Aspect Positive Behaviour Support

Transcription

1 Aspect Positive Behaviour Support Individual ASD Profile Information Sheet Why Develop an Individual ASD Profile? People on the autism spectrum may have a range of support needs based on their preferences, age, abilities and where they live work or learn. Challenging behaviour often occurs because there is a mismatch between what a person needs and what is being provided to them. The first step in Positive Behaviour Support is to develop a thorough and accurate understanding of a person and then to provide a range of supports that match their individual needs. Step 3 Develop a Behaviour Response Plan Step 2 Develop an Individual Behaviour Plan Step 1 Set up an ASD Friendly Environment and put in place individualised supports Developing an Individual ASD Profile is essential to promote positive changes in behaviour and to reduce the likelihood of challenging behaviour occurring in the future. For many individuals, implementing the strategies from a Individualised ASD profile (Green form) will be enough to promote significant positive behaviour change. For some others, further intervention may be required by developing an Individual Behaviour Plan (Orange form) and Behaviour Response Plan (Red form). This form is often completed via an Aspect Practice PBS workshop. It is important that every profile: Assesses the big picture (are they happy, what s their quality of life, do they have friends), as well as some of the specific everyday details such as their ability to understand spoken language. Is accurate and individualised to the person rather than generic Recognises the strengths and abilities of people on the autism spectrum and builds on these when developing support strategies Tries to develop empathy by understanding the impact of a disability on someone s daily life Carefully matches a range of evidence based strategies to an individual s specific support needs Completing an Individual ASD profile The ASD profile prompt sheet (which is found on the back of the profile) will help you work step by step through each of the boxes to complete the plan. It may take some time to complete (to gather all the information) and you may need some support in specific areas e.g. a Speech Pathologist to help with the communication section.

2 Before you begin filling in the profile, ensure you write the individual s name at the top of the form. 1 The ASD features column is to capture a description of a person s skills and abilities in each area as well as specific needs. Potential Difficulties The potential difficulties column is to describe what challenges might arise for the person because of these difficulties we often ask what would life be like if you struggle to communicate or be understood? Step 1. Strengths, interests and characteristics Completing this profile promotes a person-centred approach, looking at the individual with autism as a person with likes and dislikes, strengths and individual personal characteristics. Some common characteristics and strengths of individuals with autism include good attention to detail, logical, quirky sense of humour, persistent and focussed, or an aptitude for technology. Step 2. Communication In this section, write a brief description of what that person can do in terms of communication. How is the individual currently communicating their needs and wants (expressive communication)? For example do they use words, pictures or gestures? Do they understand what you are saying (receptive communication)? Can they read others body language (non-verbal communication) and use their own body language appropriately? Step 3. Social Relating Describe the individual s social abilities and needs. How do they show their social interest? Do they have difficulty in initiating conversations or making friends? What social interactions are they good at? Explain some of the difficulties this may lead to, such as isolation. Step 4. Restricted, Repetitive Behaviours and Interests, and Sensory Processing Describe issues such as repetitive speech or motor movements, or sticking rigidly to routines. Does the person have a specific special interest or obsession? Explain the potential difficulties this could lead to e.g. it could look socially inappropriate, or they struggle when routines are broken. Also consider the individual s sensory needs e.g. do they find certain sensory stimulation difficult to manage? Step 5. Thinking and Learning This section is where we consider underlying thinking strengths and differences including Weak Central Coherence (detail focussed), Theory of Mind (putting yourself in someone else s shoes) and Executive Functioning (complex thinking skills). Any person may have strengths or difficulties in one of these areas, or all of them. Environmental strategies We ask: How can we change their environment to better support them. Match your Environmental Strategies to the information gathered in the column taking into account both the person s strengths and needs. Adaptations are likely to be more helpful if they are visual (written, photo, video, image, object etc) and well-structured / organised. Many people on the autism spectrum benefit from increased predictability in their day (to know what s happening and when). This can be communicated via a visual schedule or diary.

3 Step 6. Environmental Strategies for Communication Features In this section write down and strategies you will implement that are matched to the features and difficulties in Step 2 e.g. Expressive = PCES & Key word Sign, Receptive = simplified language, focus on what to do etc. Step 7. Environmental strategies for Social relating Features Consider ways to increase the individual s understanding of social skills, and remember to link the environmental strategies for social relating back to point 3 e.g. teaching new skills such as waiting, turn-taking, or how to initiate and maintain conversations, using visual supports such as social stories or comic strip conversations. Step 8. Environmental strategies for Restricted, Repetitive Behaviours and Interests, and Sensory Processing When considering strategies for RRBI, only intervene if it is a problem i.e. it is distressing for the individual, or it impacts on social and learning opportunities. For sensory processing features of ASD in the individual, consider how their needs may change throughout the day and consider adapting the environment, providing planned opportunities to access sensory activities, and giving opportunities to cope with, or avoid, sensory challenges. Step 9. Environmental strategies for Theories of Thinking and Learning n this section, consider ways in which you can support the individual s knowledge of different theories of thinking and learning. They may not have features of all three areas. Examples of environmental strategies that may support the individual include learning to wait to help with impulsivity, first/then visuals for transitions, and schedules to help with planning..

4 Individual ASD Profile Strengths, interests and characteristics Increasing a person s quality of life, eg. happiness, goals and choices, freely given relationships, community participation and inclusion, will have a positive effect on the person, their family, and help reduce behaviours of concern. Communication Potential Difficulties Environmental Strategies Remember to use schedules, activity sequences and structure the environment. Social relating Restricted/repetitive behaviours or interests Sensory processing Thinking and learning (Theory of Mind, Executive Functioning, Weak Central Coherence) Autism Spectrum Australia (Aspect)

5 Individual ASD Profile Strengths, interests and characteristics It is important to see people in the context of their strengths, interests and characteristics. Write down what the person is good at, what you like and admire about the person, what they enjoy. We aim to use these strengths and interests to develop strategies to promote learning new skills and create environmental strategies. Increasing a person s quality of life, eg. happiness, goals and choices, freely given relationships, community participation and inclusion, will have a positive effect on the person, their family, and help reduce behaviours of concern. Communication Write down how the person communicates For example; words, signs, pictures. What are their communication strengths and what are their communication needs? Think about receptive, expressive, non-verbal communication (body language). Potential Difficulties Write down how the person s communication strengths and needs impact them throughout the day. For example; they experience frustration as they cannot get their message across or anxiety as they don t understand verbal instructions. We aim to understand how it might feel for the person. Environmental Strategies Remember to use schedules, activity sequences and structure the environment. Write down (1) skills you want to teach (2) strategies you can put in place to support the person (3) the opportunities to practice these skills and minimise the difficulties. For example; PECS, Key Word Sign, visuals, simplifying your language, I need a break card. Social relating Write down what social skills the person has, their strengths and needs. This might be basic skills such as turn taking, communicating Hi and Bye or complex skills such as conversations or maintaining peer relationships. How does the person s social skills strengths and needs impact them throughout the day? For example; they have few friends and feel socially isolated, they frequently make social mistakes that can lead to misunderstanding. Write down (1) the skills you aim to teach (2) the strategies used to teach these skills and (3) the opportunities to practice these skills. For example; Teach turn taking in conversation using a Social Story, role play and introduce a buddy at school. Restricted/repetitive behaviours or interests Write down what RRB behaviours you see, eg. they obsess about Star Wars, stick rigidly to routine, insist on sameness at mealtimes, struggle with change. Sensory processing What sensory input are they seeking or avoiding? Thinking and learning (Theory of Mind, Executive Functioning, Weak Central Coherence) Write down examples you have observed. For example; difficulty with planning ahead, and organising their belongings, difficulty waiting, generating choices, focuses on details, repeats same part of DVD over and over. How does the person s RRB and sensory processing impact them throughout the day? For example; they become upset when everyday things change and limit their social and leisure opportunities. How do difficulties impact the person throughout their day? eg: gets upset as doesn t know what s happening next, feels confused about their day, gets into difficulties by taking things without asking. Gets bored and frustrated during free time, becomes upset when asked to stop DVD or preferred activity. Write down strategies you can put in place to support the person s RRB and sensory processing, eg: a visual schedule to set limits and boundaries, increase leisure activities to reduce obsessions, teach flexibility and give warning to help cope with change, including sensory activities during therapy. Write down strategies you can use to support the person. For example; use a visual schedule to organise the day. Teach a waiting skill. Use first-then to negotiate DVD issues. Support Theory of Mind by using cartooning strategy. Use choice boards to provide options for free time. Autism Spectrum Australia (Aspect)