Smart/MALINS : DE L’EVALUATION DES BESOI

How to go from one or more evaluation (s) to an individualized educational project and in order to determine what type of methodology to use?

2 jours de formation intra-muros.

Objectifs :

Identifier les outils pour évaluer les besoins de la personne et objectiver les observations afin de préparer le Projet d’accompagnement.
Distinguer des objectifs ciblés et opérationnels dans le projet d’accompagnement.
Associer des moyens concrets au projet d’accompagnement et interventions pour la mise en œuvre des objectifs et en adéquation avec les besoins ciblés de la personne.

Questions for which we give concrete and applicable answers and operational tools for the skills development of professionals and the construction of the personalized project

Nous contacter

etablissement-objectifs-smart-signifie-s

Practical information:

Intramural training for all professionals from ESMS or associations, working with people with intellectual development disorders.

Price excluding trainer's travel and accommodation costs: € 3,600

Indicative times: 9 am-5pm.

Operational tools for analysis following the evaluations will also be proposed and intended to promote consistency in support between all professionals and consistency with the RBPP and the seraphin project.

Practical work, case studies, handover exercises, training in scoring and interpretation of the tools proposed as well as in the analysis of data and observations will be offered; 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 and to promote their implementation over time.

Each of the points discussed is illustrated with concrete examples.

Understand the specificities of people with ASD as helping to understand the difficulties of people with a significant intellectual disability:

I- Autism, PDD or ASD:

• Definitions Autism, PDD then ASD and diagnostics.

• The different skills and disorder profiles in the field of autism.

Specificities or cognitive characteristics: Link between theory and practice to better understand the functioning of different audiences with intellectual development disorders.

• Better understand the theory of mind and its functions in everyday life.

• Executive functions and their applications in everyday life.

• The lack of central coherence and concrete examples.

III- The associated fundamental cognitive difficulties and their consequences:

• Strengths and weaknesses.

IV- Perception and evaluation of the sensory profile:

• The different hypo or hyper sensitive profiles in practice.

• How to assess the sensory profile and the tools.

The evaluation at the basis of any intervention:

I- How to go from one or more evaluation (s) to an individualized educational project and in order to determine what type of methodology to use?
• Implementation of individualized projects:

- Assessment of the person's adaptive skills in order to avoid over-stimulation or under-stimulation: start from emergencies to assess whether our interventions are adapted to the person's emergence and not put him in difficulties or a vulnerable situation.
- Evaluate the person's centers of interest and tools allowing them to be referenced in order to find sources of motivation for any learning.

- The assessment of the person's skills and the person's level of autonomy to start from the person's emerging skills to make the link with the person's personalized project.

- The COMVOOR test assesses the level of presentation and representation of people with autism or with intellectual disabilities and communication disorders, in order to develop individualized alternative or augmentative communication.

- Presentation of the COMVOOR tool: What purpose? What objective?

- Development of the personalized project in connection with the COMVOOR, and its implementation. Tool and methodology to organize information and make transmission more efficient.

- Passport tools to generalize and better understand the support of the person (CF visual synthesis of the support of the person) and operational tools for monitoring actions or in connection with the construction of the person's personalized project. .

II- Assessment of disorders in connection with the functional analysis as part of a bio-psycho-social and educational analysis:
- Philosophy of the iceberg: what is seen and not seen?

- Linking behaviors with the specificities of people

- Exchange, observation and functional analysis of behavioral disorders, an effective tool for collecting information: ACC (Antecedent Behavior Consequence)

- Gather information as part of a multi-professional analysis.

- Other observation tools making it possible to have a clear representation of the person's behavior over all of their support at night, such as during the day and as part of a global and functional analysis.

- Research of causal hypotheses and examples.

- Prevention and modification of behavioral disorders, action plan - Active prevention and avoid escalation of unrest.

The different methods concerning the intervention: a kit available according to the course of the age and the level of understanding of the person?

I - Presentation of the set of different methods (TEACCH, ABA, PECS, SAMU verbal, LSF, Makaton, Montessori?

II- The structuring of space: an essential educational tool:

• WHAT IS TEACCH? Definitions, principles and practical theory link.

• Start from the needs of people and their skills: structuring and adaptation of the environment: Examples of photos of facilities, communication tools and reviews.

• Space planning: why and how to simplify the purpose and end of an activity.

• Collective tools Versus individual tools.

• Plan and organization of an activity (how to do it? Clear goal, middle and end. Example of a structuring framework.

• The phases of learning: vis-à-vis, independent work, generalization

• The functional areas of learning in practice: cognitive, personal autonomy, domestic, leisure, communication, behavior ...

- Create motivation for learning (use various and immediate reinforcers)

III- PRACTICE and concrete examples to promote learning:

- Choose concrete and useful activities based on people's needs (what tools? What material? How long?)

- Establish a progression (how?)

- Evaluate and adapt free time games and activities (Practical tracks)

IV- Encourage more adapted behaviors and initiate them.

Example of the sequential visual social scenario.