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Statewide Behaviour Intervention Service. Building B, Level 1, 242 Beecroft Road EPPING NSW 2121 Ph (02) 8876 4000 Fax (02) 8876 4041 Website: www.dadhc.nsw.gov.au. David Doyle Senior Clinical Consultant david.doyle@dadhc.nsw.gov.au. Session outline . How SBIS provides services.

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Presentation Transcript
slide1

Statewide

Behaviour Intervention Service

Building B, Level 1, 242 Beecroft Road

EPPING NSW 2121

Ph (02) 8876 4000

Fax (02) 8876 4041

Website: www.dadhc.nsw.gov.au

David Doyle

Senior Clinical Consultant

david.doyle@dadhc.nsw.gov.au

slide2

Session outline

  • How SBIS provides services.
  • How this service provision lead to the development of the Practice Guide.
  • Information about the Practice Guide.
  • Show and tell.
  • Questions
slide3

What is SBIS?

  • Statewide, specialist service within DADHC.
  • SBIS provides clinical support for behaviour intervention.
  • SBIS works as a tertiary service.
  • DADHC local clinical services
  • Non Government (DADHC funded)
  • Non Government (non DADHC funded)
  • Other government departments
    • Eg. Health, DoCS, DCS, DJJ, DET, OPG

Who do we provide services to?

slide4

What does SBIS do?

  • Provides:
  • Clinical support to local services.
  • Immediate response \ advice to clinicians
  • Training
  • Resource development.
  • SBIS Contributes to:
  • The development of best practice in clinical services
  • Policy and legislative development across agencies.
slide5

Services we offer :

  • SBIS provides advice and support in relation to:
  • Behavioural assessment
  • Intervention design
  • Implementation planning
  • Implementation
  • Monitoring and review of interventions
  • Service system evaluation
slide6

When would you contact SBIS?

  • Locally based intervention has been unsuccessful
  • There is a need for an independent perspective – a second opinion.
  • Assistance is needed with training.
  • Clinical experience in similar cases is needed.
  • The clinicians general practice would benefit from collaborative involvement.
slide7

Overview of inconsistencies in practice highlighted by our process of work.

  • Extent of information collected and depth of analysis varies.
  • There is different understandings of what constitutes a Behavioural Assessment.
  • Process of assessment (knowing what to do).
  • Practical knowledge (knowing how to do).
  • Differences in use of language and terminology.
  • Depth of understanding of the client \ behaviour varies.
  • The need to link assessment information collected, the function / formulation and the intervention.
understanding the function of behaviour a practice guide
Understanding The Function Of Behaviour: A Practice Guide

Resilience through capacity building

David Doyle and Brett Owens

slide9

Who is this guide for?

  • This guide is for staff of Government and Non-government organisations whose role is to attempt to understand a clients challenging behaviour. These staff include psychologists, community workers, and other regional behaviour intervention workers.
slide10

What is the practice guide?

  • A clear presentation of the process of developing an understanding of the function of a clients challenging behaviour.
  • Guidelines for developing an overall clinical formulation around the clients behaviour.
  • A clear explanation of how to conduct each step of the process. Including:
    • Definitions and explanations
    • Tips and cautions
    • Guidance in the analysis of information.
slide11

What is the purpose of the practice guide?

  • Two key outcomes of implementing this practice guide are:
    • 1)a comprehensive assessment of the person engaging in the challenging behaviour.  Ultimately the assessment hypothesises reasons why the person is engaging in challenging behaviour in order to meet his/her needs.
    • 2)a Behaviour Intervention Plan (BIP)/ Multi-Element Support Plan (MESP).  These aim to decrease the client’s reliance on challenging behaviour.
slide12

Why is the guide needed?

  • Not everyone enters this field knowing how to assess behaviour. People also have different levels of experience, confidence and support.
  • There are many job types and disciplines – with no common skill set.
  • Some poor practice can be perpetuated via peer advice eg use of indiscriminate and sole use of the M.A.S. in assessing client behaviour.
  • Informed assessments improve:
    • The effectiveness of interventions.
    • The client’s image in the staffs perception via explanation of their behaviour.
slide13

Who is it pitched at?

  • The information is pitched at people ranging from novice staff to those who have had moderate experience in conducting behavioural assessments.
  • If you use this guide in an early attempt at this kind of assessment, please utilise support to do so.
  • Mentoring, peer support, and supervision are important source of this support.
slide14

What does the guide cover?

  • How to develop a lifestyle and environment review (LER)
  • Incident Prevention and Response Plan (IPRP)
  • Gathering information for the assessment.
  • How to deduce the hypotheses for the function\s of the
  • behaviour?
  • How that function\s fit into a larger formulation of the client and their context as a whole?
  • How to use this function and formulation  to develop recommendations into a MESP?
slide15

How to use this technology?

  • This guide is produced in html (internet) format.
  • It will work inside a web browser.
  • It will be available on CD, via the web and downloadable to your own CD.
  • You can follow the guide sequentially to gain knowledge about the process of developing a functional understanding of challenging behaviour and you can also branch off to gain more details about the practicalities and pitfalls of implementing this methodology.
slide16

Advantages of the guide.

  • Fills the gap between policy and literature.
  • Creates a framework for clinicians to use.
  • Has both process and procedural information.
  • Attempts to explain why each step is included.
  • Easy to navigate and understand.
  • Can be used with parents and service providers to explain what you are doing.
  • The guide can be used as a supervision, collaboration or educational tool.
  • It will be free of charge and reproducible.
  • Will be updated regularly.