Travel Training and Safety Guidelines 2009 This document was constructed by Menni Supported Employment services. It is to be adapted to each service user in relation to their learning styles and needs and focuses on travel safety whether it is independent travel or accompanied.
Menni Supported Employment Services Unit 15, Bluebell Business Park. Old Naas Road D12
The Opening The opening phase involves you the service provider engaging the service user before leaving for any journey, from your House/ Centre Etc.
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Sit with the service user and discuss where you are going and why.
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Outline what bus number you are taking plus write it down so they can recognise it. Consider printing a card with the bus number on it, e.g. 77 or take a photo of the actual bus and its number (this may need to be enlarged) and give this to the person.
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Ask if they have their Travel pass and mobile phone. Outline the importance of the Travel Pass and their phone and that it’s theirs and should not be given to anyone.
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Explain to the service user how to show their Travel pass to the driver and explain why we do this. This is a good time to role play how the service user can ask and confirm the bus number and route with the driver. Make the person know that the Driver is an ally to help them (as opposed to an authority figure).
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Discuss where to sit - Explain sitting at the front of the bus or beside a window allows them to see where they are going and explain this is so they can get ready for getting off the bus or train.
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Ask them to identify their final landmark and surroundings as they approach their final destination/stop (Supervalu, beside the community centre, etc.)
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Discuss what to do if they get lost or separated (make sure you are confident that they understand this): •
Show your ID to the bus driver and ask for the driver for help.
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Ask local people for help starting with a Guard, Shopkeeper, or a woman with a child rather than total strangers (use pictures to identify and differentiate different members of the community).
•
Use your Phone to Call Staff or a family member.
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At the bus stop or on the bus discuss the dangers of engaging in conversation with strangers. Identify who strangers are? Why they are strangers, and explain why some might want to speak with us, however, be sensitive ensuring that the service user does not become afraid if people, we don’t know, simply say hello!
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Finally, discuss options if something were to happen to your trainer – e.g. what should they do if the Travel Trainer fainted?
Always Use Positive Specific Praise. Consistently and continuously focus on the positives e.g. Rose, I am impressed that you have your bus pass ready. (1) En route to Bus Stop! On walking to the bus stop look for land marks which the service user will recognise in locating the bus stop. (Use a camera and make a photo book if necessary). No more than 5 or 6 landmarks are really necessary as it may prove confusing or allow for mistakes. ‘Keep it simple and accurate’ Make sure they recognise them as landmark/important buildings that the service user truly understands the importance of these building on his/her route. What may be a significant building to you may not be to them – emphasize what they think and feel along the route as it will assist their memory and again ‘keep it simple’. Pick Landmarks that are permanent – for example do not use Advertising as the board may stay but the ad may change. Churches, Schools, Petrol Stations, a relative’s home maybe. Always ask the person what and why they think that building is important.
(2) 1
Arrival at the bus stop Further discuss which bus number you are getting (use your photo’s or number cards if needed. Encourage the person to use ‘their’ photos/cards).
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Get the service user to prepare their bus pass and explain how to show it to the driver, and get the service user to double check where the bus is going by asking the driver if they stop at the stop they are getting off at, e.g. Newland’s rd (as sometimes buses have the wrong numbers on them or no number at all.) If the service user has no speech maybe use a laminated written question, the same way the person would use their travel pass. Discuss where you are going to sit and the land marks you are going to recognize when passing (use photos where appropriate) and always encourage the person to verbally (if possible) repeat the name of the landmark. Consider using Mnemonic devices like rhymes to reinforce the landmarks on the route to ensure their order is remembered. Show the service user how to queue correctly. Gently talk the person through this process so they don’t suffer any undue anxiety related to the end of their journey. Stopping is a natural part of the trip so we don’t have to panic or stress beforehand. Show them how to put their hand out to signal the bus to stop and reiterate that they have time and give them confidence to alight without fuss or stress. The journey must be easy and seem natural.
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Remember to use positive specific praise: John that’s excellent that you remembered the bus number. Never follow it with negatives comments such as But/however/only and try not to praise actions that were wrong – just try again until it’s corrected. (3) Getting on the bus 1
assist/prompt the service user in showing their bus pass if needed
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prompt (if needed) the service user to ask the bus driver where the bus is going.
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sit as discussed in the front of the bus or as close to a window as possible with a clear unobtrusive view.
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Look for land marks and discuss them, this will help the service user to identify the correct route. (Take photos for picture book if it will assist them)
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Show the service user the final landmark as discussed in the opening
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Show service user how to use the bell to stop the bus at the right stop.
Remember to use positive specific praise: Address issues in a positive manner; Mary in the opening we said we would sit at the front or near a window facing the road and now we are sitting at the back, can you see all the landmarks here, {No} Well can you tell me how we can do this better the next time?
(4)
Getting off the bus
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Discuss the land marks at the bus stop
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Discuss the next steps do we cross the road and how?
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Thank the Bus Driver.
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Get off the bus – look both ways, ensure it is safe to proceed, free from Cyclists and Pedestrians, for example.
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Progress onwards
(5)
Crossing the road
Always try crossing the road at a traffic lights or pedestrian crossing even if this means walking down the road to walk back up on the other side. Safety for all is paramount. (5a) 1
at the traffic lights; Help the service user Identify where the lights are!
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Identify the button to press for light signal to go green
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Locate the red man across the road and prepare the service user for the lights to change
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Discuss how when the lights turn green, we move swiftly across the road looking both ways for oncoming traffic.
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If there is an isle in the middle of the road explain how one should wait there and allow the orange man to go red then green for a safe passing.
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It is always good to set up role plays in a quite road, where the trainer attempts to cross the road without the green man use this to teach the clients not to follow others and to depend on themselves and their knowledge.
Service Users are so used to following staff, it is a good idea for staff to walk behind service user allowing the service user to gain control and independence. Also it is easier to observe from behind. Don’t be afraid to try the same thing from a different angle to gain greater knowledge and insight into the person’s behaviour and abilities. There is an element of risk involved so prepare a risk assessment if needed but remember travel training has one goal and that is to prepare the service user to travel as independently as possible let them do it, trust them, don’t do it for them, guide them. (5b) 1 2 3
At Pedestrian crossing: Assist the service user to locate the crossing Teach the service user how to look both ways for oncoming traffic Discuss and demonstrate the importance of crossing swiftly (but not to dart or run out) while remaining aware of traffic on both sides.
(5c) 1 2
Crossing without lights: This should only be done on very quite roads and only if unavoidable. The same rules apply and should be taught in these circumstances. Assist the service user to locate the crossing. Teach the service user how to look both ways for oncoming traffic. Discuss and demonstrate the importance of crossing swiftly (but not to dart or run out) while remaining aware of traffic on both sides.)
(6)
On arrival at destination
Have a brief Conversation with the Service user on how they felt and praise them for taking part in this exercise by complementing them on something they did well! Continue on with your day and when time is available sit with the service user and run The Closing!
The Closing. 1
Discuss how the service user is feeling. Let them know its NORMAL to be a little frightened. Reinforce the fact that this is a big step. Be positive; tell them you are proud that they are trying to travel alone. Discuss the benefits of travel independently.
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Ask the service user how they think they did? Listen to them for clues on what to positively praise and where to work on next.
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Discuss if there are areas we need to improve on and how we can learn from this. Ask them for suggestions and if they offer try them and support them. Let them take ‘control’ or ‘ownership’ of their own development. Praise this as it’s the building block of independence.
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Praise the service user for specific things he/she did through the session and where possible re-praise the person among others, e.g. on returning to centre praise the person positively in front of their key worker or job coach. Praise can be both verbal and non-verbal (be careful if they don’t carry out an instruction well that your facial expression doesn’t contradict your verbal expression).
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Beware of the difference between real and False praise – ensure that the Positive Praise is based on real actions, things that happened or where achieved.
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Practice makes perfect - where possible practice with different trainers to allow the person to do the same routine with slight differences. Ensure that different trainers follow the same guidelines.
Additional Notes for the trainers 1
Spot opportunities in the community where we can teach the service users what we have spoken about in the openings and introduce the points below at appropriate times.
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Use positive specific praise in the closings if a service user acted on their training through the day.
Addressing People we don’t know in our community NB. Address how strangers can and will talk to you at the bus stop or in town and how to be polite answer them and walk on. Never get off the bus with Someone you don’t know or go for coffee with them. Explain how most people are nice but that they are strangers and we can be nice but not friends with strangers.
Outline about not engaging in personal or intimate conversations with people we do not know, as mere pleasantries or greetings will suffice. PEOPLE WE KNOW CAN LIE! Reaching final destination It is important to discuss with service users the importance of reaching their final destination. Should they meet a friend or family member while travelling to or from work/Centre/Residence. Explain how it would be safer to continue on as planned rather than going for coffee with the friend, neighbour or family member. You can spend time with your friend’s, people you know another time. This is to ensure service users do not get off a bus and have staff or family members unaware of where they are.
This Procedure (see table below) we use at the beginning and throughout their travel training process until the service user is 100% on his/her route. It can also be used when running refreshers.
Instructions on how to implement this tool in everyday use Every day staff should start with an opening for each group or individual before leaving a house, centre, etc. Even if it’s just a 5min walk. Preparation is the key to safety. During the first few sessions trainers should ask direct questions to the service user and give answers. Then staff can start to ask probing questions until the service user can run the route without prompts or leading questions. After this point staff should introduce role play, what if scenarios 1 What if you got confused and got off at the wrong stop what can you do now? How do we find help? 2 If you are lost here show me what you would do? 3 If I was hurt who can help? 4 If the bus does not come what do you do? 5 If a stranger comes and talks to you what do you do?
Use Continuous role plays within your community; spot moments where you can use Positive Specific Praise. At this point •
Service user should gradually take more responsibility and start to complete parts of the travel independently of the trainer. All staff should encourage this!
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Continue with the openings and closings and observe the service user travelling independently.
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Should any issues arise address them in the closing in a positive manner.
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Continue observing the service user from a distance until the service user is ready to travel independently
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Then get a neutral member of staff, who is unfamiliar to the individual to shadow the service user to see if he or she is travelling as trained.
Travel shadowing should be done every two months for the first six months of travelling independently to ensure safety. This should be continued by a follow up assessment every three months.
Travel training Refresher A refresher on travel safety to be carried out every month for each service users who travel independently within the service. Assessing a service user is never seen as setting them up to fail, it is there to ensure training was successful and that the individual is a safe as they possibly can be with in their community.
Travel Training and Safety Information Service User:
_______________________
Centre/Location:
_______________________
Pre-Training Assessment Date:
_______________________
Is a Risk Assessment required?
_______________________
(If Yes) Who/When was Risk Assessment completed? Person: __________________
Date:___________________
Travel Training Start Date:
_______________________
Final Assessment Date:
_______________________
Is this individual able to travel independently? YES â Ż NO â Ż Trainer signature:
_______________________
Co-Coordinator signature:
_______________________
Date:
_______________________
Travel Training Assessment Travel training check list Can identify the bus number Knows how to use bus pass Can signal bus to stop Knows where to sit on the bus (i.e. with landmark viewing point) Can ask bus driver for confirmation of bus destination Can identify stop Can use bell on bus to stop bus Can identify that red means stop at traffic lights. Can identify that the Amber means the light is about to go red and one should not start to cross the road. Can identify that the green light means one can cross with caution. Can identify a pedestrian crossing. Looks both ways before crossing the road. Can concentrate on the signal opposite the pedestrian crossing. Can walk straight across the road without delay. Can identify the danger of crossing the road without looking both ways. Can locate the nearest pedestrian crossing. Can locate and use the button for safe crossing. Can locate the pedestrian lights opposite. Knows how to address a stranger when approached
Yes
Pre-Training Prompt No
Yes
Post-Training Prompt No
Can identify a stranger Can identify help Can access help Has A mobile Phone Can Answer their phone Can make outgoing calls
Any Other Relevant Comments; ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________