2. Wellbeing Support Plans Justin Walsh

3. The GOAL:

4. Not perfect – still a work in progress
The GOAL:
Produce quality behaviour support plans that could be easily written by teachers.
Use best practice in developing these plans with knowledge gained through DET PD/Monash University, Aspect Autism, Autism Partnerships Australia and AMAZE.
Make the plans easily accessible and usable so that the school can ensure 100% of students have a wellbeing plan that meets their needs.
Ensure consistency in planning.
Ensure staff can share and follow each others’ plans.
Not perfect – still a work in progress

5. Learnings from yesterday:
Attributes of autism
Greater support requirements
The whisper behind the person’s name
Anxiety support plans, depression support plans
Set up wins

6. The Southern Autistic School’s Wellbeing Plans:
A package that teachers can use - supported by training in the use of tools to assess and address behaviours of concern;
Consistency in the school’s philosophy around the way we support our students; and
A focus on providing students with the skills and resources to reduce the need for behaviours of concern.
Through the Encouragement Program Southern Autistic School has a history of positive behaviour support.   

7. More than behaviour support.
The goal is to improve the students quality of life through skill development.
The ‘challenge’ is the challenge students experience.
The challenge for us is to understand –
What does the student want/need?
How can we help them to get it?   

10. Southern Autistic School’s wellbeing planning:
Is based on data and observation
Encourages students to perform at their best
Is individualised
Puts resources where they are needed
Is proactive
Provides flexibility in programming
Finds ways to engage students in learning
Is supportive of students with ASD
Seeks consistency between the school and home through communication

11. Southern Autistic School’s wellbeing planning:
Is based on data and observation
Encourages students to perform at their best
Is individualised
Puts resources where they are needed
Is proactive
Provides flexibility in programming
Finds ways to engage students in learning
Is supportive of students with ASD
Seeks consistency between the school and home through communication

12. Far from a stand alone program Supported by:
Communication goals and plans
Alert program – self regulation
Personal and Interpersonal learning outcomes
Speech and Occupational Therapy

18. Planning

20. Reader should be able to re-enact the behaviour.

21. The complexity of ASD.

28. Data

32. Writing the plan

34. Prompts

42. Hypothesis.
Although complex, only a couple of simple questions need to be answered:
What is child trying to communicate?
What skills does the child require to be successful?
Provide the tools and skills they need to have a go.
teachers