minimising obstacles and brightening lives

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Case Studies

How we have been able to help

Case Studies

Care Expertise believes that everyone is entitled to live a fulfilling life and to this end offers encouragement and support to enable clients to make informed choices and live the life they want. Practical support ranges from assistance with managing finances to managing complex and challenging behavioural problems.

1. Case Study: Helping M to manage his finances

M had a history of excessive spending. He would collect his benefits every Monday and spend the whole amount that same day. The next day he would either steal from others or ask for cigarettes because he had no money left. He was also spending his housing benefit and had incurred rent arrears.

Using their expertise in Life Skills Training and a person-centred approach, Care Expertise staff put in place some robust strategies to help M manage his money and even to make savings. He was able to pay off his debts and accumulate substantial savings. M’s mother extolled the virtues of the staff team stressing that she was very happy with M’s progress.

2. Case Study: Helping R to manage behaviours of concern.

R is a 47 year old man with Learning Difficulties, Autistic Spectrum Disorder traits, Down’s Syndrome and displays Behaviours of Concern. He demands a lot of positive social interaction but will force others to interact with him, whether in a positive or a negative way, and will use problem behaviours if these prove to be a successful strategy. R’s behaviours included setting off fire alarms at the bank, defecating in the communal areas, and lashing out at strangers when out in the community. R’s cognitive ability is such that he finds it difficult to negotiate day to day demands and his capacity to monitor and control his impulses is limited.

R’s behaviours were recorded on a daily basis and certain patterns were observed. Based on detailed records a Functional Analysis was developed followed by a Behaviour Support Plan. R was given lots of positive attention and feedback non-contingently throughout the day/evening. Staff continued to offer this regardless of any disruptive behaviour he may have shown previously.

His behaviours were identified as serving three or more functions:

  • Escape from demands he either did not want to comply with or did not fully understand.
  • Gaining access to staff attention, whether positive or negative.
  • Alerting staff and others to emotional distress.

As a result R was offered a structured day time activity programme which was developed based on his preferred activities:

  • Visiting local café
  • Shopping for the unit and or his personal shopping
  • Visiting local pub
  • Sorting out dishes in the kitchen
  • Colouring
  • Going out to his favourite club
  • Singing and dancing, when in a mood
  • 1:1 chat, where he can go through his Lifebook/Social Story or talk about his feelings. He may just want a small social chat about Spurs or what’s on TV.

By providing consistent support and positive approaches by all members of staff the frequency of R displaying behaviours of concern was dramatically reduced and his quality of life improved.

3. Case Study: Helping E to manage behaviours of concern and communication difficulties.

E is 23 years old and has severe Learning Disabilities, Autism and Microcephaly. He is non-verbal but can understand English and Spanish. His constant head banging and slapping his eyes, was causing his eyesight to deteriorate. E was fitted with a suitable helmet and visor to protect his head and eyes and a person-centre programme initiated to address his needs.

The approach and techniques used were PROACT SCIPr UK alternative therapies and strategies approved by the Loddon School and included a Behaviour monitoring chart and Functional Analysis. E was also helped to communicate his needs using Makaton signs and large pictures. A Positive Behaviour Support Plan was developed which included:

  • Giving E attention before he displayed any negative behaviour,
  • Using a soft padded glove to reduce the impact of the face slapping
  • A woolly hat to emulate the stimulatory effect and reduce the need for the helmet.

These strategies proved successful and E no longer requires the woolly hat or the padded gloves. E’s mother and other professionals have praised the management and staff at Spring Lake for supporting E in reducing the outlined behaviours of concern.

Client Groups Supported

Care Expertise supports people with:

  • Learning Disabilities
  • Autism & other Developmental Disorders
  • Mental Health needs
  • Communication needs
  • Sensory needs
  • Epilepsy
  • Dementia