Applying BASICS Part III
The Goal Oriented Caregiver Questions below target intervention actions of staff and can serve as discussion points for care planning. They promote consideration of specific interventions keyed to satisfying assessed or expressed needs at each level of BASICS, and focus caregivers on specific ways to provide care to meet resident goals.
| Goal Oriented Questions Based on BASICS Hierarchy Model | ||
|---|---|---|
| Dimension of Need | Caregiver Questions | Examples of Action to Help |
| Biological | What unmet physiological needs does the resident have which are essential for survival? (food, shelter, warmth, movement, sleep, immunity, healing etc.) What do we have to provide to meet these needs? | 1. Deliver tray and help prepare meal. |
| 2. Provide drinks throughout each shift and remind or encourage resident to drink them. | ||
| 3. Escort for walks to ensure adequate exercise. | ||
| Activities of Daily Living | What does the resident need to obtain the everyday necessities of life (e.g. information, income, source and availability of fuel, supplies, clothing; ability to walk, climb stairs, dress, bathe, groom, clean and maintain self; availability and means of receiving medical care). | 1. Provide two choices of outfit each day. |
| 2. Assist with bathing. | ||
| 3. Give verbal prompts to guide ambulation toward desired location. | ||
| 4. Assist to comb hair during AM care. | ||
| Societal | What contacts does (s)he need to ensure that sense of self as an individual among others is maintained (family, group, religious, work, property, etc.)? | 1. Celebrate birthday. |
| 2. Provide quiet place to visit with family. | ||
| 3. Assist with preparation to attend social group. | ||
| 4. Call by preferred name. | ||
| Interpersonal | With whom should (s)he interact to maintain self-esteem? (spouse, child, guardian, therapist, particular residents, staff etc.) How are familiar, historical roles supported, and imposed roles (childish activity, loss of adult dignity, disrespectful over familiarity by caregiver) prevented? | 1. Encourage telling of personal history with family and staff. |
| 2. Introduce to other residents with similar interests, careers etc. | ||
| 3. Help write a story, draw a picture or make a tape about things remembered about family, occupation or past interests. | ||
| Creative | What activities of a creative or recreational type does (s)he need, find meaningful and prefer to occupy leisure time? (crafts, reading, work, etc.). What are his/her usual problem-solving/coping strategies and skills? e.g.: concrete - tries to orient self by rummaging to find familiar things; "wanders" to find familiar places, faces; abstract - tries to reason things out and express ideas but may forget content of sentences; impulsive - can't delay response; responds to the first stimulus (s)he sees. |
1. Look for and support successful problem-solving behavior. |
| 2. Provide with opportunities to solve meaningful problems (e.g. which sweater to wear, which media to use in crafts). | ||
| 3. Have person play the drums with the resident band she enjoys for a planned program. | ||
| 4. Have person participate in cooking group. | ||
| 5. Help person laugh at his/her mistakes and yours. | ||
| 6. Look with person at old family photos and talk about former roles. | ||
| Symbolic | What else is there for him/her to achieve; some level of self-fulfillment, peacefulness (religious, hope, acceptance of disengagement, comfort with dying)? | 1. Help to attend religious services. |
| 2. Provide consistency and respect for resident's beliefs in care giving approach. | ||
| 3. Maintain a hopeful attitude about the residents ability to have a satisfying life. | ||
| 4. Provide experiences that seem to help him/her to reach some level of peace. | ||
| EDGE Interventions to meet each BASICS Level of Need | |
|---|---|
| Dimension of Need | Intervention |
| Biological | A Gentle Bathing Program |
| Coping with Disruptive Behaviors | |
| Breakfast Club: A Multi-sensory Language Stimulation Program | |
| Activities of Daily Living | A Gentle Bathing Program |
| Societal | A Big Band Musical Program |
| Tea Group: A Special Program for the "Difficult Resident" | |
| Breakfast Club: A Multi-Sensory Language Stimulation Program | |
| Social Interactions That Recognize and Support Remaining Abilities | |
| Environmental Influences on Agitation | |
| Coping with Disruptive Behaviors | |
| Interpersonal | A Big Band Musical Program |
| Tea Group: A Special Program for the "Difficult Resident" | |
| Social Interactions That Recognize and Support Remaining Abilities | |
| Environmental Influences on Agitation | |
| Coping with Disruptive Behaviors | |
| Simple Pleasures Intervention | |
| Individualized Music | |
| Creative | A Big Band Musical Program |
| Breakfast Club: A Multi-Sensory Language Stimulation Program | |
| Simple Pleasures Intervention | |
| Individualized Music | |
| Symbolic | Worship Services for Residents with Dementia and their Families |
