|Event/course Code||HLTH 18/074
|Event/course type||Training course|
|Event Introduction||‘Autism is a spectrum condition. All autistic people share certain difficulties, but being autistic will affect them in different ways. Some autistic people also have learning disabilities, mental health issues or other conditions, meaning people need different levels of support. All people with autism learn and develop. With the right sort of support, all can be helped to live a more fulfilling life of their own choosing’. (The National Autistic Society, 2016)
CAMHS Tier 2 and the Educational Psychology Service (EPS) have jointly developed a multi-agency training programme to develop practitioner’s knowledge and understanding of ASD. The comprehensive training and development programme will be delivered by professionals and practitioners who have a strong understanding of ASD. The course facilitators will equip staff with the knowledge, skills and techniques that can be applied in a variety of settings and which are relevant to children, young people and their families with a range of needs.
|Event Content||‘Autism is a development disorder which can affect the way you think and feel. It is a lifelong condition and it affects how you communicate with and relate to other people’ (Young Minds, 2016).
Day 1 Understanding Autism
February 22 2019, King Charles Centre
This session will provide an opportunity to reflect on delegates' experiences of working with children on the autism spectrum so far and consolidate existing knowledge so that we have a shared language. Delegates will feel more confident in applying their knowledge to describe and explain autism to others. We will also set personalised goals for the course.
Day 2 Communication
March 12 2019, Twickenham Training Centre
We will define and analyse what happens when we communicate and explore some of the challenges for children and young people with ASD. The session covers ways to adapt communication, encourage interaction and build shared attention. We also begin to explore ‘behaviour as communication’.
Day 3 Sensory processing; emotional well-being
March 29 2019, King Charles Centre
The morning session covers individual sensory processing differences and how to make sense of ‘behaviour’ that could have sensory explanations, as well as looking at strategies to adapt the environment and accommodate sensory differences. The afternoon session covers emotional well-being, including stress and anxiety, resilience and coping, as well as exploring the links between our emotions and behaviour, including the flight or fight response. We will explore evidence-based strategies, interventions and approaches to promote positive emotional well-being.
Day 4 Understanding, analysing and managing behaviour
April 26 2019, Twickenham Training Centre
This day begins with defining “behaviour” and then using of a variety of psychological tools to analyse the underlying reasons of problematic behaviour, including the ‘ABCC’ model, ‘STAR’ model and ‘iceberg’. Delegates will learn to be analytical in ‘unpicking’ some of the possible functions (reasons) for behaviour and the communicative message behind the behaviour. The session also covers ways to use this analysis to work preventatively to reduce behaviour, as well as using reactive strategies when needed. Delegates will also develop confidence in supporting other people (parents and professionals) to use these analytical tools and support.
Day 5 Autism and education; Autism and adolescence
May 21 2019, King Charles Centre
The morning session explores how theories about autism can explain different approaches to learning for children with autism, and gives an overview of (national and local) frameworks and practice around the SEN Code of Practice and threshold guidance for EHCPs. The afternoon session explores key issues in adolescence for children and young people with ASD, including social skills, bullying, puberty and mental health. We also highlight the importance of building independence and preparing for adulthood.
Day 6 Consolidation and flexible session
June 7 2019, Twickenham Training Centre
In this session we will review and consolidate all the key concepts and ideas from the course. Delegates will create their own ‘ASD thesaurus’ to support them to explain key ideas to others (parents and colleagues). We will review personalised learning goals that were set in session 1. There is also space to cover any additional topics requested by delegates, which could include: an overview of Applied Behaviour Analysis, understanding Pathological Demand Avoidance, working with parents and families, the voice of the child and talking to children/young people about ASD.
Delegates who have attended this training have provided the following feedback:
“better understanding of needs for children on the spectrum and ability to feel confident in supporting families and children.”
“I feel confident to work with and support children and their parents who are dealing with the complex issues associated with ASC which was the aim of coming on this training.”
“This course will have a huge impact on my work, I have a much greater understanding of ASD and it will change the way I teach and manage the children with ASD in my care.”
Delegates must have completed Introduction to Autistic Spectrum Conditions - Level 1 and Working with Autistic Spectrum Conditions - Level 2 before attending this programme.
|Event Learning Outcomes||Delegates attending these sessions will be able to:
• Have an increased understanding of key concepts and be able to recall theories relating to autism, as well as feeling confident to describe and explain autism to others.
• Explain how to adapt communication in order to encourage interaction, shared attention and effective communication
• Identify sensory processing differences and consider ways to support children/young people
• Describe key ideas relating to emotional well-being and have knowledge of evidence-based interventions and strategies for promoting positive well-being
• Use (and support others to use) a variety of behaviour analysis tools and plan appropriate behaviour interventions.
• Demonstrate increased confidence in identifying and making changes to their own practice to positively support people with ASD
|Trainers||Fiona Cane / Various Trainers|
|Course categories||SEND, Inclusion and Behaviour|
|Event/course administrator||Ellie Cresswell (email@example.com)|
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