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Guidance for Early Years Settings: Social Communication and Interaction Difficulties (2013)

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Guidance for Early Years Settings:

Social Communication and Interaction Difficulties


Contents

Chapter Page Number

Introduction 3

What are Social Communication Difficulties? 4

What are Social Interaction Difficulties? 4

Pen Pictures – How might a child present if they have social difficulties?

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Why might a child have Social Communication and Interaction difficulties?

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What is Autism? 8

What documents will help me assess a child’s typical development? 11

What resources should I have regard for? 11

Following a Graduated Response 12

Individual Play Plans 13

Requests for Services 14

Applications to SENRAP 16

Specialist Provision 17

Where can Parents get support? 18

Further Reading 20

Appendices 22

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Section 1:


Introduction

It is hoped that this guidance will provide information, advice and strategies for practitioners working with children in the early years who have identified social, communication and interaction difficulties.

This guidance is intended for children with social communication and interaction difficulties, as well as those with a formal diagnosis of Autism Spectrum Disorder (ASD). Practitioners may be supporting children who have had a diagnosis of Aspergers Syndrome or Pervasive Developmental Disorder, Not Otherwise Specified (PDDNOS). Although children typically receive a diagnosis of ASD, some people prefer the term, Autistic Spectrum Condition (ASC). This guidance will refer to the terms; social, communication and interaction difficulties and Autism (as an umbrella term for ASD and ASC).

It will be important for practitioners to use this guidance in conjunction with professional advice, books and websites to ensure their knowledge and skills are kept up-to-date and in line with current legislation.

This guidance has been developed by a range of professionals;

Dr Beth Cartwright, Educational Psychologist

Rachel Denney, Speech and Language Therapist

Vicki Easton, Occupational Therapist

Stephanie Hathaway, Manager, Swindon Portage and Koalas Opportunity Group

Jill Heyes, Teacher, Nyland Campus Outreach Team

Penny Seymour, Advisory Teacher for Social, Communication and Interaction Difficulties

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What are Social Communication Difficulties?

Social communication is the exchange of ideas or information between individuals. Children who have difficulties with social communication may struggle to understand what others are trying to communicate to them. They may also struggle to successfully communicate with other people. This may be communication using words or non-verbal communication, such as using eye contact, facial expression, body language and tone of voice.

Common characteristics include:

Echolalia – repetition of words spoken by other people (echoing or parroting others).

Repetitive talking about their own narrow topics of interest.

Difficulty or differences in response to and use of facial expressions.

Difficulty using language to initiate interactions with others.

What are Social Interaction Difficulties?

Social interaction is engaging with others to form social relationships which are reciprocal, involving some give and take. Children with social interaction difficulties may find it hard to understand the thoughts, feelings and motivations of other people. They often struggle with forming successful friendships.

Common characteristics include:

Difficulty understanding social rules. They might often want other peers to play their game and get cross when others don’t want to play it exactly the way they think it should be played.

Absent or delayed response to name being called, despite normal hearing.

Difficulty paying attention.

Turn-taking skills are challenging.

Difficulty with pretend play and imaginative games.

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Pen Pictures - How might a child present if they have social difficulties?

Ben: Typically developing 3 year old child

Ben enjoys a range of activities (e.g. small world, outdoor play, trains, looking at books), and is often observed playing with his friends. Although he can become upset when his friends don’t share, they generally play well together; they talk about what they’re doing and take it in turns to share their ideas and role play. Ben is able to follow pre-school routines, as well as instructions given to him by adults and children.

Sally: Higher functioning child with Social Communication difficulties

Sally is happy to come to Pre-school, but always seeks out small world animals, specifically, whales. She likes to hold them as she moves around the setting, and enjoys telling adults facts about whales. Although she can be persuaded to move to a different activity, she finds it hard to concentrate and her language often refers to whales, rather than the activity she should be doing. Sally also likes to dress up, but she does not act out scenarios as the person she has dressed as. When Sally is with other children, she likes to tell them what to do, and can become upset when they don’t follow her rules/instructions. Staff at the Pre-school have noticed that Sally does not like to eat ‘wet’ foods; she’ll only eat dry crackers, as opposed to a filled sandwich.

Tom: Social Communication and Interaction Difficulties/Autism

Tom comes to Pre-School and separates well from his Mother, but he does not follow the usual Pre-School routines (e.g. putting his lunchbox away, sitting on the carpet). Rather, he prefers to pick up any toy and walk with it around the room. Tom does not play with other children, and finds their or adult presence near him, very uncomfortable. When people do get near to Tom, he either pushes them away or walks away from them. Tom likes to build towers with bricks, and create intricate models. When it gets noisy in the Pre-School, Tom puts his hands over his ears and he prefers to wear sunglasses on bright days.

Why might a child have Social Communication and Interaction Difficulties?5


Condition/Difficulty Impact on Social Development

Difficulties Understanding and Using Language

The impact of their language difficulties means they can find it difficult to interpret more subtle, implied language. They are also likely to have difficulties interacting with other children their age.

Global Delay Children with delays in all areas of their development are likely to show a delay in their social development

Autism This developmental condition is specifically related to difficulties with social communication and interaction

Down Syndrome Many children with Down Syndrome experience significant delay learning to talk, which may affect their social communication

Hearing Impairment Children may not be able to hear their peers appropriately and therefore may not be able to respond appropriately. A hearing impairment can also impact on their speech and use of language which can in turn affect their social interaction

Children with attachment difficulties When children have not developed a secure bond with their caregiver, they can display difficulties in their social interaction skills

Children with English as an Additional Language (EAL)

Learning English as an additional language means children will not have had the same exposure and practise of using English, so their English will not be at the same level of their peers whose native tongue is English

Chromosome Difficulties A chromosome abnormality reflects an abnormality of chromosome number or structure. There are many types of chromosome abnormalities which can affect a child’s development

Limited Early Experiences If a child has not had appropriate early access to social experiences, it’s likely their social development may be delayed

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To help you begin to identify reasons for a child’s social communication and interaction difficulties, it will be important to gather background information from parents/carers. Professionals will be able to identify a child’s needs more accurately and explore in more depth, the reason why a child is presenting with social communication and interaction difficulties.

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What is Autism?

NB: This is not a diagnostic checklist.

There are many people with autism in England, Scotland, Wales and Northern Ireland. 1 out of every 100 people has autism. You cannot always tell that someone has autism just by looking at them. Because of this, autism is sometimes called a ‘hidden’ disability. Autism lasts for all of a person's life. But they can still do a lot of things and learn a lot of skills.

Some people with autism find these things difficult:

They find it difficult to tell people what they need, and how they feel. They find it difficult to meet other people and to make new friends. They find it difficult to understand what other people think, and how they feel.

Not everyone with autism will find these things difficult. This is because everyone with autism is different.

What causes Autism?

No one currently knows why people have autism. More than 1 person in a family may have autism. It can be genetic. This means autism can pass from parents to their children.

How do people with Autism behave?

Here is some information about people with Autism:

They may not speak. But they may use things like pictures or sign language to communicate.

They may not understand what other people say. They may copy what other people say. They may only talk about their favourite subject. They may not take part in games or activities with other people. They may like to play the same game or do the same thing every day. They may be very interested in one thing and know a lot about it. They may be good at remembering information. They may do well at school, college and work. They may find co-ordination difficult. This means that they may find it difficult to do

things like use scissors, use knives and forks, or ride a bike. They may have learning disabilities. They may have other difficulties. For example, dyslexia or Attention Deficit

Hyperactivity Disorder (ADHD).

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What else is special about Autism?

They may be very good at something. For example, they may be very good at maths, art or music.

They can be good at learning how to do something when they see someone else doing it.

They may be good at concentrating on one activity.

How can play be affected if a child has Social Communication and Interaction Difficulties or Autism?

A child with social communication and interaction difficulties can find the world confusing, so they need to feel in control. They crave predictability and like to keep things the same, so change (even of a toy or a game) feels too risky, too scary for them.

Much more time is spent on simple manipulative play (mouthing, waving, banging, spinning) than on more functional and symbolic play (like pushing a car to and fro or dressing up as a fireman) even taking into account the fact the child is developmentally young. Even when it happens, functional play is not as frequent or varied as you might expect.

They may lack imitation skills and not look to an adult for a demonstration of how an object works. Because they may not see being with other people as fun, they can have difficulty with joint attention, which would help them develop skills. Sometimes their own sense of order and logic may prevent participation in pretend play and, children with autism in particular, often have an eye for detail at the expense of the ‘big picture’. They may not realise other people are interested in what they are doing so they don’t bring things to show you or get you to watch their game. They sometimes have difficulty in pointing and following the direction of your gaze too.

Children with social communication and interaction difficulties may be more comfortable in solitary play, and so not develop through the stages of play to parallel and co-operative play with others. Alternatively, they may wish to play with others but lack the communication skills to be able to understand how to do so.

The three core areas of development affected in Autism are:

1. Difficulties with social communication

2. Difficulties with social interaction

3. Difficulties with social imagination; repetitive, inflexible behaviour and interests, e.g.

Repetitive or stereotyped play, for example opening and closing doors. Repetitive ‘stereotypical’ movements such as hand flapping, body rocking while

standing, spinning, finger flicking. Over-focused or unusual interests.

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Excessive insistence on following their own agenda. Extremes of emotional reactivity to change or new situations, insistence on things

being 'the same'. Over or under reaction to sensory stimuli, for example textures, sounds, smells. Reduced or absent imagination and variety of pretend play.

There is great variability in the repetitive behaviours that children exhibit, with some children having more sensory or motor focus and others little sensory focus but strong interest in special topics (that is, their behaviour and thinking, rather than their movements, are repetitive and inflexible).

Behavioural characteristics do change over time, with some behaviours disappearing, often replaced by other behaviours.

Autism

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What Documents will help me assess a child’s typical development?

Early Years Foundation Stage (EYFS) 2012.

Bristol Surveillance of Children's Communication (BRISC) – speech and language assessment.

Early Support developmental journal (can be downloaded from www.ncb.org.uk).

What resources should you have regard for?

The following documents should be available on Schools Online (http://schoolsonline.swindon.gov.uk):

SBC SEN handbook.

National strategy material:

o Inclusion Development Programme. Supporting children with speech language and communication needs: Guidance for practitioners in the early Foundation Stage

o Inclusion Development Programme. Supporting children on the autism spectrum : Guidance for practitioners in the early Foundation Stage.

o Inclusion Development Programme. Supporting children with Behavioural, Emotional and Social difficulties : Guidance for practitioners in the early Foundation Stage.

School and Parent Advice Regarding Kids – Early Years (SPARKEY) - Paediatric therapy advice for children with motor and sensory difficulties

Entitlement Document.

In addition:

Early Support Autism - accessible from the NCB website.

Special Educational Needs and Disability Code of Practice 0-25 years and SEN a guide for parents

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Refer to SENCo handbook, Section 4: The Graduated Approach which outlines the four stages of action; assess, plan, do, review

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Discuss the child’s strengths, difficulties and next steps with

parents/carers

Consider discussing the child with your Early Years Consultant

Review child’s progress through the IPPand consider reviewing child’s targets possibly in conjunction with

advice and support from Professionals

Review IPP, possibly in conjunction with advice and support from

Professionals

Consider onward referrals to further identify need, e.g.

- Outside agencies

-If child has two or more unmet needs, consider a referral to the Early Support Pathway

-Professionals may decide to make a referral to the Autism Pathway

Advice from Professionals may include:

Making an application to SENRAP for funding.

Completing an EHR plus a couple of reviews

Making an application to SENRAP for an EHCP assessment.

Completing a EHR/Holding a TAC.

Through observation, discussion and assessment, identify a child’s

Strengths and Needs

Develop an Individual Play Plan (IPP)

Following a Graduated Response


Further Information

Through observation, discussion and assessment, identify a child’s Strengths and Needs

Using the EYFS, over time, identify the child’s strengths and difficulties. Share your views with the SENCo/colleagues. You might want to consider completing a ‘My Plan Profile’ (see Appendices Page 22)

Discuss the child’s strengths, difficulties and next steps with parents/carers

Once you have had time to monitor the child’s progress, and if you still have concerns, arrange a meeting with the child’s parents. Help to structure your meeting using the EYFS, highlighting the child’s strengths and identified difficulties.

Consider discussing the child with your Early Years Consultant

Seek support from your EYC to support you in carrying out a graduated response

Individual Play Plans (IPPs)

Once a child’s Strengths and Needs have been identified, with the support of parents, draw up an IPP.

Having identified what type of support an adult might provide to support a child, spend some time thinking about when that support will take place within the session. Ensure that other staff members are aware of the IPP targets, and strategies that should be followed, if they interact/work with the child.

Reviewing a child’s IPP:

Record the child’s progress against the targets.

Consider developing a new/revised target. This might be done in conjunction with outside agencies, or at this stage, you may consider referring to an outside agency.

Consider ending the IPP process if the child has made good progress.

Refer to the Appendices Section for an example IPP

Requests for Services

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Referrals to Individual Agencies

With parental agreement, consider making referrals to outside agencies. Referrals can be made to separate agencies, using appropriate paperwork:

Speech and Language Therapists. Using documents like the Child Monitoring Form, BRISC, and ARMMS will help you decide whether a child’s language is delayed, and whether to make a referral to SALT. Further information can be found at:

http://schoolsonline.swindon.gov.uk/res/slt/Pages/Home.aspx

Advisory Teacher, Autism/Social Communication and Interaction difficulties (AT/SCID). If you are concerned about a child’s social communication difficulties, contact your EYC who will be able to advise you whether a referral to the AT/SCID is appropriate.

Nyland Campus Outreach. An Early Years Consultant will be able to discuss with you whether a referral to the Behaviour Support Team (Nyland Campus Outreach Team – NCOT) would be appropriate. If the child is showing significant behavioural difficulties, despite the setting consistently using best practice strategies, NCOT involvement may be appropriate. The NCOT worker will help to identify a child’s specific needs, agree strategies, and help to identify further support, including supporting transition into school.

Educational Psychologists (EPs). An Early Years Consultant will be able to discuss with you whether a request for Educational Psychology Service (EPS) would be appropriate. If the child is showing significant social communication and interaction difficulties, with delays showing on their EYFS profile, EP involvement may be appropriate. The EP will help to identify a child’s specific needs, agree strategies, and help to identify further support, including supporting transition into school.

Occupational Therapists (OTs). A Health Professional would usually make the referral to an OT.

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http://schoolsonline.swindon.gov.uk/sc/slt/Pages/Home.aspx


Referrals onto Pathways

Accessing other support/referrals may include:

Early Support Pathway

If a child has two or more unmet needs, a referral onto the Early Support Pathway may be appropriate. Referral paperwork and further information can be sought from:

Swindon Early Support Administrator, The Salt Way Centre, Pearl Road, Middleleaze, Swindon, SN5 5TN. Tel: 01793 464240

Autism Pathway

Professionals, in conjunction with parents, may decide to make a referral to the Autism Pathway to explore whether a child’s needs are in line with an Autism diagnosis. Currently, the waiting time is around 6 months, and an assessment would be carried out by a Paediatrician.

Early Help Record (EHR)/Team Around the Child/Family (TAC/F)

It might be useful for some children to have a EHR drawn up by parents/carers and practitioners/professionals involved. This assessment will help detail important background information as well as the current situation for the family and the child’s current details. An action plan is created, which often results in a TAC. TACs enable all those involved with a child to come together at a meeting to discuss the child’s strengths, difficulties and ways forward.

Family Contact Point, SBC, Civic Annexe 1st Floor, Euclid Street, Swindon, SN1 2JH. Tel: 01793 466903. Email: [email protected]

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Applications to the Special Educational Needs Resource Allocation Panel (SENRAP)

Making an application for funding

If the child requires additional time and resources above those available in the setting, consider making an application for funding.

Settings must demonstrate and provide evidence that they have used a graduated response to meet a child’s needs.

Settings will need to provide clear descriptors about the support a child needs to enable access to the EYFS.

Please make sure you have banded the student using the Universal Banding Descriptors and have stated which Band the child falls under.

If funding is agreed, it is important that you take the necessary arrangements ( e.g. employing an additional adult) to ensure the child receives the level of funding allocated.

Making an application for an EHCP assessment In collaboration with parents and professionals, a child’s needs may be significant

enough to warrant an application for statutory assessment to be made. Settings must be able to demonstrate and provide evidence that they have used a

graduated response to meet a child’s needs, which may prevent the need for a statement. A request for Statutory Assessment should not be the first action taken.

Ideally 2 reviews of the EHR should have been completed Make sure you have checked the pupil’s levels against the Guidance Criteria for

Statutory Assessment before completing the form if applicable. These can be found in the Early Years Resources section –www.schoolsonline.swindon.gov.uk.

Make sure you have banded the student using the Universal Banding Descriptors and have stated which Band the child falls under.

Ensure you attach all relevant reports with your request. Reports from relevant professionals, e.g. Educational Psychology, Advisory Teacher, Paediatrician etc. completed in the last 6 months must be attached to the applications.

This statutory assessment can result in a Statement of Special Educational Needs listing a child’s strengths, needs, provision and strategies required to meet those needs.

If a pupil has a Statement/EHCP, funding and provision, in terms of meeting needs will be reviewed through their Annual / 6 months Review. It is the responsibility of the setting to organise the review meeting.

Further information can be found through Schools Online:www.schoolsonline.swindon.gov.uk./resources/ey-resources

Specialist Provision16

http://www.schoolsonline.swindon.gov.uk./resources/ey-resources


To access the following two groups, contact Stephanie Hathaway (Manager) on 01793 465361, or complete a request for service form. Alternatively, parents can make direct contact:

Koalas Opportunity Group provides children (0-school age) who have additional needs with the opportunity to play alongside children following the normal developmental path, in a friendly and safe environment. Parents and carers can gain support, information, advice and a few minutes to themselves and at the same time their children can gain new experiences through education and stimulation.

Special Tots is a group for up to 10 children (0-school age). Parents are expected to stay on site, mostly in the room. Children have individual targets to develop their skills while playing. The group offers a chance to meet other parents and children, the opportunity for children to play with a wide range of toys.

Aiming High provide activity groups and short breaks for children with disabilities. Tel: 01793 464080

The Chalet School is a small special school, catering for pupils aged 3 - 11, with complex learning difficulties including children with autism. Their needs are deemed to fall outside the provision normally made within mainstream schools but less severe than provision needed for pupils with long lasting and severe or profound learning difficulties. Tel: 01793 534537

Brimble Hill School has 3 classes for pupils with an Autism diagnosis, or significant social communication difficulties associated with learning difficulties. Tel: 01793 493900

Where can parents get support?

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Aiming High provides activity groups and short breaks for children with disabilities. Tel: 01793 464080. Email:[email protected]

Parent 2 Parent provides opportunities for parents of children with Autism to come together. The Group meet on Tuesdays or Thursdays, every 2 weeks, 8-9.30pm, at 21 Thurlestone Road, Swindon, SN3 1EQ Email: [email protected] or phone 07952 875994

COAST meets once a month for parents of children (all ages) with autism or those awaiting a diagnosis of Autism. Rhoda Lewis, Early bird trainer and Liz Angus, Parent. Email: [email protected] Tel: 07867 358796 Ad: Salt way, Pearl Road, SN5 5TD

Children’s Centres provide services for pre-school children and their families, such as toddler or early year’s groups and play sessions.

Early Bird: The programme aims to support parents in the period between diagnosis and school placement (pre-school age – 4 years), empowering and helping them facilitate their child's social communication and appropriate behaviour in their natural environment. It also helps parents to establish good practice in handling their child at an early age, so as to pre-empt the development of inappropriate behaviours (pre-school age). Parental referral by phoning the Portage Service on 01793 465360

Early bird Plus: The programme addresses the needs of both home and school settings by training parents/carers together with a professional who is working regularly with their child, the aim being that a child will be given consistent support. It works to build both parents' and professionals' confidence and encourage them to problem solve together. For children aged, 4-8 years. Parental referral by phoning the Portage Service on 01793 465360

Discovering Autism Spectrum Happiness (DASH), c/o 284 Marlborough Road, Swindon, SN3 1NR. Mob: 07796 530560. Email: [email protected]

Opportunity Childminder Networks are specialists in childcare for disabled children who are able to offer places for disabled children.

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mailto:[email protected]



Swindon Parent and Carers Advisory Group are a group of parents and carers working to improve services for children with disabilities/SEN. Address: c/o Swindon Carers Centre, Swindon Advice and Support Centre, Sanford Street, Swindon, SN1 1QHTel: 01793 531133. Email: [email protected]

ASC/SCID advisory team – Penny Seymour. Email: [email protected]. Whilst parents can contact the ASC/SCID team directly, it’s recommended that they discuss their concerns with their child’s Early Years setting.

Speech and Language Therapy Service. Speech and language therapy is concerned with assessing and treating speech, language, communication difficulties in people of all ages. The aim is to help them to communicate to the best of their ability. Some therapists also work with people who have eating and swallowing difficulties. Ad: Salt Way Centre, Pearl Road, Middleleaze, Swindon, SN5 5TD. Tel: 466790

SENDIASS (Special Educational Needs and Disability Information Advice and Support Service) is funded by Swindon Borough Council. It operates independently as a confidential service for parents and carers of children with special educational needs. They offer support on The Statutory Assessment processes and procedures including new Education Health and Care Plans, current changes in legislation, parents' rights and responsibilities, the options open to parents/children, achieving the most appropriate education for their children. Wat Tyler West 3rd floor, Beckhampton Street, Swindon, SN1 2JY. For initial enquiries, email: [email protected] or telephone 01793 466515.

National Autistic Society is the leading UK charity for people with autism (including Asperger syndrome) and their families. We provide information, support and pioneering services, and campaign for a better world for people with autism - http:/www.autism.org.uk

Further Reading

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http://www.autism.org.uk/Get-involved/Campaign-for-change.aspx

http://www.autism.org.uk/Our-services.aspx

http://www.autism.org.uk/Living-with-autism.aspx

http://www.autism.org.uk/About-autism.aspx

http://www.autism.org.uk/About-autism/Autism-and-Asperger-syndrome-an-introduction/What-is-Asperger-syndrome.aspx

http://www.autism.org.uk/About-autism/Autism-and-Asperger-syndrome-an-introduction/What-is-autism.aspx

http://www.autism.org.uk/News-and-events/About-the-NAS.aspx





Books

Title Author

The Autistic Spectrum - a guide for parents and professionals

L. Wing

The Complete Guide to Asperger Syndrome T. Attwood

Autistic Spectrum Disorders in the Early Years: A Guide for Practitioners and Parents

R. Jordan

Autism & Learning: A Guide to Good Practice S. Powell & R. Jordan

Life Behind Glass: A Personal Account of Autism Spectrum Disorder

W. Lawson

Thinking in Pictures T. Grandin

More Than Words: Helping Parents Promote Communication and Social Skills in Children with Autism Spectrum Disorder

F. Sussman

Teaching young children with autistic spectrum disorders to learn: A practical guide for parents and staff in mainstream schools and nurseries

L. Hannah

All about Autistic Spectrum Disorders: A Booklet for Parents and Carers

G. Jones, R. Jordan & H. Morgan

Downloadable from: www.learningdisabilities.org.uk

Visual Supports for Visual Thinkers: Practical Ideas for Students with Autism Spectrum Disorders and Other Special Educational Needs

L. Rogers

Websites

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http://emails.jkp.com/t/t-l-eddiyy-idkuiduu-v/



http://emails.jkp.com/t/t-l-eddiyy-idkuiduu-z/


Company AddressDo2learn provides thousands of free pages with social skills and behavioural regulation activities and guidance, learning songs and games, communication cards etc.

http://www.do2learn.com/

Widgit produce a wide range of symbol-supported learning materials and symbol stories, including extensive topic-based packs 'ready to go' for special and mainstream education, developed by the Symbol Inclusion Project.

www.widgit.com

Resources and templates www.handsinautism.org

Information and resources on Autism http://connectability.ca

Appendices

My Plan Profile21


To be completed with family and professionals to inform the A4 My Profile to be shared with all staff working with child

Name

DOB

What people like and admire about me:

What do I need to stay safe and healthy

What is important to me now?

My health

My physical development and mobility. (Mobility/sensory)

How I communicate

How I feel, behave and get on with others

My learning, understanding, working out things and solving problems

My family my home and where I live

Taking care of myself and keeping safe

Activities and having fun

What do I find difficult?

What is working well in my current setting?

What is currently working well outside of my setting?

What is not working well?

What is important to me in the future?

What is important for me in the future?

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Individual Play PlanName: Bobby D.O.B Start Date for IPP

IPP no. Parent/Carer Teacher

Strengths to be drawn on: Main areas of concern to be addressed on this IPP:

TARGETS- this is what the child will have achieved and by when

ACTION(to be taken by setting in liaison with parents/carers

RESOURCES(including staffing and timing)

How will we know they have achieved?

Ensure that the target is

Specific.

What will the child be able to do at the end of the period of time?

Measurable- how often and how much

Achievable- with in the child’s ability, the next step this relates to what we know about the child and where their development is.

Realistic-is this possible for the child to achieve.

Time- in what period of time

What do we know about where the child is at present- what are they doing?

How are we going to support the child to achieve the set goal-

Break down the target into step by step procedures so that it is clear for whoever is working with the child to know what is required

Be prepared in advance for the activity.

Ensure that you have everything to hand.

COMMUNICATION and LANGUAGE Firstly we will identify his current motivators from a selection. Motivational toys

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I will exchange a picture for a motivational toy 10 times each time I come to pre-school. I will select one picture from a choice of three.

PECS is about Bobby’s voice to us. We want him to communicate that he wants a toy.

Two adults need to be involved in this process in the early stages.

The silent “prompting adult” to sit behind Bobby. When he reaches for a toy direct his hand to the picture and put it in other adult’s hand who will clearly say the name of the toy and give it immediately to Bobby. Let him play for a few seconds before repeating several times.

Only the adult who exchanges the toy with Bobby for a symbol should talk.

Add an extra toy and symbol so that Bobby can start to make choices about which toy he wishes to play with. Build this up to three symbols at a time

Picture symbols or photographs.

2 adults.

PERSONAL, SOCIAL and EMOTIONAL DEVELOPMENT

I will engage in two adult led activities each time I come to pre-school. I will use a “Now and Next” board to help me to understand what is expected of me. I will stay at each activity for three minutes.

We want Bobby to engage in activities suggested to him be an adult. Currently he is extremely reluctant to follow an adult’s lead even if it is in a favoured activity.

We will introduce him to a “Now and Next” board initially using 2 activities that we know he enjoys. Once he is used to the system we will begin to introduce less favoured activities.

Bobby will also be introduced to a timer so that he knows that there is an end to the activity.

When we have introduced less favoured activities Bobby will be rewarded with a favoured one as his second activity.

It is important that Bobby looks at the board while adults use simple language to explain what he is going to do e.g. “first sandwiches then cars”.

Now and next board

Timer

Adult support

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When he has completed the activity support Bobby in removing the symbols. We will start with very short activities using a 30 second timer to indicate finish time and build this up to 3 minutes

PERSONAL, SOCIAL and EMOTIONAL DEVELOPMENT

I will engage in three adult led activities each time I come to pre-school. I will use an individual visual timetable to help me to understand what is expected of me. I will stay at each activity for five minutes

Bobby has responded well to the use of a “now and next” board. We want to increase the number of activities he participates in to three and to increase the length of each activity to 5 minutes.

Continue to use picture symbols on a strip so that Bobby can see what is going to happen next. It is important to get a balance of more challenging and rewarding activities for Bobby.

Bobby often demonstrates that he has finished an activity by standing up and walking away. If he does this and his 5 minutes is not up, show him a 30 second or minute timer and tell him calmly that he needs to stay until the end of the activity

Now and next board

Symbols

5 minute timer.

1 minute timer

PERSONAL, SOCIAL and EMOTIONAL DEVELOPMENT (making relationships)

I will join in with a simple turn taking activity once each session. I will do this with an adult.

Bobby enjoys exploring some simple repetitive ball toys and will go up to other children and use the toy that they are playing with. Bobby is beginning to allow an adult to share the main toy with him if they both have their own balls. He can get frustrated with the adult but if his motivation to continue playing is high then with a gentle voice the adult can continue to play. We want to continue to develop this skill in some of his favoured activities e.g. ball toys, sand play, cars…..

Adult support

Ball posting toys

Car games

Sand play

Date for review:

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Progress Report:

Target 1

Target 2

Target 3

Present for review.

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Section 2:

Strategies


Contents

Heading Page

Introduction 30

Adapting your Language 31

Processing time 32

Routines 33

Visual Supports 34

Environment 36

Using their strengths/interests 38

Developing/moving their interests on 39

Modelling play 40

Turn taking 41

Limiting choice/activities 42

Home-School Book 43

Developing independence 44

Communicating feelings 47

Giving warnings of change 48

Transition 49

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Introduction

This section has been developed to give practitioners a range of strategies within particular areas that can be difficult for children with social communication and interaction difficulties.

Some of the strategies may require you to make up resources. There are many websites (see first section) that provide free visual aids, for example. It will be important for you to list the strategies you’re using on the child’s IPP to be able to monitor their effectiveness.

It’s very important that you share any strategies with parents/carers to ensure the child is receiving a consistent message/support. Parents may also wish to share effective strategies that they use at home.

This section does not provide an extensive list of appropriate strategies to try with children with social communication and interaction difficulties. Professionals may suggest other strategies/interventions and will be able to advise you in their use. Do look out for training in other interventions.

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Adapting your Language

Some children will have difficulties using language, whereas other children’s language skills may not be delayed, but may use language in an over-precise or formal way.

If a child has difficulties following spoken language, use short, simple sentences. For example, “sit chair” rather than “sit yourself down on that chair over there”.

At times of stress and anxiety, a child’s ability to take in spoken language will be reduced. Avoid over-whelming them with language at these times. Keep verbal instructions to a minimum.

Use very clear and direct language. Give explicit instructions. Avoid negatives such as “don’t kick” and “no running”. Children may not pick up on

the negative and interpret these types of instructions as you telling them to “kick” or “run”. It’s better to give positive instructions such as “feet still” or “walk”. Tell the child what you want to them to do rather than what you don’t want them to do.

Abstract language, especially those around time, will be more difficult for the child to understand, like “later” or “tomorrow”. Avoid using these unless you back up the verbal information with a visual support.

Give the child choices to help them respond to questions, e.g. ‘Crisps or biscuit?’ rather than, ‘What do you want to eat?’

Use the child’s name before giving instructions so they know the information is directed at them. They may need group instructions individualised.

Make sure you are modelling meaningful and functional language for the child. For example, if they bring you an apron to put on them, model language onto that situation such as “apron on”. If they hold out a packet for you to open, say “help” or “open it”.

Don’t try and make the child copy words. This is not meaningful or communicative. It can also make a child feel under pressure, especially if they find communication difficult. It’s much better for you to just model language in a repetitive way alongside situations, rather than trying to make the child repeat words themselves.

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Processing Time

Some children have a longer processing time for verbal information than you may expect.

After giving an instruction, wait and count slowly to 5 (in your head) to see if the child is able to respond.

If they don’t respond, rephrase the instruction so it’s simpler. Also use visual supports such as pointing, natural gesture, signing or photos to help support their understanding.

If they still don’t respond, show the child physically, e.g. by bringing the item to the child.

Break down instructions into short tasks, e.g. ‘get your coat’. Once the step has been followed, give another instruction, ‘put your coat on.’ Some children will need this instruction put more simply, e.g. ‘Charlie, coat,’ ‘coat on’

Some children may echo your language. This can sometimes be a sign they haven’t understood. However, it can sometimes be a tool to help them process language. Give them time after they have echoed to see if they can respond.

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Routines

Children may become reliant on routines and have a need to keep things safe and familiar. Routines often serve an important function; they introduce order, structure and predictability and help to manage anxiety. Because of this, it can be very distressing if a person's routine is disrupted, no matter how slight it may appear e.g.

Changes in classroom displays, furniture.

Presence of new people or absence of familiar people.

Changes to familiar routines, e.g. bedtimes, getting ready to go home from pre-school.

How can you help?

Have routines!

Visual timetables which are actively used throughout the day. Some key points:

mount in a visible place where it can be referred to easily (e.g., at their height) keep it accessible for the child to refer to on their own. choose a specific time(s) of the day where you can go over the pictures on the

schedule with the child and name the pictures in order. remove each picture once the activity is completed (e.g., snack time is finished). show the picture of the upcoming activity especially if your child does not wish to

change activities (e.g., tidy up, then go outside). show changes in the regular routine by changing the pictures and/or having a

‘change’ symbol and describing the change.

Warnings of change (see page 50)

Social stories are short (written) descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. They can provide a person with Autism with some idea of how others might behave in a particular situation. They can also introduce a new social skill. Social stories can be strengthened by using visual supports, such as symbols or illustrations. Seek professional support if you feel this approach may be helpful to a child.

Preparation; introduce new people, warn them that their key worker is somewhere else, and another (familiar) member of staff will support them.

Visual Supports

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Children with language difficulties and those with social communication difficulties, are likely to understand language better if supplemented with a visual aid. There are a range of visual supports that can be used, dependent on a child’s development:

Real objects. Tactile symbols/objects of reference, for example swimming trunks, packaging, food

labels. Miniatures of real objects. Coloured pictures/symbols. Line drawings. Photographs.

Whilst you can make your own symbols, there are software programmes available, e.g.:

Boardmaker (Inclusive Technology)

Widgit

Whichever visual support you decide to use/are advised to use, use it consistently so they become used to it.

Presentation:

Vertical or horizontal – both are effective. However, it has been suggested that vertical presentation of symbols can be more effective because people tend to naturally work downwards, treating information like a list.

Schedule – a row of symbols that illustrates a whole day of activities. Single symbol – placed in a pocket or on an object, a symbol can act as an

immediate source of communication. Laminate – laminating visual supports makes them more durable. Board – symbols are often attached to boards so that people know where to go to

look at them. Velcro – Velcro strips can attach symbols to a board. This allows schedules and

activities to be altered easily, possibly with activities being removed once completed. In a folder – so that visual supports are always available, put them in a folder that the

person can carry with them.

You can use visual supports in a variety of ways:

Timetables/schedules. Helping with sequencing. Transition and change (e.g. now/next cards). Starting and finishing activities. Introduction of new activities or situations (e.g. use of social stories). Instructions/reminders. Making choices (e.g. choice cards). Understanding emotions and expressions. Behaviour – praise, demonstrate what’s appropriate, stop inappropriate behaviour Social skills.

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Safety.

You may have heard of Picture Exchange Communication System (PECS), which uses symbols in a communicative exchange. A Speech and Language Therapist will advise whether this should be used with a child.

It is not the scope of this guidance, to go into further detail about the ways in which visual supports can be used. However, seek professional advice and support if you think a child may benefit from use of one of these strategies. The resources section of this guidance also gives links to further information.

Environment

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The environment has a significant impact on our learning. Too dull and we “zone out” but too stimulating and this interferes with our attention to the important things. Not every child will respond to the level of stimulation in the same way. The adults supporting the children need to be in tune with the level of stimulation in the environment and consider how it might influence the child’s behaviour. Children with social communication and interaction difficulties can be overly aware/ “super aware” of smells, tastes and touch etc. They may notice perfumes/ soap etc. smells whereas other children may not notice.

Calming environments might have:

Low lights/lights off – replace flickering light bulbs etc. as soon as is possible as they can be distracting and distressing.

Work surfaces/table tops or storage areas free of visual distractions i.e. clear and organised.

Consider screening off areas to help reduce distractions from the rest of the room.

Be aware of placement of the work tables etc. in relation to windows/doors etc. to decrease distractions for the child.

Consider calming, quieter music in the background at times (not all of the time) – music with a consistent beat can help to calm and keep calm.

Use a calm, quiet and slightly monotone voice when talking with the child – refer to adapting language section for further advice.

Soft furnishings such as rugs and heavy weight curtains have sound absorbing qualities.

Be aware that perfumes/ lotions etc. can distract the child from what they are doing.

Consider allowing the child to chew on something appropriate when playing or listening activities – this can help some children to attend better. However it is not helpful to allow them to chew on anything/everything.

Having a “quiet” area that the child can retreat to when they need to gives their “eyes and ears” a break. This can be a pop up tent/ large box (turned on its side) with a blanket and cushion inside/ under a table with a blanket draped over top of it etc.

Alternate sitting down activities with moving activities.

Stimulating environments are generally the norm in preschool settings i.e. busy, visually stimulating and loud. However, children may still require a quiet place to settle and refocus. Some children may go from being calm and focussed to distressed and over active very quickly. Once distressed they may find it difficult to calm again. Consider the above adjustments to help the child to calm.

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Help environment

Using their Strengths/Interests

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Due to difficulties with social imagination, children can have particular, narrow interests or ‘obsessions.’ However, these interests can create opportunities to engage with the child at their level and find out what motivates them.

Work towards shared attention and interest by paying close attention yourself to what they are doing, what interests them, and what they can already do. Make your presence obvious and interested, and show interest in what they are doing so they know their choice is ok with you.

Use their interest to support their development, e.g. if they’re interested in animals, set up mathematical activities (e.g. counting, sorting), literacy activities (e.g. naming different parts of the animal), social activities (e.g. matching games).

Use their interest as a reward or motivator to encourage them to complete a different activity.

Employ intensive interaction techniques; the adult follows the lead of the child, and copies their actions and sounds, to build towards joint activities. Observe what the child is doing, and how they are doing it, and copy the action alongside them. This allows the adult to communicate with the child, using the child’s interest, and without the child having to process any language. For example, if the child is digging in the soil, dig in the soil next to him. Copy the sounds he makes (imitation). Once you have the child’s attention make the same sound but elongate it, or shift the pitch up or down, or lift it at the end (a good way of asking a question), or alter the rhythm. Or shift the mode, answering the sound with a tap, or draw the shape of the sound on their arm. Or change the item you are digging with or the way you do it, for example putting soil in a container or building with it. If you think this technique may be helpful for a child, contact a Professional for further advice

Developing/Moving their Interests on

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For children with social communication and interaction difficulties, their activities can be repetitive, obsessive and non-changing – the same toy played with in the same way, over and over again, lining things up, putting objects in and out of containers, spinning or flapping items.

Start with the child’s area of interest, and build up new experiences and opportunities for play by using their interest. For example, if the child particularly likes trains, dip the train in paint to make pictures of tracks, cut out train pictures to develop manipulation skills, read stories about trains to develop interest in books, sing songs about trains to develop social skills and language skills. Children can learn about colours, numbers and length, for example, from the various Thomas the Tank Engine trains.

The child may need adult support to interpret what they have learned from their play, and to generalise their learning to new situations, so comment on what you see. For example “Jenny is pouring water through the spout of the teapot”, and model the use and extension of this skill by pouring water through another vessel, or through the teapot into a container. Extend this learning by pouring pretend tea into teacups for a pretend tea party, or having the child pour drinks into cups at snack time.

Encourage play skills in different environments. Reward your child for using his play skills in different places and with different people.

When a new toy or activity is introduced, model how to use it, and teach the child any new skills they will need. For example, while the child is playing with their favourite train, sit alongside them with a different train, or a car or plane, and copy the way they play with their train, but using the new toy. If the child runs their train up and down the track, run your aeroplane up and down the track. When the child is paying attention to the plane, model how to pretend to fly the plane in the air.

Modelling Play

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For most children play comes naturally and does not need to be explicitly taught. However, for children with Social Communication and Interaction Difficulties, they do not always have well developed play skills and it is the task of the adults to model play.

Take the child’s lead to start with and join them in their play, you need to get down at their level and mimic what they are doing.

Join their world. In doing so may help you understand the world from their perspective.

As their play is often restricted (e.g. spinning of car wheels), it is necessary to show children how to play with the toys functionally.

Play alongside the child commenting on what you are doing. Remember keep your language simple.

Cause and effect toys are often motivating for children. Doll’s houses and other miniature objects are recommended as they are suitable for visualising and specifying daily routines.

Identify the child’s particular interests and use this as a way of engaging with them and incorporating these within other situations e.g. numbers in water play.

Take the activity you want the child to play with to them rather than the child to the activity (you can work on sitting at a table at a later date).

Turn Taking

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Due to a child’s social and interaction difficulties, many children can experience difficulties with turn taking. This is sometimes due to their lack of understanding or sometimes around the anxiety of waiting for their turn or not knowing when their next turn will be. It can also be because they often like to be in control of games or objects.

Start off by developing turn taking skills through games that require this skill, e.g. rolling a ball between children, taking turns to post a car down a slope, passing a teddy, taking turns with a ‘feely’ bag. Move to simple games such as matching games, fishing games, lotto games (though you may need to adapt these, e.g. only have three pictures rather than nine pictures on a card). Progress to an adult supporting children in a more ‘free play’ activity, e.g. cars in a garage, at the water table, on the play equipment outside.

A turn taking wheel can often support their learning and help them to understand the concept. A circle of card which is laminated is made. A central hole is made and a split pin and a pointer/arrow are attached to the circle in the middle. The circle can then be divided into segments by writing on it with a wipe on/off pen and the names of the children can be written on each segment. The adult can then move the pointer to indicate who has the next turn and the children can clearly see when their next turn is due to happen.

Consider using the child’s special interest or strengths to develop turn taking.

Use of a sand-timer may help the child visualise how long they have to wait before it is their turn.

Use language such as ‘Charlie’s turn’, ‘Lisa’s turn’ to aid their understanding.

Limiting Choice/Activities

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A child with social communication and interaction difficulties can find the world confusing, so they need to feel in control. They crave predictability and like to keep things the same, so change (even of a toy or a game) can feel too risky or too scary for them. They are likely to feel more comfortable with predictable routines; changes and choices can be overwhelming.

Limit choices to two or three items at a time, and support them to choose by using non- verbal communication aids.

Support the child’s understanding with visual cues, and limit language if needed. For example, “John, choose. Sand or water”, and show John pictures of the sand and water toys to help him understand the choice he is being asked to make.

Slowly build up the choices that are available to the child - initially offer them a favourite activity together with something they do not enjoy. Gradually build up to two desired activities.

A picture timetable can be used, alternating their favourite play with other activities.

Model how to do the activities they are able to choose from; ensure they have the skills to do what you are offering as a choice, and someone to do it with if they want it.

Rather than suggesting a child play with the dressing up clothes, offer a choice of 2 outfits to dress up in.

Put activities they are not able to choose, and any pictures or symbols of them, out of the way to avoid confusion.

If limiting choices, this needs to be done in all areas of the setting. Only offering a choice of 2 activities inside, then allowing children free choice of all outdoor activities, could be confusing.

If children are unable to choose, adults will need to choose for them.

Use other children to model how to choose an activity and then to start and stay with it for a sustained period of time.

Try only putting a small amount of the activity out e.g. a few Duplo bricks, not necessarily the whole box.

Home-School Book

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Children with social communication difficulties may not spontaneously share information about their day with their parent. The parent can then feel unsure about what they have done at nursery/school. In addition, the parent may not have enough “clues” to prompt the child to talk about the activities/nursery experience. The home school book can help alleviate these difficulties.

It does not need to be onerous – a few sentences or bullet points can help to develop the communication between the child and adult as well as support the adults helping the child.

Some settings may use a template that can reduce the amount of writing needed.

It is important to include the child’s successes no matter how small they may feel.

Try to get as much information as possible from parents e.g. did he sleep well, did they have breakfast, are they ill, frightened etc. This may help to “piece together” why the child may be behaving in a certain way.

You might like to consider a ‘focus’ for the home-school book, e.g.:

- Progress against IPP targets.

- Exploring behavioural difficulties, through use of STAR (Settings, Triggers, Actions, Results) or an ABC chart (Antecedents, Behaviour, Consequences). A pattern might emerge which might identify triggers. This level of detail may not need to be recorded in the home school book but a summary may be included.

Developing Independence

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It is very important for all children to develop independence, but this can be very challenging for some children.

It is important when setting goals, that each step is understood by the child. Focussing on the goal itself can overshadow the importance of the step by step process that needs to be understood to achieve that goal.

Each step should be visually clear at the appropriate level for the child.

For example:

Using a series of pictures which show the child what they need to do at each step of the task.

Let the child watch another child model the action. Have the child carry out one step at a time and build up to more steps. Have the child point to each step each time. Use signing to guide the actions. Rewarding with positive reinforcements such as praise will encourage them to repeat

the action and eventually will occur more spontaneously.

Some children will find it difficult to transfer learned skills from one place to another and it is important that strategies are shared between home and setting to ensure consistency.

Daily Living Skills

All young children have to learn daily living skills as part of their development. For children with Social Communication and Interaction Difficulties, developing daily living skills may be slower but can be helped by:

breaking skills down.

using pictures/ symbols, photos.

preparing the child for change.

planning and perseverance.

Eating

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Many children are faddy eaters, but the underlying cause may be different for some children. Sensory differences may mean the child has difficulty chewing and swallowing and they may refuse lumpy foods. Sometimes the texture, colour or temperature may have a big influence on the child’s reluctance to eat particular foods. Children with social communication and interaction difficulties can be rigid in their behaviours and have difficulty with being flexible and have a need for sameness. This may result in them refusing or resisting new foods or moving from a bottle to a cup.

It is important to adopt a calm approach to mealtimes. Avoid the child becoming anxious or developing inappropriate behaviours.

Changes need to be gradual with a possible motivating reward to encourage the learning of new skills.

Provide the child with food they like adding a small quantity of a different food, gradually increasing the quantity over time.

Toileting and personal hygiene

Children need to be physically and mentally mature enough to be aware of bowel and bladder functions and to be able to control the production of urine and faeces as well as communicating the need for the toilet. These skills may develop later for some children. This may be because of their resistance to change or the fact that they will only use familiar toilets. Many children have sensitivities related to toileting e.g. fear of the toilet, over sensitive to smells, anxiety about letting go.

Take the child to the toilet regularly. Change nappies in the toilet so that they become familiar with the environment. It may be more appropriate to have one change from nappy to toilet rather than

introducing a potty first. Suggest family members show the child what is expected. Use siblings as role models or allow the child to go into the toilets with his peer

group. Praise any minor achievements. Ignore accidents; if a child has an accident, don’t discuss it with them, just help the

child to get changed etc. Use visual support showing the child the process of going to the toilet e.g. Picture of

toilet, child pulling down trousers, child sitting on toilet, child pulling up trousers, child flushing toilet, child washing hands etc. The adult can support the child initially pointing to the next stage but slowly reducing this support over time.

Some children are reluctant to defecate on the toilet. This can be helped by encouraging them to blow bubbles, whilst sitting on the toilet as this helps relax the muscles involved in letting go.

Personal Hygiene

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Personal Hygiene skills including; washing, brushing teeth, cutting hair, nails, may need to be taught using small steps and with the use of visual support.

There may be sensory difficulties in this area as some children may have a fascination or fear of water, they may be sensitive to the temperature of water and it may be experienced as painful or unpleasant. Additionally hand dryers can cause major issues for children who are sensitive to noise and to enable a child to use the bathroom independently it will be necessary to turn off the dryer.

It may be possible to introduce activities that the child enjoys and finds relaxing. These can act as distractors or motivating rewards alongside the hygiene routines.

Use a series of pictures showing the child each step e.g. tap on, hands under water, soap, rinse hands, dry hands.

Communicating Feelings

Children with social communication and interaction difficulties often have difficulty expressing their feelings and also have problems recognising or understanding others. This can make it difficult for them to fit in socially.

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Make your meaning clear and do not assume that a child knows what you mean by your facial expression, gestures and tone of voice.

Name a child’s feeling, e.g. ‘You’re feeling happy because you’re playing with your friend.’

Whole setting self-registration chart. A child places their name on the emotion that best describes how they’re feeling at that time. Children should be encouraged to move their name if their feelings change.

Circle time can be an appropriate time to discuss the self-registration chart and consider ways to improve their mood:

Use visual images of different emotions which the child can choose from to identify their feeling.

If possible, have a quiet, calming area where the child can go to if they’re having difficulty coping with a situation.

Develop a box of calming activities, e.g. listening to music, reading their favourite book, stroking a cuddly toy, that the child can access at appropriate times.

Use stories, photos, drawings and real situations to talk about feelings. Start with simple, familiar feelings, e.g. happy, sad, angry, scared.

Use toys and puppets to model feelings or responses to feelings.

Try out different facial expressions using mirrors.

Use of SEAL cards.

Giving Warnings of Change

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Children with social communication and interaction difficulties can find transition times, movement from one activity to another or the ending of activities, difficult. This might be because they are rigid in their thinking or because they might have a single focus on one thing. Some children may become distressed if you ask them to move on or finish an activity that they find comforting/motivating. As a result, some children may feel a strong compulsion to complete an activity, and may resist moving on, even if prepared with strategies listed below.

However, often it helps to support pupils if we give them warnings of any changes that are made to their day or routine.

A visual cue is much better than just telling the pupil about the change. An example of this is to include a change symbol/ picture on their visual timetable to warn them of the change and to help them make the transition. This might be a yellow star with the word ‘change’ written on it. The change symbol needs to be placed on the picture of the event that is changing and the pupil needs to be taken to the timetable to show them what is happening.

Signal (e.g. through the use of a visual sign/bell/verbal warning/sand timer) that a change is about to happen (e.g. in 5 minutes, it’s tidy up time).

Use language such as ‘finished’, ‘now,’ ‘next’ can help children understand that an activity has started/ended.

Pupils may also benefit from a ‘social story’ if there is a big change like a school trip or a change of classroom for example. You may wish to seek professional support to write a social story if you haven’t written before/received training.

‘Walk’ the child through new routines.

Transition into a new setting

It should be remembered that transition is a process not a single event and adults should plan and prepare the child for any transition.

Transition from one setting to another is a significant event in any child’s life. For children with social communication and interaction difficulties these times can be even more challenging as they find change difficult to deal with.

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It is essential for any transition between settings to be well planned in advance to ensure that the transition is as smooth as possible for the child.

The setting should arrange a meeting with the parents and the receiving setting along with other agencies involved.

The receiving setting is then able to gather information about how best to work with the child.

A plan of what needs to happen should be drawn up, e.g.o Keyworker from receiving setting to visit child in current setting to observe

and gather insight into how the child best works.o The child should have the opportunity to visit the receiving setting with parent

and a member of current staff. They may need to visit on a few occasions so the setting becomes more familiar.

o The new setting should take photos of the setting and staff that the child will come into contact with including MDSAs, take photos of where to hang coat, the toilets etc. These can be made into a book for the family to look at regularly before the move to the new setting happens.

Pre-school school

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