Marie Allegre Training
ASSESSMENT OF PRACTICES IN THE CONTEXT OF FUNCTIONAL ANALYSIS AND BEHAVIORAL DISORDERS Development module
2, (possibility of 3 or 4 days) on Intramural training on the establishment and with case study. This framework can be modulated according to the expectations of the structure, the organization, the rhythm and the duration of the intervention according to the wishes and needs of the professionals and the establishment.
Goals : Training in establishments welcoming people with intellectual disabilities and pervasive developmental disorders as part of the practice of the tools implemented by the team, evaluation tools and their interpretations in order to enhance the work undertaken, the skills training and following modules 1 or training in this field.
It therefore allows I to make practical adjustments, arrangements, and action plan in order to regulate with objectified observations, the practice of functional evaluation.
This training is part of the recommendations for best practices and their implementation. It helps to support the implementation of multi-professional analysis in the study of the causes of behavioral disorders. She therefore wishes to develop a high level of skills in this area and for people accompanying users with problematic behaviors.
How to improve the skills of professionals and make the link with their practices and a case study in the field?
Theory / practice link and operational analysis tools
Practical information:
2 days - Intramural Practical information:
Intramural training for all professionals from ESMS or associations, working with people with intellectual development disorders with or without autism.
Price excluding trainer's travel and accommodation costs: € 2,400 (possibility of being able to offer additional days and in line with the needs of professionals and the structure)
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 from 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. Assessment of the skills of this person with presentation of the material and practice of the award (Vineland, Com Voor, etc ..….).
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- Acquisition or improvement of knowledge within the framework of mastering the tools of functional and multimodal analysis from a global perspective of the person and in connection with the recommendations of the HAS.
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- Identify the characteristics of the people received, their potential, their needs, their difficulties. Knowing how to analyze emerging skills that are therefore close to being acquired, skills in deficit and which need to be strengthened, areas of interest ...
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- Identify the tools already implemented within the establishment and promote practices.
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- Evaluate their relevance and make adjustments within the framework of the functional assessment tools and methods available within the framework of concrete communication and visual aids in connection with ANESM's best practice recommendations).
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- To be able to define together and in a multi-professional team of objectives and means to be implemented within the framework of an action plan on the basis of the knowledge of the person, the evaluation of his skills, his deficits or still of his areas of interest while taking into account his needs in terms of adaptive and / or concrete communication.
- To be able to set up a methodology in connection with the development of a personalized project of the user with a global dimension of the person and the functional assessment.
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- Adapt the environment to reduce disorders and promote learning: Why? How? 'Or' What ? Proposals in order to complete the various spatio-temporal benchmarks and to clearly answer the questions that users ask themselves: When? Where ? With who ? How long ? What to do ? How to do it ? And after ?
Ex: TEACCH program: which allows structuring and evaluation.
- Offer individualized and communication tools, adapted to the person's level of understanding and readjust practices based on evaluations. EX: Individualized schedules, How, put into practice?
- Daily autonomy as a support for the care and support of the person (toilet, dressing, meals, etc.)
Tools :
- The individualized project of the person, the evaluations of the person and of the practices related to the level of competence of the person and the analysis of the evaluation tools.
- Suggest examples of tools and arrangements to make it more efficient and that learning so that this tool becomes functional.
A whole arsenal of tools is at our disposal as mentioned previously but also: TEACCH, ABA, ABC analysis, inventory of the person's interests, Visual sequencing, Social scenarios, Etc ... which allows the development of a communication alternative and visual.
- Functionally analyze behaviors by directly observing their functions in the field, thus defining strategies and causal hypotheses.
Methodologies: Analysis by observation, where to start? Observation and study of event files undesirable or observation grids already in place; presentation of the action plan allowing the collection of data and information in order to establish the overall hypotheses to be verified; Summary team meeting on the last day.
To be able to work on behavior modification and the use of sources of motivation and the functional and multi-professional analysis of the causes of behavioral disorders.
This work makes it possible to promote the work of the teams and to improve their skills. know-how. It is about reinforcing more adapted behaviors and facilitating interactions with others and reducing problem behaviors. It can also act through the use of visual tools such as the use of social scenarios and activities around social skills in order to enhance positive social interactions, and their functions.