Marie Allegre Training
TRAINING TO STUDY THE CAUSES OF BEHAVIORAL DISORDERS OR BEHAVIOR PROBLEMS: THE SENSE BET
3 days - Intra-muros (possibility of an additional day to improve the use of tools and link with a case study).
Goals :
Training in establishments welcoming people with intellectual disabilities and with behavioral disorders or so-called "complex cases". Analysis of the practices and improvement of the tools implemented by the team, observation, evaluation and their interpretations in order to enhance the work undertaken and the improvement within the framework of the multimodal analysis and recommendations of good practices. But also to make adjustments, and the implementation of the functional assessment and multi-professional in the study of the causes of serious behavioral disorders. Program implementing HAS recommendations and their recommendations for the management and prevention of problematic behavior.
Training with concrete and operational tools to promote observations, their analyzes and allow the development of hypotheses and their follow-up!
Practical information:
Intramural training for all professionals from ESMS or associations, working with people with intellectual development disorders with or without associated disorders and presenting problem behaviors.
Price excluding trainer's travel and accommodation costs: € 3,600
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.
Program :
Theory-practice link throughout the training, by offering operational tools for data collection, observation of behavioral disorders and analysis. Tools for collecting the prerequisites for the multimodal and functional analysis of the person and subsequently allowing the collection problem behaviors and allow the analysis of the context of the disorders or their functions.
Possibility of an action in the field of observation and to improve the skills of professionals at the level of evaluation and interpretations with a case study of a resident of the structure and an additional practical day.
I- First of all a few reminders and definitions on intellectual disability: Theory / practice links.
I.1: Reminders: Level of mental retardation and associated skills:
- From mild mental retardation to profound mental retardation, related to the person's level of adaptive skills.
- The referenced assessment tools.
I.2: Fundamental cognitive difficulties:
- Disorders of attention, perception, short-term memory, executive functions, adaptation to change, comprehension, and expression.
- Associated perceptual disorders and sensory profile (assessment tools)
II- Assessment tools within the framework of the functional analysis of behavioral disorders from a multifactorial perspective and global analysis of the person:
- Reminder of HAS and ANESM recommendations and problem behavior action sheets.
Operational tools to assess the overall functioning of the person above all and all the hypotheses of the causes of disorders according to a multifactorial dynamic and multimodal analysis requested by the HAS and ANESM:
Ex: study the level of intellectual disability, pathology, somatic disorders, mental health, sensorimotor but also the environment, communication tools, the person's interests etc ...
- How to synthesize these elements and the beneficiary's file: data collection. Grid tool prerequisite for functional analysis.
Operational tools from the functional analysis and the Service Québécois d'Expertise en Disorders Serious Behavior (SQETGC).
III- Definitions of a behavior and a behavior disorder: study the frequency and impact of the disorders.
Study the overall functioning of the person
IV- Consequences and impact identified for TGCs.
What does the person want to avoid or achieve through this behavior?
Check first-line whether the behavior manifested is not a sign of pain, acute or chronic, especially in the event of sudden behavioral disturbances.
V- Functional analysis: Behavior as a means of expression and action on the environment:
- Presentation and completion of the functional assessment grid and the multi-professional analysis of behavioral disorders: GEFAP grid.
VI- Understand what triggers the Behavior Disorder
- Explanatory model of the causes of Serious Behavioral Disorders.
- A BIO / PSYCHO / SOCIAL and EDUCATIONAL evaluation.
VII-Why observe and how to observe?
- Tools offered to objectify our observations and analyze our hypotheses Observation tools resulting from the ABC analysis and link with the adverse event files. Provide follow-up of actions and a cross-examination of expertise.
- Presentation of a questionnaire tool to collect observations in the field and carry out their analyzes directly to improve our practices and the validation of our hypotheses.
VIII- Examples of tools and grids tested and evaluated with other situations and structures:
Presentation of observation tools resulting from the ABC analysis and tools supported and tested on a large number of establishments.
Presentation of analysis tools with associated computer tool in order to take into account the monitoring of disorders, the analysis of the causes and the impact of the proposed responses.
VI- Other observation tools
VI-Observations, monitoring of hypotheses and analysis tools.
Offer concrete tools for targeted transmissions and data sharing as part of multi-professional analysis.
IX- Implement the usual preventive measures: ensure that all the assessments (functioning, environmental, somatic, etc.) as well as the necessary interventions are implemented (communication tools, adaptation of the sensory environment , etc.).
X- Link with situations and case studies of mobile team or structure
XI- Problematic behaviors: advancing in age and aging.
- Possibility of being able to offer other training modules in connection with this first awareness-raising and the follow-up of interventions in the field in order to improve the modules acquired during this first training in connection with the needs of the structure.