Professionals
We complement clinical care.
Education and functional implementation within scope — for GPs, allied health, support coordinators and referrers.
Our scope
We reinforce your recommendations within an agreed plan, teach skills in real settings, and record actual performance — separating safety from assistance. Assessment, diagnosis and treatment remain yours.
“Supported performance is not automatically independent capacity.”
We pause and refer back when there is
- New or worsening symptoms, or a significant change from usual function.
- Falls, new mobility concerns, unsafe transfers or environmental safety concerns.
- Swallowing, feeding or significant eating-related risk.
- Medication questions, adverse effects or uncertainty about prescribed treatment.
- Acute psychological distress, risk concerns or significant deterioration.
- New or worsening cognitive / communication changes affecting safety.
- A professional recommendation that appears no longer safe, tolerable or workable in everyday practice.
- A need that is outside the educator or support person's competence or agreed role.
Professional tools
Record actual performance before teaching or implementation begins — separating safety from assistance, and capturing the participant's voice.
PDFCheck whether a skill can be used beyond one familiar teaching situation — across settings, with consistent safety and changing assistance.
PDFThe structured review that anchors the program: baseline against current performance, change in assistance, safety, and the decision for the next 12 weeks.
PDFFor referrers: the functional question, relevant goals, existing recommendations, barriers, learning needs and preferred collaboration method.
PDFFor treating professionals: recommendations, precautions and stop rules, priorities, adaptations — and what must remain with the qualified professional.
PDFA structured observation of one task: context, initiation, attention, sequencing, help-seeking, prompting, safety, completion, the participant's voice and the next step.
PDFWhen to pause implementation and seek appropriate professional review — the situations that sit outside IMHC's educational and functional scope.
PDFSupport-person tools
Track the prompts and assistance actually used, whether a reduced prompt was tried, and the outcome — so support fades only when it is safe to.
PDFA shift-by-shift record of the agreed skill or routine, the prompt or assistance used, the participant's response and voice, and any follow-up.
PDFHow to support a person's agreed learning plan without taking over: observe, give time, use the least prompt needed, practise, record, fade support when safe.
PDFRefer or collaborate
Send a referral using the form above, or make an enquiry.