A 19-year-old autistic learner with Auditory Processing Disorder and a history of trauma required intensive 2:1 support in a highly isolated learning environment prior to joining college.
Arriving at the specialist setting as a 1:1 student, he required significant, immediate intervention to safely access education and manage his distressed behaviour.
Rather than focusing on reactive behaviour management, our Multidisciplinary Team (MDT) implemented a three-year strategy focused entirely on proactive, holistic support. Our specialists worked collaboratively, applying specific interventions based on the learner's current presentation and needs:
- Proactive Behaviour Support (PBS): Staff were trained in low-demand approaches and de-escalation techniques. We harnessed the learner's own interests and skills, empowering him to teach others. This proactive shift built his self-esteem and actively reduced his anxiety.
- Targeted Communication (SALT): Our Speech and Language Therapists worked alongside the behaviour team to develop specific communication scripts and responses. This gave the learner functional tools to navigate challenging situations and prepare for future workplace environments.
- Mental Health Support: Once the learner's environment and behaviour had stabilised in his second year, we introduced targeted counselling and guidance to help him process his trauma and build long-term emotional resilience.
By applying a unified MDT approach, the college was able to safely and slowly fade the 1:1 support towards the end of his placement. The team established a robust external support network for his transition out of education.
Today, the learner has successfully moved into employment with the support of a Personal Assistant - a powerful testament to how blending communication strategies with proactive behaviour support unlocks true learner autonomy.
