GUIDANCE TO SUPPORT
KEY STAGE 1 and 2 CHILDREN
WITH
SOCIAL AND COMMUNICATION NEEDS
DECEMBER 2005
1
Acknowledgements
This guidance has been designed by ASD Specialists to provide practical suggestions for supporting Key Stage 1
and 2 children in mainstream schools. During the consultation period, the draft guidance was considered by a wider
audience of people including educational psychologists, specialist teachers, behaviour support staff, statutory
assessment staff and outside agencies, for example speech and language therapists. Amendments were made to the
guidance in the light of comments and suggestions.
In particular the following should be acknowledged for their work on the guidance:
Specialist Teachers from the Autism and Asperger Specialism
Specialist Educational Psychologists
Area Team Leaders – Specialist Teacher Team
2
PLEASE COMPLETE THIS SHEET AND RETURN IT TO THE ADDRESS BELOW IF YOU WOULD LIKE TO
PROVIDE FEEDBACK ABOUT THIS DOCUMENT:
Area Team Leader – Specialist Teacher Team South
Special Educational Needs and Psychology Service
South Education Office
The Knares, Basildon, Essex, SS16 5RX
Your name:
Title:
Place of work:
1. What are the strengths of the document?
2. What areas do you think could be improved and how?
3. Area there any omissions you have identified?
3
CONTENTS
Page
Introduction
7-8
How to Use the guidance
9
Key Strategies to Consider when Supporting Pupils with Social and Communication Needs
10 - 12
Section 1: Communication
13 - 19
 Communicate non-verbally
- Gestures
- Eye pointing
- Physical leading
- Imitation
- Find the focus of attention
 Communicate verbally
 Develop variations of voice
 Respond to verbal and non-verbal instructions
 Learn about literal/implied meanings
 Limit repetitive and enthusiastic language
Section 2: Social Relationships Including Working Relationships/Friendships





Form friendships and other appropriate social relationships
Maintain friendships
Play interactively
Understand other people’s feelings
Develop the use of leisure time
4
20 - 24
 Learn about friendships
 Develop strategies for coping with anger
 Develop strategies for coping with unexpected changes
Section 3: Interests and Routines





25 - 29
Follow structured routines
Cope with changes in routine
Extend interests and develop new ones
Cope with working on own interest at a specific allocated time
Follow adult directed tasks when interested in following own agenda
Section 4: Learning, Work Skills and Independence

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







30 - 37
Sit appropriately
Demonstrate joint focus of attention
Listen to what is being said
Be motivated to engage in a directed task
Organise self
Organise tasks/activities
Reflect on learning
Generalise skills
Prevent special interest obsessions from becoming a hindrance to curriculum access and progression
Take a calculated risk
Section 5: Sensory/sensitivity




38 - 39
Access the focus of attention
Listen for a short period of time
Cope with unfamiliar sounds
Tolerate handling a range of materials
5
 Develop some appropriate visual sequencing skills
Possible ICT Solutions
40 - 41
Glossary of terms used in the text
42 - 43
Useful Resources
44 - 53
 Helplines/Support Groups
44 - 46
 Internet Websites
46 - 49
 Booklist
49 - 53
County INSET Programme
53 - 54
Suggestions for ICT Software
54 - 55
Examples of Resources
56 – end
 Social Stories
56 - 60
Further examples of resources are available on the intranet (see attachments) for example:
Anger Scale
Chances to Speak
Stranger – no words
Teddy Targets
Feelings Fan
My School Family Tree
Stranger – speaking
Visual Timetable
Feelings Thermometer
Relaxation card
Stress Thermometer
6
Planner Pictures
Simple Visual Timetable
Talking Tokens
INTRODUCTION
Teachers find they can plan for and manage effectively the needs of most of their children most of the time. Good organisation, established
routines and well planned lessons with differentiation ensure that a variety of children’s needs are well catered for. There are times, however,
when a small number of young people need more careful planning and management, for their needs to be met effectively.
What is the purpose of this guidance?
This guidance has been written for children at Key Stages 1 and 2 who are being supported at School Action and School Action Plus. It has
been designed for school staff to use as a resource in planning interventions and strategies to support children who may have needs in the
area of social and communication skills. The guidance concentrates on strategies to support individual children but there is a recognition that
to be most effective, these need to be underpinned by whole school and whole class policy and practice. Some children may have a diagnosis
of Asperger Syndrome, semantic pragmatic language difficulties, or pervasive developmental difficulties. For others, there may not be any
specific diagnosis or condition, but a child may have needs in one or all of the areas of social communication, social interaction, inflexibility of
thinking and lack of imagination.
A lack of skills in any of the above will impact on access to learning and social inclusion. Some difficulties can be overcome through
direct teaching and/or practice, while others may be longer lasting and require alternative or enabling strategies to be put in place. The guidance is
designed to be used to support staff observations of children identified as having needs in the above areas and to help staff to
select the priority areas to develop. It is aimed at supporting staff to identify appropriate targets, approaches and resources. It is hoped
that any of the strategies can then be adapted to suit individual needs.
A strong emphasis is placed on supporting schools to promote inclusive practices and build self esteem. Research indicates that many children with
social and communication needs are more likely to have low self esteem and as they develop, increasingly struggle to understand why they
behave/feel/act differently. It is therefore crucial to use every opportunity to build and maintain self esteem and social skills for this group of young people.
Some children with social communication needs may already be known to professionals in other services, such as Health or Social Care. It is helpful to
share information about a child’s needs in order to ensure that the child is not treated less favourably. However, schools must comply with any child
and/or parent preference for confidentiality. Joint planning and liaison with others to reach a shared view of the child’s needs will benefit the child and
support an understanding of how needs can best be met in school.
All children have the right to participate in the full range of activities in school, including learning, sport and social activities. This would
7
include off-site activities such as day trips and extended visits. It is important to respect the child’s views when planning programmes, support
arrangements and strategies. Children and their parents should also be involved at each stage of target setting, programme planning, monitoring and
reviewing.
Observed behavioural needs for children may result from a variety of underlying causes. Understanding the causes can inform how best to help and
support the child. It can be useful to consider factors in the environment, such as seating arrangements, increased social demands and sensory
sensitivities eg increased noise levels or environmental distractions. Children may also have thoughts, obsessions or fears which can be very powerful
and intrusive, impacting on the child’s ability to function successfully.
Children may have limitations in understanding and interpreting the intentions of others, which can create high anxiety levels and lead to social problems if
they lack sensitivity to the feelings and views of others. Conversely they can be invasive of other people’s interpersonal space, finding social conventions
difficult to understand and follow. It is generally true that children with Asperger Syndrome or social and communication needs cope best when their lives
are well ordered and structured. Times or periods of change or transition can therefore be stressful and difficult to manage. Even those children who are
highly verbal will benefit from routines and structures with supporting visual schedules or prompts to support their planning and organisation.
Those working with children with social and communication needs may over estimate the verbal abilities of their children, who can present as very
articulate and yet struggle to interpret nuances, jokes and figures of speech. Staff will need to modify their language to make it positive, specific and
unambiguous if they are to communicate successfully.
Young people may have all-consuming interests or hobbies which can become repetitive or obsessional. There is a need to consider how to
make tasks purposeful and how to motivate children. This can be challenging, as the child may have little intrinsic desire to please or to conform. It is
therefore important to recognise the individual child’s strengths and areas of interest and to promote and develop these alongside the curriculum skills
which they have less interest in acquiring.
The guidance is divided into five sections to help staff to identify specific skills and support strategies:
1.
Communication
2.
Social Relationships including Working Relationships/Friendships
3.
Interests and Routines
4.
Learning, Work Skills and Independence
5.
Sensory/sensitivity
Also included is a section on helpful information – helplines, websites, support groups and a book list – and examples of resources.
NB Throughout the text, specifically named approaches, strategies, materials and techniques have been typed in bold. Brief explanations
about these approaches can be found in the Glossary on pages 38 and 39. Where specific teaching techniques have been suggested, for
example Picture Exchange Communication System (PECS) and Makaton, school staff using the techniques will need training in the use of
these. Information in the section entitled ‘Useful Resources’ will help staff identify appropriate courses.
8
HOW TO USE THE GUIDANCE
Arrange a meeting with the parent/carer with their child, who will be able to give information about the involvement of
other professionals involved eg medical services. Parent/carers can provide copies of any reports they may have.
Children should be involved in choosing the targets and agreeing appropriate strategies for their own IEPs.
Parents/carers can be involved in supporting relevant targets at home, such as routines for getting ready for school or
organising equipment needed each day for school.
First, consider the section entitled ‘Suggested whole school/class strategies’. The individual child strategies listed below
this section will work much more effectively if appropriate whole school/class strategies are in place to underpin the
strategies for the child.
In the left hand column of the page use a highlighter pen to indicate the areas of skill that the child finds difficult.
In the next column to the right consider from the list what we need to teach and decide whether one of these or another
alternative will be appropriate for the child in question. Highlight the items chosen.
Then consider in the next column to the right, what techniques/strategies/resources it might be useful to use. Highlight
the chosen strategies.
Use the examples given to decide how best to maintain the child’s self esteem. Highlight the selected item/s in the right
hand column.
Use the information to develop SMART targets for the child’s Individual Education Plan. Remember there is a close
relationship between all the needs, so make sure you consider them all when planning for your child.
9
KEY STRATEGIES AND APPROACHES TO CONSIDER WHEN
SUPPORTING PUPILS WITH SOCIAL COMMUNICATION NEEDS
WHOLE SCHOOL:

Arrange staff training on child’s needs, including effective strategies and approaches

Consider staff deployment

Build up a profile to include strengths and needs

Consider having a named adult in times of need

Circulate effective strategies/approaches/targets to all staff, including supply teachers, for consistency

Offer the pupil a range of recording methods

Establish positive home-school links

Consider input from outside agencies
10
WHOLE CLASS:

Ensure equipment is easily accessible and furniture is arranged to best effect

Ensure children are grouped appropriately to reflect social relationships

Keep the environment as calm and quiet as possible

Acknowledge small achievements and good behaviour

Ensure rules, routines and rewards are visually displayed and understood by the children

Ensure there are clear routines for movement around the school

Use visual timetables, task planners and work bays

Agree and arrange a safe supervised place outside the classroom in times of stress

Keep your language simple and avoid sarcasm and ambiguities

When addressing the child always ensure that you use their name first to gain attention

Break down tasks into small manageable steps and ensure the child knows the route through each task

Try to adopt a calm approach when managing the child to minimise stimulation levels

Use the child’s interests to motivate him/her to carry out tasks

Use visual strategies and cues as children with these needs are often visual learners

Model tasks and rehearse them with the child, showing the finished model wherever possible
11

Minimise visual distractions in the work area to ensure the child is not over stimulated (dependent on individual sensitivities)

Direct the child’s attention by using a pointing stick or wand

Structure daily routines with visual timetables and ‘First/Then’ schedules

Allow the child time to process information/instructions before expecting him/her to respond

Prepare the child for changes using visual explanations and discussion

Offer the child a designated space to sit on the carpet using a carpet tile
 Ensure the child knows that each task has a start and a finish
PARTNERSHIP WITH PARENTS/CARERS:
As a minimum, consider the following:

Maintain a supportive open relationship with parents/carers with informal and formal meetings

Discuss and adopt ways of managing behaviours in home and school contexts

Support parents/carers by suggesting and offering information/copies of timetables, visual routine sheets and positive language

Work with parents/carers to devise a plan to support the child at home
12
SECTION 1: COMMUNICATION
SUGGESTED WHOLE SCHOOL/CLASS STRATEGIES:


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









Ensure all staff are informed of the child’s language levels
Staff to use simple, positive language avoiding ambiguous works, puns, idioms especially when giving instructions
Staff to be aware that the child may interpret phrases literally
Staff to use child’s name before giving instructions
Staff to be aware of the processing time the child needs when instructions are given
Consider the noise levels in the classroom to make listening a comfortable experience
Consider the length of the child’s attention span before planning targets
Liaise with speech and language therapist
Use the Speech and Language Audit Tool (SPLAT) and the Speech and Language Framework (SALF) to identify child’s needs then plan
strategies
Use ‘Good Beginnings: the Essex Guide for Families and Professionals working together for preschool children with social and communication
difficulties’ for additional ideas
Use ‘Promoting Positive Behaviour: the Essex Approach’ Chapters 8,10 and 11 for more useful ideas
Try to generalise the language learned into different settings
Manage child’s progress by making sure that all staff are aware of the child’s difficulties
In addition, refer to Social Relationships section in this document
Child needs to:

communicate nonverbally
- gestures
- eye-pointing
What do we need to teach?



Teach child to respond to and
understand visual symbols
Teach classroom layout
Teach the meaning and use of
What techniques/strategies/
resources can we use?


Use fun activities to encourage
communication
Work on ways to allow child to
express needs using PECS and
13
How can we maintain self esteem?


Give specific praise for any
attempts at communication
Arrange for child to work with
supportive peers
- physical leading
- imitation
- find the focus of
attention


simple gestures
Teach methods of initiating
communication eg gesture,
taking the hand and eye contact
Teach the ‘give me 5’ hand
gesture as a visual cue to gain
pupil’s attention














Makaton
Use Sensory Suitcase activities
eg bubbles and lycra games
Give limited choices to extend
interest and communication eg if a
child always wants to play with the
train, offer play dough first and
then the train
Use a talking stick
Child can sit on a carpet tile facing
the attention focus
Use Social Stories and visual
cues to teach gesture
Use modelling and rehearsal
techniques
Use labels, photos and symbols to
teach classroom layout
Use a workstation
Keep language simple and
consistent
Establish routines by repetition
with supporting visual symbols
Use the child’s name at the start of
instructions
Cover computers and objects that
may distract the pupil
Ensure classroom is well
organised to facilitate the lesson
focus
Minimise distractors
14

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





Send visual diary home daily with
favourite activity/lesson
Ask parents/carers to send in
photos/pictures of favourite
toys/activities
Give visual praise eg stamps,
stickers, thumbs up
Provide a supportive buddy
system for unstructured times
Arrange supportive partnered work
directed by an adult
Give opportunities to de-stress eg
a chance to carry out preferred
activities
Choose a supportive peer to share
the carpet tile
Allow all children to use the talking
stick
Child needs to:

communicate verbally
What do we need to teach?



Teach specific nouns then verbs
– labelling
Teach phrases the child can
use when asking for help, in a
range of settings
Teach repetitive and help
phrases to express basic needs
eg ‘I want…….’
What techniques/strategies/
resources can we use??








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

Give small supportive group work
tasks
Use good language role models
Provide limited choices only with
visual prompts eg Do you want
orange juice or milk?
Model functional language – adults
and peers
Develop teaching programmes eg
Time to Talk, Baseline
Communication Skills, Black
Sheep Language Programme
Model functional language 1-1 with
adult and then with supportive
peer
Name objects when child is using
them
Keep language simple and
consistent
Model strategies to support any
language
Use vsual cues, objects, symbols,
photos to teach language
Use play-based teaching eg tea
set, shop games
15
How can we maintain self esteem?







Give specific praise for attempts at
verbal communication
Use task planner to support
independent work
Give opportunities to de-stress eg
a chance to carry out preferred
activities
Encourage peer support
Use buddy system for unstructured
settings eg playground
Prompt other children to ask the
pupil to be their partner rather than
being teacher led
During partner work, encourage
pupil to choose their partner – give
a choice of 2 peers





Child needs to:

develop variations of
voice
What do we need to teach?


Teach appropriate voice levels
for different contexts
Teach good listening behaviour
(see cognitive section)
Interactive computer games
Use ‘help’ visual cue to gain
assistance
Use Bubble time sessions
Use barrier/screen games
Use Social Stories about how to
play games
What techniques/strategies/
resources can we use?







How can we maintain self esteem?
Role play appropriate voice levels 
for different contexts using
Promoting Positive Behaviour: the 
Essex Approach p 102
Tell stories with different voice

levels
Model inappropriate voice levels
with persona doll with other
children correcting or pointing out
appropriate levels
Give opportunities to explore and
listen to other children’s voice
levels for a range of different
situations eg library, playground
Use visual prompts to reinforce
appropriate voice level
Tape child’s voice levels, then tape
appropriate levels
Play Chinese Whispers
16
Give specific praise child for using
appropriate voice levels
Use positive language eg ‘Good
talking’ or ‘Quiet voice’
Ignore the majority of inappropriate
voice levels but model and
reinforce appropriate level


Child needs to:

respond to verbal and
non-verbal instructions
What do we need to teach?


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



Teach child to follow one part
instruction in 1:1 setting with an
adult
Once confident, teach child to
follow one part instruction with a
supportive peer and then in a
small group setting
Increase gradually the number
of parts to the instruction
Teach the child to listen to one
instruction from the teacher and
retell to an adult or supportive
peer.
Teach barrier games beginning
with one instruction plus
supporting visual cues
Teach the child to give basic
instructions eg ‘pencil please’
Teach appropriate listening
behaviour
Teach carpet time rules
Teach child there is a start and
Use Social Story to denote
louder/softer voice levels
Use a classroom noise
indicator/dial
What techniques/strategies/
resources can we use?









Use modelling and rehearsal with
simple visual cues to support
memory
Give the child time to process
instructions
Support instructions with a visual
cue and gain the child’s attention
first
Ensure child carries out instruction
with either visual support or peer
support
Encourage joint attention skills
Train child to be able to focus on
key words through games eg ‘I
packed my bag and took………….’
Keep language simple
Repeat instruction exactly and
then give cue with ‘What do you
have to do?’
Use Circle Time activities to
promote listening and following
instructions
17
How can we maintain self esteem?







Allow child to distribute/collect
class materials eg pencils and give
praise for following an instruction
Ask child to repeat the first
instruction to a supportive peer
Pre-warn the child of the keyword
they need to listen out for. This
will encourage success when
asked
Support key words with visual
cues
Value attempts at following basic
instructions by offering praise
Foster an attitude of tolerance and
greater understanding of areas of
difficulty and areas of strength
Use Circle Time to promote good
listening skills
a finish to the listening time –
use an egg timer

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

Child needs to:

gain an understanding
of implied meanings
What do we need to teach?



Teach common idioms eg ‘full of
beans’
Teach child what a metaphor is
and when it can be used – start
with attributions
Teach child which non verbal
gestures are likely to occur eg
thumbs up, thumbs down,
folding arms for waiting,
Use visual cues to break down
tasks
Ensure the classroom is quiet,
minimise peripheral activities when
giving whole class instructions
Use ‘signposts’ before and during
verbal instructions to make them
clearer
Use ‘First/ then’ strategy
Display rules visually and use
positive reinforcement
Use workstation - once attention
has lapsed
Sit child near to teacher and
between two good role models
Give extra time to process
language (7 seconds)
What techniques/strategies/
resources can we use?





Keep language simple, direct and
unambiguous
Explain idioms as they arise
Allow processing time between
‘chunks’ of information
Make references explicit eg to last
week
Use visual cues to support
language
18
How can we maintain self esteem?




Praise child’s attempts at using
idiom in the correct context
Encourage enjoyment of word play
and meaning
Be positive about all attempts of
pupil to use and recognise
metaphors
Value child’s attempts at using and
recognising non-verbal gestures
beckoning etc



Child needs to:

limit repetitive and
enthusiastic language
What do we need to teach?


Teach child strategies to gain
adult and peer attention
Teach child to monitor
him/herself and relate it to what
they say and how they say it
Keep inferences to a minimum –
direct instruction is preferable eg
no more sharpening pencils
Use visual cues to support
understanding
Use modelling in 1:1 with adult of
non-verbal cues and gestures
using pictures and photos and
Social Stories to explain them
What techniques/strategies/
resources can we use?



Use a question prompt sheet
Use Social Stories and role play
strategies
Use tokens which can be posted
or given to the teacher when child
has asked their question
19
How can we maintain self esteem?


Give verbal praise
Give positive feedback when
social stories have worked well
SECTION 2: SOCIAL RELATIONSHIPS INCLUDING WORKING
RELATIONSHIPS/FRIENDSHIPS
SUGGESTED WHOLE SCHOOL/CLASS STRATEGIES:

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
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
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
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


Ensure all staff are well informed of support strategies
Ensure all staff are aware of how to greet appropriately and how to respond to the child’s greeting
Ensure all staff are aware of the need to check child’s understanding of non-verbal cues
All staff to be aware of how to set up simple structured play scenarios
Ensure all staff are aware of the graded feelings booklet and how to use it
Alert all staff to the child’s vulnerability
Alert all staff to watch out for grudges
Ensure consistency of approach by all staff
Manage seating arrangements in classrooms
Give child opportunities to pursue preferred interest
Arrange child/peer partnerships especially in music/PE etc
Inform midday and duty staff about the child’s needs
Train other children as peer mentors
Monitor child’s response and plan ways to encourage co-operative play, building up gradually
Involve parents/carers in developing out of school activities
Collect information about clubs
Ensure the club organisers know about the child’s needs
Discuss with parents/carers about arranging invitations to peers
Liaise with parent/carer about how the child responds to emotions at home and share the strategies between home and school
Liaise with parent/carer to share strategies and implement appropriately
Links with Pupil Involvement,
Behaviour Support, PSHE/Citizenship
Refer to Essex Guidance on Physical Intervention
20
Child needs to:

form friendships and
other appropriate social
relationships
What do we need to teach?











Teach the child the names of
the other children in the class
and the names of key adults in
the school
Teach turn taking games
Teach a basic greeting for use
in school
Teach understanding of nonverbal cues
Teach playground games (with
visual instructions) and use
Social Stories
Teach child about losing a
game through Social Story
Teach to recognise non-verbal
cues
Teach child to identify and label
emotions/ feelings
Teach the child how to get into
games
Teach child about the
differences between a working
partner and a playing partner
Teach appropriate non-verbal
responses
What techniques/strategies/
resources can we use?














Use photos (with parental
permission) and play name/face
matching games
Encourage child to take messages
to children/adults
Use role play to teach greetings
Ask child to hand out equipment to
named pupils
Encourage turn taking games
Regularly use non-verbal cues in
context
Provide a buddy and adult support
– ask class for a list of willing
buddies
Provide supported opportunities
for winning and losing
Be sensitive to the child’s need for
time out alone
Use role play, drama, modelling
and visual cue cards
Provide a friendship stop in the
playground
Give adult support
Be sensitive to the needs of the
child and the buddy giving support
Allocate a named person for the
pupil to talk to about their worries
21
How can we maintain self esteem?

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





Praise child for the use of names
and for carrying out a job correctly
Encourage peer support to enable
child to succeed
Discuss the child’s needs with
him/her
Encourage praise from peers
Give child the responsibility for
being a buddy for a newer or
younger child if appropriate
Give praise for good turn taking,
good losing and for following game
rules
Encourage all children to respond
appropriately to enable pupil to
generalise the skill taught
Provide opportunities for the child
to recognise non-verbal cues and
then praise

Child needs to:

maintain friendships
What do we need to teach?


Teach how to be a friend
Teach what is an appropriate
friend
What techniques/strategies/
resources can we use?






Child needs to:

play interactively
What do we need to teach?






Teach the child play skills
Teach interactive games and
songs
Teach rules of playground
games
Teach how to approach and get
into a game
Teach a phrase for game entry
Teach child to identify the peer
leading the game
Practice the skills taught
Use Social Stories about how to
be a good friend
Encourage class identity of
inclusion
Emphasise child’s strengths
Make other children aware of the
child’s needs
Use Circle of Friends
Use Circle Time and Bubble
Time
What techniques/strategies/
resources can we use?




Set up simple structured play
scenarios with opportunities for
child to play alongside a
peer/small group. Use photos and
Social Story if needed
Support child to observe the
scenario before playing alongside
Encourage child to look at adult’s
face
Use modelling and rehearsal
22
How can we maintain self esteem?



Create friendship opportunities
with good role models, allowing
child to succeed
Arrange invitations to peers
outside the home, to avoid
invading the child’s personal space
Allow child to show good work at
every opportunity
How can we maintain self esteem?






Reward child’s efforts at playing
alongside another
Make play situations similar each
time to reduce stress
Teach supportive peers to
encourage cooperative play
Be sensitive to proximity of peers
Encourage social interaction at
home
Consider carefully the best seating

Teach child what to do if
rejected






Child needs to:

understand other
people’s feelings
What do we need to teach?

What techniques/strategies/
resources can we use?
Teach names of emotions and

how the person feels and looks
eg happy, angry, sad, frightened 
etc



Child needs to:

develop the use of
What do we need to teach?

Teach good use of leisure time
Use a model of playground and
mobilo people to rehearse
situations before they happen
Generalise each skill learned in
the playground
Model skills 1:1 with an adult first
then introduce one peer
Have a buddy system, friendship
squad
Structure playtime sessions for the
pupil with a mixture of activities
Have calming activities available
Use role play to show visual
expression
Make a graded feelings booklet
Use Social Stories for different
contexts/situations
Use mirror work to model
expressions
Be sensitive to child’s difficulties
What techniques/strategies/
resources can we use?

Identify child’s interests and use
23


position to include the child in the
life of the classroom
Use small visual cue cards on a
key ring for each stage of initiating
play
Be aware of peer language when
teaching the child phrases
How can we maintain self esteem?


Encourage child to use graded
feelings booklet to communicate
how s/he feels
Use situations in classroom to
teach child what they are and why
they happen
How can we maintain self esteem?

Encourage child to make use of
leisure time
to develop it




Child needs to:

learn about friendships
What do we need to teach?

Child needs to:

develop strategies for
coping with anger
Teach child to recognise when
someone isn’t a friend
What techniques/strategies/
resources can we use?





What do we need to teach?

Teach child a range of
strategies to use to manage
anger
those that are socially acceptable
Introduce activity clubs
Use Social Stories about when
and where activities are
acceptable
Identify opportunities to join school
clubs eg football
Allow time for child to spend time
on own interests




clubs
How can we maintain self esteem?
Provide rules
Use Social Stories
Use role play
Use modelling
Use Circle of Friends and
Bubble Time

What techniques/strategies/
resources can we use?
Use relaxation exercises
Offer child visual cues such as the
traffic light system on small
cards
Use stop, think and do schedule to
help child know what to do
Use stress box items to reduce
anger
24
How can we maintain self esteem?



Let child know that it is acceptable
to fall out with friends and then to
make up again
Praise child for working with a
friend
Praise child’s efforts to manage
anger and to recognise when it is
happening at the amber stage (of
the traffic lights) and to act
Staff can work with child on
prevention strategies and reflective
learning
SECTION 3: INTERESTS AND ROUTINES
SUGGESTED WHOLE SCHOOL/CLASS STRATEGIES:















Encourage a whole school approach to the use of visual timetables
Ensure all staff are aware of the child’s need for visual timetables and structure to the day
Ensure all staff know about the child’s anxiety levels when changes occur
Ensure all staff are aware of the ‘First/Then’ schedule, how it works and the method of rewarding the child
Adults to discuss best ways of ‘switching off’ emotions; remain calm, lower voice tone, speak slowly etc.
Plan in advance for changes in routine – wherever possible
Have possible solutions/actions ready to put in place if needed
Liaise with parents/carers about the visual timetables and identify possible uses within the home context
Warn child of change of staff ie supply teacher or LSA
Provide information sheet for supply teacher to inform him/her about the child’s needs and the strategies used to maintain consistency of
approach
Liaise with parents/carers to plan for known changes
Liaise with parents/carers about child’s interests at home
Share ideas about possible motivators
Share ideas about how best to reinforce skills developed, in both home and school settings
Liaise with parents/carers for planning purposes and current interests
Child needs to:

learn how to follow
structured routines
What do we need to teach?


Teach child how to use a
first/then schedule
Teach child how to use a visual
What
techniques/strategies/resources
can we use?

Adult to model how to use a visual
timetable/schedule, emphasising
the importance of putting the
25
How can we maintain self esteem?


Class could have large version of
visual timetable for all to refer to
Praise/reward child for using the

timetable for daily tasks (make it
mobile if possible)
Teach the meaning of visual
symbols
appropriate symbols in a zipped
wallet when each task is



Child needs to:

learn to cope with
changes in routine
What do we need to teach?

Teach child how to cope with
changes
completed; symbols can also be
covered up by the child
Use a range of visual timetables
– objects of reference, photos,
symbols: try out a range and use
the most appropriate
Provide child with his/her own
timetable to use
All pupils in class need to have
knowledge of the structure of the
day – put information on white
board
What techniques/strategies/
resources can we use?




Show child how to remove a
symbol and replace it with one to
represent the new routine/task
Write/show day’s structure for all
children by writing it on the white
board and show changes in
task/activities by crossing out and
adding new task using symbols
and writing
Encourage class to acknowledge
this and add to the changes
Pre-warn child about approaching
26



visual timetable appropriately
Peers can support child
Encourage independence through
use of task plans and visual cues
Link praise and rewards to whole
class/school reward systems
How can we maintain self esteem?




Offer child rewards for coping well
with routine changes
Change symbol on class board
and say that sometimes a change
happens and it is OK
Use Social Stories to manage
some changes
Use relaxation strategies and
stress box ideas
changes in routine
Child needs to:

extend interests and
develop new ones
What do we need to teach?

Teach child new interests and
ways in which their current ones
can be moved on
What techniques/strategies/
resources can we use?










Identify child’s interests
Continue to develop this extending
to a greater range of tasks and
interests
Use a Social Story to teach the
pupil that it is acceptable to work
on new tasks
Ensure new tasks are broken
down and not too demanding
initially
Arrange classroom to facilitate
access to new tasks and
resources
Make class aware of first/then
schedule and offer peer support
where appropriate
Rehearse tasks and discuss a selfmotivating reward
Make a ‘have a go’ chart
Use a first/then schedule to
teach child to work on a new
interest first, then has a familiar
task to follow – do this gradually
Use an egg timer so that the child
knows how long the task will last
27
How can we maintain self esteem?






Ensure new task is well within
child’s capabilities, attention span
Ensure the work on the new task is
successful
Praise child for carrying out new
task at each stage of the activity
Use child’s current interest as a
motivator for completing new task
Keep task uncomplicated and
clear
Give rewards for attempting new
tasks
Child needs to:

cope with working on
own interest at a
specified allocated time
What do we need to teach?

Teach the child that there is a
specific allocated time to carry
out their preferred activity
What techniques/strategies/
resources can we use?





Child needs to:

learn to follow adult
directed tasks when
interested in following
their own agenda
What do we need to teach?


Teach child about the first/then
schedule
Teach child exactly what is
expected of them in a task
Make a symbol for this eg a choice
of picture representing specific
interest
Make sure resources/ items are
available at the time they are
needed
Agree a safe and secure place for
items when not needed
Use an egg timer or suitable timer
to show allocated time
Use visual strategies to show the
beginning and end of allocated
time eg timetable or cue cards
What techniques/strategies/
resources can we use?




Use the schedule to illustrate
first/then principle eg short bursts
of work followed by a break
Use Social Stories to reinforce
this
Keep language positive when
introducing task
Adult to request work to be carried
out in a calm, factual way
28
How do we maintain self esteem?

Ensure that what is being offered
to the child is manageable and
achievable
How can we maintain self esteem?




Child could work on their own
activity/interest for an appointed
time as a reward
Reward all attempts at carrying out
adult directed tasks no matter how
small
Differentiate all tasks to child’s
level to ensure success
Make tasks short with built in

Use first/then schedule to show
the child the task for the ‘first’ part
followed by the break in the activity
with the ‘then’ part
29
success
SECTION 4: LEARNING, WORK SKILLS AND INDEPENDENCE
SUGGESTED WHOLE SCHOOL/CLASS STRATEGIES:

























Ensure a whole school approach to organisation to make it easier for the child to work in different group settings
Ensure a whole school policy is in place on presentation, margins, setting out work, marking and corrections; make this visual for the child
All adults to use a consistent approach
Whole school approach to putting key lesson points on the board
Whole school involvement in the reflective process and reflective learning strategies used by teaching staff
All staff need to be aware of strategies used and the child’s needs
Explain the child’s difficulties to the class/classes if appropriate
Allow time for smooth transitions
Be aware if the child is anxious
Be aware of any sensory issues – difficulties with light, sound, temperature and close proximity of others
Include a seating plan in the classroom organisation
Ensure the child is seated where s/he has an uninterrupted view and is not distracted by others, displays or storage
Consider appropriate language levels
Minimise distractions
Use adult support to interpret/make links to child’s own experience
Check child is engaged with current activity
Consider child’s attention span
Check with parents/cares for pupil’s current interests
Devise a set of rewards and try them out with the child to identify what really works (this may change over time)
Consider carefully the lesson objective; work does not need to hand written unless it is handwriting practice
Continue to set up minor problems for the child to solve in a supported environment
Choose role models sensitively; good examples need to be kind and understanding of the child’s needs
Share ideas with parents/carers to support to try out new experiences outside school
Ensure good home/school liaison
Closely match strategies used at home and school
30




Liaise with parents/carers and all professionals involved
The withdrawal of access to obsessions without removing the trigger is likely to result in a more challenging behaviour
Never withdraw planned time for obsessive activity as a punishment
Be patient and do not push the child beyond his/her limit
Child needs to:

sit appropriately
What do we need to teach?

Teach the child a specific
programme using strategies to
teach ‘good sitting’
What techniques/strategies/
resources can we use?








Child needs to:

demonstrate joint focus
of attention
What do we need to teach?


Visual cues for looking
Teach the child to look towards
the speaker
Consider position; perhaps place
near front but at side of group
Perhaps place near the back as
this may be less distracting if the
pupil tends to turn round
Use a photograph of the child
Use a ‘carpet partner’
Use a non-verbal gesture
previously agreed with the child
Use name – pause – direct
Individual space (carpet tile or
chair) made visually clear
Visual cue card/demo to show
good sitting
What techniques/strategies/
resources can we use?


Pointers, puppets, real objects,
photos, posters, use pf board
Looking games, eye pointing
31
How can we maintain self esteem?






Provide a ‘special’ mat/cushion
place or chair – to be used by any
child who can sit well (use
sensitively)
Good sitting rewards negotiated
with the child
Put stickers round edge of paper
‘sitting mat’; cut off edge to take
home when border is complete
Ho
w can we maintain self esteem?
Praise and reward for maintaining
good attention
Use a small stepped approach




Child needs to:

listen to what is being
said
What do we need to teach?


Teach child to think about what
is being said
Teach key words to cue child in
during group discussion
games, bubble time groups
Use of ‘look up’ (fingers) and
‘look up’ (eyes)
Whole class use of talking object
Use concrete links to make the
abstract more real
Cue the child in by saying name at
beginning of instructions
What techniques/strategies/
resources can we use?







starting with a very short task or a
task the child likes to do
How can we maintain self esteem?
Keep language simple and direct

Allow time to process information

Visual cues for listening eg a
listening card with a symbol
Provide relevant resource or object
to hold
Provide a small version of big book
or white board
Engage the child in the session eg
assembly – visual sequences so
child knows when it will end
Use listening games, rituals,
routines, ‘Deputy Dawg’, ‘He said,
I say’
32
Praise and reward good listening
Choose child as ‘monitor’ to help
teacher hold resource, point to
book, hand out worksheets
Child needs to:

be motivated to engage
in a directed task
What do we need to teach?


What techniques/strategies/
resources can we use?
Teach child how to use a visual 
timetable
Teach child how to use a

workstation or a distraction

minimised area in the classroom






Child needs to:

organise self
What do we need to teach?


Teach child to use a task
planner
Teach child to follow visual cues
and prompts
Differentiate task to child’s ability
and attention span
Use practical activities
Consider alternative ways of
recording eg cloze procedure,
matching questions and answers,
writing frames, word process on
PC
Make expectations visually clear
Break tasks into chunks
Show finished product and
stopping point
Show what to do next
Use a ‘first’ and ‘then’ schedule
Show child that tasks have a ‘start’
and a ‘finish’ by physically
removing the symbol from the
visual timetable
What techniques/strategies/
resources can we use?



Use task sheets and tick lists
Provide step by step prompts
Use planners/diaries and
calendars
33
How can we maintain self esteem?








Involve child in target setting and
evaluating own work
Use whole class visual timetable
Use task planners
Write instructions on the board
step by step
Ensure individual worksheet and
task is similar to class task/topic
Set up a task/reward system
Reward for effort as well as for
completed tasks
Share workstation with others for
work or fun activities
How can we maintain self esteem?


Ensure success by allocating
tray/drawer/coat peg in the most
accessible place for the child
Reward pupil for collecting


Teach child how classroom is
organised
Teach rules, routines and
expectations




Child needs to:

organise tasks and
activities
What do we need to teach?



Teach child to use visual cues
and prompts
Teach key phrases child can
use when needing help
Teach simple problem solving
skills: use ‘Stop, Think and Do’
Colour code similar items
Label drawers/ cupboards/storage
so that pupil knows there is a
place for everything
Ensure classroom is well
organised, tidy and visually clear
Use visual cue cards (sets on key
rings)
What techniques/strategies/
resources can we use?









Practise using and following visual
cues to collect
resources/equipment
Write title, date for child and
include how to set out the work
Practise using ‘Stop, Think and
Do’ cards
Use Social Stories
Use ‘What would I do if…’
worksheets
Use Bubble Time, Circle of
Friends and group work
Work on ‘sabotage’ problems eg
pupil needing a specific colour but
pens are dried up!
Use a Task Board to prompt
start/time allowed/finish
Use work tray/finished tray
34

resources/organising self
Provide good role models near
pupil
How can we maintain self esteem?






Praise and rewards for effort and
success
Buddy system/paired work with
carefully chosen peer support
Allocate clear role in paired and
group work
Try to pre-empt difficulties with
possible solutions during planning
Discreet ‘help’ card/signals to gain
adult support
Keep copy of solutions to
problems for child and adult to use
in reflective learning
(TEACCH approach)
Child needs to:

reflect on learning
What do we need to teach?


Teach child to think about what
happened in the lesson/activity
Teach child to communicate
how s/he felt about the
lesson/activity
What techniques/strategies/
resources can we use?









Child needs to:

generalise skills
What do we need to teach?

Teach and practise skills in
Use real objects/photos to focus
attention
Order pictures/phrases in
sequence
Use open dialogue with child: say
‘Tell me about….’ Rather than
questions
Make a photo diary to share with
peers/family
Use simple recording sheet using
faces or thumbs up/down
Use evaluation sheets at child’s
developmental level
Put key points on board as
reminder about previous lesson
Support child to recap on previous
lesson
Photograph sequence of activities
using digital camera
What techniques/strategies/
resources can we use?

Use real objects/photos/posters
35
How can we maintain self esteem?





Prepare child in advance for
questions and write/rehearse
answers
Reward/acknowledge attempts to
contribute
Make the activity group or class
based
Draw whole class attention to
points written on board
Provide frequent feedback for
reassurance
How can we maintain self esteem?

Teach skills individually before
different ways/places and with
different support when child
shows some level of confidence
in skill






Child needs to:

prevent special interest
activities from becoming
obsessions and
hindering curriculum
access and progress
What do we need to teach?
etc
Plan for only one change at a time
from what has already been
achieved ie place OR method
Use pictures/photos to prepare
child for next change
Provide time to practise and
rehearse with support
Make explicit the links to previous
experience
Use a transition plan to generalise
skills to next setting ie classroom,
school etc
Use role models to demonstrate
what is needed
What techniques/strategies/
resources can we use?




Use another form of similar
experience eg lava lamps, dough,
relaxation box
Eliminate source of stress/anxiety
Hide object or write down topic
and put into opaque
envelope/folder; show on timetable
when pupil may have 5 minutes to
engage with or discuss obsession
Use the obsession as a reward or
combine an element of it in
36





pupil transfers to group/whole
class situations with support
Praise and reward
‘Brilliant Book’ to record
achievements
Social Story to include
successes/growing up/ moving on
‘Monitor’ role allocated in new
setting
Child can invite visitor from new
setting to current class/school
How can we maintain self esteem?




Use child’s knowledge or expertise
of an appropriate subject to raise
esteem in eyes of peers eg class
presentation, helping others
Use sensory/ relaxation resources
in quiet area at workstation or with
a calm quiet peer
Praise and reward involvement in
tasks, academic and social
achievements
Work towards self monitoring of
directed task
Monitor obsessions to discover
why they are evident (STAR
behaviour recording)
THEN
 Eliminate source of stress/anxiety
 Provide alternative socially
appropriate source of
comfort/relaxation
 Reduce time spent on obsessions
sensitively
 Use obsessions to motivate pupil
(if appropriate)
 Give the pupil time to de-stress
NB – obsessive behaviours cannot
always be changed but they could be
made more generally acceptable

Child needs to:

take a calculated risk
(make choices in
dependence/
independence)
What do we need to teach?

Teach child through use of
Social Stories and reflective
learning that it is OK to take a
risk sometimes
What techniques/strategies/
resources can we use?


Make changes in small steps to
support risk taking in familiar
scenario
Extend risk and support child by
talking/visual cues
37

obsessive behaviours
Consider finding alternative
activities instead of obsessions
How can we maintain self esteem?

Reward child’s ability to take risk
and manage change to develop
confidence and self esteem
SECTION 5: SENSORY/SENSITIVITY
SUGGESTED WHOLE SCHOOL/CLASS STRATEGIES:







Ensure school staff are aware of child’s issues with taste/texture of food
Ensure staff are aware of how over stimulation can affect the child. Eg mobiles
All staff should be aware of the child’s sensitivity to handling certain items eg paint, glue, sand etc
Consider creating a work station or a low distraction area to help the child become calmer
Consider using the stress box and relaxation exercises
Be aware of room temperature as this can also have an effect
Liaise with parents/carers for information on child’s tolerance levels
Child needs to:

cope with
unfamiliar/abnormal
sounds
What do we need to teach?

Teach child to tolerate a range
of familiar and unfamiliar
sounds through a de-sensitising
programme
What techniques/strategies/
resources can we use?






Offer the child opportunities to
experience a number of sounds in
comfortable settings
Use Social Stories
Pre-warn child of impending noise
Introduce sounds gradually 2-3
minutes with an adult, then extend
time and decrease support
Record/video eg assembly and let
pupil watch with adult support
Use backward chaining
38
How can we maintain self esteem?




Organise a safe supervised place
for the child if needed before,
during and after sounds
Be aware of child’s tolerance
levels
Be realistic in expectations
Letting the child hold a small
favoured item at the same time
Child needs to:

tolerate handling a
range of materials
What do we need to teach?

Teach child to tolerate touching
unfamiliar items
What techniques/strategies/
resources can we use?





Use Social Stories with photos
Offer opportunities to gradually
handle a range of materials when
pupil is calm
Provide sensitive adult/peer
support
Consider using items in the
Sensory Suitcase to gradually
build up tolerance
tolerate being touched
appropriately/physical
contact
39
How can we maintain self esteem?

Be flexible and realistic about what
can be achieved
POSSIBLE ICT SOLUTIONS
ICT PROBLEM
SUGGESTED SOLUTION
The pupil becomes frustrated at the complexity of the QWERTY
keyboard
Try alternative simpler types of keyboards such as ‘Bigkeys’, concept
keyboards and switches
The pupil has difficulties with fine motor control and finds using the
keyboard difficult
Try a mini size mouse or tracker ball and adjust mouse settings
The pupils finds it difficult to coordinate the use of the mouse with the
cursor on the screen; understanding cause and effect is difficult for the
pupil
Try sticking a tactile picture on the screen cursor or mouse button; use
games such as SEMERC’s balloon bursting
The pupil becomes obsessed with the computer leads and wires, or just
with the computer itself
Try covering the computer with a cloth to cut down on the distraction;
cover and hide the leads and wires; using infrared ports eliminates the
need for leads and wires
The pupil is sensitive to sound and the processor distracts him/her
Try concealing the processor in a box or in another room
The pupil is obsessed with the ‘on/off’ switch
Cover, conceal or turn the computer off so that the switch cannot be
seen
40
The screen brightness can agitate the pupil
Try to adjust screen settings; screen guards can be used; consider the
reflection from the windows and from fluorescent tube lighting
The pupil is distracted and worried by sudden loud noises on the
computer
Try adjusting and turning off sound settings; ear phones may help
The pupil pulls sheets out of the printer before it has finished printing
Conceal the printer; teach the pupil to wait using an egg timer for a
minute if possible
The pupil finds turn taking difficult when sharing a computer
Try a turn taking box with the photos of two pupils sharing with an arrow
pointing to whose turn it is; an adult can hold an egg timer to show that
when the sand has gone through it will be time to change over;
interactive programmes can help the pupil to turn take initially but then
the skill needs to be generalised with an adult and then with a supportive
peer
41
GLOSSARY OF TERMS USED IN THE TEXT
a visual timetable with the ‘first’ section being the work task and the ‘then’ being the short reward task; the schedule may be
used with a pupil many times in one lesson.
FIRST/THEN SCHEDULE:
Picture Exchange Communication System; a picture symbol system to support the development of communication skills through the
exchange of picture symbols between adult and pupil.
PECS:
MAKATON:
a signing and symbol system to support communication skills.
SENSORY SUITCASE:
a suitcase containing sensory items such as a mirror ball, fibre optics, aromatherapy oils and relaxation music.
a class of pupils sitting in a circle taking turns to talk about a range of issues with adult facilitation; bubble games are
organised with smaller pupil groups with adult direction.
CIRCLE TIME/BUBBLE GAMES:
a large pointed pencil/magic wand used to point directly at specific items such as words on the whiteboard and pictures on the wall
to support a pupil’s ability to focus attention.
TALKING STICK:
SOCIAL STORIES:
stories written for individual pupils outlining appropriate behaviour and social rules.
sometimes set up with screens to minimise distraction; the pupil can often carry out independent work tasks at the station
and also share the station with another pupil.
WORKSTATION:
TIME TO TALK:
a table
a social skills programme to support the development of social use of language and communication skills.
BLACK SHEEP LANGUAGE PROGRAMME:
Black Sheep is an American Publishing Company that publishes a number of language and social skills
programmes.
games in which two individuals play a game which has a blank screen placed between them with two identical picture
formats; each player takes it in turns to give an instruction to the other, related to placing items/stickers on a number of pictures on the format; at
the end of the game the screen is removed and the players should have completed identical formats.
BARRIER/SCREEN GAMES:
42
a booklet containing a range of facial expressions from very happy to very sad on a scale of 1 – 10; the pupil works
with an adult on grading their own feelings.
GRADED FEELINGS BOOKLET:
MIRROR WORK:
STRESS BOX:
looking at facial expressions in a mirror.
a box filled with items such as stress balls, bubble wrap and sensory items to touch and feel to minimise stress and act as
motivators.
‘HAVE A GO’ CHART:
a positive reward system; each time the pupil ‘has a go’ at the targeted behaviour, s/he gets a reward.
CIRCLE OF FRIENDS:
a social skills programme around a peer group support.
TEACCH APPROACH:
Treatment and Education of Autistic and Communication Handicapped Children; a visual schedule approach to carrying out
work tasks.
a red, amber, green traffic light system to manage behavioural issues; green is okay, amber is moving into anxiety and
red is very stressed; this system can be used with individual pupil behavioural issues as well as whole class.
TRAFFIC LIGHT SYSTEM:
STOP, THINK AND DO:
a pictorial programme supporting thinking skills.
43
USEFUL RESOURCES
HELPLINES

Essex Parent Partnership: 01245 436231
Special Educational Needs (SEN) Family Support Group: 0161 755 3482
Behaviour Support Helpline: (Open Mon and Wed 8.30 to 10.00am and Fri 3.30 to 5.00pm): 01279 772862
Centre for Social and Communication Disorders (diagnostic unit for all Communication Disorders): 020 8466 0098
Autism unravelled (provides information on current theoretical research and treatments into autism): 020 8421 1674
Hertfordshire Autistic Resource Centre: 01707 259700
NAS (National Autistic Society): (Open weekdays 10 to 4) 0870 6008585
OAASIS (Office for Advice, Assistance, Support and Information on Special Needs): (Open weekdays 2 to 5) 09068 633201
SNAP (Special Needs and Parents): (Open weekdays 9 to 4 term time only 01277 211300
NATIONAL SUPPORT GROUPS
FAITH (Focusing on Autism in the Home): based in Tyne and Wear; run a home-based programme.
Contact details: 0191 511 0235
SIBS: for brothers and sisters of those with special needs, a disability or chronic illness
Contact details: 01535 645453 www.sibs.org.uk
44
LOCAL SUPPORT GROUPS
ACME/Autism In Focus
Contact details: 01245 231585/01245 469748
Communicate: a support group set up by parents for parents of children with communication difficulties. Based in the Saffron Walden area.
Contact details: 01799 541596/01799 550532
First Step: an opportunity group for children and families of pre-school children with special needs or disabilities, to provide support, information
and encouragement.
Contact details: 01708 620492
PIP (Parents in Partnership): support group based in Redbridge for parents/carers of children with special educational needs.
Contact details: 020 8989 9072/020 8590 3061
RAFT (Redbridge Autistic Families Together): support network for families of and individuals with autistic spectrum disorders. Covering
Redbridge and areas of Essex and Kent.
Contact details: 020 8504 4386
SAFE (Supporting Asperger Families in Essex): produced a video training pack for teachers and other professionals.
Contact details: Chelmsford – 01245 422310; Southend – 01702 473303; Basildon and Wickford – 01268 454968;
N. Essex – 01206 240931
SEARCH: a charity run by three mothers of children with autism. Support group meets on Fridays.
Contact details: 01277 546275/ 01268 449871
SNAP (Special Needs and Parents): for parents and carers of children with any special educational needs or disability.
Contact details: 01277 211300 www.snapcharity.org
SOS 4 ASD: run by parents for parents of children with autistic spectrum disorders. Drop-in meetings held in Southend area.
Contact details: 01702 475113/01702 312282
45
Thurrock Autism and Asperger Support Group: a group for parents of children with autistic spectrum disorders including asperger’s. Meet at
coffee mornings on Fridays in Grays.
Contact details: 01375 400596/01375 375011
INTERNET WEBSITES
Asperger Initiative Ltd. www.care-training.com
 Provides information on training for teachers and also parent training groups
Autism Independent UK www.autismuk.com
 Useful information for teachers, parents and other professionals
 Provides a discussion forum which is particularly helpful for parents
Autism London www.autismlondon.org.uk
 Useful information
 Provides helplines, support services and information on activities and events
Autism Unravelled www.autism-unravelled.org
 Information about the biology/physiology of autism with quite technical information
 May be useful for professionals but does not provide much practical advice
BILD (British Institute of Learning Disabilities) www.bild.org.uk
 Useful for parents and teachers with information on training events and conferences, books and research findings
 Can become a member to gain further information
CARD (Centre for Autism and Related Disorders) www.centreforautism.com
 Useful information for parents and professionals including some helpful links
Do to learn www.dotolearn.org
 Useful information on visual tools for parents, teachers and other professionals
46
The Essex Autistic Society www.eas-essex.org.uk
 Website is currently under construction
Hertfordshire Autistic Resource Centre www.harc.online.org.uk
 Useful information for parents
 Provides membership option and has support groups available
Inclusive Solutions www.inclusive-solutions.com
 Useful resource for teachers regarding how to encourage inclusion of pupils with special educational needs in school
LEAP (London Early Autism Project) www.londonearlyautism.com
 Lots of useful information for parents, teachers and other professionals; likely to be of particular use to teachers
National Autistic Society www.nas.org.uk
 Good information for parents, teachers, other professionals and individuals with asperger’s or autism
 Provides a helpful parent to parent scheme
PACT (Parents of Autistic Children Together) www.pact-uk.co.uk
 A very helpful website
 Useful information for parents and individuals with autism
 Information about activities and events
Peach (Parents for the early intervention of autism) www.peach.org.uk
 Useful information about behavioural interventions
 The site is set up by parents
SAFE (Supporting Asperger Families in Essex) www.safe-online.org.uk
 Some useful information designed largely for parents
 Provides information on meetings and telephone counselling
SMILE (Interactive play for children with autism) www.autism-smile.co.uk
 Useful for parents, teachers and other professionals
47

Not much detailed information but provides advice and information on events
Symbol world www.symbolworld.com
 Useful range of symbols and photographs covering a wide range of helpful topics
TEACCH (Treatment and Education of Autistic and realated Communication-Handicapped Children www.teacch.com
 Lots of detailed information for parents and professionals
Teachernet www.teachernet.gov.uk/sen
 Useful information on ASDs and the Good Practice Guidance
Tony Attwood www.tonyattwood.com.au
 Useful information for parents, teachers, other professionals and individuals with asperger’s
 Information on learning services, books, support groups and further links
Online Asperger Support and Information Service (OASIS) is run by Barbara Kirby in the USA.www.udel.edu/bkirby/apsperger/
 Articles, resources, further links and reviews
 Gilliam Asperger Disorder Scale – available online in survey format
 Writing Social Stories – Carol Gray video workshop for those about to embark on this approach
The Autism Society of America (ASA) www.autism-society.org/
 Good links that include a free e-learning programme on ‘What is Autism?’
‘Oops….Wrong Planet Syndrome’ rune by Janet Norman-Baines www.isn.net/~jypsy/
 Huge selection of articles and links including personal accounts
Paul Shattock – based at the Autism Research Unit http://osiris.sunderland.ac.uk/autism/
 University of Sunderland carrying out research into the possible causes of autism
 Access to traditional and current research
Information and free resources www.kizclub.com and www.dotolearn.com
 Downloadable visual resources available on line
48

Links to pages for games and speech and language resources
The Centre for the Study of Autism www.autism.org/
 A range of information covering autism and related disorders, issues and interventions
Social Stories www.thegraycentre.org/
 Carol Gray offers the chance to ask questions of the experts and read their answers to others’ queries
BOOK LIST
Title: Asperger Syndrome – A Practical Guide for Teachers
Authors: Val Cumine, Julia Leach and Gill Stevenson
ISBN: 1-85346-499-6
Title: Autism and Learning – A Guide to Good Practice
Edited by: Stuart Powell and Rita Jordan
ISBN: 1-85346-421-X
Title: Autism – Explaining the Enigma
Author: Uta Frith
ISBN: 0-631-16824-9
Title: Autism – How to Help Your Young Child
Produced by: Leicestershire County Council and Fosse Health Trust
ISBN: 1-89928065-0
Title: Autism in the Early Years – A Practical Guide
Authors: Val Cumine, Julia Leach and Gill Stevenson
ISBN: 1-85346-599-2
Title: Autistic Spectrum Disorders – An Introductory Handbook for Practitioners
Author: Rita Jordan
49
ISBN: 1-85346-666-2
Title: Behavioural Intervention for Young Children with Autism – A Manual for Parents and Professionals
Edited by: Catherine Maurice, Gina Green and Stephen C. Luce
ISBN: 0-89079-683-1
Title: Contemporary Issues in Early Years – Working Collaboratively for Children
Author: Gillian Pugh (ed)
ISBN: 076190533
Title: Developing Play and Drama in Children with Autistic Spectrum Disorders
Authors: Dave Sherratt and Melanie Peter
ISBN: 1-85346-697-2
Title: Educational Provision for Children with Autism and Asperger Syndrome – Meeting Their Needs
Author: Glenys Jones
ISBN: 1-85346-669-7
Title: Enabling Communication in Children with Autism
Authors: Caro Potter and Chris Whittaker
ISBN: 1-85302-956-4
Title: Helping Children with Autism to Learn
Edited by Stuart Powell
ISBN: 1-85346-637-9
Title: I’m Not Naughty I’m Autistic – Jodi’s Journey
Author: Jean Shaw
ISBN: 1-84310-105-X
Title: It Takes Two to Talk – A Parent’s to Helping Children Communicate
Author: Ayala Manolson
ISBN: 0-921145-020-0
50
Title: Martian in the Playground – Understanding the Schoolchild with Asperger Syndrome
Author: Clare Sainsbury
ISBN: 1-873942-08-7
Title: Meeting the Needs of Children with Autistic Spectrum Disorders
Authors: Rita Jordan and Glenys Jones
ISBN: 1-85346-582-8
Title: More Than Words
Author: Fern Sussman
ISBN: 0-921145-14-4
Title: Parent Survival Manual – A Guide to Crisis Resolution in Autism and Related Developmental Disorders
Edited by: Eric Schopler
ISBN: 0-306-44977-3
Title: Pretending to Be Normal – Living with Asperger Syndrome
Author: Liane Holliday Willey
ISBN: 1-85302-749-9
Title: Smart Thinking – An Interpersonal and Social Thinking Skills Programme
Produced by: Essex County Council
Title: Standing Down Falling Up – Asperger Syndrome From the Inside Out
Author: Nita Jackson
ISBN: 1-973942-982
Title: The Autistic Spectrum – A Guide for Parents and Professionals
Author: Lorna Wing
ISBN: 0-09-475160-9
Title: What Does It Mean to Have Autism?
51
Author: Louise Spilsbury
ISBN: 0-431-13925-3
Title: Social Stories
Author: Carol Gray
ISBN:
Title: Comic Strip Solutions
Author: Carol Gray
ISBN:
Personal Accounts:
Title: Standing Down, Falling Up
Author: Nita Jackson
Publisher: Lucky Duck Publishing (S)
Title: Freaks, Geeks and Asperger Syndrome; a user guide to adolescence
Author: Luke Jackson
Publisher: Jessica Kingsley Publishers (P/S)
Title: Asperger Syndrome, the Universe and Everything
Author: Kenneth Hall
Publisher: Jessica Kingsley Publishers (P)
FREE!
Autistic Spectrum Disorders, a guide for teachers www.deni.gov.uk
National Numeracy Strategy Guidance to support pupils with ASD DfES/0511/2001
Supporting Pupils with SEN in the Literacy Hour DfEE/0101/2000
52
Autism Spectrum Disorders Good Practice Guidance DfES/597/2002
Essex Publications (possibly already in school somewhere!)
Enabling Pupil Participation (P/S)
Good Beginnings (early years)
Essex Approach: Promoting Positive Behaviour (P/S)
Circle of Friends (with video) (P/S)
Introducing Real People (with video) (P/S)
SENCO Assessment Manual (P/S)
Reading for Pleasure
Title: The Curious Incident of the Dog in the Night-time
Author: Mark Haddon
Title: Diagnosing Jefferson
Author: Norm Ledgin
NB:
References have been made in the text to particular publications that are useful resources not only for children with social and
communication needs but also for many other children in the school:
Speech and Language Framework (SALF)
Speech and Language Audit Tool (SPLAT)
Promoting Positive Behaviour: the Essex Approach
Enabling Pupil Participation (pupils’ views)
Good Beginnings
COUNTY INSET:
For details of the following courses, please refer to the Special Educational Needs & Psychology Service Course Information Pack.
A copy of this pack is updated each term and is available on the Essex Intranet website (pathway in SENCo News)
Asperger Syndrome Awareness Day (Key Stages 1,2,3 and 4)
53
Include Me In – Managing the Needs of Pupils with Autistic Spectrum Disorder (Key Stages 1,2,3 and 4)
Working with Pupils with Autism in Schools (Key Stage 1 and 2)
SUGGESTIONS FOR ICT SOFTWARE
SEMERC – Solutions for Inclusion
Touch Games 1: this game helps to develop cause and effect, visual discrimination, matching and mouse skills; this is a really fun programme;
page 23 SEMERC catalogue; approx £30
Touch Games 2: this continues to develop cause and effect; the CD Rom includes Buzz Off, Wake Up and Magic Painting; page 23
Touch Funfair: the third of the touch games; this is developed for touch screens, mice or tracker balls; page 23
Literacy: the early years; to be used with My World 3; an excellent resource containing 19 clear sets of early vocabulary; page 28 SEMERC 2005
catalogue
SHERSTON – Special Needs Catalogue 2004/5
Fizzy’s First Numbers: number bonds to 10; page 8
Fizzy’s Number Skills: number bonds to 20; page 8
Magic Pencil: BBC; page 9
Tizzy’s Toy Box: special edition; page 14
Sherston Skill Builders: memory skills, listening skills, matching skills and sorting skills; page 7
Literacy Box: Early Years Catalogue; page 14
CRICK SOFTWARE 2005
54
Clicker 5: in the classroom; sentence building, word banks, talking books, labelling and writing frames; Key Stages 1 and 2
Jigworks: in the classroom; interlocking jigsaws, shape matching, early number skills and word level work; page 9
Word Bar: a great writing tool almost like a word bank on the screen
Penfriend: helps with spelling; page 12
55
EXAMPLES OF RESOURCES
SOCIAL STORIES
Teaching Social Understanding
Extract taken from ‘The New Social Story Book’ by Carol Gray
Social stories describe social situations in terms of relevant social cues and often define appropriate responses. They provide social information
while minimising the social aspects of teacher/pupil interaction.
They can be used to:






Describe a social situation and provide correct responses
Emphasise social skills being taught
Translate targets into understandable steps
Help the pupil to distinguish between fantasy and reality
Teach routines
Address a wide variety of behaviours
How to Write a Social Story:
Step 1
Observe a situation which is difficult for the pupil
Through observation try to determine what is motivating the pupil’s response (from the pupil’s perspective)
Step 2
Social stories comprise 4 types of sentences:
56
Descriptive (define ‘where’, ‘who’, ‘what’ and ‘why’)
Perspective (describe the reactions and feelings of others)
Directive (individualised statements of desired response)
Control (identify strategies to use to recall information in the story)
The most important of these types of sentences are the descriptive and perspective sentences.
There should be a ratio of at least 3 to 5 descriptive and/or perspective sentences for every directive and/or control sentence.
Guidelines








Write well within the pupil’s comprehension level
Write in the first person and in the present tense
Can be written in the future tense to describe a forthcoming situation to make it seem less threatening
May not need illustrations to be effective as they may be too distracting and might define a situation too narrowly
Often describe one aspect or step of a social situation per page, to further define the separate steps of a situation
Use only a few sentences per page
Avoid terms like always and use words like usually or sometimes
State directive sentences positively, describing required responses instead of problem behaviours
Step 3 – Presenting a Social Story
Choose print size, illustrations and layout according to the child’s needs. Making an audio cassette to accompany the story can be helpful.
Step 4 – Introducing a Social Story
Establish the understanding and co-operation of all involved
For the first reading, choose a quiet place with few distractions
Sit at the pupil’s side, slightly back from where the pupil is sitting
Focus on the story not on interaction
57
Try to read the story with the pupil once a day, perhaps just before the target situation occurs
Leave the story on display for reference once the pupil gains independence from the story
FURTHER EXAMPLES
Sharing toys
I like to play with toys. When I play with toys I have fun.
Other children like toys too.
It may be fun to play with toys with other children.
I can share toys.
Sharing might be fun. When I play I will try to chare and have fun.
Sharing
I can share with people. Sometimes they will share with me.
Sharing is a good thing.
Sometimes if I share with someone, they will be my friend.
Sharing with others makes them feel welcome.
Sharing with others makes me feel good.
Playing fairly
58
It is a good idea to play fairly with my friends.
Sometimes my friends may win the game that we are playing.
I will try to stay calm if my friend wins a game.
If my friend wins a game I will ask them to play again.
It is good to play fairly at games.
How to ask for help
Sometimes children have school work they cannot understand.
Sometimes, when children cannot understand school work, they get upset.
I will try to stay calm.
Children need to ask their teachers for extra help when they need it.
It is OK to ask for extra help.
If I need help with my school work, I will ask for it.
Staying calm in class
Most classes are fun.
If I stay calm in class, I will learn more.
The more I learn, the more I can do.
If I stay calm, my teacher will be happy and will teach me new things.
59
Learning new things is fun most of the time.
Staying calm in class will help me understand the teacher.
Listening to the teacher
It is good to listen to the teacher.
The teacher helps us learn.
When I have a question or an answer, I raise my hand and wait for the teacher to speak to me.
I can listen when the teacher is teaching. I will try to listen to what the teacher is saying.
Sometimes we might have a different teacher. I can listen to the different teacher.
60