Personalised visual supports (e.g. objects of reference, now/next, working for boards, activity boards, sand timers). If a child has a personalised Visual Timetable they will need to be told as early as possible about any changes to their routine.
All adults consistently use visuals (e.g. objects, signs or symbols) to support spoken language, depending on the child’s current level of understanding.
Access to staff training on the use of visuals to support communication.
Use of tracking and monitoring tools
specifically measuring the development of social communication and interaction skills development, which are used to develop SMART targets and monitor progress
Use of a environmental-sensory-checklist pdf [2.37mb] and environmental adaptations to minimise impact of sensory distractions and sensory processing differences (e.g. opportunities to work in quieter spaces with reduced distractions when completing focused activities, access to tailored sensory activities or resources).
Support to engage in group activities.
Attention Autism is a group intervention model which aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities.
Inclusion in small group activities to work on turn taking and social skills, such as Time to Talk - Language Therapy Children - Integrated Treatment Services, a 40-session programme for children aged 4-8 that teaches and develops oral language and social interaction skills with Ginger the Bear.
Teaching of play skills alongside peers who can act as a good role model Targeted support to understand emotions in others and develop self-regulation of own emotions (e.g. mirror play, discussion of emotions during stories/ puppet play, use of feelings visuals cards).