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Travel Training Document | St. John of Gods

Travel Training and Safety

Guidelines 2013

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 ServicesUnit 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.

1. Sit with the service user and discuss where you are going and why.

2. 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.

3. Ask if they have their Travel pass and mobile phone. Outline the importanceof the

Travel Pass and their phone and that it’s theirs and should not be given to anyone.

4. 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).

5. 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.


6. Ask them to identify their final landmark and surroundings as they approach their final

destination/stop (Supervalu, beside the community centre, etc.)

7. Discuss what to do if they get lost or separated (make sure you are confident that they

understand this)

8. Show your ID to the bus driver and ask for the driver for help.

9. 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).

10.Use your Phone to Call Staff or a family member.

11.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 of people they don’t know, simply say hello!

12.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) Arrival at the bus stop

1 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).


● 2 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.

● 3 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.

● 4 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.

● 5 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.

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

● Assist/prompt the service user in showing their bus pass if needed

● Prompt (if needed) the service user to ask the bus driver where the bus is going. sit as

discussed in the front of the bus or as close to a window as possible with a clear

unobtrusive view.

● 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)

● Show the service user the final landmark as discussed in the opening

● 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

● Discuss the land marks at the bus stop

● Discuss the next steps do we cross the road and how?

● Thank the Bus Driver.

● Get off the bus – look both ways, ensure it is safe to proceed, free from Cyclists and

Pedestrians, for example.

● 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) at the traffic lights;

● Help the service user Identify where the lights are!

● Identify the button to press for light signal to go green

● Locate the red man across the road and prepare the service user for the lights to

change

● Discuss how when the lights turn green, we move swiftly across the road looking both

ways for oncoming traffic.

● 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.

● It is always good to set up role plays in a quiet 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

(5c)

1 2

(6)


At Pedestrian crossing:

Assist the service user to locate the crossingTeach the service user how to look both ways for

oncoming trafficDiscuss and demonstrate the importance of crossing swiftly (but not to dart

or run out) while remaining aware of traffic on both sides.

Crossing without lights:

This should only be done on very quiet 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.)

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.

● 2 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.

1. 3 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.

2. 4 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).

3. 5 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.


4. 6 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.

● 2 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!

● Continue with the openings and closings and observe the service user travelling

independently.

● Should any issues arise address them in the closing in a positive manner.

● Continue observing the service user from a distance until the service user is ready to travel

independently

● 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


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

Pre-Training

Yes Prompt No

Post-Training

Yes Prompt No


Checklist:

Can identify a stranger

Can identify help

Can access help

Has A mobile Phone

Can Answer their phone

Can make outgoing

calls

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