Sheriday Observations

* What information about Mrs. Johnson would you include on a caregiver assignment sheet? Increased confusion, forgetful and requires more assistance, patience and compassion

Before I proceed with Mr H's care I check his care plan where it is documented how he likes to be communicated with. Any changes to Mr H's communication ability should be reported and documented straight onto a daily diary sheet and into his careplan where other staff members are able to see the changes noted.

One individual has been taught to “eye-point” at what she wants. Another gets quite restless and verbal when he is upset and smiles and giggles when happy. Staff have been informed of how this service user communicates.

All forms of dementia can affect the way a person communicates, so in time they may have to find different ways of expressing themselves and their feelings. As a carer your non-verbal communication will become important, your body language, facial expressions, gestures, eye contact and tone of voice will have to be taken into account when you are communicating with a sufferer. In the early stages of some forms of dementia people may have difficulty finding the right word they are looking for, and in the later stages of some forms of dementia the words could be lost completely. As the dementia progresses, it gets a lot

Mr. R is a resident living with dementia, although Mr. R is on end of life care he is very strong and can have periods of aggression. Sometimes when trying to communicate Mr. R can become frustrated as due to his progression of dementia he has slurred speech and cannot form full sentences. This frustration can turn into violence towards others when Mr. R feels he is not being understood, carers use short sentences and allow Mr. R time for him to make choices, we use

Everything possible is done to ensure that people have symptoms under control and are as well as they can be. The model recognises the need for people to receive care and to have their needs met. This can be at home, or more often in a residential or nursing home. Families and carers are supported to look after the person with dementia and are kept informed on all aspects of a person’s care. Plans are developed in consultation with carers: risks to the person are considered and steps put in place to ensure that people are kept safe.

The room was also equipped with a one-way window so the child could be observed without their acknowledgement. The experiment showed that the consequences in the films that the children observed in the ending, created a different outcome. The children who witnessed the film were the adult was rewarded was most likely to repeat or imitate the aggressive behavior toward the Bobo doll. In the situation of the other children who watched the adult being punished for their aggressive behavior, the children were less likely to recreate the aggressive behavior towards the Bobo doll. After the findings Bandura added to the experiment. The children who watched any of the three films were asked to recreate what the adult did in the film. Each imitation the child recreated correctly, they were rewarded with candy and stickers. Virtually all the children were capable of recreating all actions, aggressive or non-aggressive. The different variations of the films the children watched had no impact on them. In conclusion to Bandura’s experiment, you are capable of imitating any behavior, aggressive or non-aggressive, but you are more likely to imitate if there is expectation of any type of reward.

Communicating With Children, Adolescents and More Than One Patient at A Time. (2002). Retrieved from http://www.skillscascade.com

An individual can always learn new aspects of life when they are observing an infant. This observation took place in the home of the participant. The participant is familiar with the house. During the observation the child played with her toys in the living room. The participant was a 12-month-old girl who is cared for by both her mother and father. Other participant included the child's mother and the child's aunt. The mother is a teacher, so during this observation and in the summer, they both stay at home. The participant is the only child in the household. After an afternoon nap and snack, the child sat in her mother's lap on the couch in the living room. While she was with her mother, she stayed close to her mother and made eye contact with everyone in the room. The child then got down and played with her toys in the floor of the living room. She began with the toy closest to her and began pushing the buttons while singing along with the different rhythms. The next toy she found was a child's magazine and she quickly flipped through the pages and found pictures of other infants similar to her. After a quick look around the room, she proceeded to crawl over to the nearest shelf in the living room. She began to pull her self up to a standing position and began pulling items off of the shelf and putting them on the floor. The mother quickly diverted her attention by

Skinner’s reinforcement experiments conducted on rats showed the principles of operant conditioning. While working with rats, Skinner would place them in a Skinner box with a lever attached to a feeding tube. After multiple trials, rats learned the connection between the lever and food, and started to spend more time in the box procuring food than performing any other action. He used positive reinforcement, and negative reinforcement to produce or inhibit specific target behaviors. Therefore, if a specific behavior is reinforced then the probability of that behavior occurring again is increased. Based on Skinner’s view, this theory can be applied to learning because learning is nothing more than a change in behavior. Operant conditioning encourages positive reinforcement, which can be applied in the classroom environment to get the good behavior you want and need from students. One of the ways of reinforcing a student’s behavior is through praise. Also teachers can build operant conditioning techniques into their lesson plans to teach children possible skills as well as good behaviors. For example: to give a smiley face, or motivational stamps to encourage children to perform correctly and encourage them to repeat such action again.

1. This observation took place in the facility’s gym between the Occupational Therapist (OT) and an 8-year-old boy named Jacob. Jacob has been diagnosed with Autism. Jacob was standing on the balance beam, he had a claw in his hands picking up small been bags while maintaining his balance. The OT was standing a foot away from him and she (OT) was walking along side in case he was to fall. Jacob was telling the OT that he did not want to do it anymore, stepped off the beam and sat on the floor. The OT asked him to stand up, get back on the beam and finish what he was doing. Jacob said no and that he was tired. The OT told him that if he finished then he would pick what they were going to do next. Jacob looked at the OT smiled and asked if they could play the Wii. The OT said only if he got off the floor could they then play with the Wii. He got off the floor and then went to sit in a chair and still refused to continue the balance beam. The OT told Jacob that the session was about to be over and that they were not going to play the Wii because he did not follow directions.

When conflict arises CareGivers are asked to not approach the subject in front of clients and to try and resolve calmly, if to no avail they are to seek assistance from a senior member of the team.

Session held at client's home. DI and Camilo worked on compliance, adaptive, social, executive function and language. During language, DI and Camilo worked on following instructions given by DI. Camilo need it a verbal prompt to follow instructions most of the time Camilo was able to do it independently. Camilo did a great job cleaning up his toys and putting away when he was done playing. During adaptive skills, DI and Camp worked on toileting. DI need it to give five minutes to play then Camilo needs it to go and try to urinate. First, Camilo refused and said "he did not need to go"ad DI told him we just going to practice. Then, Camilo was able to walked to the bathroom and urinate in the toilet. DI need it to prompt Camilo to flush the

Various things that alzheimer’s patients do can be frustrating to caregivers when they don’t understand what is going through the patient’s head. In public, things can be overwhelming and sometimes embarrassing for a caregiver and they can become angry. Sometimes, the caregiver becomes angry and starts to be overbearing on the patient because they develop frustration. This is a point in time where caregivers frequently decide that it is a good idea to send their loved one to a facility that can better manage the disease (Callone,

Describe any of these aspects of Behavioral Learning that appear in the movie My Fair Lady. Not all appear. (number) indicates page number in Driscoll, 3rd edition.