Friday, 16 October 2015

Continuing Care update - gird your loins!



I last blogged about this in May, when Tess and Ned's applications for assessment under the Framework for Children and Young Peoples Continuing Care were finally submitted. 

Just to remind ourselves about the criteria for an assessment - the Framework states on page 10 at number 1.1 point 5:

‘A continuing care package will be required when a child or young person has needs arising from disability, accident or illness that cannot be met by existing universal or specialist services alone.’

The case was made that both Tess and Ned have various needs that arise from their autism that cannot be met by existing services. 

It is also clear (to me…with an eye on Education, Health and Care Plans) that both have needs which meet criteria in all three domains of health, education and social care:

Education - both young people attend Bright Futures – a special independent school with a highly specialised low arousal environment and specialised in-house social communication programme (based on the principles and practice of Relationship Development Intervention, RDI).

Social care - on the social care RAS assessment (a Child in Need assessment under Section 17 of the Children Act), both young people scored in the category of ‘very high support needs with profound impact on family life.’

Health (Continuing Care criteria) – Ned’s autism is characterised by high anxiety leading to oppositional, demand-avoidant behaviour, requiring exceptional levels of skill to in order to de-escalate situations and/or negotiate solutions to problems and obstacles.  This presentation impairs Ned’s personal growth and development because it is a huge barrier to him participating in everyday activities, friendships and relationships.

Tess’ autism is characterised by very high anxiety and poor emotional regulation and self-awareness.  Her anxiety has left her housebound and unable to attend school, spiraling into depression.  Very high levels of intensive support over a protracted period of time have been required to help Tess engage with learning again.  Ongoing management is in place at school but there is nothing in place in the home to help Mum (a single parent with 2 other children on the spectrum) manage Tess' considerable difficulties.  Tess is not yet able to interact comfortably with peers and is still unable to leave the house outside of school time.

Both young people are at high risk of social exclusion and their mental health is precarious due to poor resilience and impaired emotional regulation.

Regular followers may remember that in my May blog, the plan was ‘to see whether these two applications are directed away from the Continuing Care process and if they are, to challenge this’.

Each application was submitted to a different Clinical Commissioning Group (CCG – the local health bods who hold the purse strings) because the young people’s GPs (MDs for our American friends) were in different CCG areas. 

The May predictions came true – in Ned’s case, his Mum was told that the ‘Individual Funding Request’ (IFR) process was the process to use for this type of application.  No application of Continuing Care criteria, no assessment of need, just a direction to use the IFR process.  

Back in May, a home programme of RDI was identified on the Continuing Care checklist that was completed by Ned’s social worker as possible provision to meet the needs outlined in the checklist.  What appears to have happened is that the CCG has made the decision not to assess based not on Ned’s needs, but on the fact that RDI was suggested as a provision to meet need.

The Framework for Children and Young Peoples Continuing Care does not use potential provision as the basis on which to make the assessment, it says that ‘a continuing care package will be required when a child or young person has needs arising from disability, accident or illness that cannot be met by existing universal or specialist services alone.’

So the CCG are not applying the Framework criteria and Ned is being excluded from an assessment for services that could meet identified needs.  Mum has now made these points to the Health Service Ombudsman and is awaiting a response.

In Tess’ case, a similar response was received.  Mum was told that the application for Tess to access an out of area assessment and a number of sessions of specialised psycho-social input ‘was not considered eligible under Continuing Care.’  Again, the decision appears to have been made not based on needs but based on proposed provision.

Tess's CCG then magnanimously considered her needs under the ‘Individual Effective Use of Resources’ criteria (same as IFR).  The referral to the out of area assessment was deemed ‘not clinically appropriate’ and Mum was advised instead that Tess:


  • Would be provided with CBT
  • Should read the Royal College of Psychiatrists’ leaflets on anxiety and panic with Mum (yes, you read that correctly – someone who is borderline agoraphobic should read a leaflet)
  • Should undergo a trial of Sertraline (Zoloft, an SSRI drug).


It was stated that the Sertraline and CBT recommendations were ‘in keeping with the evidence base.’

A little bit of research (thank you Paul Whiteley) produced the following information on Sertraline:

‘Definitive statements about the efficacy and tolerability of sertraline for treating adults with PDDs must await results from double-blind, placebo-controlled trials. These preliminary results should not be generalized to include children and adolescents with PDDs.’ (PDDs = ‘Pervasive Developmental Disorders’ which include autism).

Mum has written back to the Commissioner asking for comments in light of the above information.  She has also asked the Commissioner to clarify which of Tess’s needs each of the recommendations are expected to meet, over what timescale the desired outcomes can be expected to be achieved and what the success criteria will be,  as well as how frequently it is recommended that Tess attends CBT appointments in order for the outcomes to be achieved. 

The final point she made to the Commissioner was that the NICE guidelines on the management of autism in children and young people recommend that pharmaceutical interventions should be the treatment of last resort - yet these are being recommended in the absence of having exhausted psycho-social interventions.

No response yet. 

Tess’s Mum has made a separate complaint to the Ombudsman on the grounds that the decision not to assess under the Continuing Care criteria appears to have been made not based on needs but based on proposed provision.

An agonisingly slow and protracted process.  Even if the Ombudsman does rule in the families’ favour and directs the CCGs to undertake assessments using the Continuing Care framework criteria, there may be yet another hurdle – with potentially more complaining and Ombudsmanning - if the CCG somehow finds that neither of the young people meet the criteria once the criteria are properly applied.

Ok - here are the instructions for loin girding.  Think we're gonna need 'em.

 

Sunday, 27 September 2015

Lucy uses social referencing to co-regulate (YAY!!)



I am writing in black and Sharon’s feedback is in blue.

I popped into this session to do some modelling for Emma, as it was her first time working with Lucy and I knew how nerve-racking that can be from when I came out of my first session with Lucy dripping like a wet rag!!    I can relate to that... unpredictability re how Lucy may or may not react & how full on you may need to be = high!!!  I have the easy job here :) 



Nice setup / invite to join at the beginning.

Clip 1

0.25 Lucy tries to turn the page but I move the book away and say 'it’s not time yet'

0.44 - She goes to turn the page and references me!!  This was in response to your intake of breath. I reference her and say 'it’s not time yet' 

Clip 2 - More declarative comments and then 'time to turn' at 0.54

When I say 'it’s not time to turn yet, Lucy always seems to sing the same refrain - I'm wondering if this is perhaps a) a form of self-regulation or b) she associates the refrain with it being time/not time to do something??

Clip 3

1.15 She references me before turning the page (YES!!) and I say 'it’s not time yet'

Clip 4

1.28 Lucy sings the refrain, moves her hand to turn the page and references me at 1.29.  I catch her reference and say it’s not time yet. 

Clip 5

1.31 She moves to turn the page, references me and lets go of the page (YAY!).  This time I use non-verbal communication to say 'no' and follow it up with a verbal (I wish I hadn't used words!!)

1.40 I pause after using a declarative comment and offer her the page corner great drop in scaffolding!!  She turns the page

1.49 She reaches to turn the page, hesitates this is in response to your sudden body movement acting as an indirect prompt and references me.  I shake my head and follow up with 'not yet' (again I wish I hadn't come in with a verbal here I'm actually not sure that this doesn't act as a spotlight of her success, as you say it very quietly & gently?!?!?)

2.15 Lucy goes to turn the page and at 2.15 references me.  I use facial expression to signify 'not yet' and laugh as if to say 'ooops!'  At last - no verbals from me!  Zoe this is great... I personally think you are now in the mode of 'just me & Lucy' (not being distracted by Emma being there – this was happening a little earlier) which is why you have switched onto lowering those scaffolds further.

2.38 Lucy moves to turn the page whilst I am still talking. 4.46 She references me and I shake my head.  She stops (whoop!) double whoop, whoop!!

(Ed’s note – Sharon and I are whooping here because Lucy is using social referencing to co-regulate her actions with mine in order that we can reach a joint goal. Here, the joint goal is reading the book together and we each have specific co-regulatory roles that complement each other: my role is ‘reader’ and Lucy’s role is ‘page-turner’.  Without those co-regulatory roles, we are not in ‘together’ mode.  In the past, when Lucy has ‘read’ a book at school, she has taken the book over to her own space and looked at it on her own.  Anyone who has been with her has been observing rather than participating.......no 'together' at all.

Here, Lucy is looking at my face for information about what to do next so that we can stay in the co-regulatory pattern.  She takes on board my shake of the head and uses that information to inhibit her action of turning the page……she is adjusting her actions in order to accommodate the needs of her communication partner.

The ability to adjust our actions in response to the feedback of our communication partner/s is the cornerstone of all communication.)

2.45 I offer the page corner and she turns

2.52 I comment to say I can’t see the page - to see if she registers this.  She doesn't and I say 'now I can see' at 3.05 after she has let go of the page.  Yes this demonstrates that Lucy is not anywhere near this stage of development yet... I think it was old Stage 3 maybe 4!?!?

3.15 She starts singing the refrain and references me.  I nod and offer her the page corner. The scaffolding has been able to be dropped immensely in such a short space of time... I'm absolutely amazed.  She is already a different child to those initial clips of her in Nursery.  You are all doing such a wonderful job with her.  (Ed’s note: *blushes* on behalf of school staff)

At the end, Lucy tries to take the book off me but I hold onto it and say I am going to give it to Emma so they can read together if she wants to read it again.  I think this is another of those difficult to call from observation.... it seems that Lucy was already starting to let go of the book in response to your comment, do you think that was the case?  If not then that would be an area to think about.... model what you want to see is my motto... if you don't want Lucy to grab things from another then you need to model the pause of waiting for another to hand the object over.  This is similar to the feedback given over the parting with toys rather than taking from her.

(Ed’s note: I think Sharon is right here, having looked back at the footage – Lucy was already starting to let go of the book so no further comment from me was necessary.)

Where to: I really have nothing to add other than you will need to be pre-planning lowering of scaffolding as Lucy seems to be catching on at an amazing rate that she plays a role within interactions!  Looks like she could be keeping us on our toes :)
 
My final comment is that me and Jo (Lucy’s keyworker) have been ridiculously excited this week with the progress Lucy is making.  It just goes to show the power of getting the environment and the communication and interaction framework right.  Love RDI.  Love my job.

Monday, 14 September 2015

Meet Lucy

Lucy is a delightful 5 year old who has just started at Bright Futures School this September.  Her parents have given permission for me to blog about and to publically share footage of some of the work we do with Lucy at school – I am very grateful for this (thanks Rachel and Paul) and very excited to have Lucy at our school……not only because she is lovely, engaging and has a great sense of fun but also because working with her will present us with an opportunity to work with a very young child, and to document her (and our) progress on our social communication journey together starting from very early developmental milestones.
Lucy is quite different to our current cohort of pupils – our other pupils are verbally articulate and have mastered the basics of social interaction: joint attention; co-regulation; social referencing; experience-sharing.
Lucy has some functional speech but hasn’t yet fully mastered the crucial competencies above, which, in typical development, we would expect to be mastered at between 9 months to one year.  She is still very much ‘on her own agenda’ and is unaware of the needs of her communication partner/s.  She does not generally look to communication partners for information that can help her work out what to do when faced with uncertainty.
Here is some footage of my second session with Lucy.  I had observed her working with another member of staff previously so had an inkling of what to expect.  My mental goal when I went into the session was to join Lucy in whatever activity interested her and to try to establish a simple turn-taking pattern.
We knew that she liked toy animals so we had those available on the table.
You can see from this footage that Lucy doesn’t orient to me when I use her name.  Neither does she pay attention to the noise of the lion that I am trying to share with her.  She is unable to co-regulate by making the noise of the horse (the noise may be too difficult for her or she’s not interested in making animal noises).  Lucy puts the horse on the floor and then takes my lion (breaking the co-regulatory turn-taking pattern).  I spotlight to her that it’s my lion and hold out my hand but this doesn’t register with her.  She becomes distracted by the pictures on the wall and identifies Nemo.  I remind Lucy that the horse has gone on the floor and this seems to re-gain her attention – she puts the lion on the floor.  I quickly take control of the animals so I can put a turn-taking pattern in place.  Sarah and I take our turns and Lucy picks out the giraffe to put on the floor.  We take turns again and then Lucy picks out the mouse.
It’s lovely when Lucy initiates sharing emotion around the mouse noise: ‘eeek, eeek’.  She has remembered this from her last visit, and she does reference me around this, which is good.  It’s clear that Lucy’s receptive language is ahead of her expressive language – she has no trouble responding to me when I ask her to sit more stably in the chair.  The rest of the session after the clip ends continues with us taking turns to place toys on the floor and then taking turns to put them back in the box.  We do try out the books and some other toys but Lucy wants to stay with the putting and placing, so we go with that.
I wasn’t sure where to go from here so I did what we all do/need to be able to do when in a state of uncertainty – I referenced someone who I trust……my fellow RDI Consultant, Sharon.
Sharon works with Bright Futures School to support some of our staff in their ‘guiding’ (RDI) training, as well as mentoring my guiding (RDI practice).  She is very experienced and highly intuitive (much more so than me) about using the principles and practice of RDI.
Sharon suggested that we start right at the beginning stage of co-regulation with Lucy – a stage that in RDI, is called ‘synchronous co-regulation’.  Here is Sharon’s guidance:
Synchronous Co-Regulation refers to an important component of synchrony, involving feeling one's bodily connection with others. Through joint synchronized, rhythmic & patterned movement we pleasurably experience ourselves and others functioning as a single entity.
So what does that mean?  With babies they are rocked & gently bounced to soothe them.  As they get a little older parents/carers will use movement & nursery rhymes whilst adding anticipation i.e. with Humpty Dumpty the child will be on the carer's knee, anticipation will be added before they are dropped & pulled back up again.  In Ring-a-Roses anticipation will be added before the 'all fall down'.  Before a child is picked up, movement will take place i.e. holding out arms to child, child hold arms out to parent... anticipation can be added before picking the child up by pretending they are too heavy to lift etc.
Where can we take this?   Find & use Lucy's favourite nursery rhymes.  Do those action songs in which there is body contact i.e. as above or ‘Row Your Boat’, 'This is the Way the Ladies Ride', 'Round & Round the Garden', 'This little Piggy', even 'Peek-a-boo' with just hands to begin with....any others you can think of.   Add anticipation in whatever you use.
Although the above are without objects I also wonder how successful using bubbles would be.... most kids love bubbles!  If using these, I would suggest that either you direct Lucy to sit on a chair, or on a mat/cushion on the floor, before blowing.  Build anticipation around a pattern of you blowing & Lucy popping but each time before you blow, have her sit back on the chair/mat/cushion before you start the pattern again.
With any of the above we are looking for Lucy to recognise that she has a role to play.
So with this in mind, I went into my next session with Lucy armed with a list of nursery rhymes and early years action songs (it’s a while since I’ve used any of those!).
We are now in Lucy’s room at school.  Distractions have been minimised and we have started off again with the game of throwing the toy animals.  Lucy had thrown 4 animals so I pick out 4 to throw.  I build anticipation by giving ‘ready, steady, go’ a shot and it pays off with Lucy co-regulating by saying ‘go’ when I pause.  She comes in with ‘go’ again with the dog and I make sure to throw as soon as she says this so that we are building up a co-reg pattern.  We repeat this with the cat and then with another dog where she whispers ‘go’.
I try out ‘The Wheels on the Bus’ and I’m really happy to see Lucy co-regulate by joining in on the actions to the horn, chatter (bit of a tricky manoeuvre but she approximates it by moving her hand), up and down, wave and repeat horn.  This is great as we are establishing a connection :)
I do Incy Wincy Spider and on ‘rain’ she does a ‘washing down’ action and follows it with a 'climbing up the spout' action.  I celebrate by clapping and it’s lovely to see Lucy join the ‘we did it’ celebration.
So….we’re really happy with these little bits of co-regulation and connection as they give us a great base to build from.  As Sharon said, slow and steady for now whilst we build up trust and get to know each other.  We’ll add in ‘just noticeable differences’ and variations as we get to know Lucy’s edge of competence.  We don’t want to tip her over into withdrawal if the challenge is too big and we need to make sure that the activities we are using as the vehicle for our ‘goal beneath the goal’ (our developmental objectives) are activities that she is interested in and in which she has a competent co-regulatory role to play.
Over the coming weeks I’ll share some footage of other staff working with Lucy too.  I hope you enjoy joining us in our developmental journey.   

Monday, 8 June 2015

EHCPs: how to make them work to address the core difficulties in autism



Several people have asked me recently if I could share my take on what - from a developmental perspective - should go in an Education, Health and Care Plan (EHCP) for a young person with autism.

First off, I would say that the developmental gaps or core difficulties of autism are best addressed under the sections on ‘communication and interaction' and ‘social, emotional and mental health’.

Exact needs will depend on the autism profile of the individual young person of course, but since the difficulties at the heart of autism are usually more or less the same (otherwise the young person wouldn't have a diagnosis of autism), the needs (Section B of the Plan) are likely to look something like this:

Needs: Communication and interaction

Number
Need
1
Student has difficulty making and maintaining friends
2
Student is often rigid in his thinking and behaviour and has great difficulty managing uncertainty and change
3
Student is unable to take on board the different perspectives of others in order to help  to decide what to do in situations of uncertainty and/or to problem-solve challenges
4
Student does not read the non-verbal communication of others or use trusted adults as a point of reference
5
Student does not have the social competence to take part in reciprocal social interaction

Needs: Social, emotional and mental health

Number
Need
6
Student has severe difficulties with emotional regulation
7
Student has difficulty staying within limits and accepting boundaries of adults
8
Student can become easily distressed and agitated
9
Student is unable to keep himself safe
10
Student has great difficulty sleeping and is often awake in the middle of the night

So if those are the needs, then the outcomes (section E) might look something like:

Outcomes: Communication and interaction

Number
Outcome
1
Student will make progress towards mastery of the developmental milestones that lead to competence in relationships
2
Student will start to be able to manage gradually more complex challenges/uncertainties, becoming more flexible and adaptive
3
Student will work towards mastery of simple perspective-taking
4
Student will make progress towards mastery of both reading and using the 5 channels on non-verbal communication as well as mastery of social referencing
5
Student will learn how to co-regulate (interact reciprocally) during social interactions

Outcomes: Social, emotional and mental health

Number
Outcome
6
Student will start to be able to take part in increasingly more complex cycles of regulation-challenge-regulation
7
Student will be more able to accept limits and boundaries from trusted adults
8
Student will be able to employ strategies that enable him to better handle his periods of distress and agitation
9
Student will be better able to understand the intentions of other people in order to keep himself safe
10
Student will be better able to settle himself if he wakes up in the night

……and then the provision (section F) to meet the need (and lead to the outcomes) might look something like:


Support needed
Who delivers
Frequency
Review
Assessment of student’s complex autism and anxiety
xxx specialist service
Within 1 month of funding being agreed
Quarterly against agreed outcomes
An integrated programme of:
 a) Psychodynamic therapy
xxx specialist service in conjunction with local CAMHS
Weekly
Quarterly against agreed outcomes
 b) Relationship
Development Intervention (RDI) in the educational setting
Teacher/TA on a 1-1 basis, supervised by external RDI Consultant
Daily for 1 hour
Quarterly against developmental objectives assigned
 c) An RDI programme in the home
Parents, supervised by external RDI Consultant
Twice weekly each parent for 30 mins
Quarterly against developmental objectives assigned

Bear in mind this is not the whole EHC Plan.  I have not addressed anything to do with young person’s views and strengths or their cognition and learning.  The sections on health and social care are not addressed here either as I am simply focusing on the developmental aspects but I would add that some of the mental health related needs could also be flagged up in the ‘health’ section and some of the needs around developing friendship competence, mastering perspective-taking, emotional regulation and staying within limits could also arguably appear in the ‘social care’ section as these would all be essential for the young person to be able to access appropriate leisure opportunities in the community setting.

So what I have done here is to make addressing social communication gaps (the ‘needs’ described in numbers 1-9 inclusive above) crucial to the young person’s ability to access the curriculum and then to show that RDI is the provision required to meet needs 1-9 inclusive.

I feel like I’ve come full circle here.  Regular readers of my blog might remember this post from back in 2011 when I wrote:

‘In the education sector, even the most up to date inclusion tools funded by government advocate compensating for or working around the difficulties that pupils on the autism spectrum present with. There is no mention of helping pupils develop flexible, adaptive thinking to help them better access both the academic curriculum and the hidden social curriculum.’

What I have described in the EHCP above in the ‘needs’, ‘outcomes’ and ‘provision’ will help pupils to develop flexible, adaptive thinking and better access both the academic and hidden social curriculum.