An individualised programme is in place informed by a specialist multi-agency team (e.g. Speech and Language Therapy, Occupational Therapy).
Opportunities to build relationships through play, for example using Intensive Interaction: an approach designed to help develop pre-communication skills such as joint attention through sensory and shared play activities.
Social Stories help to develop social understanding by using short descriptions of a particular situation, event or activity, that include specific information about what to expect in and how the child should respond.
Use of a structured interventions to teach play skills.
All adults consistently use visuals (e.g. objects, signs or symbols) to support spoken language, depending on the child’s current level of understanding.
Augmented communication systems are in place to support communication development such as: PECS (Picture Exchange Communication System) where picture cards are used to communicate simple needs initially but work towards more complex sentence structures; signing, or high-tech communication systems and software (such as Proloquo2Go).
Environmental audits are used to identify aspects of the environment that might lead to increased anxiety, arousal or sensory sensitivity, with monitoring of behavioural responses and adjustment to support plans / adult responses as needed (e.g. use of ABC Charts).
Work with a group of key staff to identify an individual profile of the child and gain an understanding of their individual triggers, observable behaviours, as well specific escalating and de-escalating adult responses. An example of this might be the RAMP (Reducing Anxiety Management Plan pdf [496kb]). This should form part of a
robust risk assessment which is regularly reviewed to support any behaviours associated with difficulties heightened anxiety, sensory sensitivity and managing feelings (see Getting Risk Support section).