Day 1

Day 1 Learning Objectives: 

1. Explain the importance of the Caregiver Learning Roadmap (CLR) and its relevance to their role.

2. Identify common disabilities and special needs encountered in a home care setting.

3. Demonstrate effective communication strategies, including active listening and adapting to diverse needs.

4. Apply de-escalation techniques and safety protocols to manage challenging behaviors.

Day 1 Learning Outcome: 

By the end of Day 1, participants will be able to:

1. Define the role and importance of a caregiver, and explain how the Caregiver Learning Roadmap (CLR) enhances their effectiveness.

2. List and describe various disabilities and special needs commonly encountered in home care, highlighting their impact on care requirements.

3. Apply effective verbal and non-verbal communication techniques to build rapport and trust with care recipients, including adapting language and approach as needed.

4. Demonstrate active listening skills and empathy when interacting with care recipients, ensuring their needs and feelings are acknowledged and validated.

5. Identify potential triggers for challenging behaviors and implement proactive and reactive de-escalation strategies to maintain a safe environment.

6. Practice role-playing common communication scenarios and challenging behavior situations to gain practical experience and confidence in their approach.

Day 1 Learning Schedule 

9:00 AM - 9:30 AM

Registration and Welcome

Participants arrive, register, and receive welcome materials. Light refreshments served. Ice-breaker activity to help participants get to know each other.

9:30 AM - 10:00 AM

Module 1: Introduction to Caregiving and the CLR

Program overview, introductions, objectives, and the importance of the Caregiver Learning Roadmap (CLR). Discussion on the role and responsibilities of a caregiver.

10:00 AM - 11:00 AM

Module 2: Understanding Different Disabilities and Special Needs

Presentation and discussion on common disabilities and special needs encountered in home settings. Focus on identifying specific needs and recognizing individual differences. Case studies and scenarios to illustrate various needs.

11:00 AM - 11:15 AM

Morning Break

Refreshments and networking.

11:15 AM - 12:30 PM

Module 3: Effective Communication Techniques

Interactive session on verbal and non-verbal communication strategies. Adapting communication styles to different needs. Focus on active listening and empathetic communication. Practical exercises and role-playing.

Lunch Break

1:30 PM - 2:45 PM

Module 3: Effective Communication Techniques (Continued)

Continuation of role-playing exercises, group discussions, and feedback sessions. Focus on practicing effective communication in various scenarios.

2:45 PM - 3:00 PM

Afternoon Break

Refreshments and networking.

3:00 PM - 4:30 PM

Module 4: Managing Challenging Behaviors

Identifying triggers for challenging behaviors. De-escalation techniques and strategies. Safety protocols for handling challenging situations. Role-playing and scenario-based discussions.

4:30 PM - 5:00 PM

Day 1 Wrap-Up and Q&A

Review of key concepts from Day 1. Open Q&A session. Preview of Day 2.

Introduction: Welcome to "Caregiver Essentials"! Today, we will start by learning what it means to be a caregiver and why it is such an important role. We will also introduce you to the Caregiver Learning Roadmap (CLR). This roadmap will guide your training and help you become a great caregiver. 

What is a Caregiver?

• A caregiver helps someone who needs extra support.

• The person who needs help might be sick, have a disability, or be older.

• Caregivers help with daily activities. These include eating, bathing, and moving around.

• Caregivers also give emotional support. They listen and care.

Why is Caregiving Important?

• Caregivers make a big difference in someone's life.

• They help people live better, safer, and happier.

• Caregivers provide comfort and companionship.

• They help people feel less lonely.

Section 1: Common Disabilities in Home-Based Caregiving 

1. Physical Disabilities:

   • Conditions affecting the physical functioning of an individual, such as:

     • Cerebral Palsy: Permanent movement and posture disorder caused by brain development abnormalities. 

     • Spinal Cord Injury: Damage to spinal cord causing partial or complete paralysis.

     • Muscular Dystrophy: Genetic disorder causing progressive muscle weakness and degeneration over time. 

2. Intellectual Disabilities:

   • Conditions affecting intellectual functioning and adaptive behavior, including:

     • Down Syndrome: Genetic disorder causing developmental delays and distinct facial appearance.

     • Autism Spectrum Disorder: Developmental disorder affecting communication, behavior, and intellectual functioning (subjective).

     • Global Developmental Delay: Significant delay in two or more developmental milestones in children. 

3. Sensory Disabilities:

   • Disabilities related to the senses, such as:

     • Hearing Impairments (including Deafness): Partial or total inability to hear sounds, affecting communication.

     • Visual Impairments (including Blindness): Partial or total loss of vision, impacting daily activities.

     • Dual Sensory Impairment (Deafblindness): Simultaneous hearing and vision loss, severely affecting communication and mobility.

4. Autism Spectrum Disorders:

   • Conditions primarily affecting social interaction, communication, and behavior:

     • Autism Spectrum Disorder (ASD): Developmental disorder affecting communication, behavior, and social engagements.

     • Asperger Syndrome (a form of high-functioning autism): Disorder characterized by social difficulties and focused interests 

5. Multiple Disabilities:

   • Individuals with more than one type of disability, which may include combinations of physical, intellectual, and sensory disabilities.

6. Developmental Disabilities:

   • Disabilities that manifest during the developmental period, affecting physical, learning, language, or behavior areas:

     • Specific Learning Disabilities (e.g., Dyslexia): Disorder affecting ability to read, write, or perform mathematics. 

     • Global Developmental Delay: Significant delay in two or more developmental milestones in children. 

Section 2: Recognizing Individual Differences 

Every person is unique. Be observant and learn to adapt to individual behavior and conditions.  

Key Factors:

• Level of independence (adaptation needs) – Can they walk, feed, or dress themselves? 

• Behavioral traits – Are they easily agitated, shy, repetitive?

• Sensory preferences – Are they sensitive to noise, touch, or smell?

• Communication needs – Do they use gestures, few words, or communication devices?
  
  

Tip for caregivers:

“Don’t assume, always ask the employer / experts or observe carefully. Even people with the same condition behave very differently.”

Case Scenario: Supporting a Child with Autism

Name: Amir
Age: 8
Diagnosis: Autism Spectrum Disorder (non-verbal)

Background:
Amir lives with his parents and is cared for during the day by a domestic helper. He doesn’t speak but communicates using gestures and occasionally uses a picture board to indicate what he wants. He enjoys playing with soft toys and watching the washing machine spin. He becomes distressed by loud noises, unfamiliar people, and changes to his routine — especially when meals are served late or different foods are introduced suddenly.

Recently, the helper tried encouraging Amir to eat new vegetables during lunch. Amir screamed, pushed the plate away, and started banging his hands on the table. The helper felt overwhelmed and unsure what she did wrong.

💬 Discussion Questions:

1. What sensory preferences and sensitivities does Amir show?
   
   

2. How can the helper adjust the environment or schedule to prevent distress?
   
   

3. What are some non-verbal communication strategies that might help?
   
   

4. How could the helper and parents work together to introduce new foods or routines gradually?
   
   

This scenario highlights the importance of predictability, sensory awareness, and communication adaptation when supporting someone with autism. Would you like visual aids or a checklist to go with these case scenarios?

Section 1: Verbal and Non-Verbal Communication Strategies

A. Verbal Communication (What You Say):

• Use simple, clear words.

• Speak slowly and calmly.

• Avoid using sarcasm, slang, or jokes that may confuse.

• Use names and repeat important words.

• Ask one question at a time.

B. Non-Verbal Communication (How You Say It):

• Facial expressions (smile, concern, calmness)

• Eye contact (gentle, not too intense)

• Tone of voice (calm, encouraging, not loud)

• Body posture (open, facing the person, not crossed arms)

• Touch (only if appropriate — hand on shoulder, gentle pat)

Mini Activity:
🔹 Show 3 expressions (happy, angry, tired). Participants guess what each means.

Section 2: Adapting to Different Needs

A. For Persons with Hearing Loss:

• Speak clearly and face them directly.

• Avoid shouting — speak slowly, not louder.

• Use gestures or written notes if needed.

• Reduce background noise (TV, fan).
  
  

B. For Persons with Cognitive Impairments:

• Use short, simple sentences.

• Give time to respond — don’t rush.

• Repeat information calmly.

• Use pictures or daily routine boards.
  
  

C. For Persons with Autism or Special Needs:

• Use visual aids (photos, cards).

• Speak in a calm tone, avoid sudden changes.

• Respect their need for quiet or space.

• Observe for signs of stress (e.g. flapping, covering ears).
  
  

Tip:

"If the person does not understand you — change your way, not your message."

Section 3: Active Listening and Empathy

A. Active Listening Means:

• Stopping other tasks to give full attention.

• Nodding or saying “I understand.”

• Asking short follow-up questions: “Can you show me?” “What do you want now?”

• Not interrupting.
  
  

B. Empathetic Communication Means:

• Putting yourself in the care recipient’s shoes.

• Acknowledging feelings before correcting behavior.
  
  e.g. “You look upset. Let me help you.”

Section 4: Practical Exercises & Role-Playing

Role-Play 1: Communicating with an elderly person with hearing loss

• Objective: Use gestures and calm tone

• Observer gives feedback on posture, tone, clarity
  
  

Role-Play 2: Talking to a child with autism who is upset

• Objective: Practice non-verbal reassurance, clear steps

• Use a picture card to guide communication
  
  

Role-Play 3: Handling repeated questioning from a person with dementia

• Objective: Stay patient, use validation and redirection

• Example: “Yes, lunch is soon. Let’s sit here and wait together.”
  
  

Reflection Questions:

• What felt difficult in your communication?

• What helped the other person feel calm or understood?
  
  

📝 Key Takeaways

• Communication is more than words — your face, hands, and tone matter too.

• Every person communicates differently. Pay attention and adjust.

• Listen fully, speak gently, and show empathy — it builds trust and cooperation.

Section 3: Safety Protocols During Challenging Situations

Protect the Care Recipient and Yourself:

• Do not restrain unless the person is in immediate danger

• Stay between the person and any potential hazard (e.g., stairs, glass, sharp tools)

• Call for help if the behavior becomes dangerous (family, supervisor, emergency)
  
  

Prepare an Emergency Plan:

• Know who to call (employer, ambulance, support line)

• Have a calm-down space at home if possible

• Keep sharp objects and breakables out of reach

Section 4: Role-Playing and Scenario-Based Discussions

🔵 Scenario 1: Refusing to Bathe (Elderly with Dementia)

Situation: The care recipient refuses to bathe and becomes agitated when you insist.

Role-Play Focus:

• Use a calm voice

• Offer choices (e.g., “Would you like to wash your face first or hands?”)

• Redirect (e.g., “Let’s play some music before we get ready”)
  
  

🟣 Scenario 2: Child with Autism Having a Meltdown

Situation: The child screams and throws toys after a sudden change in routine.

Role-Play Focus:

• Remain quiet and present

• Reduce sensory input (turn off lights/sound)

• Offer comfort object or favorite calming activity
  
  

🟠 Scenario 3: Accusation of Theft (Person with Dementia)

Situation: The person accuses you of stealing and becomes angry.

Role-Play Focus:

• Do not argue or deny forcefully

• Validate feeling: “I understand you’re worried about your things”

• Redirect gently: “Let’s check together. Would you like some tea?”
  
  

📝 Key Takeaways

• Challenging behaviors usually come from confusion, pain, or unmet needs.

• Staying calm and respectful is the best first response.

• It’s not personal — caregivers need to observe and adapt.

• Role-play helps prepare you for real-life situations at home.

Review of key concepts from Day 1. Open Q&A session. Preview of Day 2.

📚 APA References for Day 1

1. Alzheimer’s Disease Association. (2020). Understanding and managing challenging behaviours. https://alz.org.sg

2. Autism Resource Centre (Singapore). (2019). Supporting individuals with autism: Practical strategies for caregivers. https://www.autism.org.sg

3. Ministry of Health Singapore. (2022). Dementia care competency framework. https://www.moh.gov.sg

4. Agency for Integrated Care. (2023). Caregiver Learning Roadmap (CLR). https://www.enablingguide.sg/caregiver-learning-roadmap/clr-home

5. National Council of Social Service. (2021). Caregiving strategies for persons with disabilities. https://www.ncss.gov.sg

6. Singh, I., & McManus, M. (2019). Managing challenging behaviours in care settings. Journal of Geriatric Care, 32(3), 145–152. https://doi.org/10.1016/j.jgc.2019.03.005

7. Wong, M. L., & Lim, C. (2020). Effective communication in caregiving: A practical guide. Singapore Caregiving Institute Press.

8. Singapore Civil Defence Force. (2024). Civil Defence Emergency Handbook (9th ed.). https://www.scdf.gov.sg/docs/default-source/comm.---volunteers-%28docs%29/2024-scdf-emergency-handbook%28eng%29.pdf