Positive Responses, Approaches & Interventions for Supportive Environments
*ALL COURSES POSTPONED DUE TO COVID-19 OUTBREAK*
We will reschedule as soon as we get the all clear to return to teaching and learning.
The key difference in our model of positive behaviour support is that we do not focus on a person’s surface ‘observable’ behaviour. The PRAISE approach is concerned with the complexity of brain development, neurodiversity and in viewing behaviour as an individual’s stress response. This requires caregivers to respond with compassion, understanding and through building positive supportive relationships. In essence, when we use the word ‘behaviour’ in our model, we are primarily looking at our own behaviour as caregivers. We promote the importance of reflective practice, genuineness, unconditional positive regard, empathy, and actively helping children and young people to feel safe.
PRAISE: Level 1 (7-hours CPD)
*Participants must complete the PRAISE level 1 course before enrolling on PRAISE level 2: Practice Support.
Module 1 – Understanding Behaviours of Concern
What are behaviours of concern
- What it looks like
- Why does it occur?
- Inclusive practice
Explore possible causes of behaviours
- SEBD/Autism/ADHD and Neurodivsity.
- Differences in Communication, Emotional & Stress Responses.
Function of Behaviour
- Understanding the underlying aspects of the individual’s condition
- Sensory, emotional and stress responses.
- Understanding the Antecedent-Behaviour-Consequence (ABC) Model.
- Understanding the why allows us to introduce effective response strategies and to become more reflective of our own practices.
Module 2 – Proactive Strategies
- Positive behaviour support
- Behaviour Escalation Model(BEM)
- Proactive v Reactive
- Aim is to maintain baseline behaviour
- Matching support staff/ relationship building
- Communication needs
- Transition supports
- Learning Support needs
- Evidence based approaches & strategies
- Knowing your role
- Use of Assistive Technology
- Role Model effective behaviours
- Consistency in approach
- Communication with all who support the individual
- Agreed strategies that are reviewed regularly
- Debriefing/ creating a learning environment for all involved
Module 3 – Reactive Strategies*
*Course participants are introduced to module 3 on the PRAISE level 1 course. This module is explored in more detail during the PRAISE level 2 Practice Support couse and the PRAISE 20-hour CPD course.
Responses to escalating Behaviour
- Respond to function / trigger
- Integrated experience
- Awareness of self
- Active listening
- Non-verbal communication
Reactive strategies examples
- Behaviour level 1, Anxiety phase
- Behaviour level 2 , Conflict/defensive phase
- Setting limits
- Responses to disruptive behaviour
- Responses to intimidatory behaviour
- What to do and not to do
- Low arousal approach
- Allow flexibility
Staff responses and teamwork
- Knowing your role
- Team support
- Pre- planning
Module 4 – Managing Crisis Behaviour*
Aggressive and potentially aggressive behaviour support strategies
*Course participants are introduced to module 4 on PRAISE level 1 course. Module 4 is explored in detail during the PRAISE level 2 Practice Support and the PRAISE 20-hour CPD course.
- What can I do ?
- Decision Making
- Proactive positioning (keeping safe)
- Managing the environment
- Verbal and non-verbal communication at risk behaviour
- Team responses / roles of others
- Inter positioning
- Self- protection techniques
- Emergency responses to actual aggression
Importance of teamwork / debriefing
- Reporting/Recording of incidents
- Learning outcomes
- Support for all involved
- Agreed strategies for future interventions
- Rebuilding relationships
This PRAISE level 1 course combines lecture style presentations with discussions, practical examples and videos. Participating in this workshop will enable practitioners and parents to reflect on practices, experiences and challenges in their own environments. Workshop participants will analyse, share and enhance their knowledge to help positively support children and young adults.
Facilitator experience & qualifications
Both facilitators have years of experience in education and residential settings working with children and young adults on the autism spectrum and with a wide range of other conditions including ADHD, ODD and SEBDs. Tutor formal qualifications include: Multi-Element Behaviour Support Instructor Training; Behaviour Crisis Management Instructor Training; Post-Graduate Diploma in Special & Inclusive Education; Masters in Education. We also hold numerous CPD qualifications in all areas of special education including, ASD, AAC Communication, Behaviour Support and Crisis Management.
Courses will resume from September 2020. Dates TBA.