Supporting Risk Taking
Supporting Individuals with Risky Behaviour: A Practical Guide for Support Workers
Working with individuals on the autism spectrum, especially those with complex cognitive needs, requires a fine balance of nurturing their creativity while ensuring their safety. For many, curiosity and experimentation are a part of how they engage with the world around them. However, as support workers, we know that sometimes these “experiments” can pose physical, emotional, or environmental risks.
In this blog, we’re sharing insights and practical tools that we use at In-Tune Support Services to help support workers guide participants in understanding the potential risks of their actions. These strategies are designed not only to help those in our organisation but to provide valuable resources to all support workers, particularly those who may not have access to specialised training outside of ITSS.
Understanding Risky Behavior
Take a 15-year-old participant we work with, for example, we will call him John if the purpose of this blog . John is a highly curious individual with severe autism and complex cognitive needs. He loves conducting “experiments” to see what will happen, but these experiments sometimes have unintended consequences. In one instance, John used a drill to spin a pot lid, which ended in the lid shattering and tempered glass scattering throughout the house. Although John didn’t intend for this to happen, the incident created a potentially dangerous situation for him, his family, and even his dog.
What John teaches us is that creativity and curiosity are invaluable, but they need to be guided to ensure that they don’t cause harm. Our goal as support workers is to encourage safe experimentation while fostering the individual’s love for learning.
A Simple Approach: “Stop, Think, and Ask”
To help John and others like him, we use a simple framework that any support worker can apply: “Stop, Think, and Ask.” This method helps the participant take a step back, reflect on the potential risks, and ask for input before taking action.
1. Stop and Observe
Encourage the participant to pause before they begin. Ask them to take a moment to observe their surroundings, the tools they are using, and the environment they are in.
Prompt:
“John, let’s stop for a second and look at what we’re using for this experiment. What do we see around us?”
2. Think About Risks
Gently guide the participant to think about the possible consequences of the experiment. This step helps them become more aware of the potential dangers.
Prompt:
“What do you think could happen if we do this? Could it hurt you, someone else, or anything in the house?”
3. Ask Before Acting
Encourage the participant to check in with a support worker or family member before proceeding. This way, they feel empowered to make decisions but with guidance.
Prompt:
“Can we talk about this first? Maybe there’s a safer way to try this experiment.”
After an Incident: Reflect, Discuss, and Learn
When an incident does occur, it’s important to take a calm, constructive approach in guiding the participant through what happened. Here’s how to engage them in reflection and learning:
1. Discuss What Happened
After the situation is under control, use it as a learning moment. Ask how they felt during the experiment and whether the outcome was what they expected.
Prompt:
“John, how do you think the experiment went? What worked, and what surprised you?”
2. Identify Risks Together
Gently point out the risks that occurred and ask the participant to think about how they could avoid them next time.
Prompt:
“What happened to the lid and the window? How could we have prevented that?”
3. Brainstorm Safer Alternatives
Finally, engage the participant in coming up with safer ways to explore their curiosity.
Prompt:
“What if we tried this outside or used a different tool? Could that help us get the same result without breaking anything?”
Empowering Curiosity with Safety
At In-Tune Support Services, we understand that many autistic individuals have a deep need to explore and experiment. Our job is not to suppress this creativity but to help them channel it in a way that keeps them safe. The “Stop, Think, and Ask” framework is one way we encourage participants to become more aware of the potential consequences of their actions, while still enjoying the process of discovery.
For support workers in any setting, this simple method can be a helpful tool to manage risky behavior and promote safe, constructive exploration.
Additional Resources
If you’re looking for more ways to support individuals with autism and complex cognitive needs, consider the following resources:
• Autism Speaks Safety Kit: A comprehensive toolkit designed for caregivers and support workers.
• The National Autistic Society: Offers a wealth of advice on supporting autistic individuals in various situations.
• Positive Behaviour Support: Focused on improving the quality of life for individuals by encouraging positive behaviors.
If you work with participants like John, feel free to reach out to us at In-Tune Support Services for guidance or further discussion. We’re always happy to share what we’ve learned and collaborate on better ways to support the autistic community.
