Resources
early years programme
Harry’s Passport
DATE OF FIRST PLAN: 14 April 2013
DATES OF UPDATED PLANS: 12 September, 2013,; 10th January 2014
What people say they most like and admire about harry
Harry is...
• Happy
• Fun to be with
• Full of life
• A good singer
• Musical
• Good at physical activities like swinging and climbing
• Completely unselfconscious
• Gets lots of pleasure from simple things
• Funny
What harry likes and needs to stay happy - key principles:
1. To be supported and cared for by people who have read this passport and
understand his needs including knowing how to communicate with Harry.
2. Harry needs lots of play and fun throughout the day. He loves 1: 1 time with an adult.
3. Harry needs to know what is happening now and next shown in pictures and words.
4. Harry needs to be told of changes to familiar routines.
5. Harry gets upset by loud noises and too many people talking at once.
Harry’s favourite activities are:
Swings; Rough and Tumble,; Playing with shiny paper; Singing; Listening to music, Copying games; Watching DVDs of
Disney films; Going to the park; Swimming; Walking; Watching lights; Playing with toys; Water play; Likes being on his
own and having quiet time.
Resources
early years programme
Harry’s Passport
Relationships and play
• Harry needs new people to make calm, positive and friendly approaches to him.
• He likes it and gets the game if you copy his words or copy a bit of what he is singing.
• Harry likes it if you add tickles or suspense or funny voices or faces to these games.
• To move on or away from an activity you need to use ‘last time...’ then ‘...finished’: e.g ‘last time 1,2,3 got you’, do it once
more, then say, ‘1,2,3 got you has finished’ in a friendly but certain way.
• Keep language simple & direct.
• Harry needs a quiet place to withdraw to if it is very noisy, particularly if others are upset.
• It is important to Harry to have opportunities to play alongside other children. He loves it when they make friendly
approaches to him.
Key principles/relationships and play:
1. Be calm and positive
2. Copy what Harry says to make contact and start a game
3. Incorporate humour and tickles
4. Keep language simple and direct
5. Help others, especially other children, learn how to play with Harry.
Resources
early years programme
Harry’s Passport
1. Communication
Understanding how harry communicates:
• You will know when Harry is happy. He smiles, sings, squeals, laughs and jumps up and down.
• H
arry can verbally request things when highly motivated but prefers not to! Pictures or objects are often needed for
Harry to make a choice
• You can know that Harry is upset when he is quiet for any period of time. He may also pull your arm or top and hit out.
• If Harry hits out gently lower his hands and say ‘hands down’ or ‘kind hands’ firmly. Use symbol if able to. Also remove
Harry from the situation if possible/appropriate. Keep speech to a minimum.
• Harry puts his hands to his ears to block out noise and sounds.
• H
arry sometimes greets people by saying a phrase or saying something he associates with them. He wants them to
copy it as a reply or greeting.
• Say ‘time for toilet’ if you think he needs to go. (Harry rarely asks to go)
• If Harry is crouching or touching his bottom a lot then take him to the toilet
• H
arry will clearly request wanting a drink and asks for favourite food at home. Away from home food needs to be
offered regularly. (Harry’s behaviour deteriorates markedly if he has not eaten for a while)
Key principles/communication:
1. Avoid chatting to Harry about anything apart from what is happening here and now
2. Keep language simple and direct
3. Avoid conversations with others when standing close to Harry or when he is agitated
Resources
early years programme
Harry’s Passport
2. How to communicate with harry
• G
ive positive commands in simple language. Say
Harry’s name and wait for his attention then deliver
the instruction.
• G
ive one instruction at a time, e.g “Harry – coat off”
then after he has taken the coat off, “Harry -give the
coat to Kate”.
• Not too much chat and no uncertainties or negatives.
Give Harry time to process your words.
• O
nly talk about what is happening here and now.
Harry will get very confused and upset if you
e.g mention swimming but aren’t actually going
swimming straight away.
• Harry responds well to a smiling, confident approach.
• H
arry doesn’t like people being cross. He can get
very distressed by shouting and doesn’t seem to
know whether this is directed to him or not. Signs and
words of impatience or frustration are easily picked
up by Harry and make him very anxious.
• If you want Harry to make a choice, do it visually not
just with speech (ie. with symbols or objects)
• Always tell Harry where he is going and afterwards
where he is returning to.
• A
lways tell Harry what to do in a positive way. Say
‘walking now” rather than “stop running”. “Sit on the
chair”, rather than “Get down”.
• U
se ‘first, then” if he wants to get onto a particularly
desired activity. Say e.g “First toilet, then painting”.
Stress the words first and then.
• Tell Harry he is being good when he is not agitated
and/or hitting.
• H
arry has some understanding of wait. This is useful
in the park, (e.g ‘waiting for swing’). Harry recognises
the orange wait for symbol and this can help too.
• R
einforce words with pictures where you can. It is
particularly helpful to show Harry where he is going
or what you are doing with a photo, symbol or
related object.
• If Harry seems anxious point him towards his visual
timetable. He may need reassurance about what is
happening now and next.
• If Harry gets upset don’t ask, “What’s the matter” as
this really makes him agitated. Instead say something.
like, “Ah, poor Harry”, and once calmer try to distract.
• S
ometimes when Harry is getting repeatedly upset it
means that he needs something to eat. Try this as well
as offering a drink and/ or taking him to the toilet.
Very hot weather & illnesses also affects Harry like
this.
• M
ake sure you give a warning about leaving a place
or person that he likes, (e.g say “last time trampoline”
then “trampoline finished”. If Harry keeps asking for
the Trampoline say “Trampoline finished now Harry,
Trampoline another day.”
• B
e kind but firm. Last time needs to mean last time.
Harry will get confused and upset if you don’t stick to
it. Use “very last time” if needs be but be in charge.
• If something is not working or a place is shut say it is
‘broken’. Harry knows this means it is unavailable.
Key principles/communication:
1. Smiling, confident and certain approach is best
2. Repeat his phrases then move on using ‘last time’ and ‘finished’
3. Use the visual timetable, first/ then boards, and the ‘wait for’ symbol to help Harry
know what is happening and when
4. Stick to what you’ve told him, try not to change your mind!
Resources
early years programme
Harry’s Passport
Essential routines when at nursery
Harry needs his own visual timetable. This needs to be kept in the same place and not obscured. It
needs to be ready for him to check first thing in the morning and throughout the session.
• A
s each activity or part of the day is completed Harry needs to see the appropriate symbol is removed and be pointed
to what is happening next.
• If something changes you can use a ‘surprise’ or ‘something different’ symbol to highlight the fact (this helps)
• H
arry is particularly concerned to know who will collect him from school. Harry’s parents will give the nursery staff
relevant photos and let them know who to put on the timetable each day.
• H
arry can use PECS, pictures or objects of reference to make choices about what to eat, drink or play with at choose
times. A choice of two is enough at the moment. Verbal choices can confuse him
• Verbal instructions or options need backing up visually wherever possible
• H
arry needs taking to the toilet at regular intervals and verbal prompts (and a bit of help) with this.(see toiletting section
on next page)
• H
arry can hang his own coat on the peg. He is also being encouraged to put his snacks on the tray and his bag in the
box independently every morning.
• H
arry will need to be able to withdraw to a quiet space when he or others are getting anxious and distressed. Children
crying is Harry’s biggest trigger for hitting out.
• The quiet room; listening to music on headphones, and having shiny paper to play with all help calm Harry down.
Key principles/nursery routines:
1. Use visual supports to alert Harry to what is happening now and next Harry needs to
know who is collecting him from nursery
2. Children being distressed or shouting will mean Harry needs to be withdrawn
3. Harry finds the quiet room, music and paper calming activities
Resources
early years programme
Harry’s Passport
Essential routines
Snack time:
• Harry doesn’t eat many foods. He finger feeds and needs larger items cut into small pieces for him.
• Harry often eats better if social demands aren’t made of him at this time.
• H
arry likes to lick foods that have sugar or strong flavourings on them (eg. doughnuts or crisps). If you give him a
separate plate and prompt him, Harry will place the licked food on it. Harry likes to lick chocolate biscuits if you can
stand the mess!
• F oods Harry will eat at the moment are brown toast with spread, crumpets, and plain doughnuts, white bread rolls with
butter; pitta bread; some dry cereals (e.g cocoa pops; smiley faces; chicken nuggets or pieces; sausages; fish bites and
chips). He likes to lick prawn cocktail crisps particularly, and loves shredding and sniffing orange peel. He is very keen
on sugar and sweets and these need to be rationed.
• H
arry likes to drink orange juice (smooth), and cola. Cola needs to be caffeine free as it affects his sleep. He also drinks
lemonade and will drink water if thirsty enough.
Snack time:
• Harry needs taking to the toilet regularly. He sometimes asks but by no means always.
• Harry can pull down and up elasticated pants and trousers - sometimes a little help is needed
• Harry needs you to guide his hand to aim – say ‘Wee IN the toilet Harry(!)
• Harry needs help to be wiped clean
• Harry is more tolerant of hand-washing than he used to be
What harry needs to stay healthy and safe:
• H
arry is quite fearless when he has mastered a skill like swinging or horse-riding. He seems to have good judgment
regarding his safety so caution is more appropriate with new activities.
• H
arry may not tune in to or understand verbal instructions though so make sure you are close enough to grab or catch
him in any potentially hazardous situation!
• H
arry has no means of communicating pain or feeling unwell. If he is quiet, or very distressed for any period of time
then these possibilities need to be considered and ruled out.
• H
arry is easily distracted and needs supporting people to be alert to potential dangers. He needs his hand held in all
situations near cars for example.
• Harry will climb when left alone. Make sure he is safe.
Resources
early years programme
Harry’s Passport
Essential routines
Characteristics of the best people to support harry:
• Calm
• Confident and positive
• Reliable and consistent
• Observant
• Not easily embarrassed
• Prepared to follow Harry’s lead
• ‘In the moment’ people
• Likes men for rough and tumble
• Those who like to sing: a knowledge of Disney songs helps
• Cheerful and playful
• No dithering or vagueness as certainty is good for Harry.
• Patient
• Try never to look sad or say anything negative or critical. Harry likes positive people!
What harry needs us to focus on at the moment:
• H
arry loves to bounce. Consider finding a
trampoline.
• H
arry needs help to communicate more clearly – e.g
that he needs the toilet, is in pain, needs help etc.
• Autism
friendly strategies like visual timetables;
keeping language simple; breaking the day with
reliable routines remain essential to Harry’s wellbeing.
• W
e need to plan for a successful transition to school
where Harry will continue to learn and be happy and
safe.
Who needs to be involved in Harry’s plan and important decisions for his future?
• Nursery staff
• Educational Psychologist
• Harry’s parents
• SENCo and staff of future school
• Speech and language therapist
• Occupational therapist
• Paediatrician