Parents

Consultations are £50 a session and are approximately an hour and will not only give you a flavour of the way I work but also a snap shot of the knowledge I have which could be passed on to the parent or sessions with the actual person. Consultations are an excellent way to learn, adapt it to your needs and are economic as you can book them on an adhoc basis. There is also a special offer if consultations are booked in blocks.

Assessments are individualised on an hourly rate and take in to consideration any consultations or information gained previously. The expert report enables the parent to learn how to adapt to support their child and utilises the parent’s expertise on their child with my expertise and creative approach on managing behaviour. It can be used to support tribunals (being more in depth than most services) as it will evidence best practice and research if necessary and appropriate. Reports can assist in evidencing the real issues as the assessment can cover a variety of settings. Simple reports can be used to assist collate evidence for DLA claims. So even if you think a report may be out of your price range it may be worth contacting me to get an idea of what you get for the price as you may find the costs are very economic for the support you gain.

Training is also important for parents so training can be easily adapted for shorter or evening sessions for support groups, charities or even a group of parents who meet at a home. Due to my versatility in presenting everything can be adapted to meet almost all situations and environment. Some of the best sessions have been totally informal with a basic topic as due to my varied experience, in depth knowledge and way to adapt I can easily make a question and answers session in to a learning opportunity and can be a cost effective way to again see how effective support from a highly experienced professional is.

Professionals ie schools, agencies, housing, voluntary sector

Consultations can be used in the professional setting to offer supervision to staff or direct payment workers thus ensuring the staff have time to develop their skills and consolidate any training they have. Reflective practise is an invaluable way of developing staff, promoting a happy workforce and inspiring good practice. Evidence based practice is increasingly influencing care so it is important that staff realise the importance of professional development. This can be on a 1:1 basis or as a small group basis. Supervision groups can also be introduced and the staff trained to understand supervision.

The assessments can assist in fusing the theory to practice; assisting staff to really empathise with the persons need to use the behaviour. Therefore assisting staff to realise that the behaviour is a way that person can communicate. Often reports loose the person but my reports capture the person’s personality and give in-depth insight to them. So by the end the staff can fully understand were the interventions come from and why they need to be completed in a particular way.

Training although it can be around a specific person or it can be more general, incorporating evidence based practice, my experience of working with specific people and practical examples of what can work but by using evidence it enables the staff to explore their own experiences and bring them to the forefront. Thus making every workshop unique and meeting the needs of those attending. The cost for training is for the session unless hand outs are needed so can be very economic and can be across disciplines. However, it has to be remembered the larger the group the less effective the interaction will be as it becomes diluted. For best training scenarios feel free to contact me and discuss options.

Assessments:

A holistic functional assessment can be a very in depth assessment but can unearth a variety of issues such as interaction styles, how to motivate the person, why behaviours happen some of the time, how a person can suddenly explode with no obvious reason and the actual function behind the behaviour. If we do not know the function of the behaviour often interventions do not work and in fact can escalate the behaviour.

Each assessment will be tailored to the individuals needs and will look at all environments the person goes to i.e. home, school, day provision and respite. The assessments will be completed over an agreed period of time which could be a week or a month depending upon the situation. The cost will vary from £500 (but reduced if precious involvement). All assessments will have a report and list of further recommendations. If during an assessment it is found that the assessment can be completed quicker or more time is required it will be discussed with the funding agency and if agreed the cost adjusted i.e. reduced or increased.

Bespoke assessments:

These support the complexity of the assessments giving more depth and insight but in some cases can be used as small assessment as needed for DLA and prices start from £100.

Functional analysis
Adaptive Behaviour Analysis (ABA)
Observations
Re-enforcement inventory
Adaptive behaviour scale (indicates developmentally where people are)
Mini Ch- pass add (mental health check list)
Person centred planning

What can the assessments be used for:

Greater understanding of the person which can be used as an introduction and guidance on how to interact with the person
Evidencing need for other services
Required packages of care ie continuing care, out of borough placements or in borough provision.
Evidence of the real issues pertaining to the person/family

What it won’t provide is a diagnosis but may indicate assessments that are needed from other professionals that may lead to a diagnosis.

Training:

Specific packs are available but they can be tailored to the needs of the individual:-
Understanding Autism (½ - 1 day)
Understanding learning disabilities and tailoring your interaction (½ - 1 day)
Understanding Challenging Behaviour (individuals 5 sessions or 2-3 days for groups – especially parents)
The assault cycle (2 hours)
Safeguarding Vulnerable adults

If you don’t see what you want please contact me as specific training can be developed and provided.

Intervention packages:

These will be tailored from the assessment and may vary from training, supervision to parents and staff, support to implement interventions; behaviour packs such as recognising emotions or how to use social stories. Intervention packages will be discussed after the assessment (price from £350).

Additional costs

The first 40 miles (total journey there and back) is within the price however additional miles will be charged at 45p a mile. Journeys above an hour’s duration will be charged an additional £25 per additional hour.

Funding issues?

Consider charities for support or asking a charity, support group or service to buy in my support or training. If you have a continuing care package or personalised budget ensure there is provision for support within the budget. If there is not a service in your area that provides the support or waiting lists are too long consider again asking for external services via your local CCGs (contact you’re GP) or through social services.

Examples of results gained:

1. Getting the right school

A parent approached me for a report to look at his behaviour that could assist in understanding why he won’t attend school (has been out of school since January 2014). The family have other siblings who react to the fact one child is not going to school and having a child at home is also impacting on mum’s ability to complete her work. The young man can also be very aggressive and has done things that could have been interpreted as attempts to take his own life due to the stress school was causing. There was support in the form of a CAF but due to his young age it was difficult for them to put things in place.

The process and work completed with the family

Listening to the parent tell her story and never judging

Looking at the family as a unit not looking at the child in question

Taking in to consideration that each in the family is an individual with their own personality

Observations of the child in different setting and with different people

Review of past reports

Talking to the child

An assessment in to the function of this behaviour

An adaptive behaviour scale

In depth report that allowed mums input to ensure it captured the real issues

Practical and creative support in understanding behaviour via direct conversations and messenger

Attendance at a CAF meeting with education to explore the options

Further report compiled after visiting all the identified schools highlighting in an easy way the strengths of each and their ability to meet the child’s needs

Ideas about how to capture the child’s view while being able to limit the distress to the child

Emotional support in preparing for meeting and solutions to issues

Good and honest feedback to the parent in a way they can appreciate it as an area of change

Sign posting to additional resources, opportunity to look at some resources and links in to other disciplines

Outcome

Mum is now a lot more confident in recognising potential issues, planning and dealing with them. She has altered the way she responds to all the children which is having a huge positive effect on all the children but has also identified support needs for a sibling. She is now so confident with the techniques she is advising others. The report mum feels has reflected the situation in a realistic way and will give an excellent understanding to anyone supporting her son. The family are moving on as a family with all the children benefitting from mums new insight on how to manage behaviour.

The family feel prepared for the tribunal and supported – not in a process way but in a way they have a professional who will be honest to them and the authorities. Being independent means I can tackle difficult subjects that are avoided as agencies are restricted by what they can say.

2. Getting a statement

A parent whose son was very able yet struggling at high school got me involved to complete 2 areas of work - 1) doing direct work with her child around emotions 2) a report for a tribunal and support at the tribunal. The report again reflected best practice and research and included an adaptive behaviour scale that captured why he was struggling. The main difficulty was he was just obtaining academic results under the level as he was very clever and could obtain higher results if he was supported more.

Outcome

The tribunal took on my report with that of a private educational psychologist report and ruled that the child was entitled to a statement. Due to the depth of our reports very little additional evidence was needed by us on the day.

3. Court reports

A family contacted me as their son, who was in his 20’s, was due to go to court and was looking at a custodial sentence due to an incident. The young man was diagnosed with Asperger’s and PDA. I was asked to do a report for court to explain PDA and make recommendations. I worked with the family and person to gain information and an insight. It was decided that the best results would be from using a tool known as an adaptive behaviour scale, which looks at the functional skills people have. I then encompassed this tool within a report, reflecting other reports and the information from the family. By including evidence based practice from research and policies it provided a comprehensive report that captured the true difficulties this person had and how vulnerable he would be in the prison system and how it would not assist him to learn. The report gave other ways he needed to be supported that would be more effective.

It was initially felt I may be needed to attend court but due to the depth of my report the solicitor felt it was unnecessary.

I also worked with the family explaining PDA and assisting them to understand their son’s difficulties, showing how techniques worked and why. This enabled them to then adapt their own behaviour to best support their son to develop and cope.

Outcome

Their son did not receive a custodial sentence and the court did recognise the issues. He did have suitable consequences and get appropriate support. He has since linked in with a support group and actually presented at their conference which was a huge milestone for him and his family. The family have kept in contact and know I am always there if needed and have asked for direction on a couple of occasions. This young man has been able to turn his life around with the right support and people understanding him.

4. School support

A family felt the school placement was breaking down and more support was needed, the school were questioning was he in the right provision. The young man was also at times being seen as being naughty and rude by particular people. This was causing a lot of knock on effects to the child, to the parents and the senco. Parents and school were coming in to conflict and it could be escalated to higher levels in both areas. So a very combustible situation!

He was query PDA but people didn’t understand the condition. I assessed him at home and frequent occasions at school and completed a report. Due to the obvious behaviours that would be attributed to PDA rather than autism I compiled the report to capture both conditions so a comparison could be seen and it indicated which behaviours fitted under which criteria. My report explained why the behaviours were happening in a very logical and practical manner that clearly indicated why I made particular recommendations. The School also brought me in to do a short training session with them on PDA and how it related to the young man.

Outcome

The school and family started to work together and realise they had common ground. The school thought about who would be the best teacher for him the following year and due to being near the end of term they concentrated on getting things working for him after the Summer giving them sufficient time to plan and come to grips with working differently. They began and built on the recommendations after the training. The young man gained a private diagnosis of PDA which is recognised on his statement now and was aided by my report as it captured the main issues in a way that could inform other professionals to make a diagnosis.

5. Using reinforcements

A parent was having difficulty in finding things to reinforce her child with but also others were using things as rewards instead of things to motivate her child with. She completed my in depth reinforcement form and sent it back which I then formulated in to an colour coded easy to read report that people could use to assist them to make the right choice of how to engage her child.

Outcome

The professionals found this more informative than other reports as I explained the situations, how to use the report and why it worked better than punishment or giving reinforcements as rewards. This has not only supported the diagnosis but also brought new ways of working with the child which will build up better working relationships.

 

   
       
  It’s about having the support, someone who listens to you and actually understands – every home should have a Jude. - Jane

I’ve learnt from Jude now take a step back and evaluate, look at the situation what’s triggering him; what’s causing that. I couldn’t logically think because I’d only had 2 hours sleep in three days, where Jude could see things that I couldn’t.  She’s actually been a lifeline to me, brilliant. - Donna

It’s important having someone who believes you and then can put the light at the tunnel. - Carol

Jason is an individual, he has individual needs and I as his mum feel like they don’t think he is capable of doing anything else but I really feel they are not prepared to put the time and effort in him as an individual. it's really good to meet someone who cares. - Sarah