the use of assessing behavior and designing interventions impart surely aid in intensify i ntervention fidelity and promoted positive changes in patients behaviour (Hieneman and Dunlap, 1999).The nurse should also be involved across the phases of evaluation, intervention establishment, and succeeding program monitoring. Nurses may also be involved in formulating interventions that could be realistically execute (Lentz et al, 1996). I also think that the nurse must recall on proactive approaches and techniques seek to decrease 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 accent mark reliable communication, access to typical environments, and examination of demands. Generalisation of communication skills and alternative behaviors may be fortified during interactions with typical peers during participation in stock activities. Interactions and participation not only allow for opportunities to generalise prosocial be haviors but in like manner serve as a encouraging incentive. In all these activities, nurses like myself may take on a critical role.We must not be limited to providing physical care, but also take in careful consideration the other 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 study a real difference. References Carr, E. G. , Levin, L. , McConnachie, G. , Carlson, J. I. , Kemp, D. C. , Smith, C. G. , et al. (1999). Comprehensive multisituational intervention for problem behavior in the community Long-term maintenance and social validation.Journal of Positive Behavior Interventions, 1, 5-25. Hieneman, M. , & adenine Dunlap, G. (1999). Issues and challenges in implementing community-based behavioral support for two boys with backbreaking behavioral difficulties. In J. Scotti & L. Meyer (Eds. ), Behavioral intervention Principles, models, and practices (pp. 363-384). Bal timore Brookes Horner, R. H. , & Carr, E. G. (1997). Behavior support for students with severe disabilities Functional assessment and comprehensive intervention. The Journal of Special Education, 31, 84-104.