Social & Communication

Independent Living Skills

Emotion Regulation

Health & Wellbeing

Therapeutic Residential Placement

 

All Victorian clients with a diagnosis of Autism are eligible to apply to attend our short term intensive Therapeutic Residential Placement. Clients attend our Mansfield Campus for a nine week placement which caters for up to twelve clients aged between six and sixteen years old. Clients live at our purpose built Residence and access the educational setting during weeks days.

During the Therapeutic Placement emphasis is placed on life skills, building independence and social and emotional development. Exercise, leisure and recreational opportunities all play an important role in the program. Clients participate in regular relaxation sessions, massage, swimming, bush walking, music, yoga, Equilearn and Social Skills Programs while working towards individual goals.

We provide a healthy autism environment that is rich in visuals, routines and schedules.

2017 Placement Dates

Term 1: 1st Feb – 30th March    

Term 2 26th April – 22nd June 

Term 3 19th July – 14th Sept      

Term 4 11th Oct – 7th Dec

 

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 individualised, relevant and extend the child’s skills.

Goal Setting Process

1. Broad goals are developed with families prior to placement
2. The function of any behaviour is established through assessment & observations
3. Behaviour Support Plans are written which includes primary prevention, early response to behaviours and safety
4. Individual profiles are written and discussed with all teachers, assistants & residential staff prior to placement
5. Parents meet with staff to discuss specific goals
6. Individual Learning Plans are developed  to reflect specific goals
7. Daily goal record sheets are used to keep track of progress
8. Parents are provided with an end of term progress report

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. At MASS behaviour is always treated as a form of communication, and we work together to determine the purpose of it.

 

Positive Behaviour Support at MASS will involve:

• 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 that includes primary prevention and responding to early signs of behaviour

Measuring Outcomes

As a service provider it is important for us to measure changes in behaviour. Our priority is to increase a persons quality of life by reducing behavioural and emotional disturbances in our clients. To measure this we use the Developmental Behaviour Checklist – parent & teacher versions  (Einfeld & Tongue, 2002). It is an empirically validated tool for measuring change.

We also measure the impact placement has on parental mental health. We measure mental wellbeing using the General Health Questionnaire & Stress Thermometer.

Parent / carers will be asked to complete the checklists prior to placement and six weeks after placement. Individual outcomes are available on request.

 

As NDIS rolls out across Victoria we are moving to our NDIS model of service. Contact us for a quote.