| How does this behavior relate to client safety? | What might be an effective approach to intervention? | What might be an effective approach to intervention? |
|---|---|---|
management of a life sustaining medical care | check baseline skills for task analysis in checking blood sugar; create if-then contingencies; | |
Promotes Health Management and Risk Reduction, Encourages Independence While Maintaining Oversight, Prevents Overreliance on Support Staff, Aligns with Ethical Responsibility to Promote Welfare | An effective approach to intervention for teaching John to monitor his blood sugar should combine skill-building, safety oversight, and client empowerment. | In addition to teaching John how to monitor his blood sugar, there are several additional safety-related targets that would support his independence, health, and overall well-being. |
Maintaining own health | Video modeling | How to read blood sugar, knowing what is normal range versus high or low |
Make taking care of health and medical needs a priority when possible. Self-care | ||
It increases his independence with medical procedures and with monitoring his own health | Forward task analysis | Discrimination between medications, administering proper dosage |
This is a medically significant skill. | video training in vivo training, TA use (possibly Total Task) | Skills related to what to do if the person identifies a problem after testing self. |
He might not be able to accurately test his blood sugar | guided practice | reporting the results |
Self-care, self-help, safety | In-vivo modeling and/or forward chaining | Accurate identification of high and low levels |
If the client can ID when they have low blood sugar they can request help or get to a safe location. | There are several skills related to this topic: | Teaching other behaviors associated with managing diabetes, such as, diet, exercise, weight management, etc. |
self-care, safety/responding to emergencies | determine John's current ability to manage his condition, talk with those involved in his care to determine if more independence with self-care is feasible. Then begin teaching using the preferred intervention method. Due to the nature of this condition it's critical that John is closely observed in all teaching conditions. | not necessarily full independence in managing his condition but some other form of involvement in his own care. |
health, slef-care | forward chaining, checklist, schedule | |
Allows John to monitor his own sugar levels and determine if additional steps needs to be taken. | Video models, Total Task | In addition to checking blood sugar, ability to determine if level is ok, low, or high and choose if further action is needed based on score. |
medicalo | TA | visuals |
Low or High blood pressure could lead to John passing out which could cause him to fall and become injured. | I can think of 3 major things (1) Teaching a system/routine to checking blood sugar frequently (e.g. after/before meals) (2) Assessment to see which skills needed for using a glucose monitor John is able to do already and decide on total task chaining or forward chaining teaching (3) Teaching John what to do based on the blood sugar reading or how his body feels. (e.g. self awareness of body feelings indicator to check blood sugar/eat apple. Lastly, could John use a blood glucose monitor he wears daily and could teach how to check/monitor on an app/phone? | Teaching self awareness of precursor behaviors to prevent feeling sick/fainting/having a medical emergency. For example if he feels dizzy/out of energy/headache he should take blood sugar or eat an apple to prevent potential medical emergency |
Keeping blood sugars at the right level is a health concern. | Visual checklist. Reminders. Positive reinforcement system. | Knowlege of appropriate levels and treatment intervention. |
John's health depends on his ability to check and manage his blood sugar levels. | Self care with total task chaining. | Responding to emergencies. John should also learn to identify when his blood sugar is at unsafe levels and how to respond to dangerious levels. |
promoting independence for the client to monitor their health | using a TA when teaching how to monitor blood sugar | self-care skills |
Monitor blood sugar | Checklist | Signal for high and low |
Health safety - diabetes self-management | Video modeling of checking blood glucose/ insulin administration | If client is capable of safely self-monitoring his diabetes |
Being able to help himself by building independence | Video modeling | What to do if he has low blood sugar |
Being able to take care of his blood sugar can reduce chances of issues but also how to help himself if there is a blood sugar problem | Forward or total task chaining. Depending on skill level. Also, a checklist if he is able to follow steps | What to do if sugar is too high or low |
Monitoring blood sugar is a life-saving skill. | Video modeling, total task chaining or forward chaining depending on how many tasks he can independently complete. | Using phone app to alert adult to the blood sugar levels. Teaching him how to administer insulin. |
Recognizing symptoms of diabetic emergency. Awareness of blood glucose numbers. If he can spot a trend or a blatantly out of range number he can follow steps to get help. | Self-management checklist. Chart for documenting glucose numbers with dates/times. Video modeling and role playing, then in vivo practice. | How to track on a chart and how to notice when a number is out of range. What to do if diabetic emergency. |
Self-care | Total task | |
Monitoring blood sugar is essential to managing client's diabetes and preventing serious health complications. | Video modeling, task analysis | Safely disposing of needles, knowing when to call for emergency help |
| How does this behavior relate to client safety? | What might be an effective approach to intervention? | What might be an effective approach to intervention? |
