Marie Allegre Training

Program:
This program may be subject to adjustments based on requests from establishments and participants. 

Goals :

   The training is intended for establishments welcoming people with intellectual disabilities and people with multiple disabilities. This training is part of the care and support of residents above all, starting from their needs and in order to try to better identify them. It will therefore be proposed to enhance the tools implemented by the team, to improve the assessment as part of the skills development of practices, but also to make adjustments, the practice of functional assessment and assists in the implementation of multi-professional analysis in the study of the causes of serious behavioral disorders.  This is also part of a partnership with all stakeholders around the person and the family as well.

The objective of this training is to have a common language, but also concrete and referenced tools to more objectively assess the characteristics of each person supported from a multiple perspective. Every human being and the person particularly followed in an institution, must therefore be understood and then supported in all its dimensions; This through its level of skills, its characteristics, its specificities in relation to what may be useful to it, or its centers of interest. It will therefore be important to be able to study the internal dimensions of the person and the external ones.

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I- Reminders of the recommendations concerning the recommendations of current good practices in the context of intellectual disability and polyhandicap.

• Definitions: what is  or disorders related to people with multiple disabilities?

• ANESM's recommendations in terms of support for people with multiple disabilities from October 2020.

II- Understand the different levels of intellectual disability related to  the skills associated with each degree of severity?

The different skills related to the different levels of mental retardation or intellectual disability:

      * Definitions and characteristics

      * From mild mental retardation to profound mental retardation and associated skills.

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III- Adaptive skills assessment tools: VINELAND II and how to use it to better identify the objectives and means of the person's personalized project.

• The assessment of the person's skills and the person's level of autonomy based on the person's emerging skills to make the link with the person's personalized project.

• Practical implementation of tools related to the project to establish the structure and additional tools for better practical implementation.

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III- Support for people with Autism in relation to their cognitive specificities as a means of understanding the particularities of people with a deep or severe intellectual disability:

  Link between theory and practice.

     * Better understand the theory of mind and its functions.

       * Executive functions and their everyday applications.

       * The defects of central coherence and concrete examples.

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IV- The associated fundamental cognitive difficulties and their consequences: Weak points.

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V- The peculiarities and the impact of the sensory aspects.

VI- ECP tool: Evaluation-Cognition-Polyhandicap of CESAP formation:

Assessment tool made up of 3 scales (1 / Reactivity scale; 2 / Cognitive skills profile scale; 3 / Complementary scale of affective and emotional state).

Tool intended to be able to assess the strengths and weaknesses of the person with multiple disabilities and to have a view shared with families also and specific to people whose situation combines severe motor and cognitive impairment.

• Handover

• Results

• analysis .

VII- Other assessment tools related to the person's level of non-verbal understanding  and beginning of the test to better understand how to communicate with people with a significant intellectual disability and multiple disabilities:

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How to adapt the objectives with the level of communication of the visual aids of the person. Practical link with the results of the COMVOOR test which assesses the level of presentation and representation of people with intellectual disabilities and communication disorders. Start from emergencies in order to develop an alternative or individualized augmentative communication

• Presentation of the COMVOOR tool: What purpose? What objectives? Interpretation. 

• Evaluate the person's interests and tools to reference them to find sources of motivation for any learning.

VIII- Functional analysis of behavioral disorders within the framework of a bio-psycho-social and educational analysis:

• The HAS and ANESM action sheet and questions to ask in the event of disorders or problem behaviors.

• Clinical analysis guide and multimodal analysis. 

• Definition of a behavior, definition of a behavioral disorder

• Philosophy of the iceberg: linking language behaviors with the particularities of autism.

• Operational tools for observations and functional analysis of behavioral disorders, an effective tool for collecting information: ACC (Antecedent Behavior Consequence) 

• Gather information for a multi-factor analysis.

• Research causal hypotheses and examples.

• Prevention and modification of behavioral disorders, action plan and active prevention.

IX- The different methods concerning the intervention: a toolbox available according to the course of the age and the level of understanding of the person? Develop learning adapted to the level of people for people with multiple disabilities.

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• Type of guidance and link with basal stimulation

• Quick presentation of the toolbox and the different methods (Montessori, TEACCH, ABA, PECS, SAMU verbal, LSF, Makaton?

• The structuring of space: an essential educational tool, especially for sensory levels and people with severe disabilities:

X- How to adapt these proposals to the skill level of the people?

* Plan and organization of an activity (how to do it?) Visual instructions or types of guidance related to autonomy and daily life. 

*  Areas of care: cognitive, personal autonomy, domestic, leisure, communication,  behviour…

- The motivator systems make it possible to create motivation for learning (use various and immediate reinforcers)

- Incentives: Steps of guidance (local physical help)

Indicative times: 9 am-5pm.

During these days, a large part is reserved for practical work, case studies, handover exercises, training in scoring and interpretation of the tools offered as well as the analysis of data and observations in the context of in situation and example supports; This is to allow professionals to develop their skills in these practices but also to assess the skills acquired at the end of the training.

Each of the points discussed is illustrated with concrete examples.

Carrying out an evaluation of the training provided at the end of the service through  a satisfaction questionnaire at the end of the intervention and intended for all trainees.

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