I-CAN v6 Workshop 3

Agenda

1. Welcome and objectives
2. I-CAN Re-cap and Scoring
3. How to document behaviours of concern or mental health support needs
4. Case Study Introduction - Person with psychosocial disability
   • Review About Me and I-CAN statement
   • Review scoring of I-CAN statements
5. Managing discrepancies in reported support needs
6. Identify and document risk factors sensitivity
7. Assessing with trauma informed lens
8. Questions and Answers

5

OFFICIAL

Learning Objectives

By the end of this session, participants will be able to:

• Describe the purpose and structure of the I-CAN support needs assessment.
• Document behaviours of concern and mental health support needs using person-centred language.
• Write and score I-CAN statements accurately through case-based practice with a psychosocial disability example.
• Recognise and manage discrepancies in reported support needs across sources.
• Identify and record relevant risk factors with appropriate sensitivity.
• Apply trauma-informed principles when assessing support needs.

6

Welcome and Introductions

• Introductions
• Pre-Workshop documents
  • I-CAN Workshop 3 – Pre-Workshop Activities
  • I-CAN v6 Scoring Manual
  • I-CAN v6 Scoring System
  • Trauma Informed Practice resources

7

I-CAN Re-cap

• The success of writing a good I-CAN report is dependent on the accurate and consistent use of strengths-based statements.
• The ‘I-CAN formula’ provides a clear structure to produce clear, concise, strength-based statements.
• With increasing confidence, the writing style will feel more natural. The formula may not be used exactly as written, but its foundational principals will still inform the development of each statement.

8

I-CAN Formula

(name) can (do what) with (this type of support)

For example:

Sarah can prepare her lunch independently when ingredients are set out on the bench and her support worker provides step-by-step verbal prompts.

9

I-CAN Steps

1. DESCRIBE
2. IDENTIFY
3. SCORE

10

Describe – I-CAN Statements

Using the ‘I-CAN’ formula:

• Simon can manage feelings of anxiety when a support person provides a calm, predictable environment, checks in using simple prompts, and prompts Simon use his pre-taught breathing strategy. Simon can maintain engagement in daily activities when he is offered reassurance and the space to regulate at his own pace.
• Omar can participate in community activities four times per week, when a support person prepares him with clear expectations and accompanies him. He can manage distress-related behaviours (e.g., pacing, raised voice) when the support person provides reassurance and guidance to move to less busy environments, stays close, and assists him to transition safely back home when he becomes overwhelmed.

11

I-CAN Statements

Using the ‘I-CAN’ formula:

• Lily can complete her morning routine each day when a support person provides gentle prompts, prepares the environment, and helps her initiate each step. She is able to shower when she feels emotionally supported and when the carer provides encouragement, maintains her privacy, and assists her to continue when low mood or fatigue impacts her motivation.

12

Case study: Psychosocial Disability Support Needs

Nicola is a young woman currently living in a refuge after a period of significant instability at home. Before entering the refuge, she experienced frequent hospital admissions following suicide attempts, many of which occurred after arguments with her parents.

Nicola enjoys watching TV shows like ‘The Summer I Turned Pretty’ and ‘Gossip Girl’. She has plans to do a ‘euro summer holiday’ once all her friends have saved up enough money. Nicola is now approaching the end of high school. She feels excited about finishing and the possibilities ahead, but she is also anxious about losing the structure and consistency school has provided during a very difficult period in her life.

Despite these challenges, Nicola is a fiercely loyal and determined young woman. She enjoys spending time with her friends, listening to music, and exploring the outdoors. She has been diagnosed with Major Depressive Disorder and Panic Disorder, both of which impact her daily functioning and her ability to manage stress and changes in routine.

13

Activity 1 – Review the About Me description

• Open the About Me description you completed in the pre-workshop activity.
• Review your description:
  • Is it person-centred?
  • Does it describe the person in a strengths-based way?
  • Does is outline what they like doing or an important quality about them?
  • Does it avoid describing disability or medical conditions?
• You’re welcome to share your description in the Teams chat.
• An example of how it could be written will be posted in the Teams chat.

14

Activity 2 – Review the I-CAN Statement

Cleaning & Domestic Tasks:

Nicola struggles to keep her house clean and needs daily reminders because she doesn’t maintain basic cleanliness on her own, especially when she is depressed. She usually lets dishes pile up overnight and can only manage to clean them in the morning if she happens to have enough energy. Nicola doesn’t have good routines and becomes easily overwhelmed by simple household tasks. She also doesn’t think she can manage hanging clothes on the line or remembering to take them down when she is unwell and uses the dryer instead.

15

Activity 2 – Review the I-CAN Statement

• Open the I-CAN statement you completed in the pre-workshop activity.
  • Does your I-CAN statement use the I-CAN formula?
  • Does it describe the frequency the support is provided?
  • Does is describe what type of support is provided e.g. supervision, verbal prompting, physical assistance?
• You’re welcome to share your I-CAN statement in the Teams chat.
• An example of how it could be written will be posted in the Teams chat.

16

Scoring: Frequency of Support

Frequency of Support

17

Scoring: Type of support

18

I-CAN Scoring - Things to Remember

• Identify all the supports & score the highest cumulative support
• Be care not to duplicate scoring
• When to leave domains blank or use Independent or Not applicable
• When writing goals, make sure the goal has a support need to score
• Remember to score the support being provided not the frequency of the activity / task is completed.

19

Activity 3 – Review I-CAN Scoring

• Open the I-CAN Scoring task you completed in the pre-workshop activities.
  • What is the Frequency of Support?
  • What is the Type of Support?
• You’re welcome to share your scoring for each I-CAN Statement in the Teams chat.
• The scoring for each I-CAN Statement will be posted in the Teams chat.
• We will now review and discuss the scoring for each I-CAN Statement.

20

I-CAN Scoring

1. Cooking: Isla can prepare simple meals in the evening when a support person sets out ingredients, offers step-by-step guidance, and reminds her to use her coping strategies if she becomes anxious or overwhelmed. She can complete tasks with reassurance and clear structure.
2. Shopping: Maria can complete a short shopping trip twice a week when a support person helps her plan the list, accompanies her, and provides reassurance and grounding cues when she starts to feel overwhelmed. She can remain engaged when transitions are slow and predictable.
3. Cleaning: Ella can complete dishes and light tidying tasks when supports are aligned with her higher-energy periods in the morning. She manages more independently when the task is short, structured, and supported with gentle reminders to help her overcome low motivation linked to her depressive symptoms.

21

I-CAN Scoring

4. Community, social & civic life: Owen can participate in community activities 3 times per week when accompanied by a support person who helps him recognise risk and provides gentle prompts. He can manage impulsive running, shouting, or property interference when transitions are gradual and when he is given clear expectations and opportunities to take breaks.
5. Disruptive or Offensive Behaviour: Sofia can interact safely with others when she receives frequent monitoring and extensive emotional support throughout the day to recognise early physical signs of panic, escalating fear and emerging aggression. She requires staff to maintain distance and use trauma-informed de-escalation strategies, as outlined in her Positive Behaviour Support Plan, during periods of escalation. Sofia needs frequent prompting and calm reassurance, especially during transitions or unexpected changes. She re-establishes safety more effectively when provided with extensive support and protected space to regain control.

22

Documenting Behaviours of Concern & Mental Health Needs

Use respectful, neutral, non-judgemental language

• Focus on what supports the person needs, not what they “fail” to do.
• Describe observable behaviours, not interpretations.
• Reference the person’s Positive Behaviour Support Plan
• Highlight existing strengths, coping strategies, preferences, and what works well.
• Link the behaviour to what support enables safety, wellbeing, and participation.

Example:

Instead of ‘Sam becomes aggressive when overwhelmed’ →

“Sam communicates distress through raised voice and pacing when sensory input is high. He benefits from quiet environments and predictable routines.”

23

Managing Discrepancies

Acknowledge and explore differences

• Recognise variation between self-report, carer report and clinician report.
• Ask clarifying questions (e.g. “Talk me through how you do that task?”).
• Document discrepancies factually (e.g., “carer reports… participant reports…”).

Use a balanced, transparent approach

• Consider context: environment, time of day, existing supports.
• Note patterns across sources rather than determining who is “right”.
• Recognise lived experience while considering cognitive/psychosocial factors.
• If disagreement remains, record both perspectives and score the higher support need.
• Set goals to review or reassess areas of uncertainty.

24

Examples of Documenting Discrepancies

• David reported he can walk safely indoors without assistance. His support worker, Cindy, reported that David walks safely with supervision and minor guidance to manage his falls risk and balance changes, particularly when he becomes fatigued in the late afternoon.
• Ava reported that she can manage her daily routine independently when she is feeling well and able to stay focused. Her support worker, Jacob, reported that Ava completes her routine with prompting and encouragement, with more frequent prompting on days when her mood is low or when she is feeling overwhelmed.

25

Identifying & Documenting Risk Factors

Approach risk with care, clarity, and dignity

• Use neutral, non-blaming language.
• Describe risk indicators and context (not labels like “non-compliant,” “dangerous”).
• Document what increases risk (triggers, situations, environmental stressors).
• Document what reduces risk (strategies, supports, relationships, environments).
• Avoid unnecessary detail that may stigmatise, retraumatise, or reduce dignity.

Focus on safety & support needs

• Clearly link risks to required supports, not deficits.
• Highlight protective factors: strengths, routines, trusted people, coping strategies.

26

Example of Documenting Risk

Mary reported that she enjoys going out independently to visit local cafes and shops twice a week and feels confident navigating familiar routes. Her support worker, Taylor, reported that Mary engages well in community activities when she has support to plan her outings and scheduled check-ins, particularly on days when she is experiencing heightened anxiety or when environments are busy. Recent incident reports outline several occasions where Mary became distressed while alone in the community and a member of the public has driven her home. Based on this information, the behaviour support clinician has recommended a review of Mary’s Positive Behaviour Support Plan and to limit her independent outings to her local café only, which is a quiet environment where she is well-known by staff. It is recommended that she has support when accessing other community settings to provide distant supervision and reassurance, if required.

27

Trauma Informed Assessment: Key Principles

Create Safety - Calm, predictable environment; explain what to expect.

Build Trust - Clear purpose, transparency, choice.

Use Strength-Based Language - Respectful, accessible communication.

Recognise Trauma Responses - Behaviours may reflect trauma, not “non-compliance.”

Adapt to Disability Needs - Adjust pacing, communication, and support.

28

Questions and Answers

ASK YOUR QUESTIONS | SHARE YOUR INSIGHTS | DISCUSS ANY CHALLENGES

We Welcome Your Feedback

Please complete the survey

THANK YOU