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#Treatment Plans That Worked Feed Treatment Plans That Worked
Comments Feed Treatment Plans That Worked

Treatment Plans That Worked

Real-World Treatment Plans that were actually successful... with the
data that documents it.

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576 Treatment Plans That Worked are now in our database!

Posted on January 17, 2008 by sakossor


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Click Here for information about the upcoming Conference:

Medicaid, Education and the Law

11/11/11

Behavioral Health Rehabilitation Services (BHRS) can be delivered to
children who present behavioral challenges at home and in school in all
50 states, funded 100% by Medicaid's Early and Periodic Screening,
Diagnosis and Treatment (EPSDT) mandate. BHRS can be available
regardless of family income.

CMS Director's letter complimenting IBC's Executive Director on the
IBC model for BHRS

US Congress honors the Institute for Behavior Change (IBC)
PA House of Representatives honors IBC PA Senate honors IBC

The Medicaid-Education Connection: Presentation at the CSMHS
Conference in Albuquerque, 2010 (52 min program, download requires 5-8
mins)

The Issachar Project was inaugurated in Phoenix, Arizona on February
21, 2009 when Steven Kossor addressed a group of about 70 people in a
meeting sponsored by the Phoenix chapter of the Autism Society of
America who had gathered to learn more about the opportunities that
exist within the Medicaid system to fund behavioral treatment for
children with Autism and other disorders using the EPSDT funding
mandate. This presentation was highly praised and explains the
treatment model created by Mr. Kossor and how it could be applied in
Arizona and other states. Mr. Kossor is available to present this
information, customized for any state in the USA. Click here to view
a short sample of the Audience Q & Aabout the Issachar Project

Researchers at the University of North Carolina at Chapel Hill have
completed an initial analysis of over 300 "Treatment Plans that Worked"
between 2002 and 2007, finding strong support for a link between the
implementation of these Plans and improvements in child behavior.
Without a Control Group, it is not possible to claim that these Plans
caused the improvements in child behavior that were documented, but the
data is remarkable nonetheless and clearly calls for further research
on the effectiveness of the IBC model for Behavioral Health
Rehabilitation Services (BHRS) that we have developed. We are in the
process of adding new Treatment Plans that Worked to the database.
Notice of the new Plans will be mailed to all subscribers asap (after
all client identifying data has been removed). Press Release
authorized by UNC researchers

Latest Research: Researchers at Thomas Jefferson University in
Philadelphia, PA released the results of their analyses of 887
Treatment Plans implemented by staff of the institute for Behavior
Change between 2007 and 2010 on June 28th. They found that over 75% of
the Plans were associated with positive changes in child behavior and
noted that all plans studied were completed in one year or less.
Children with Autism spectrum disorders accounted for more than 500 of
the treatment records studied; more than 200 had ADHD as the primary
disabling condition. Without a Control Group, it is not possible to
claim that these Plans caused the improvements in child behavior that
were documented, but the corroboration of previous findings, and the
extremely large data base strongly indicates that BHRS is a promising
treatment practice for children with ASD, ADHD and other serious
behavioral challenges. The research was presented at the prestigious
bi-annual meeting of the Training Institutes in Washington, DC on July
16, 2010. View research findings here

Click here to visit the home page of the IBC website for more
information.

Click here to download the slides from the NEW IBC presentation:
Medicaid, EPSDT & "Wraparound" to learn how EPSDT "Behavioral Health
Rehabilitation Services" can be implemented anywhere in the USA

The conference titled "Excellent Behavior Support: How to Find it, How
to Fund it, How to Keep it" sponsored by the Institute for Behavior
Change at the Eden Resort in Lancaster Pennsylvania was a terrific
success. The DVD set has been completed and features all of the
presentations, and includes all of the hand-out material distributed at
the conference. This is the only source of documented information
about how to implement successful "Behavioral Health Rehabilitation
Services" for children and how to get and keep their funding via
Medicaid (regardless of family income). The program contains up-to-date
information about national trends like the Pennsylvania law created in
2008 to prevent children with Autism spectrum disorders who have
private health insurance from accessing Medicaid benefits that they
have been entitled to as a Civil Right under the Social Security Act
since 1989.


Medicaid, Education and the Law

11/11/11


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For Immediate Release

Posted on June 6, 2007 by Steven Kossor


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The Institute for Behavior Change has been recognized by the
Pennsylvania Psychological Association (PPA) Psychologically Healthy
Workplace Award program for its exceptional Employee Career Development
activities. We are recruiting Licensed Psychologists and
not-yet-licensed Masters-level and BA-level "Psychologist's Assistants"
to work with us.

Want to work with us? Click here.

LATEST NEWS: Now you can get help with IEP problems, expert reviews of
treatment plans and other assistance with the management of your
child's special needs from our staff anywhere in the USA! Visit
OurCaseManager.pro for more information about our latest
contribution to the creation of excellent professional service delivery
for children.

The Children's Behavioral Health Center continues to offer
tele-psychology consultations through the use of videotelephone
technology to reach underserved populations, especially children, in
Pennsylvania. Sessions are available by appointment. Most insurance
plans, including Medicaid for children under the age of 21, are
accepted. Our approach applies the `wraparound' philosophy to a
behavioral treatment delivery system with a proven track record of
success for children of all ages. Our treatment outcome measurement
system is simple, reliable, valid and consistently obtains and
maintains funding for treatment until it is finished -- over a period
of several years, if necessary. Our treatment plans can be funded 100%
by federally mandated EPDST (Medicaid) benefits throughout
Pennsylvania. Contact the CBHC for more information or call
610-524-8706 (voice or fax, secure 24-7).

The Institute for Behavior Change co-presented a four-hour workshop on
Outcome Data Collection at the 12th Annual Conference on Advancing
School Mental Health in Orlando, Florida in October. In association
with treatment outcome analyst Natasha Bowen of the University of North
Carolina at Chapel Hill, we described our data collection methods to
enable others to collect treatment outcome data from service recipients
quickly, accurately and easily. A collection of the presentation files
and notes is available from IBC. Contact IBC for more information
about our treatment outcome measurement procedures and this program.


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Treatment Plans That Worked

Posted on May 22, 2007 by Steven Kossor


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An appalling lack of standards exists as to what a child's
behavioral treatment plan should look like. As a result, parents are
frequently at a loss to determine if the Plan proposed for their child
is either adequate or appropriate. As an alternative to wishful
thinking, misplaced trust in an unknown and untested service provider,
and to raise the standards for treatment plans for children who are
displaying challenging behavior, this internet resource has been
created. Let's define our terms, first of all.

A Treatment Plan should provide all of the information necessary for
a conscientious person to deliver the correct treatment procedures,
at the correct times, and with sufficient consistency to produce the
changes in behavior that are described in the Plan -- reducing or
eliminating undesirable behavior and increasing or improving desired
behavior, while providing a means to monitor progress on an ongoing
basis that informs the process of treatment.

With that in mind, the following "treatment plans that worked" are
offered as examples to guide professionals in the creation of
age-appropriate behavioral treatment interventions for children, and as
examples of successful treatment planning documents that parents may
provide to professionals as a means of setting basic standards for
treatment design and monitoring. These plans were all successful in
that they all produced reduction or stabilization in the target
(undesirable) behavior of children. Although these plans were
successful in these cases, it is clear that all children are different,
and that the exact same plan may or may not be effective for any other
child, and that professional guidance should always be sought before
and during the implementation of any treatment plan or program.

Subtle differences can change the outcome of any treatment plan.
Because these plans are presented in the interest of helping to
establish "standards" for the development of behavioral intervention
plans for children, all of the treatment plans here are offered "as is"
for informational and comparison purposes only, without any warranty
whatsoever as to suitability for any particular purpose or child, or
any claim of usefulness or value in the treatment of any disability.
Results will vary in any treatment program; the fact that any one of
these treatment plans "worked" in one case does not indicate that it
will "work" in any other case.

In this field, for every expert, there is an equal and opposite
expert. Nevertheless, there are some basic standards on which everyone
should agree. At a minimum for example, all behavioral treatment plans
should provide the following information. The order of presentation
isn't as important as the level of understanding that it creates in the
mind of the person who is to implement the plan, such as a mental
health worker or a parent. A very simple plan, accompanied by a very
high level of professional supervision, training and support, can
achieve tremendous results. A highly complicated, lengthy,
jargon-ridden treatment plan written by someone with impressive
credentials obviously doesn't guarantee success. The middle ground
(where the treatment plan is complete in terms of its components,
explicit in its directions to the person who will implement it, and
which can be evaluated objectively as to its effectiveness) is ideal.

Any behavioral treatment plan should specify the exact behavior that
is "targeted" for improvement. The plan must say exactly what is to
be reduced or eliminated. By the same token, the plan must say
exactly what is to be taught in replacement of the "targeted"
behavior. It is rarely helpful to tell a child what not to do; you
always have to specify what he/she should do as well.

A treatment plan should explain exactly what the treatment provider
should be doing to accomplish the replacement of the "target"
behavior. A treatment provider should be able to look at the
treatment plan and know precisely which techniques are to be used,
how often and in which circumstances. When terms like "contingency
contracting" are used, a glossary of terms that is accessible to the
treatment provider is essential. How else can the treatment provider
know exactly what to do?

A treatment plan should always contain a simple and easy means of
measuring progress from the perspective of the treatment recipient,
not the treatment provider. Outcome progress measurement should
include a "baseline" measure, which is a starting point in the
measurement of treatment outcomes that precedes the start of the
treatment period. How else will you know how far you've come (or how
far you've gone astray) if you don't know where you started?

Treatment plans must include a planned stop date, so that the
treatment team can prepare to present information to funding
authorities prior to that date in order for funding to be continued.
Continued funding is necessary and therefore justifiable whenever
the child is within the age served by the funding entity, the
treatment plan is working, but the work has not yet been
satisfactorily completed.

All of the "treatment plans that worked" in this collection meet these
standards, to a greater or lesser extent. They are all actual real-life
plans written by many different authors at the Institute for Behavior
Change between 2002 and the present date, so some variation in quality
and effectiveness will be apparent -- but they were all successful,
nonetheless. Some corrections in the use of punctuation, grammar and
formatting were made to improve the consistency of the plans in order
to facilitate rapid comparison between plans. It is a good idea to look
at several plans and take "the best ideas from all" in the process of
creating a plan for any given child. You can view the current list of
Treatment Plans that Worked in the database here.

Suggestions for improvement or corrections to the plans are always
appreciated.

Visit ibc-pa for more information.


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Treatment Plans Subjects

Posted on May 22, 2007 by sakossor


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TREATMENT PLANS THAT WORKED are available for five different behavioral
domains:
1. Safety Awareness
2. Communication Deficits
3. Socialization Deficits
4. Physical Aggression
5. Noncompliance with adult prompts


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Safety Awareness

Posted on May 22, 2007 by Steven Kossor


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Safety issues are more important than any other issues. When a child is
placing himself in danger by ignoring automobile traffic, eating
inedibles or harming himself through self-injurious behavior, immediate
action is required. Self-injury is often a symptom of a painful
condition. Tooth pain can produce head-banging or head-slapping as the
child struggles to "make it go away." Some children are drawn to
dangerous behavior because it is physically exciting to jump from
heights, or to go closer to the cars that are zooming by on the street.
Each situation is different. It is important to try to understand what
is motivating the child to engage in the dangerous behavior. If it is
known what the child is seeking, it may be possible to provide it
safely, and the child's need for the dangerous behavior disappears.
Several intervention principles are noteworthy in addressing safety
issues:

Every child who is at-risk of a safety problem (nonverbal,
cognitively impaired, communication disorder, etc) should be
identified by their parent to law enforcement and other
first-responder authorities. The child should be acquainted with
these people and their uniforms so that the child is less likely to
flee from such persons in emergencies. Special programs like the
Premise Alert program in Pennsylvania are especially helpful in
getting necessary safety information to 911 systems and should be a
part of every child's treatment plan, when safety issues are
involved.

Environmental modification is necessary - never trust the
conscientiousness of any adult caretaker as the sole means of
preventing elopement (running away) or access to dangerous objects,
chemicals or places. The placement of "childproof" locks is
effective only until the child figures out how to open them, which
is inevitable in most cases. Alarms are necessary to detect opened
doors and windows, when elopement is a concern.

Repeated practice, with various adult caretakers in a variety of
settings, is a prerequisite to acquiring strong safety habits. Children
who learn safety skills in the home, at school, in the daycare setting,
at Grandma's house and in different stores are much safer than children
who learn "safety skills" in a special education classroom, no matter
how often those skills are taught.

To look further to see if having access to more than 500 Treatment
Plans That Worked may be helpful to you, see Order Here

Click Here.


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Communication Deficits

Posted on May 22, 2007 by Steven Kossor


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Ideas about the causes and treatments of Communication Deficits vary
tremendously across professions and even from one professional to
another within a given profession. Some authorities believe it is a
good practice to teach a child to point to a picture, rather than use
his voice, even when the child can speak. This practice teaches the
child to communicate and can be a springboard to verbal communication;
however, it could also create a reliance on the use of pictures instead
of speech. Although it is advantageous to show a child that any means
of communication is better than not communicating at all, it is
important to relentlessly seek to reinforce speaking if the use of
speech is a desired means of consistent communication. Although the
approaches to the treatment of communication deficits vary
tremendously, several intervention principles are common in addressing
communication deficits from a behavioral perspective:

Identification of physical barriers to speech production is
necessary. Children who have hearing deficits often display speech
deficits - if they can't hear speech, they really can't figure out
how to produce it or refine it for clarity.

The use of ancillary communication devices or methods (the Picture
Exchange Communication System (PECS) methodology, devices to
simulate speech) may be helpful and expedient. However, if the child
is capable of making any speech sounds, it is probably possible to
teach the child to make those sounds more consistently and
intentionally, with a wider range of sounds, as a means of
communicating. This is the foundation for most training in "verbal
behavior" skills.

The training of communication skills can be approached just like any
other behavioral training process. It starts at a basic level, takes
small steps that build on success, and has a developmental plan to
guide the process. Obtaining advice from a speech pathologist is
invaluable in terms of creating the "developmental plan" for a given
child's communication behavioral training program.

Training in communication skills can be approached from the perspective
of teaching the child to become more tolerant of age-appropriate
performance expectations. Speech is a normal performance expectation
for any child over the age of 1 year, so a mental health professional
can assist any child over the age of 1 in acquiring speech skills by
addressing the child's behavior (escape, avoidance) in response to
attempts to teach the child age-appropriate communication skills. The
treatment provider is not teaching the child how to speak, which is a
"life skill." Rather, the treatment provider is behaviorally
intervening to help the child tolerate the age-appropriate expectation
of learning how to speak.

To look further to see if having access to more than 500 Treatment
Plans That Worked may be helpful to you, see Order Here


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Socialization Deficits

Posted on May 22, 2007 by Steven Kossor


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Socialization deficits occur in enormous variety, running from extreme
shyness and withdrawal to extreme intrusiveness. Children with
socialization deficits may simply not care about the social
implications of their behavior, may really not be aware of how their
behavior affects others, or may be so self-focused that there are no
"others" to affect as far as they are concerned. No matter where the
social deficits lie, however, the treatment of every socialization
deficit requires improvement in the child's awareness of other people
and their feelings. When a child does not have the ability to "put
himself in another person's shoes," which affects many children with
Autism spectrum disorders, the child is capable of learning "social
skills" only by practicing them consistently so they become habits.
Maintaining these habits will result in less self-stigmatizing social
behavior and consequently greater access to socialization
opportunities. Several intervention principles are noteworthy in
addressing socialization deficits from a behavioral perspective:

Identification of cognitive or thought-process deficits that present
a barrier to learning social skills is necessary. Children who have
autism or significant cognitive (intelligence) deficits often have
great difficulty "putting themselves in another person's shoes" and
will need to practice social skills conscientiously over relatively
longer periods of time in order for these skills to become habits.

Abstract thinking (the ability to see a link between two objects or
events) may be impaired in children who display socialization
deficits. Accordingly, it may not be productive to use analogies,
metaphors or other abstractions when teaching socialization skills.

Visual cues are often helpful to children who are learning social
skills. Ongoing visual feed-back regarding behavior through the use
of a device like the Behavior Barometer is more effective than
verbal prompting alone for most children. Programs like "star
charts" that provide just one feed-back point (usually at the end of
the school day) are usually insufficient to teach new social skills.

For many children, the learning of social skills may create anxiety and
requires practice in "safe" settings. Practicing a social interaction
in a "dry run," before the actual event is called "behavioral
rehearsal" and is often very helpful. "Social Stories" give
opportunities for the child to learn about a social behavior before it
must be "demonstrated" it in a real-life situation.

A technique like "role playing" is inappropriate for children with
deficits in the ability to "put themselves in another person's shoes,"
since role playing requires the child to switch roles with an adult
(the adult "plays" the role of the child).

To look further to see if having access to more than 500 Treatment
Plans That Worked may be helpful to you, see Order Here

Click Here.


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Physical Aggression

Posted on May 22, 2007 by Steven Kossor


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The definition of Physical Aggression varies from professional to
professional. Some do not distinguish between aggression directed
against objects (more accurately characterized as "property
destruction"), aggression directed against the self (more accurately
characterized as "self-injurious" behavior) and aggression directed
against others through verbal means (more accurately characterized as
"verbal aggression"). Although the definition of physical aggression
may be more or less inclusive of these various behavioral anomalies,
several intervention principles are common in addressing aggressive
behavior:

An immediate limit-setting response is necessary. It is
inappropriate to "ignore" aggression, especially if someone is being
injured.

The immediate limit-setting response must not be reinforcing - if
the child wants to leave the room, and you take the child out of the
room when he behaves aggressively, then you've effectively
reinforced aggression.

It may not be possible, or legally permissible, for the treatment
provider to implement "contingent exclusion" without the assistance
of the adult caretaker. Regulations regarding the use of physical
restraint vary from location to location. Physical restraint
(holding the child to prevent movement) is not recommended by most
professionals, may jeopardize the health and safety of the child,
and may be illegal, depending upon its implementation.

The use of physical guidance, physical prompting or other means of
redirecting (moving) the child to a less-stimulating or
less-dangerous setting is usually permissible, but it is always
preferable to redirect the child through the use of verbal means.
This depends upon the existence of rapport between the child and the
treatment provider.

The treatment provider is always "icing on somebody else's cake." In a
school, the "cake" is the teacher or classroom aide. At home and in the
community, the "cake" is the parent, adult babysitter, or other adult,
who is responsible for the child (daycare staff, etc). When physical
aggression occurs, it is almost always necessary to "get the cake
involved" quickly.

Aggression is usually "the tactic of last resort," when other modes of
communication have failed. To reduce aggressive tendencies in children,
it is almost always necessary to work on improving communication
skills.

To look further to see if having access to more than 500 Treatment
Plans That Worked may be helpful to you, see Order Here


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Noncompliance with Adult Prompts

Posted on May 22, 2007 by Steven Kossor


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Noncompliance issues are often a symptom for underlying feelings of
worthlessness, frustration, or alienation. When children experience
age-appropriate privacy and are allowed to preserve their dignity, they
are much more likely to be compliant, cooperative, willing to engage,
and tolerant of redirection and limit-setting. When privacy and dignity
are deprived, children (all people, really) tend to become depressed,
aggressive, withdrawn and/or noncompliant. The restoration of privacy
and dignity by avoiding sarcasm, preserving confidentiality, responding
reasonably and consistently to misbehavior and modeling cooperative,
collaborative behavior are all prerequisites to treating children who
display noncompliance issues. Several intervention principles are
noteworthy in addressing noncompliance issues:

Don't hit a tack with a sledgehammer. The consequence for a given
misbehavior must be reasonable. When in doubt consult someone else
who likes the child to get a fresh perspective on the problem
behavior and possible responses.

Plan responses ahead of time and stick to the plan when the time
comes. It is possible to anticipate the child's behavior pattern, so
you should be able to "build a staircase" of increasingly intensive
responses so that the treatment provider can "climb the staircase"
if the child's behavior does not respond to the first, or second, or
third level of response. The top of the staircase is always "911"
and the treatment provider should not be afraid to contact local law
enforcement authorities if the child requires limit setting beyond a
level at which the treatment provider is capable.

Always use an approach that encourages "forward" motion on the
child's part - toward a more optimistic future, a better day
tomorrow, the restoration of privileges, and a better relationship
with all involved. Avoid sarcasm and harsh, painful or punitive
disciplinary practices that encourage the child to harbor
resentment, experience embarrassment or humiliation.

Work out responses to misbehavior with the child in advance. A
behavior plan that includes consistent responses to the child's
misbehavior will be much more effective if the child participates in
the creation of the plan. Include both rewards for good behavior and
reasonable consequences for misbehavior.

Never run to a fight. Emotions will be excited by the misbehavior,
obstinacy or refusal (and perhaps embarrassing behavior) of the child.
Delaying a response, in order to get emotions under control, will have
a greater positive long-term effect than an immediate, intense
over-reaction.

To look further to see if having access to more than 500 Treatment
Plans That Worked may be helpful to you, see Order Here


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Heads up: There's an ongoing spamdexing of Google searchbot algorithms. Sites that are 'copies of copies' and cloaked sites which include Zorgium keywords presented to search engine crawlers yet garbage content presented to human visitors were hosted on thousands of IP addresses and domains registered immediately after the introduction of Zorgium in November of 2009. The Hostgator/'The Planet'/Softlayer datacenters in Texas seem to be the epicenter of this activity in conjunction with anonymously registered domains of various TLD's but primarily .info domains at Godaddy which, in our opinion, has some sort of connection to the domains of goldmint.in and goldmint.org. Google has begun to notice this and has begun to lower the ranking of these sites and put our original sites back on top of the search rankings. These actions, as far as we can tell, negatively impact the use of the keyword 'zorgium' as a search term and provided little benefit, if any, to the perpetrators.

ZORGIUM note to content providers: If you don't want your page to appear in Zorgium's search abstraction then put an exclusion for "Zorgium" in your web server's robots.txt file.

DISCLAIMER: Zorgium is a free world-wide-web engine from AZ.COM. You may use it, but by doing so you agree that your use of other people's information discovered via our website is entirely your responsibility. Enjoy!


 
 
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