St Helens Autism Spectrum Pathway

Tel: 01744 674179 e-mail: asdpathway@sthelens.gov.uk

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SHASP Pre-Referral

Information Pack

For Out of Borough Schools

www.sthelens.gov.uk

St Helens Autism Spectrum Pathway

SHASP Pre-referral Process Introduction If you have concerns about a young person’s social interaction and communication skills, and want to refer for a Social Communication Difficulties Assessment, please discuss the following route as a possibility with the child’s parents/ carers. In order to make a thorough assessment, SHASP have devised a pre-referral process to help with evidence collection and screening. Schools are viewed as the key professionals that work with a child regularly, and are best placed to get a good picture of their interaction with peers, adults, and to assess their social understanding and complete a referral. This pack has been created to cover all information that SHASP look for when accepting a referral. Within the pack are guides to the process, screening tools for both you and for parents, top tips at home for parents, as well as a questionnaire for the child/ young person to fill in. As suggested in the pre-referral guide, meetings will have taken place between yourself and parents. This should then be discussed in a meeting with your school’s Educational Psychology Representative and/or the St Helens Pathway Coordinator. The information and interventions provided are to be reviewed during this meeting, and will inform a formal referral to SHASP if deemed necessary.

www.sthelens.gov.uk

St Helens Autism Spectrum Pathway Professionals Guide to Pre-referral Process OOB Schools

Following a Term of monitoring behaviours, School to arrange meeting with their Educational Psychology Representative and/or the St Helens Pathway

Coordinator. Request EPS assessment if complex social or environmental issues and/or

learning needs.

If agreed, request a SHASP full referral form via asdpathway@sthelens.gov.uk and return completed forms to SHASP with all additional reports, screening

tools, observations, outcomes from meeting with EPS or Pathway Coordinator, 3yrs assessment data, child and parental views, giving access to ECAF

(if initiated) to Lindsey Best and Fiona Harris.

School to collate evidence Complete screening and observation tools, Collate child/YP’s views. Implement

ASD friendly strategies (see National Autism Standards). Request autism specific training from your Local Authority ASD support team (if applicable).

Evaluate any interventions/ strategies. Initiate ECAF if parents require support. Retain documents collated for future

reference.

Community Paediatrician, Therapy services, other health or

social care

Schools PRUs

Napier Street

Concerns recorded with parents, child observed in clinic/setting and

strengths/difficulties noted.

Request school to complete SHASP pre-referral process pack.

Reports/minutes/assessments etc copied to school SENCO.

Concerns recorded with parents, child observed in school and strengths/difficulties

noted.

Use SHASP pre-referral pack. Start Interventions/ strategies.

Provide regular parental meetings. Give parents a copy of the SHASP pre-

referral information pack.

Child’s Name: ___________________________________________ Child’s DOB: _________________ 1

St Helens Council

Children with Autism Spectrum Disorder have many visible traits before the age of three. These traits remain even as they get older. Please detail and provide good examples of some of the traits you have observed. OBSERVED BEHAVIOURS X OR GIVE DETAILS AND EXAMPLES Points at things across a table or room – will look at you, then the object, then back at you

Uses hand gestures spontaneously and effectively e.g. to indicate feeling or affect when speaking

Nods, shakes head, shrugs shoulders, waves spontaneously

Shows a range of facial expressions which give meaning to his/her interactions

Can describe best friends and their qualities, has mutual relationships

Understands his/her role in relationships – can tell you what he does to be a good friend

Can describe a range of age related emotions and why people feel the way they do

Knows what he/she does to annoy others – can give examples. Can give consequences.

When upset or hurt will seek comfort from an adult or friend

If sees a child upset will provide comfort and reassurance, give them help

Shows happiness and is caring when others are happy e.g. birthday or certificate or achievement

Will spontaneously show peers things he/she is proud of, or gets others to join in with things he enjoys

Responds to everyday group instructions in class and around school

Has good understanding of spoken language, including idioms metaphors etc (age related)

SHASP - SCREENING TOOL FOR PRIMARY AND SECONDARY SCHOOLS

NAME DATE

COMPLETED BY

Child’s Name: ___________________________________________ Child’s DOB: _________________ 2

Initiates conversation with his/her peers and adults regularly – a range of topics

Can hold a to and fro conversation with peers and adults – in line with his/her language skills

Will request for things he/she wants by using simple spontaneous speech (without being asked)

Will use complex sentences with two or more clauses (not short and clipped)

Speech is in line with his/her peers and not repetitive (words or phrases) or odd (unusual words)

Uses intonation well, with varied tone and volume according to the situation (no odd accent)

Can/did play with action figures or small world toys in an imaginative way – not copied from TV

Can use creative thinking in written work – good ideas

Has a range of interests in line with his/her peers that are not obsessive or over whelming

Does not have any specific attachments to unusual objects – that would warrant attention

Does not have any set routines or rituals that interfere with his/her everyday life

Does not exhibit any finger flicking, finger rubbing, rocking or twirling or twisting

Does not have any noticeable sensory behaviours e.g. noise making, smelling, rubbing, licking

Is happy with unexpected changes and surprises

Doesn’t tend to notice small, detailed differences in the environment e.g. chair moved, book else where

Is able to talk about goals and ambitions, has some ideas about work and life as an adult

Gross and fine motor skills are well developed and are not a concern

Is happy to write and writing reflects his academic ability

There is no significant difference between his/her cognitive development and behaviours

Parent/carers do not describe behaviours that are significantly different at home to school

Child’s Name: ___________________________________________ Child’s DOB: _________________ Completed by: ________________________ 3

Observation Tool - ‘STAR’ Date & Time

Setting – place, group, context

Trigger - to action/behaviour

Action – observed behaviour

Response – of adults, pupils Possible function? What did the child gain? Why?

Child’s Name: ___________________________________________ Child’s DOB: _________________ Completed by: ________________________ 4

Date & Time

Setting – place, group, context

Trigger - to action/behaviour

Action – observed behaviour

Response – of adults, pupils Possible function? What did the child gain? Why?

www.sthelens.gov.uk

INTERVENTION 1:1 SMALL GROUP

LARGE GROUP

IN CLASS OUT OF CLASS

CIRLCE TIME

X X X

TRANSITION WORK

X X X X X

VISUAL STRATEGIES

X X X X X

BLACK SHEEP NARATIVE THERAPY

X X X

LIVING LANGUAGE

X X

SALLEY

X X X

SOCIAL USE OF LANGUAGE

X X X

SOCIALEYES

X X X

SOCIALLY SPEAKING X X

TALKABOUT

X X X

TIME TO TALK

X X

BEING ME

X X

CIRCLE OF FRIENDS

X X X X

INCREDIBLE 5 POINT PLAN

X X X

LIFE SKILLS

X X X

LISTENING PROGRAMME

X X

MEMORY FOR LEARNING

X X

PECS

X X X

SECRETS OF WORDS X X

SOCIAL STORIES

X X X

TEACCH X

X

TRAVEL SUPPORT

X X X

Child’s Name: ___________________________________________ Child’s DOB: _________________ 10

St Helens Council

Children with social communication difficulties respond positively to a range of well-researched and structured strategies. Implement age appropriate strategies, evaluate and share at the next Planning and Consultation Meeting before requesting St Helens Autism Spectrum Pathway referral form. If staff in school would like practical demonstration of any of the strategies below please request using the training booking form available from LASCS on 01744 673135. STRATEGIES EVALUATE SUCCESS Work station – quiet, distraction free work area, used for independent learning, has all child needs

TEACCH approach – work and finish baskets, left to right organisation, independent tasks

‘First work Then reward’ – chunk work using timer, provide immediate reward

Use even unusual interests as motivators or rewards “First work, Then bottle tops”

Sensory box – selection of items to help child relax if sensory seeking and anxious

Visual or colour coded timetable – whole day, half day or lesson by lesson

Use whiteboard with daily lessons/tasks listed –tick or rub out when completed

Time out – quiet place to reduce anxiety, used as strategy before high anxiety/challenging behaviour

Use interests to teach learning – count with dinosaurs, use favourite characters to develop descriptions

Ensure break/lunch times are structured - lunch time clubs, jobs, set times, set place in dining room

Use distracting techniques to manage behaviour – job, walk, sensory activity

Help child understand his/her feelings – feeling cards /fans /tree /colours /words/faces/ traffic lights/thumbs up

SHASP – ASD FRIENDLY STRATEGIES FOR PRIMARY AND SECONDARY SCHOOLS

NAME DATE

COMPLETED BY

Child’s Name: ___________________________________________ Child’s DOB: _________________ 11

Keep language simple and concise, give one or two pieces of information at a time

Be very precise with instructions – say what you want child/young person to do exactly

Use pictures and symbols to reinforce verbal instructions – listen, quiet, tidy away etc

Directly teach social skills using symbols/scripts – your turn, my turn, ‘Can I play?’

Make scripts and symbols portable - key ring size ideal or for high school planner

Introduce social stories to pre-empt or modify behaviours

Promote independence at all times – ensure child/young person does what s/he capable of

Use task board or instruction list to promote independence e.g. hanging coat up, where to go at lunch time

Start home/school book or diary or emails to gain understanding of how child is at home

Be alert to bullying on the playground and on high school corridors – engage peer support

Provide daily mentoring for young person in high school – ensure all worries are addressed

Use scales and questionnaires to capture child/young person’s views – use feedback to adapt strategies

Use In-Synch for motor skills development -access to cushions and mats to roll around/ rough and tumble/ extra gross motor/ doing 'carrying' jobs

Use laptop/voice recorder if writing difficult or very slow or very precise

At the end of the day child can write/ draw any negative feelings post it into a box or shred it so it is 'gone' and finished

When considering body language do not insist on eye contact, promote turning towards instead

Other

Date Signed – class teacher

Children and young people’s views are very important when considering how best to teach and support them in

school. They can be very good at giving advice.

Please take some time to complete the attached questionnaire with the child or young person.

You may need to adapt it for younger or less able children.

Children or young person can draw, write, take photos, etc

It is better to write for the child or young person, to enable

him/her to have time to think about the answers.

Seeing his/her handwriting is not important but hearing his/her voice is.

Please take note of any advice the child or young person

gives you, and incorporate into your planning and management

Please share the child or young person’s views at the Planning and Consultation Meeting when raising your

concerns.

Attach the completed ‘What Makes a Good School?’ to the St Helens Autism Spectrum Pathway Referral Form.

Feel free to use the questionnaire with other children for

reviews, pupil voice etc.

Child’s Name: __________________________________ Child’s DOB: _______________ 5

Your views are very important to us! Name:__________________________________ Age:______ School:_________________________________ What do you think of your school?

Child’s Name: __________________________________ Child’s DOB: _______________ 6

How do you feel about getting to school? How to make it better How do you feel about teachers in school?

Child’s Name: __________________________________ Child’s DOB: _______________ 7

How to make teachers better How do you feel about break or playtime in school? How to make break or playtime better How do you feel about lunch or dinnertime in school?

Child’s Name: __________________________________ Child’s DOB: _______________ 8

How to make lunch or dinnertime better How do you feel about other children in school? How to make other children better What things do you really like doing?

Child’s Name: __________________________________ Child’s DOB: _______________ 9

What else can school do to help you? How do you feel about answering the questions?

St Helens Autism Spectrum Pathway

Tel: 01744 674179 e-mail: asdpathway@sthelens.gov.uk

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SHASP Pre-Referral

Information Pack – Parents Section

For Out of Borough

Schools

www.sthelens.gov.uk

St Helens Autism Spectrum Pathway

SHASP Pre-referral Process Introduction Either you have concerns about your child’s social interaction and communication skills or a professional has raised concerns, and want to refer for a Social Communication Difficulties Assessment. In order to make a thorough assessment, SHASP have devised a pre-referral process to help with evidence collection and screening. Schools are viewed as the key professionals that work with a child regularly, and are best placed to get a good picture of their interaction with peers, adults, and to assess their social understanding. This pack has been created to cover all information that SHASP look for when accepting a referral. Within the pack are guides to the process, screening tools for you as parent/carer to complete, a behaviour diary, top tips for at home, useful services and websites and a picture chart with examples of thoughts your child may have. As suggested in the pre-referral guide, school should arrange meetings between yourself and SENCO. All evidence collated will be discussed a meeting they will arrange with their Educational Psychology representative and/or the St Helens Pathway Coordinator. At this meeting, advice will be given for school and parents, and the information discussed will inform a formal referral to SHASP if deemed necessary.

www.sthelens.gov.uk

Your concerns will be recorded, and your child will be observed in clinic/setting/school* focusing on strengths/difficulties with

talking, social skills, behaviour etc,

St Helens Autism Spectrum Pathway Parents Guide to Pre-referral Process for OOB schools

Your concerns can be raised with: Community Paediatrician, other health or social care professional, school, educational psychologist. Or School may have

approached you with concerns they may have regarding your child.

Once a referral is received it is screened and we will notify you of decisions made. School will continue to support your child and notify you of any progress or difficulties. We suggest regular

meetings with school.

School will collate observations and assessment data, with your screening tool, ready to present to professionals**

School will arrange a meeting with you to discuss your child’s social interaction and communication development, and to inform you and

inform you what support or interventions they are doing in school. You will get a copy of the SHASP Pre-referral Information Pack.

Complete screening tool and give back to school.

See overleaf for key/glossary

A Meeting will be arranged. School will arrange a meeting with professionals. SENCO will talk about how your child is at home and school. These Professionals will review all the information and if in agreement, school will request a full referral

form from the St Helens Autism Spectrum Pathway. ***

They will also discuss strategies, interventions, progress & emotional well-being. Advice provided to school. School will notify you of actions.

www.sthelens.gov.uk

*This will be done by the professional who raised concerns or your concerns were raised with. **This could be either Educational Psychologist or Pathway Coordinator. *** What happens if the professionals decide a referral is not appropriate? The professionals at the Termly Planning and Consultation will have explained to school why a referral to the Pathway is not appropriate and suggest other options. School will feedback this information to you, and you can discuss what the next steps are for you and your child. The Professionals Community Paediatrician Community Paediatricians are medical doctors specialising in the diagnosis, treatment and care of children. They work with families and children around aspects of the child’s social, emotional and physical health. Paediatricians usually work as part of a multi-disciplinary team. Educational Psychologist An educational psychologist is concerned with helping children and young people who are experiencing difficulties with their learning. Educational psychologists will work with the child or young person and their family and teachers. Speech and Language Therapist A speech and language therapist is someone who has been trained to assess and treat speech, language and communication skills. A speech and language therapist will work with children who have a range of difficulties including those who have social and communication difficulties. Occupational Therapist Occupational therapists are trained to assist people to manage everyday tasks that they may be having difficulties with, either because of a disability or illness or injury. Occupational therapists aim to help people to cope more independently with the challenges they face. Child Psychiatrist Child and adolescent psychiatrists are medically qualified doctors who specialise in understanding and working with children and young people who have emotional, behavioural and anxiety related difficulties. Most of the work that they do with children, young people and their families is done through outpatient appointments. Specialist Teacher Specialist teachers are trained teachers with experience in working with children with special educational needs including social and communication difficulties. Specialist teachers are based within the local authority and will work across a number of schools. Their main work is with children who are experiencing difficulties in their school. School SENCO A teacher who has an overview of Special Educational Needs within School. Social Care Professional A social worker/ early intervention team worker who provides support and assessment of the family.

www.sthelens.gov.uk Child’s Name: _________________________________ Child’s DOB: _________________ 12

St Helens Autism Spectrum Pathway Parents Pre-Referral Screening Tool

Child’s name: Date of Birth: OBSERVED BEHAVIOURS GIVE DETAILS AND EXAMPLES Points at things across a table or room – will look at you, then the object, then back at you

Uses hand gestures when speaking

Nods, shakes head, shrugs shoulders

Waves spontaneously – hello and goodbye

Shows lots of different facial expressions

Talks about his/her friends – what they like and enjoy doing

Can talk about his/her own feelings and why he/she feels that way

Knows what he/she does to annoy others – can give examples.

When upset or hurt will seek comfort from family members

If he/she sees family members upset will provide comfort, ask if OK, will help

Shows happiness and is caring when others are happy e.g. birthday or achievement

Will show you things he/she is proud of – e.g. a drawing, certificate form school, a dance

He/she will get family members to join in with things he enjoys

Understands your everyday instructions e.g. get your shoes and bag, go upstairs and get…

Has good understanding of conversations and chat, will get involved

www.sthelens.gov.uk Child’s Name: _________________________________ Child’s DOB: _________________ 13

OBSERVED BEHAVIOURS GIVE DETAILS AND EXAMPLES Starts conversations with you regularly – about a range of topics

Will asks for things he/she wants by using simple speech

Does not repeat him/herself or use unusual words

Has a varied tone of voice, no unusual accent

Can/did play with action figures, dolls or animals in an imaginative way – not copied from TV

Can write a good story with imagination – not copied from a game/DVD/cartoon

Has a good range of interests like other children his/her age

Has attachments to unusual objects – that would warrant attention

Has very set routines or rituals that interfere with his/her everyday life

Will finger flick, rub fingers together, rock or twirl or twist in an unusual way

Has many noticeable sensory behaviours e.g. noise making, smelling, rubbing,

Is happy with unexpected changes and surprises

Notices small, detailed differences in the house e.g. chair moved, room tidied

Can talk about things in the future, looks forward to things

Good with running, jumping, climbing etc

Has good hand writing, happy to write

Seems much younger than his/her age

He/she is happy in school and making good progress

Date:

Signed: Mum/Dad/Guardian/Carer

School: Date discussed at P & C Meeting:

Child’s Name: ___________________________________________ Child’s DOB: _________________ Completed by: ________________________

Parental Behaviour Diary – A life in the week of………………. Day & Time Antecedent

What was happening right before the behaviour occurred? How was

child interacting with the environment?

Behaviour What did the behaviour look like,

sound like, how long did it last, how many times was it repeated?

Consequence How did the environment change as a result of the behaviour? Did child get what he wanted, or get “punished”?

Child’s Thoughts- How did this make me feel? – If able to

comment

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Child’s Name: ___________________________________________ Child’s DOB: _________________ Completed by: ________________________

Day & Time Antecedent What was happening right before the behaviour occurred? How was

child interacting with the environment?

Behaviour What did the behaviour look like,

sound like, how long did it last, how many times was it repeated?

Consequence How did the environment change as a result of the behaviour? Did child get what he wanted, or get “punished”?

Child’s Thoughts- How did this make me feel? – If able to

comment

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www.sthelens.gov.uk

St Helens Autism Spectrum Pathway St Helens Carers Centre A carer is someone who provides help and support to a partner, child, relative, friend or neighbour who could not manage without their help. The staff team provide a range of services to assist and support you as and when you may want them. www.sthelenscarers.org.uk : 01744 675 615 St Helens Family Information Service Whether you are a parent looking for childcare, a young person looking for something to do or you need some advice and support with bringing up your child. http://www.sthelens.gov.uk/themes/parent/children's-centres/family-information-service/

Social care services for children and families Children's social care services are made up of a range of staff including social workers and staff providing family support. They promote the wellbeing of children in need and those who are looked after by the local authority. http://www.sthelens.gov.uk/what-we-do/social-care-and-health/children-families/ : 01744 676 789

Triple P - Positive Parenting Programme Parenting now comes with an instruction manual - Simple to use, proven to work. One of the greatest strengths of the Triple P Program is its ability to cater to every parent, regardless of personal or family circumstances. http://www.sthelens.gov.uk/what-we-do/social-care-and-health/children-families/parenting/ : 01744 676543

Youth Inclusion Support Programme 1:1 support to children and young people who have been a victim of crime, bullying, involved in low level anti-social behaviour, 1st time entrants to the criminal justice system. https://familyinfoservice.sthelens.gov.uk/earlyyears/publicenquiry_fsd/Search.aspx?providerID=981 : 01744 675 692

Continence Service The Children’s Continence Service is a community based team of experienced specialist nurses and nursery nurses. We provide support, advice and treatment to children and young people with bowel and/or bladder problems including those with Neuropathic bladder and bowels. http://www.bridgewater.nhs.uk/haltonsthelens/paediatriccontinenceservice/ : 01744 626 701

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Speech and Language Therapy Service Speech and Language Therapists are leading experts in speech, language and communication development. Their Therapists work in close partnership with families and carers, as well as other professionals, to provide the best possible help for children with communication needs. http://www.bridgewater.nhs.uk/sthelens/childrens-speech-and-language/ : 01744 646 556 / 01744 646 548 Occupational Therapy/ Physiotherapy Service The focus is on maximizing a child or young person’s participation in daily life at home, in education and in their community and on minimizing any disability. We are not a curative service and our aim is to support and develop self-management and independence. The occupational therapy service will offer:

• Specialist assessment, including assessment and recommendation of equipment for home and school, including school seating.

• Advice and Intervention on the basis of assessment of clinical need. • An individual management plan developed and agreed with the young person, parents

and carers as appropriate. • Evaluation of outcomes and future plans.

: 0151 244 4387 Community Paediatric Service The Community Paediatrics team consists of Doctors, Nurses and support staff. This team is designed to work closely together, and with our partner services in St Helens to support families who have a child with a health or developmental need. Their priority is to support families who have a medical need for an assessment, with a focus on listening to and understanding the perspective of the child, young person, and parents / carers. http://www.bridgewater.nhs.uk/sthelens/community-paediatrics/ : 01744 457 215 CAMHS Child and Adolescent Mental Health Service. Their aim is to help you find the solutions that work best for you and your family. They’re there for people aged up to 18, and can help with lots of problems or worries such as if you’re feeling depressed, not enjoying food, feeling panicked or scared, having trouble concentrating, or having problems with family life. http://www.5boroughspartnership.nhs.uk/base-page.aspx?ID=4930 : 01925 579 405 Home Start Home-Start helps families with young children deal with whatever life throws at them. We support parents as they learn to cope, improve their confidence and build better lives for their children. The benefits of our support include improved health and well-being and better family relationships. Practical support includes help with budgeting, healthy eating, help to establish household routines, playing with children, information and links to other organisations and help to attend appointments. Emotional support helps families find ways to manage and resolve problems. A volunteer helps build a parent’s confidence so they can make positive choices about how to run their own lives. http://homestartsthelens.com/about/ : 01744 737 400 AFASIC Afasic supports parents and represents children and young people with speech, language and communication needs (SLCN). Their helpline offers advice and a listening ear. http://www.afasic.org.uk/ : 0300 666 9410

www.sthelens.gov.uk

Chrysalis Centre for Change The Chrysalis Centre for Change is an established women's mental health charity based in St. Helens, Merseyside in the Northwest of England. We offer accredited Counselling courses to both men and women and also a range of support services to women including:

• Professional Counselling Service • Supported Drop-in • Group Therapy for Depression • NEW Stress & Anxiety Management Course • Domestic Abuse Support Group • Confidence & Assertion Courses • Therapeutic Residential Weekends • Creative Crafts for Therapy

http://www.chrysaliscentreforchange.co.uk/ : 01744 451309 Carers Direct Helpline The helpline advisers can give information about personal support needs and the needs of the person being cared for. This information includes assessments, benefits, direct payments, individual budgets, time off and maintaining/leaving or going back to work/education. The helpline is available seven days a week from 8am - 9pm Monday to Friday and from 11am - 4pm at weekends. Calls from UK landlines and Vodaphone, T-Mobile and O2 mobile phone networks are free. : 0808 802 0202 Textphone: 0800 988 8657 NHS Direct This is a 24 hour confidential helpline staffed by healthcare professionals including nurses, trained health advisors and dental advisors. They can offer advice on what to do if you are feeling ill, if you have health concerns for you and your family, and information about local health and social care services, self help and support organisations. : 0845 46 47 (24 hour local rate help line) Child Development There are two very useful websites available to offer advice about normal child development and milestones. http://www.nhs.uk/tools/pages/birthtofive.aspx http://www.child-development-guide.com/ Autism Toolkit This site allows parents to work with their children to plan for the transition from primary to secondary school. It has workbooks which can be downloaded, and modified to your child's needs. www.autismtoolkit.com National Autistic Society (NAS) A leading UK charity for people on the autism spectrum (including Asperger syndrome) and their families. They provide information, support and pioneering services, and campaign for a better world for people with autism. http://www.autism.org.uk/ Dimensions Autism Friendly Offer Autism Friendly Screenings at over 250 cinemas in partnership with Cineworld, ODEON, Showcase and Vue cinemas http://www.dimensions-uk.org/support-services/autism-care/autism-friendly-screenings/

www.sthelens.gov.uk

Mental Health Matters Helpline This is an out-of-hours confidential emotional support and information service, provided by trained and experienced telephone help line workers. You do not have to have a mental health problem to use this help line. They provide information on many local and national services specific to mental health and other issues. People contact the helpline about many different issues such as bereavement, relationship problems, family problems, loneliness/isolation, stress and carers issues. The helpline is open from 5pm to 9am Monday to Friday, and 24 hours at weekends and public holidays. : 0800 013 0626 Autism Education Trust The Autism Education Trust is dedicated to coordinating, supporting and promoting effective education practice for all children and young people on the autism spectrum. The AET was launched in parliament in November 2007 with support and funding from the government. It is the only umbrella organisation working specifically on autism education across the voluntary, public and private sectors. The AET helps raise awareness of the importance of appropriate educational provision for children and young people on the autism spectrum through a range of dedicated events, information sharing conferences, web based resources and ongoing research and project work. http://www.autismeducationtrust.org.uk/ ADDIS - The National Attention Deficit Disorder Information and Support Service Provides people-friendly information and resources about Attention Deficit Hyperactivity Disorder to anyone who needs assistance - parents, people with ADHD, teachers or health professionals. Whatever you're looking for in ADHD, we'll do our best to help. www.addiss.co.uk : 020 8952 2800 Autism NOW The National Autism Resource and Information Centre will be a dynamic and interactive, highly visible and effective central point of quality resources and information for individuals with Autism Spectrum Disorders (ASD) and other developmental disabilities, their families, and other targeted key stakeholders. http://autismnow.org/about-us/#sthash.ibMcuUvs.dpuf http://autismnow.org/blog/summer-social-stories-help-bring-back-the-routine/

NAS Parent to Parent (P2P) UK-wide confidential telephone service providing emotional support to parents and carers of children or adults with autism. The service is provided by trained parent volunteers who are all parents themselves of a child or adult with autism. Volunteers are based across the UK so you don’t have to share information with someone in your local area. Their volunteers have personal experience of autism and the impact it has on their own families. They can give other parents the opportunity to talk through problems and feelings, suggest helpful strategies, or provide a non-judgemental listening ear. You can call at any time, day or night, and leave a message on our 24-hour answer phone. Please be aware that you will not speak to someone immediately as this is not a manned line. If you leave a message, they will call you back as soon as possible at a time that suits you, including evenings and weekends. http://www.autism.org.uk/our-services/advice-and-information-services/parent-to-parent-service/parent-to-parent-enquiry.aspx : 0808 800 4106

Net Mums An independent directory of local events and groups throughout the county of Merseyside. http://www.netmums.com/merseyside

www.sthelens.gov.uk

St Helens Autism Spectrum Pathway

• Always use your child’s name to gain his/her attention • Approach your child and look directly – don’t shout around the house • Do not expect your child to look at you when talking • Use picture cards to help with everyday instructions e.g. tea time, wash

dishes, homework etc - on a key ring attached to your belt/bag etc • If your child finds it hard to talk to others write out things your child can

say e.g. ‘can I play?’ - they are called scripts • Give simple rewards that you can give consistently (e.g. biscuit, star,

watching YouTube etc) – not expensive ones as your child will expect the same every time

• Take your child out and about – a chance to be with other children • If your child is sensitive to things like loud noises, sitting too close, scratchy

clothes etc – help him/her ‘get used’ to things, a little at a time • If your child enjoys activity - provide lots of things like big bear hugs, play

fights, trampoline, spinning around, getting messy, loud music etc • Keep your language simple, not too much chatter • Say it as it is – no extra language or sarcasm • Explain the sayings you use (e.g. ‘watch yourself’ ‘get a move on’ ‘wait a

minute’) and simple jokes • Tell your child the facts of things/the truth e.g. ‘Dr Who is a made up

character!’, ‘Father Christmas is a story….’ • Use emotion cards/faces to help your child to ‘recognise’ emotions • Talk to/play with your child about his/her interests – enter his/her world –

play, chat, direct, make things with your child • Use a timer to limit more obsessive/repetitive behaviours • Warn your child of changes – explain/show/draw how it will be instead e.g.

going to Grandma’s for tea, - write down who, when, where • Show your child (no matter how old) how to do something new (don’t just tell

them about it)

St Helens Autism Spectrum Pathway

Tel: 01744 674179 e-mail: asdpathway@sthelens.gov.uk

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SHASP Pre-Referral

Information Pack What’s Next?

www.sthelens.gov.uk

St Helens Autism Spectrum Pathway

What’s Next? The Pre-referral Information Pack has been discussed at your Termly Planning and Consultation meeting, and it was felt that there wasn’t enough evidence to proceed with a referral to the Pathway. Firstly, if a professional/ service requested for the SHASP Pre-referral Information Pack to be completed, they will need to be notified of this outcome. A sample letter has been enclosed for you to use to explain what work has been completed and the discussions that have taken place. The Pre-referral pack will have given the professionals at your meeting ideas of the difficulties you may be facing with this child/ young person. Suggestions of other service will have been recommended and these should be followed-up. If you, as a school, are still concerned regarding the child/ young person’s social communication skills, despite the decision made at your Termly Planning and Consultation meeting, further monitoring and behaviour recording can be made over the next term and further discussions can be completed at your next meeting. Autism Spectrum Disorder is a developmental disorder and some children/ young person’s difficulties become more apparent as they get older. In some cases, parents may see things that schools are not seeing, and still wish to proceed with a referral. Referrals to services such as Social Care/ the Early Intervention Team can be made and support can be provided to parents and parenting courses offered (for example Triple P). Please see ‘Useful Services/ Websites’ pages within the Parental section for more examples. Should parents wish to pursue a referral to the Pathway, they can contact Lindsey Best (Pathway Coordinator) on 01744 674179 for further discussion.

School Logo

School Letterhead

SCHOOL NAME AND ADDRESS

Date: Dear NAME, RE: SHASP Pre-referral process – Outcomes Pupil: DOB: NHS number: (if known) Thank you for requesting for our school to initiate the SHASP Pre-referral Information Pack for the above child. The Pre-referral process was initiated on DATE and discussed at our Termly Planning and Consultation meetings on DATE and DATE. Your report along with evidence collated in school and questionnaires completed by Parent/ Carer were examined and discussed at length with our School’s Educational Psychologist representative, Specialist Teacher representative, additional needs representative (plus any other Professionals in attendance at your meetings). The information so far suggests: Strengths in the areas of:

• Difficulties in the areas of:

• The decided outcome of the meeting was that a referral to the St Helens Autism Spectrum Pathway should not to be pursued at this time. Monitoring of behaviours will continue and referrals to XXXXX will be made. This information has been discussed with parents and they are fully aware of decisions made. Should further evidence come to light, his/her case will be raised at our next available Termly Planning and Consultation meeting to re-discuss in the multi-agency forum. Yours Sincerely, NAME ROLE cc. Pathway (only if a letter was received by Pathway to initiate process due to request from service)