| INTERESTS & STRENGTHS | LIKES & DISLIKES | COMMUNICATION | PROCESSING INFORMATION | TRIGGERS |
| What are the Dependants preferences? | How do I support the Dependant to do tasks they don’t like? | How does the Dependant use various methods of communication? | How do I know the Dependant understands? | What causes the Dependant to have meltdowns? |
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Working from an interest or strength base sets the Dependant up for success. Current interests Current strengths |
Sandwich a dislike or loathe between loves and likes. Loves Likes Okay Dislikes Loathes Other |
Speaking & Listening Facial Expressions Body Gestures Hand Gestures Reading & Writing Drawing Technology Eye contact Maths Other |
Number of instructions to be given (& why) How to check for understanding Thinking time (duration & why) Time to complete task (duration & why) Time pressures (what happens when you push too hard too soon) |
Types of Triggers: ● Common ● Sensory ● Unique to the Dependant Outline the Dependants response and underlying emotions |
Focussing on interests and strengths is particularly important for engaging the Account User. Account Holders and Supporters can use their knowledge of interests and strengths to:
Grow the Account User’s confidence and uniqueness
Engage the Account User to further develop language skills, social skills, behaviour strategies.
Provide more cognitive and emotional resources for coping with stressors affecting the Account User .
Develop the Account User’s self-awareness and understanding how their actions affect other people
Develop the skill of prioritising
Develop confidence in asserting ‘okays’, ‘dislikes’ and ‘loathes’ rather than just knowing their ‘loves’, ‘likes’
Help the Account User understand the way he/she thinks, makes decisions, expresses self and behaves
For more information, try doing an internet search for ‘strengths and interests’ or visit https://www.understood.org/en/articles/types-of-strengths-in-kids. Although child focussed, we found this site to be helpful for all age groups.
Disclaimer: Attentio neither seeks nor receives any benefits from you accessing this site.
There are many types of strengths. Here a few to give you an idea of what to write:
| Character strengths | Social strengths | Language strengths | Literacy strengths | Other strengths and interests |
|---|---|---|---|---|
| Friendly | A good friend | Uses words to express ideas, needs and wants | Sounds out familiar words | Very artistic – drawing, painting |
| Curious | A good listener | Participates in discussions when invited | Reads non-fiction independently when interested in the topic | Learning guitar |
| Caring | Shares | Likes learning big words | Has a limited interest in fiction when it is introduced by friendship group | Enjoys informal basketball with friends |
| Honest and trustworthy | Has a good sense of humour | When asked, will write a shopping list | Takes care of younger children | |
| Helpful | Asks for help when needed | Has a quick and mostly appropriate wit |
For more information try doing an internet search for strengths and interests or go to https://www.understood.org/en/articles/types-of-strengths-in-kids (This is a site we have found to be helpful. We do not seek nor receive any benefits from you accessing this site.)
The subcategories ‘love’ and ‘like’ are intended as hints for the adult/supporter to engage the client. The subcategory ‘okay’ is intended to advise the adult/supporter that anything in this list can be tolerated for a short while.
The subcategories ‘dislike’ and ‘loathe’ are intended to advise the adult/supporter of what to avoid, or, if absolutely necessary, to consider your strategy to get your Account User to participate willingly. If you fail to prepare, be prepared to fail; the Account User will very likely become agitated, overwhelmed or triggered.
Specific details for each one can be added under each subcategory. If you are unsure, observe your Account User without judgment for a week and take notes (or quickly add a title under Love, Like, Okay, Dislike or Loathe and add a picture later. You can also add details if you think extra information is needed).
Love
Detail 1 – swimming in freshwater (as clean and clear as possible, please)
Detail 2 – ham and pineapple pizza only
| Sub Category | Description |
|---|---|
| Love |
If you do this, the Account User will most likely participate without any resistance. Especially helpful if you are seeking a fun activity for the day, need a distraction, or a seeking a reward for the Account User.
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| Like |
If something the Account User loves is unavailable, content found in like will most likely be tolerated by the Account User. Monitor the amount of time the Account User stays engaged because it will be less than that for something that is loved. My mum likes catching up with friends. She is quite tired afterwards so I need to make sure she has down time before I begin another task with her. |
| Okay |
Neither a love nor a like, the time frame for staying focussed on these activities is limited. Explain to the Account User why you are doing this activity and carefully monitor the level of engagement. If the Account User is becoming disengaged or the behaviour is escalating (for example, a power struggle), stop the activity and choose something else. Be mindful that change is not usually tolerated by people with poor executive function, therefore going for a walk or having a cool drink, or observing something can be just the distraction needed. For more information, see SOS. My grandfather used to work very hard driving trucks. Now that he has retired, he has a chance to catch up with TV shows he used to like. He can only watch one episode a day before he starts to get bored. I notice he becomes depressed when he is bored. |
| Dislike |
Sometimes we have to do things we don’t particularly like. Is there anyone out there who loves doing the dishes? The Account User needs to learn this is part of life. Be very mindful of explaining why this activity has to be done, make the activity as fun as possible, complete the activity in as short a time frame as possible. My daughter dislikes shopping. She’s all excited when we go into the fruit and vege section and she selects what she likes. After that – it is all downhill. She used to have meltdowns and make shopping a very stressful time. One day, I started singing little songs while pretending to be a shopping trolley fairy. I pulled out every trick I could think of. At first my daughter was embarrassed by my antics but noticed other people’s intrigue and humour at my antics. Each shopping excursion became more and more relaxed as my daughter looked forward to me being crazy and trying to shock people. She even joined in the silliness. Tip: start small. I started by doing ‘breast stroke’ while pushing the trolley and pretending to be struggling in the water when I had to get something off a shelf that she could reach. You will find your own tricks. |
| Loathe |
Also referred to as Hate – do not do unless you are prepared for the aftermath. Again, as for dislike, sometimes we have to do things we don’t particularly like. This is where small rewards and lots of positive and authentic praise and feedback are extremely helpful and necessary. If your Account User is having a bad day, try to give loatheful activities a wide berth. You need to be crystal clear about what is absolutely necessary even if the Account User loathes it. My daughter hated brushing her teeth. In Australia, we can buy disclotab tablets from the chemist. They are small and bright pink and stick to plaque or food/drink build up on the teeth. I introduced these by showing her how they worked on my teeth and showing her how to remove the bright pink. We then did it together. At first I had to use this EVERY time we brushed our teeth. As time went on, we only had to use them every couple of days and then every week or whenever her teeth looked like they weren’t getting the clean they needed. |
Forum – located on the navigating panel (top of page) in Attentio enables Account Holders to share strategies. What works for one may or may not work for others. Physical, cultural, social and emotional safety always come first when trying new strategies.
Communication helps us to build relationships by:
Allowing us to share information, experiences, needs, and wants
Helping us connect to others
Allowing us to express feelings and share thoughts
The Account Holder provide information under eight sub-categories. Information can be provided for ALL or some of the sub-categories. The information is about YOUR Account User, about how the Account User communicates and how to communicate with the Account User. The information is intended to be short and concise while providing the necessary detail for developing communication skills in a positive way.
Speaking & Listening (how the Account User communicates / how Support Worker can communicate with Account User)
Facial Expressions (how the Account User communicates / how Support Worker can communicate with Account User)
Body Gestures (Account User / Support Worke)
Hand Gestures (Account User / Support Worker)
Reading & Writing (Account User / Support Worker)
Drawing (Account User / Support Worker)
Technology (Account User / Support Worker)
Eye Contact (Account User / Support Worker)
| Speaking & Listening | Facial Expression | Body Gestures | Hand Gestures | |
|---|---|---|---|---|
| Concern | Says ‘k’ instead of ‘t’ Eg. I saw a kiger. |
Blinks rapidly when feeling distressed. | Places hands on hips when thinking. Some people think Person is being bossy. | Flaps when processing information and becoming excited. |
| Support strategy | Affirm by saying : You saw a tiger? Where? Watch the Account User |
Think about what has caused distressed. Adjust the situation. Alert Account User to the blinking (s/he may not be aware of it). Support them to a state of calmness and teacher them a breathing strategy. Often the body develops a response without conscious thought. These body responses can be embarrassing but the Account User is doing the best they can with what they have and needs a little more help. | If the opportunity presents itself: Say out loud ‘let me think about this’ and use the pointer finger on the chin gesture to teach person this is a better ‘thinking’ body gesture. If the opportunity presents itself, role play or point out in cartoons or tv shows how ‘hands on the hips’ shows when a person wants control. |
Ignore the flapping. It’s part of the process. |
| Reading & Writing | Drawing | Technology | Eye Contact | |
|---|---|---|---|---|
| Concern | Switches numbers or letters when writing or may mistake b for d, or d for m. | Likes to draw out a problem or worry and then talk about the picture. | Account User usually has 3 devices open at the same time | For Account User, eye contact is connected to intimidation. Wears glasses – if the glasses aren’t on, Account User can’t see beyond 20 cm from eyes. |
| Support strategy | We are working on this. Don’t draw unnecessary attention to mistakes. If Account User gets it right, celebrate with him/her | Ask open questions as much as possible when discussing the picture Use illustrations while explaining a complex concept. Don’t worry about drawing stick people/animals. It’s about the talk and the association. |
Tell the Account User well in advance if you only want to focus on one device. Ask Account User to turn down the sound so other devices are quieter but not all the way off. Account User needs to hear/see the other devices. | Do not make direct eye contact when Account User is calming down. Account User will perceive this as a threat and will react. |
Each communication type requires thought. Some people with Executive Function issues have other disabilities that affect communication. Select which communication type requires specific information and complete it accordingly.
Make a note of which strategies Account User uses and update when these change.
People with Executive Function issues usually require time to process information. Specific Processing information is recorded briefly under the categories
Number of instructions
Check for understanding
Thinking time
Time to complete tasks
Time pressures (for longer tasks)
People with specific disabilities will likely demonstrate very specific communication strategies. Make a note of which strategies the Account User uses and update when these change. Change ‘Account User’ to the person’s name.
| Number of instructions | Check for understanding | Thinking Time | Time to complete tasks | Time pressures (for longer tasks) |
|---|---|---|---|---|
| Give 2 instructions at a time. Account User will only remember the last 2 instructions given. | Have Account User repeat the instructions before they walk away to complete them. (2 instructions at a time) | Account User has visual processing disorder and struggles to decipher the order of words, symbols or images. | Set realistic time frames for tasks remember Account User may need an extra 5 minutes. If Account User is really unmotivated, turn it into a small competition of who can (eg make the bed) the fastest. | Account User has a meltdown if I check on him too many times when I’ve asked him to do something. He feels overburdened instead of supported. |
Brains are hard wired to make the association between an unpleasant experience and what happened to be occurring at the time. Every time the thing happens, we have the same behavioural response to it. This is unpleasant for everyone and can be traumatic for the Account User.
The information in this section is particularly important because it helps supporting adults consider experiences from the Account User perspective and when strong emotions may be triggered.
Common – most people become annoyed by these actions but do not become overwhelmed. Some people are extremely sensitive to these common triggers.
Sensory – related to the senses
Other – human, people, and situational triggers
The Account Holder provides information about the type of trigger, underlying emotions the Account User is really trying to express and signs displayed by the Account User.
Each column is a prefilled list from which the Account Holder selects those that apply. Account Holder can add to the list if necessary (+)
| Type of trigger | Underlying emotion | Signs |
|---|---|---|
| Being excluded or ignored | Fear | Increased heart rate |
| Being spoken to in an undesired way (sarcasm, screeching) | Sadness | Nausea |
| Challenged beliefs | Anger | Stomach trouble (cramp, diarrhea) |
| Disapproval or criticism | Insecurity | Shaking |
| Feeling unwanted or unneeded | Anxiety | Dizziness |
| Feeling smothered or too needed | Rejection | Sweaty palms |
| Helplessness or loss of control | Confusion | Complaint |
| Loss of independence | Betrayal | Avoidance |
| Unjust treatment | + | + |
| + |
The Account Holder provides specific details pertaining to the sensory trigger subcategories:
Smell – hairspray, strong perfume, and other strong chemicals cause rage (verbal and physical). Don’t spray near Account User. Avoid shop and chemist sections with these products.
Sound – high pitched sounds, loud talking, and noises close to the ear cause ear pain. Use loops or decibel diminishing / noise reduction ear plugs, earphones, or headphones.
Taste – a fishy taste (anchovies hidden on a supreme pizza) triggers the gag reflex and causes vomiting.
Proximal Distance – maintain the distance of ____ when standing next to the Account User. Ask the Account User if they would like a hug. Never just hug the Account User.
Touch – dislikes the feel of dirt and slime directly son toes. Wear gloves and footwear
Visual – Bright lights hurt the eyes. Wear tinted glasses or sunglasses
The Account Holder provides specific details pertaining to the subcategories:
Human Triggers – doesn’t like men with beards
Animal Triggers – is terrified of small dogs that run around and yap
Situations to avoid – crowded spaces with no clear exit. If you must go into a small or crowded space, show the Account User the exits and how you will be moving within this space. Also, make it clear that you will leave when they become uncomfortable. Be prepared; this may be after 2 minutes.