Moving to MAPA
What prompted the change?
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High level of restrictive interventions
Use of supine restraint
All staff trained to the highest level
Culture of the norm in regard of restraint
Lack of staff confidence in managing
challenging behaviour
• Lack of advice regarding specific
challenges
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Why MAPA
• Suitability to meet needs across ASD
spectrum
• Comprehensive workbook for staff
• Prioritising student’s individual needs
• Used with adults and children
• Quality Assurance Measures
• BILD Accreditation
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Behaviour Support Committee
• Review of Behaviour Policy
• Oversight of Trends across the schools
• Driver of change from previous system to
MAPA
• Review of all documentation
• Development of Behaviour Leads in
schools
• Dedicated full time Trainers to advise
schools
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MAPA Foundation
• MAPA foundation level has been designed to
enhance understanding and management of
disruptive, aggressive and/or violent behavior.
• This approach aims to ensure that everyone
involved in crisis situations which include
disruptive, challenging or violent behavior can
maintain the care, welfare, safety and security of all
involved.
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First Impressions are important
• All Managers to attend Foundation training
– giving them the ability to feed back
positive information on the change.
• Plan in place to train the Care and
Education Team – Teachers and Assistant
Team Managers
• Countdown to MAPA – Staff
• Move to a restraint free environment
• Change of culture
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MAPA Skills – More in your tool box
• The MAPA programme aims to ensure that the
necessary foundation skills will reduce the
likelihood of risky or dangerous behavior
occurring in the first place.
• As well as to manage such behavior when it
does occur, using a range of MAPA physical
interventions that aim to minimize risk without
damaging the professional and supportive
relationships between individuals.
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Map out plan for school
• SMT meeting to discuss initial thoughts having
completed the foundation training
• Meeting with full MDT and behaviour support
team looking at individual students and which
MAPA skills we ‘think’ will work.
• Risk assessment of environment – seating
internal / external
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CPI assessment of ‘individual’ needs
• CPI consultancy was accessed to meet
exceptional individual needs.
• CPI assessment concluded that additional
training was required at Level 3, adding a 3rd
person, and Level 4, emergency floor hold.
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Documentation
• Change all documentation to support the MAPA
approach –
Individual Behavioral Risk Assessment
Behaviour Support Plan
Student Guidelines
Incident Form
Physical Intervention Log
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Staff Needs
• Managing staff expectations of support and how
it is provided – Care Get Together Days
• Detailing agreed approach for student IBRA/BSP maintaining an individualised
approach
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Case Study - Luke
 Luke displays self-injurious behaviour including
headbutting and biting his hand, and physically harmful
behaviour towards others including hitting, headbutting
and biting.
 Sometimes it is necessary for staff to physically
intervene to support Luke to ensure he does not
seriously harm himself or others
 Luke uses the soft play room as an area to calm, often
pacing and taking time away
 If Luke’s challenging behaviour escalates staff would
physically support Luke to calm, including a three person
supine intervention with up to three more staff supporting
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Luke
 This intervention ensured rapid safe control of
the situation however Luke was not always able
to calm whilst supported in a three person
supine intervention and would require time away
to continue the de-escalation period
 Luke would headbutt the floor whilst supported
in this intervention
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Luke
 During December 2013 Luke had 47 incidents and 30
required a three person supine intervention, plus
additional staff support
 Luke began putting himself into the supine position, and
when staff disengaged his behaviour would escalate
 MAPA was introduced during January 2014, and a
transition period started
 Initially Luke was unsure of the intervention, therefore he
still required a three person supine support, however
each month this frequency reduced – transition was
gradual.
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Luke
 Luke began to understand the new MAPA intervention
and adapted his behaviour
 Staff developed a consistent approach using MAPA
interventions that best suited him to successfully calm.
The medium standing/transition hold is less restrictive
and intrusive
 Since March 2014 Luke has not been supported with a
three person supine, and medium MAPA continues to be
successful for his needs
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Graph 1
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Graph 2
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Continuous Improvement
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Monitoring of individual students incidents
Quality Assurance standards for training
Centre Accreditation
MAPA trained Behaviour Leads in all
schools
• Monitoring of schools incidents and
support to achieve a restraint free
environment.
• Continuous revisiting core principles
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