| How does this behavior relate to client safety? | What might be an effective approach to intervention? | What might be an effective approach to intervention? |
|---|---|---|
Client needs to monitor blood sugar across the day to prevent spikes that can lead to passing out or being incoherent in a community setting | Video modeling, task analysis | Telling someone he is diabetic, seeking help at indicators of a blood sugar spike, what to do if low or high blood sugar |
Managing his medication is life saving skill | video modeling | taking the right amount, side effects if he didn't, not overtaking medication |
Self care | Forward chaining | |
Checking blood sugar is an important part of John's health due to the dangers to his health if he doesn't or doesn't address it. | A forward/total task chaining approach may be effective in teaching John how to check his blood sugar as well as video modeling. | Identifying a target range for the blood sugar, when to test blood sugar levels and what to do if they are low or high |
This directly relates to John's well-being and keeping his blood sugar levels in which he able to engage in activities throughout his day. | Conducting a risk/benefit analysis to determine what barriers may be present and determine if there are precursor skills that need to be taught. | When to seek help or support. Possibly when do I need to seek medical attention if I can't intervene. |
Its his own personal health and something that he needs to learn to manage to stay alive. | Chaining the behavior of testing blood sugar | What the individual feels like when their sugar may be getting low |
If he is alone, he will be able to check his blood sugar and know steps of getting help if needed. Self care, | Video models, Forward chaining and total task chaining. | How to read numbers on the chart to know if his blood sugar is high, what to do if too high or too low |
Diabetes management relates direclty to safety. If blood sugar spikes or drops it can result in a dangerous situation for the client requiring an immediate response. | Video modeling with total task chaining (if John already knows how to do many of the steps) or with forward chaining if he needs to learn the majority of the steps involved. | How to add up numbers to calculate total carbs in a meal, identifying and selecting foods that will positively and negatively contribute to blood sugar changes, what to do once the blood sugar level is determined (i.e. do nothing, administer insuline or consume sugars). |
Creates independent behavior to control his own safety | Forward chaining | Make sure the skills is done on a timely manner and consistently |
Learning to check his blood sugar supports independence around his health and what response to take based on his blood sugar level. This way he can decrease negative side affects to his body and maintain a healthy blood sugar level. | Using a chaining method to teach checking his blood sugar level. | Identifying healthy food vs unhealthy food that may spike blood sugar levels. |
This is a vital responsibility that has little margin for error. | Give Joh the opportunity to check his own blood sugar but also have another person responsible for evaluating for accuracy. | Taking other measurements such as temperature and weight to evaluate for accuracy. |
Self care | Total task and video models | |
It is unsafe if he cant accurately track and maintain blood sugar | self management program with timers and self management tracking system, at first perhaps having him text someone else once he checks ten blood sugar so there can be safety oversight | self management with other tasks in geberal |
increase autonomy, decrease reliance on providers and potential blood sugar drops/ highs that can be life threatening | create a TA for how to check, use video modeling, take baseline to decide on what type of chaining procedure may be best | interview individual to learn what else he has an interest in gaining more independence with |
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Unchecked or inaccurately checked blood sugar can lead to diabetic coma and even death. | Assess to see if John already has some of the steps in the process in his skill repertoire to decide between use of total task training or forward chaining. | Healthy eating habits and daily exercise |
He wil be able to discern between his glucose levels and no depend on others | do a visual schedule for him to follow or Task Analysis | medicine intake and nutritional training |
He is able to perform without anyones help then he does not need to wait for help,potentially avoiding an issue. He also is able to b ein charge of supplies which he would otherwise be dependant on someone else for | Modeling, self-monitoring, video modeling. Since it is a new skill, forward chaining | Identification of problematic readings and appropriate responses |
Being able to be independent in the area of checking his own blood sugar if no one is around, | Forward task chaining with checking his blood pressure. | video modeling or trials with practice. |
He can independently monitor blood sugar levels | Task analysis | |
John learning to check his own blood sugar helps keep him safe because it allows him to better manage his diabetes. If his blood sugar gets too high or too low, it can be dangerous — even life-threatening. By teaching him how to monitor it himself, he’s more likely to catch problems early and get help if needed. Plus, since he wants to be more independent, this also supports his confidence and well-being — which are both important for overall safety and health. | What might be an effective approach to intervention? A good approach would be to teach John step-by-step how to check his blood sugar in a way that’s easy to understand and practice. This might include: Showing him how to use the blood sugar monitor Practicing with support until he feels confident Giving reminders or using a visual schedule if needed Gradually reducing help as he becomes more independent The key is to go at John’s pace, make sure he feels comfortable, and involve him in the process so he stays motivated | A good approach would be teaching John how to check his blood sugar step by step |
Medical needs | Self monitoring/ alarm. Forward chaining | Diet |
being able to identify sugar levels on his own. | teaching technic, doing an assessment to identify how many steps he is able to do on his own and then decide what type of task analysis to implement | reading, understanding numbers |
He can manage parts of his own healthcare treatment | task analyses | bolus, carb counting |
Awareness of blood sugar and health. | responding to emergencies. Teaching tasks to support checking blood sugar. | Diet management |
| How does this behavior relate to client safety? | What might be an effective approach to intervention? | What might be an effective approach to intervention? |
