Mansfield Autism Practitioners (MAP’s)

Mansfield Autism Practitioners (MAPs) deliver in home support for clients and their families following a diagnosis of autism. MAPs work in the family home to provide intensive support for children and young people with autism. They work alongside parents and carers to increase confidence and model behaviour support strategies. This intervention is designed to be delivered over a six to twelve-month period. The Autism Practitioner can work outside of school hours to deliver support in the family home. A full scope of MAP practitioner support is 92 hours; however, shorter periods may be considered.

Our MAP services are tailored to the individual and family needs. Our service can include:

  • Assessment of individual needs for both behavioural intervention and independent living skills

  • Positive behaviour intervention plans

  • Individual therapy and supports

  • Parent /Carer education and modelling of recommended supports and strategies

  • Holistic planning and collaborative care

  • NDIS reporting – Behaviour Support Plans and Progress to Outcomes reports

Evidence Based

In 2011 our MAP service (formerly the Travelling Teacher Service, or TTS) was part of a research project conducted by Monash University into the effectiveness of the service and the outcomes for families. The research was conducted by Dr Avril Brereton and Ms Kerry Bull and funded by the Victorian Government Department of Human Services, Disability Services.

The Research Project concluded that:

‘In response to the initial visit from the Travelling Teacher and the first six months of service delivery, significant improvements were found in overall child emotional and behavioural disturbance (psychopathology), improved adaptive behaviour skills and a lessening of autism symptoms compared with a wait list control group.’

Furthermore ‘…benefits were also shown for parents/carers who had significantly improved parental mental health and adjustment and decreased stress in response to the first six months of service compared with parents/carers who were still on the wait list.’

‘This study has produced empirical evidence through qualitative and quantitative investigation that the MASS TTS provides benefits for children with an ASD and their parents/carers. The MASS TTS confirms that successful and effective programmes work with parents as collaborative partners to assess family and child needs and also seek to empower and support family members by offering ASD specific education programmes, with a focus on family centred practice, teaching in natural learning environments and providing positive, continuous support.’

Read more about our MAP Service which has empirical evidence supporting the model of service and the outcomes for individuals and families

Developing Person Centred Goals, Outcomes and Strategies

We take a holistic approach when planning interventions by developing a full profile of the client. This allows us to see the whole child and not just the behaviours of concern. Our client profiles highlight the client’s strengths, interests and preferred learning styles. We believe in having strong expectations that individuals with autism can learn and be actively engaged in meaningful activities. Developed in collaboration with families and allied health services our goals are individualized, relevant and extend the child’s skills.

Positive Behaviour Supports

Positive Behaviour Support is a comprehensive approach to assessment, planning and intervention that focuses on addressing the person’s needs, their environment and overall quality of life. We work closely with families to determine the underlying cause for the behaviour. MAP’s always treat behaviour as a form of communication, and we work together to determine the purpose of it. Positive Behaviour Supports we encourage at home are:

• Using visuals, routines & schedules
• Changing or making accommodations within the environment
• Helping clients experience and try a range of new activities to help keep them engaged in life
• Ensuring positive relationships are formed
• Developing a Behaviour Support Plan if required that includes primary prevention and responding to early signs of behaviour