| How does this behavior relate to client safety? | What might be an effective approach to intervention? | What might be an effective approach to intervention? |
|---|---|---|
John needs to manage his diabetes (or have someone manage for him). Learning how to check his blood sugar will help him manage his own diabetes and therefore give him a sense of empowerment and independence. If there is ever no one around who understands John has diabetes or how it is managed, he would be able to do this himself. He can learn what to do if his blood sugar reading is low or high or to simply ask for help if it is detected low or high. This can be critical for his medical wellbeing. | Using video modelling and an appropriate chaining procedure, John can learn the steps of checking the blood sugar. Using visuals and matching skills, the reading can be categorised into low, normal, or high by John through imitation or video modelling. Contrived sessions would be helpful to get practice and can then be done through in vivo training. | What to do when the blood sugar is low or high. Whether it is to ask for help, make a phone call to emergency services or emergency contact such as his mother when the reading is too high or to know what type of drink or food he can have to help if his blood sugar is low. This could be a certain pre-made "diabetes kit" where he can find it and take something if blood sugar is low. He could even learn how to keep this stocked with appropriate snacks and drinks. He could learn how to find or ask for his insulin and how to administer himself if appropriate. |
Keep him safe and alive | Timers and self monitoring | checkins |
Client is less dependent on someone else to check his blood sugar and can access this whenever the need arrives. | Forward chaining | alerting someone for help |
Medical Safety | Total task training | A bunch of stuff, all kinds of self care and monitoring. |
If he can monitor his blood sugar he can be more independent | Task analysis | using the technology independently, keeping the supplies in a specific location |
poor medical management of his blood sugar poses a potential medical emergency | BST | simple remedies for the highs and lows of self monitoring blood sugar |
Blood sugar is directly related to health | Pre-assess his skills and then teach necessary tasks using chaining. Determine if he can recognize and utilize medical equipment. Determine if they know where food is and know what food to eat when blood sugar is low. | Contrived learning. |
Self care | Teach self management | When to seek medical / emergency care |
It helps the client to realize when their blood sugar is low | video modeling/task analysis | first Aid |
make sure he is healthy | ||
Interests in managing his health | Self-management | Self-care, change in lifestyle, to promote a healthy lifestyle. |
helps to determine if the client is meeting glucose targets which helps to reduce the unpleasant symptoms of high and low blood sugar, and avoid long-term diabetes complications | task analysis, forward chaining | managing nutrition, disposal of material used to check blood sugar |
John can learn to take care of his medical needs independently. | Chaining. | Calling a doctor. |
It will teach him to monitor his blood sugar levels to avoid emergencies in the future. | Video modeling. | Eating healthy. |
El encadenamiento total de tareas es una buena opción cuando el individuo ya puede realizar muchos de los pasos de la tarea asignada. | Técnicas de enseñanza individualizadas | |
Técnicas de enseñanza individualizadas | ||
Ensuring his health and safety with a medical condition, self care | Total Task Chaining for steps needed to take blood sugar levels | Setting up reminders in phone to check sugars, teaching private events that may indicate need to check levels. |
It helps prevent medical emergencies by allowing John to monitor and manage his diabetes. | Use task analysis and visual prompts to teach and reinforce each step of checking blood sugar. | Taking insulin properly, recognizing signs of low/high blood sugar, and knowing when to seek help. |
self help skills for safety | pre assessment to check where client is at. total task analysis and video modeling | dieting and checking what food is healthier option |
This is a medically necessary behavior and becoming independent with it would add to the safety factor as another person who is not required in the future to perform the test | Video modeling, a clear, step-by-step task analysis of testing fade out procedures with staff and self checks during implementation of the process with staff oversight and then eventually fade out | Disposal of medical supplies, ordering new medical supplies and if any results indicate a problem with blood sugar, what to do next |
Medical- something that needs to be monitored consistently for health | Video modeling and then total task chaining | fine motor, emergencies |
Ensuring his sugar levels are within normal range is important to his overall health. If not normal, it could lead to a medical emergency. | Since John seems to be able to perform most tasks independently or with minimal help, total task presentation could probably be effective. | Cleaning up the blood after checking sugars (i.e. ability to put on a bandaid or use a kleenex), filling out a log that tracks his sugar levels, letting the proper staff know what his sugar levels are, dietary choices and meal prep to ensure he's eating meals that are good for his sugar levels. |
He needs to know how to balance his sugar so he doesn’t die | Self monitoring, using a phone to set schedule and timer to check | |
Knowiing how to check blood sugar keeps the client healthy | Video modeling, determine what steps he is already able to do and then decide how to teach the remaining steps. | Reading labels, knowing what foods to eat/not eat, hand washing before taking blood sugar levels. |
Completing blood sugar tests accurately and on time is essential for safe diabetic care including food intake and use of medications, especially insulin. Until the client has demonstrated testing skills under typical and unusual conditions, precautions for assistance, supervision and corrective actions to be taken by care providers would be necessary to include in instructional design. | Divide the intervention into two general components: testing skills and responding to test results. Various BST approaches such as task analysis, total task training, and self-recording designed with nursing guidance and caregiver participation may be effective approaches to the acquisition of testing skills. Possible responding skills might be defined by behavioral interviewing and social validation techniques with caregivers and nurse providers Discrete trial techniques such as match to sample training may be used to provide preliminary discrimination skills as to which responding skill is appropriate for an obtained testing result. Subsequent in-vivo testing and responding sessions could be monitored by video conference or briefly delayed repetition of testing by caregivers after the in-vivo session has been completed. | Self-administration of medications, meal planning, providing health-related information to caregivers both in person and by video conference, self-recording skills, maintaining and/or obtaining needed diabetic care supplies, getting help when testing and responding skills cannot be completed (e. g., blood sugar monitor failure). |
| How does this behavior relate to client safety? | What might be an effective approach to intervention? | What might be an effective approach to intervention? |
