How can Communication and Interaction needs be supported using further cycles of assess, plan, do, review?

Do

Any strategies and interventions are informed by the assessment carried out in order to address the specific areas of need and could include:  

Increasing predictability 

  • The use of very consistent routines and expectations supported by visual cues such as symbols (e.g. using Widgit), Now and Next Boards and Choice boards, Timetables (both class and individual)
  • The maintenance of calm and consistent approaches from adults 
  • Preparation for changes to expected routines and activities
  • Expectations around tasks may need to be very clear and be supported by resources such as writing frames and timers 

Supporting communication 

  • The use of language may need to be limited
  • Adult instruction may need to be simplified and supported by visual structure such as using Widgit  
  • Additional adult support may be required to support social communication and understanding. For example, by checking understanding, reminding of instructions, breaking tasks down into smaller steps 
  • Additional time may be needed to enable processing of information and response to questions 
  • Prewarning of asking for a response from a young person may be necessary

Support for attention and organisation 

  • Visuals such as task boards may be used to organise and focus attention 
  • Additional adult support may be required to support the young person to organise their tasks and resources
  • Additional adult support may be required to support attention and motivation through prompting and check in 
  • Curriculum modification may be helpful in order to use specific areas of interest for motivation and engagement 
  • Timers and alarms can be used to support focused working 
  • Limiting distractions e.g. use of space around the white board, positioning of working areas in the classroom 
  • An individual workstation may be required 
  • The use of in and out trays to support task management 
  • Flexibility of approach by making adjustments to activities, lessons, timetables and their delivery, as necessary to support engagement  
  • Allowing some students to complete academic work away from the main group, where it is too difficult for them to manage social and academic demands simultaneously  

Support for social interaction:

  • Opportunities for social interaction may need to be created and supported. 
  • School staff may need to support interaction and play skills during unstructured social time 
  • Access to more structured activities during break and lunch time may be necessary 
  • Regular mentoring opportunities to allow a young person to discuss social interactions, develop skills through scripts and role plays
  • Access to intervention programmes (see below)

 Support for emotional regulation: 

  • Opportunities for staff to model and support emotional regulation skills 
  • The use of visuals to support emotion communication and regulation e.g.  
  • Opportunities for movement breaks and sensory activities 
  • School staff may need to monitor emotional state and intervene to support regulation
  • The use of sensory props such as wobble cushions, weighted blankets and fidget toys 
  • Access to a quiet area to allow regulation to occur following dysregulation. This could include access to a calming kit and physical / sensory activities 
  • Access to intervention programmes (see below)

Support for Sensory Needs:

  • Regular sensory audits, which involve the students with autism, and which consider potential sensory challenges and identify how these will be managed in the classroom and larger school environment 
  • Low arousal areas are available within the school to support focused learning as required by the student with autism   

Intervention for Skill development:

  • Ongoing review may conclude that intervention is needed to improve specific skills not progressing despite further class and group support  
  • Interventions (whether group or individual) are identified and put in place on the basis of the identified need. The duration and frequency of these will vary in relation to the young person’s needs but best practice would suggest that regular, frequent interventions have the greatest impact  
  • The impact of interventions should be regularly evaluated against previously identified goals and interventions adjusted accordingly 
  • Where there are concerns about the impact of the young person’s social communication skills, a behaviour support plan needs to be in place using the information gained about the functions of the behaviour 

Intervention to support emotional regulation 

  • Participation in emotional regulation interventions based upon resources such as; 
    • Zones of Regulation
    • Exploring Feelings by Tony Attwood 
    • FRIENDS for life by Dr Paula Barratt 
    • Think Good , Feel Good by Paul Stallard 
    • The ASD Girls Wellbeing Toolkit by Rae and Such 
    • The Thriving Adolescent : Using Acceptance and Commitment Therapy and Positive Psychology to Help Teens Manage Emotions, Achieve Goals, and Build Connection by Hayes and Joseph Ciarrochi 

Intervention to support social understanding: 

Intervention to support communication:

  • Peer support approaches may be beneficial, such as:  
  • Social Skills Programmes e.g.  
  • Access to supported activities such as board games to encourage peer listening, turn-taking and questioning 
  • Lego Therapy 

Records should be kept of all interventions that have been delivered, the frequency of delivery, the engagement level, and the impact they had on the young person and be available to be reviewed at regular intervals.

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