Achieving with Support a supported life supporting choice creating opportunity Achieving with Support

Background Residential services 59 adults with intellectual disability 21 homes in West Auckland Support in various aspects of life: daily-living, employment, social & community connections, aspirations

Living Arrangements Residential options: Support options: Shared houses or own flats Support options: Sleepover staff or supported independent living

Supporting Development Through Transitions

Supporting Choice in Activities 40% in paid employment Day services Individualised timetable Connections to community

Supporting Development to Promote Independence Target skills: showering, dressing-self, cooking (steaming vegetables) Task analysis Chain one step after another A systematic level of support So when I first met MJ in February last year, he was a very different person than who he is today. Morgan was considered as someone with very high needs of support in the trust. He had high risks of seizures and needed total support in dressing and showering. He would sit under the shower while a staff member washed him from head to toe. His risk of seizures were the centre of his care. So when I started working with him, we started with setting goals. In the beginning, goals were set by doing observations and me coming up with ideas and discuss these with him. He wasn’t quite sure on how to set up goals when he wasn’t really confident in his ability to learn. So he agreed to work on increasing his independence with showering, dressing self, and cooking as well. It was good to see that as his independence increased, he began initiating his own goals like wanting to learn how to read road signs… or going on a big huge white cruise ships. But that’s another story altogether. Anyways….

Supporting Development to Promote Independence Ask-instruct-model prompt hierarchy (Mansell et al., 1987) To wash arm If no initiation within the specified time, provide ask prompt i.e. “What’s the next step?” If no initiation within the specified time, provide instruct prompt i.e. “Ok, it’s time wash your arm.” If no initiation within the specified time, provide model prompt

Supporting Development to Promote Independence Video

How did we track progress?

Supporting Development of Daily Living Skills Involving both the person and support workers Example of teaching a support worker to do token economy

Facebook Messaging Needs a lot of support in reading and writing. Participating in social media, but was not keen on doing voice-messages. video

Connections into the Community Two4nine- day service Group or individual volunteering Community group participation Paid employment The Mutes from Mars

Balancing Aspirations with Capacities