Communication and Interaction

Fact Sheet

Autism

Autistic Spectrum Condition is difference in development, caused by differences in the brain. It is often characterised by challenges with language, communication and social interaction, rigidity of thought and behaviour, repetitive interests, poor motor co-ordination and/or sensory perceptual differences. It effects how children make sense of the world around them and many experience over or under sensitivity to sounds, touch, tastes, smells, lights or colours.

Strategies

Delivery of information slowed down with time given to allow processing eg 7-10 secs and repeated with identical language as many times as needed – allow thinking time
Prompt cards using who, where, when, what happened used to support
Personalised visual timetable
Access to personalised busy box with calm down/sensory equipment if needed
Minimise use of abstract language - Don’t use phrases like – ‘Do you want to….? Shall we….? they maybe taken as an option to refuse participation
Know that language maybe taken literally, so explain any abstract language eg go down the corridor, go across the hall, wait a minute
Ensure all preferred methods of communication are known by all staff inc level of eye contact – make initial eye contact, but, do not expect to maintain it. Do not ask them to look at you when talking, this will be very difficult for them and is not defiance
Photographs of staff are available for individual students when needed eg transitions, changes in staff
Develop clear predictable routines, plan any changes eg supply teacher
Carefully plan and prepare for upcoming transitions eg listening then moving to task on table, work time to playtime, off site visit, end of year/new class, new setting
Pupils may need to be directly taught methods of seeking support, attracting some ones attention, listening, talking, turn taking, sharing, waiting, working with others, etc..
Break the task down into meaningful parts – give explicit targets which are achievable and shared with pupil
Pupil to sit in a place where adult can discretely assist and in a place free of distractions
May need an immediate and individual reward system

Demand avoidant behaviour

It is common for autistic people to display demand avoidant behaviours. They may avoid demands or situations that trigger anxiety or sensory overload, disrupt routines, involve transitioning from one activity to another, and activities or events they dont have any interest in or see the point of.

Pathological demand avoidance (PDA) is a profile that describes those whose main characteristic is to avoid everyday demands and expectations to an extreme extent.

Distinctive features of a demand avoidant profile include

Resists and avoids the ordinary demands of life
Uses social strategies as part of avoidance eg giving excuses, distracting
Appears sociable, but lacks some understanding
Experiences excessive mood swings and impulsivity
Appears comfortable in role play and pretence
Dispalys obsessive behaviour that is often focused on other people

Many of the strategies used with autistic children are not effective for those with a PDA profile. It is important to understand that they are not deliberately choosing to oppose you – they have difficulty adapting and overcoming their need to be in control of their environment. They do not usually respond to structure and routine. An indirect style of negotiation will mean they feel more in control of their learning and consequently less anxious.

See PDA Society Helpful Approaches for a PDA profile file:///C:/Users/Mrs%20Slater/Desktop/Positive-PDA-booklet.pdf

speaking and listening challenges

Have awareness of the individuals level of communication and interaction skills to support successful participation in pair, group and whole class tasks
Use a range of multi sensory approaches to support spoken language eg pictures, apparatus, artefacts, role play
Know that listening may look different for different pupils and develop an understanding of how best to support each students style

sensory needs

Take individual sensory sensitivities into account when creating seating plan, organising classroom, routines of the day, etc..
Pupils have regular access to movement and sensory breaks throughout the day
Identified sensory supports for individual students are available and can be accessed as needed by the pupil including safe space, time out space
Allow reasonable adjustments to the school uniform
A preferred method to signal time out/sensory time is agreed
Support temperature and lighting adjustments

interventions

Pupil voice to gain a greater understanding of pupils individual needs and wants
SALT programmes
Socially speaking
Time to Talk
Objects of reference – real objects
Makaton
Receptive language activities – Blacksheep Publications
Elklan language programme training for school staff
Active Listening for Active Learning’ Maggie Johnson & Carolyn Player
Opportunities to work 1-1 with a scribe
Small group or 1-1 work to develop social skills
Support at times of particular stress eg lunchtimes, coming into school, transition times ,PE, Xmas, sports day
Pupil has a pre-arranged place to withdraw to
Social stories to enhance understanding of certain situations
Comic strip conversations based on individual pupil preferences
Training – AET, understanding of masking, interoception, key stage possible stress triggers
Structure, predictable or alternative provision for unstructured times eg lunch club
Regular sessions with an identified adult

assessments

ASSESSMENTS
AET Progression Framework
SALT – PIVATS
Wellcomm

Key messages

Whole school to access ASC training and revisit every 2 years – led by SFSS C&I – implement autism strategies
Understand and support appropriately the uneven profile of the individual student
Rules of ‘good listening’ are specifically taught, displayed, modelled and reinforced
Clear pre-arranged cues for active listening eg prompt card, symbol, sign
Key words /vocabulary emphasized when speaking and displayed visually with picture cues
Checklists and task lists – visual cues, clear specific language
Know that pupils may not recognise body language

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