Transcript ASD Transition to Further Education

Middletown Centre for
Autism
Project Brief
Development of a model of training provision
which Promotes learning, social and positive
behaviour in the classroom
Specifically designed around the needs of
children and young people with ASD who may
present with severe challenging behaviour
Range of evidence based approaches;
mindful of practice based evidence
Focus on antecedents as well as
consequences
Project Brief
Development of a broadly based curriculum
and practice based evidence based model
Combined skills approach
Longitudinal
 Quality assured
Options to focus on the management of
challenging behaviour
Project Steering Group
North / South Steering Group
ASD Inter-Board Group
Specialist Schools
ETI
Inspectorate ROI
Special Education Support Service (SESS)
Specialist practitioners
Defining the Objectives
Objective One
Combined skills for promotion
of positive behaviour
Objective Two
Management of severe
challenging behaviour using
a combined skills approach
Design a programme
which meets both sets
of needs
Agreeing a Design
Design that should be fit for purpose offering
flexibility and also a clearly defined framework
Proposed model should be:
– Entry level
specialist
– Set number of days
– Lecture style
– Quality assured
longitudinal
case-study based
Entry Level / Longitudinal
Longitudinal
Optional
Progression
• Needs of the Service
• CPD needs
• Child focused
Module
Module
Module
Module
Proposed Model
Combined skills approach with emphasis on
the promotion of positive behaviours
Inclusive of a range of acknowledged good
practice
Providing information on the application of
strategies, techniques and approaches which
are ASD specific
Proposed Model
Promoting full understanding of behavioural
methods within the context of a range of good
practice approaches
Management of challenging behaviour as a
second level to this; course delegates will have
the opportunity to access an additional level
of training specifically on the management of
challenging behaviour
Proposed model
• Methods of delivery
–
–
–
–
–
Face to face
Online
Geographically based seminars
Submission of case studies
Classroom based
• Who delivers
–
–
–
–
MCA staff
Local and nationally recognised
Peer based supervision
Involvement from relevant “experts”
Entry Level: Delivery
Entry Level: Content
Possible Content
Assessment
Communication
Behavioural
approaches
Structured teaching
Educational planning
Sensory issues
Personal tutorials
Managing the
environment
Specialist: Building on Entry Level
Specialist: Delivery
Specialist: Content
Possible Content
Challenging behaviour
• Understanding autism
• Understanding the
individual
• Understanding the
environment
• Behaviour support
• Assessment
• Communication
• Well being
Outcomes
CASE STUDY
• Assessment
• Understanding
drivers
• Planning
• Prevention /
reduction
Ideal Outcome
Ideal Outcome
A quality assured model which complements
existing provision
A robust, practical and cost effective model
A capacity building model that maximises
expertise North and South
A home grown alternative to costly “bought
in” training courses.
Improved experience for children
and young people with ASD
Work to Do
 Content to be discussed agreed
 Model of delivery to be finalised and “polished”
 Content to be researched, written, approved
 Resources developed
 Application process North and South developed
 Testbed entire product
 ETA: September 2011
Your Opinion
Work from You?
Group work discussing content
What is important to you?
Have an impact at this early developmental
stage
Thank you