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.
Wednesdays 25 March & 01 April (course held over two evenings 6.30-9.45pm)
Fee includes refreshments, light lunch & handouts. Extra resources will be shared with participants via Dropbox link. Also included is the Synergy Lifelong Learning Professional Development Certificate of Attendance.
Developed by highly experienced practitioners, this is a new behaviour support programme for teachers, SNAs, pre-school practitioners, social-care staff in day and residential services, parents and any care-givers who are supporting and caring for children and young adults.
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.
Module 1 – Understanding Behaviours of Concern
What are behaviours of concern
- What it looks like (topography).
- 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
- Emotional and stress responses, escape (avoidance), seeking attention, sensory, tangible, internal feedback.
- Behaviour Analysis – use of ABC logs chart.
- 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
- Introduce 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
- 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
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 management strategies
- What can I do ?
- Decision Making
- Proactive positioning (keep 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 is a highly interactive workshop involving discussions, practical examples, videos, presentations and collaborative activities. 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; Masters in ABA. We also hold numerous CPD qualifications in all areas of special education including, ASD, AAC Communication, Positive Behaviour Support and Crisis Management.