1. HABILITATION
TRAINING
DEPARTMENT OF ECONOMIC SECURITY
DIVISION OF DEVELOPMENTAL DISABILITIES
DISTRICT 1
ITC

2. Overview
Building Relationships Through Communication
Principles of Behavior Building
Potential Barriers to Teaching
Why Inappropriate Behaviors Occur
How Your Values Impact Others
Reinforcement
Behavior Building Overview
Habilitation Progress Note Walkthrough
Good Example of HAH Note

3. Building Relationships
Through Communication
The individuals we work with not only need to learn new skills (how to brush
their teeth, plan a nutritional meal, wash their clothes, etc.) but also need to
develop more positive attitudes towards themselves and towards the people
around them. They must learn to like themselves, develop a feeling of self-
confidence. They need to know that someone likes and cares about them.
They must feel successful and be able to say, "Hey, look what I did!" If they
do not feel good about themselves, then teaching them new skills will seem to
be nearly impossible.
The responsibility for helping the individuals we work with/for develop good feelings
about themselves lies with the people who support them. "As a person who provides
direct support," you can accomplish this responsibility by developing a positive
relationship with the individual. To do this, you must say to the individual by your words
and actions, “I like you”, “You are a worthwhile person", "I know you can do it".

4. Building Relationships
Through Communication
We need to respect AND VALUE the individuals we work with. They
have likes/dislikes, needs, wants, etc. just like anyone else. In order
to identify these and help that person learn to fill them we must
develop a relationship with that individual.
Remember--We are here to help "each person" develop their
potential as an individual (i.e., we don't build products. We build
relationships and relationships build people!!)

5. Building Relationships
Through Communication
CONCENTRATE ON THE INDIVIDUAL'S STRENGTHS:
• When you are with the individuals, talk about what they can do, don't dwell on
what they cannot do.
• What are their positive points?
• What can you and the individual do to further develop these positive points?
PRAISE THE INDIVIDUALS:
• Praise the individuals for the good things they do. Do not assume they know
what they are doing is correct. Praise builds self-confidence. The more things
they know they can do, the more they will try. Don't forget to praise attempts
even if they are not successful--praise the fact that they tried. Use the
individual's name when praising him/her. Let them know it is they, as individuals,
you are praising. When you praise someone base it on his/her likes. Likes are
things a person chooses to do or have, that they are willing to work for, and will
get obvious pleasure from (places, events, people, food, and objects).

6. Building Relationships
Through Communication
BE AWARE OF YOUR VERBAL AND NON-
VERBAL ACTIONS
• Some of the strongest communication we give is through our non-
verbal actions, (eye
• contact, gestures, body language, looks, expressions and body
contact). People will
• pick up on these things and act accordingly.
• Are you warm, friendly, and interested?
• Do you yell at the individual?
• Do you look angry?
• Are you afraid of the individual?
• Do you look bored?

7. Building Relationships
Through Communication
TREAT THE PERSON AS A PERSON:
• How many times do you find yourself giving
orders, saying, "Do this, Do that." or, maybe more
frequently, "don't do that." Each time you do this, you are
really telling someone they cannot do anything for
him/herself and you are taking that person's control from
them. No one can learn independence or self-confidence
or trust if someone continually orders them around. It also
takes away the opportunity to build relationships with
people.
• Try saying, "Could you help me with this? "I think this is a
good idea how about you?"
• Give choices whenever possible. Don't we all like to have
some control over our own lives?

8. Building Relationships
Through Communication
Never talk about an individual in front of him/her as if he/she isn't there.
If you must discuss a person, involve him/her in the conversation with you.
Never talk about an individual's problems or shortcomings in front of other
individuals present. Reserve any discussion for a time when others are not
around or when the person can be involved in the discussion (problem solving)
Never talk about an individual's problems or shortcomings you work with/for to
any person who is not professionally involved with that person.
U S E T H E S E T O O L S T O P O S I T I V E LY B U I L D R E L AT I O N S H I P S
A N D Y O U M AY B E A M A Z E D AT T H E O U T C O M E ! ! ! ! ! !

9. Principles of Behavior
Building
• Behavior occurs all the time.
• You influence a person's behavior, whether you realize it or not.
• Every interaction is either therapeutic or not--you make the
difference.
• Bonds and friendships develop from interactions with people.
• The environment influences behavior 24 hours a day.
• How you structure the environment determines whether it is
therapeutic.
• At any given moment, there is a desired behavior to promote.
• A person's needs are identifiable through his/her behavior.
• There are constructive ways to respond to needs.
• The individuals who receive services from the division have
preferences that may be different than staff preferences.
• People can and do change/learn.

10. Potential Barriers to
Teaching

11. Why Inappropriate
Behaviors Occur
If you observe a problem, ask yourself which of these might be the
cause, then do something to POSITIVELY change the situation.
• ATTENTION
• ANGER
• FRUSTRATION
• BOREDOM

12. ATTENTION
• Attention is the main cause of most problem behaviors. The
person may be seeking attention from anyone (parents, staff,
peers, etc.) Individuals who have lived in an institution have
learned that the fastest way to get attention is to display an
inappropriate behavior. If you think attention is the cause of the
problem, you must:
– Not attend to the behavior and redirect to another appropriate behavior; and
– Give attention for anything positive the individual does. Teach him/her they will get
attention for appropriate things, not inappropriate. Do not allow the behavior to
occur--i.e. give attention for positive things before he/she has to do something
wrong to gain your attention.
• Remember
– For someone who has learned to get attention for-negative, inappropriate, behaviors
in the past, these will increase while you begin to ignore the inappropriate behavior,
and continue to ignore and re-teach him/her that they will get attention only for
appropriate things they do. If attention for appropriate things is not given now, then
ignoring will not work!! Ignoring will not work alone; it must be used with
attention!!!! Everyone involved with the person must follow this for it to work.

13. ANGER
• Many individuals do not know how to appropriately express
their anger, resulting in inappropriate behaviors. If you decide
anger is the cause of the behavior:
– Determine why the person is angry, with whom, with what.
– Look at the whole situation, can you change it?
– Teach the person appropriate expressions of anger.

14. FRUSTRATION
• Frustration results when a person tries to do something he/she
cannot do. If you think this is the cause of the inappropriate
behavior:
– Praise the person for all their attempts.
– If the task is too hard, go to an easier one or break it down into
smaller, easier steps.
– Reassure him/her frequently that they can do it.
– When frustration appears to be building -- have them do
something different for a while.

15. Boredom
• What does boredom look like?
• When you decide boredom is the reason
– Try to change the activity before boredom sets in.
– Offer interesting, age appropriate activities -- have him/her tell
you what they want to do.
– Don't get into the rut of always doing the same things.
Dealing with inappropriate behaviors is something that will
occur over and over again until the individual has
meaningful choices of alternative behaviors in which to
choose from.

16. How Your Values Impact
Others
• We all place our judgments onto others. Therefore, a person’s
behavior may be getting them what it is they need or want in
the only way they know how to get it.
• We then judge them as inappropriate or appropriate.
– Your judgments are based on:
• You’re personal values.
• Your limited knowledge of the situation.
• Your emotional state.
• In order to more effectively work with another person, you need
to put your values/judgments to the side.

17. Reinforcement
What is a reinforcer?
• Something a person wants and is willing to work for.
What are the four types of reinforcers?
• Material – Something tangible that the person can hold or touch.
• Privileges and Activities - Above and beyond normal or routine.
• Social - Carried with you all the time i.e.; smile, verbal praise, high five etc.
• Token – Something given that can be exchanged for something else.
What are the six ways you can use to choose reinforcers?
• Ask the person.
• Ask others who know the person best.
• Observe the person.
• Observe another person who is similar.
• Premack Principle (Grandma’s Rule) – borders on bribery.
• Reinforcement Sampling – try all ideas to learn what works

18. Reinforcement
What are the rules in delivering reinforcers?
• Use the person’s name.
• Give immediately and consistently.
• Give contingent on the behavior you want to increase.
• Be the right size and amount.
• The person must want it.
• Must not be harmful to the person.
• Something we have a right to and can easily control.
• Edibles (food) must be paired with social praise and faded when
appropriate.
• Be specific in your praise.
• Use a variety of reinforcers.
• Be consistent with the person’s
diet, medication, medical, conditionals, and disability.

19. Behavior Building
Overview
• ANTECEDENTS
– Describe what is going on before a behavior occurs.
– Look at:
• Who was interacting with the person and how?
• What was said and number of times said?
• Where and when the incident occurred?
• Did the person have a bad cold, fever, etc.?
• Did the person get only three hours sleep last night?
• Did the person just return from a trip?
• Did the person have his/her medications changed?
• Did the person have a favorite possession broken or stolen?
• Did the person start a new program?
• Is the person receiving supports from someone new?
• Did the person have a close friend move to a new home or place?
• Etc…

20. Behavior Building
Overview
PRECURSOR BEHAVIOR
CONSEQUENCES (After the behavior)
DOCUMENTATION
EVALUATE
FOLLOW UP

21. Habilitation Progress Note
Walkthrough

22. Habilitation Progress Note
Walkthrough
PRINT YOUR FIRST AND
LAST NAME
THIS IS THE AMOUNT
OF HAH HOURS YOU
CAN PROVIDE IN A
MONTH
THIS IS THE KEY TO
HOW WE SCORE OUR
CONSUMER BASED ON
HOW WELL THEY
PERFORMED THE HAH
GOAL
PRINT THE CURRENT
MONTH/YEAR

23. Habilitation Progress Note
Walkthrough
THE DAY OF THE
MONTH IS
REPRESENTED IN THE
TOP CELL AND IN THE
BOTTOM CELL YOU WILL
WRITE IN HOW MANY
ADD UP THE HOURS
HOUR OF HAH YOU
AND PUT THE TOTAL AT
PROVIDED FOR THE DAY
THE END AND THE
TOTAL HOURS NEED TO
MATCH THE ALLOTTED
HOURS.

24. Habilitation Progress Note
Walkthrough
THIS IS WERE THE
HABILITATION GOAL
WILL BE WRITTEN OUT
AND THE NUMBER OF
GOALS WILL DEPEND
ON THE CONSUMER
AND THEIR NEEDS
THE DAY OF THE
MONTH IS
REPRESENTED IN THE
TOP CELL AND IN THE
BOTTOM CELL YOU WILL
WRITE IN THE SCORE
YOU GAVE YOUR
CONSUMER FOR THAT
HAH GOAL
IMPORTANT
YOU MUST FILL IN
MEANINGFULL AND
ACCURATE DATA
*THIS IS WHAT DDD IS
GOING TO REVIEW SO
DO NOT WRITE THE
SAME COMMENTS
EVERY MONTH

25. Habilitation Progress Note
Walkthrough
YOU MUST SIGN AND
DATE

26. Example of a Good HAH
Note