Communication and interaction

Choosing boards are a way to provide pupils with increased independence and develop self advocacy. Use the choice board to encourage children to choose from a range of positive activities, toys or even lunch options.

Choosing boards are resources that usually consist of boxes that represent different activities. The activity boxes will allow children to see what choices they have and enable them to make their own choice.

Below is a short webcast on the use of Choosing Boards:

Key points

• key skills targeted are social and emotional, friendships and self esteem
• suitable fo all age ranges
• staffing implications an adult to lead activity
• no resources needed
• likely outcomes are greater inclusion, peer awareness and increased self esteem

Aims

• to increase the level of inclusion of pupils who might currently be excluded from their peer group
• to develop the social and emotional skills of those pupils identified as members of the group, for example, the ability to listen, to reflect, to evaluate, to empathize, to problem solve, to understand, identify and cope effectively with feelings (of self and others)

What is Circle of Friends?

In a 2014 study it was found that “All participants believed Circle of Friends benefitted students with ASD and their peers, as well as themselves":

Reference: Schlieder, Marylou and Maldonado, Nancy and Baltes, Beate. (2014). An investigation of “Circle of Friends” peer-mediated intervention for students with autism. The Journal of Social Change. 6. 27-40. 10.5590/JOSC.2014.06.1.04.

The ‘Circle of Friends’ intervention is aimed primarily at improving the inclusion of children with challenging behaviour, SEN or personal concerns within mainstream schools. It works by gathering the student’s peers in a circle of friendly support to help the young person with their problem solving. This approach can also be widely used with all students who are struggling to find support or friendship.

Who will benefit?

The child who may be feeling isolated or excluded will benefit as will their peers who learn supporting and empathy skills. The school community more widely is likely to become more reflective and inclusive.

How to implement

Adults play a key part in the approach, especially at the start of the programme, but then most of the work is carried out by "the friends". Early on in the intervention, the key adult meets with the student and their chosen group for around 20 minutes per week to help them with their problem solving together as a team.

Initially, the child draws a picture of his or her circles of support, beginning with him or herself.  The child is in the center circle. The first ring around the circle includes the people closest to the focus person, usually parents and siblings. The second ring includes friends who care about the focus person and want to be involved in the process. The third ring includes the professionals who help with medical, therapeutic and educational needs and those who facilitate the planning process.

Next, the facilitator (the teacher or TA) gives a short presentation about the child’s needs to the group of friends.  This may mean the child’s classmates at school or a different set of peers, depending on the situation.  The presentation may be done in the presence of the child, or with the child absent if that makes the child more comfortable. At the end of the presentation, the peers are invited to volunteer to be in the Circle of Friends for the child. Around 6 is recommended.

The circle must commit to meet on a regular basis over a period of around a year, with the hope that peers will choose to remain in the circle on an extended basis. At regular meetings, the circle identifies areas in which the child needs assistance, develops creative strategies and learns how to interact effectively with the child.

Next steps

Circle of Friends provides an ongoing and cost-effective strategy for schools, because the facilitator is only needed for around 30 minutes per week, and the peers and the child apply their strategies for the rest of the week.  It’s a pro-active way to help prevent bullying and build a sense of community in the school.

Download: Request for involvement form Autism/CCN Specialist Teaching Referral 2022 (word document)

Home School Communication Books are a simple way of sharing important information back and forth between home and the school and vice versa.

Below is a short webcast on the use of Choosing Boards:

What are ‘Now and Next’ boards?

‘Now and next’ boards are visual supports that can give a structure to children’s time.

Why use a ‘Now and Next’ Board?

‘Now and next’ may perhaps encourage the child to follow adult direction by seeing that the undesirable activity is followed by one that they have had some choice over or a particular interest.

Some children find it difficult to transition between experiences, lessons and tasks. ‘Now and next’ shows them a picture of what they are expected to move onto and this can be useful and support the development of sequencing skills.

Below are some positives to using now and next boards:

• can reduce confusion and resulting anxiety and support struggles with uncertainty
• can support engagement in new experiences
• can aid self-organisation and support independence
• can include instructions/reminders to aid independence
• can be useful for children who find language and time concepts difficult to understand
• can support the introduction of structured and adult directed tasks
• can break tasks up

‘Now and next’ may be a supportive way to introduce less preferred activities. If you can show the pupil that after this activity they will be able to do something that they do like then it may motivate them to complete the first activity. For example:

• writing now, computer next
• complete 5 sums now, lunch next
• wash hands now, snack next

Top tips for ‘Now and next’ boards

A symbol should be placed on both sides of the board. If you are trying to support a child to engage in adult directed tasks initially both experiences should be activities or an experience the child enjoys.

You may need to quickly finish a least preferred task if the child is beginning to loose interest. Time on the least preferred task can be slowly built up.

Show the child the board, point to each symbol individually and model language. For example, “writing now and computer next”, “phonics now and choosing next”

Consider the use of single words.

When moving on or transitioning to the next experience give the child a change warning, use of a sand timer may be helpful.

You could use a post box or an envelope when one experience is finished.

Below is a short webcast on the use of 'Now and Next':

What are objects of reference?

Objects of reference are objects that can be used to represent an activity person or place. These objects stand for something in the same way that words do. For example, a child may get excited when their coat is put on as they know this means they are going outside.

Why do we use them?

Some children need extra help to learn to understand spoken language. By using objects of reference at every opportunity, the child begins to link the word, the object and the activity together. It will take time for the child to build up this link.

When objects of reference are understood, they can help a child:

• to anticipate (know what is about to happen)
• to sequence events (know what is happening now and what will happen next)
• to understand when an activity is finished
• to be able to make choices (show you what they want)

How do you start?

Think about the important regular events in your child’s day e.g. mealtimes, going out or bedtime. Choose an object that is related to the activity and that you will always use with your child in this routine e.g. spoon = dinner, teddy = bedtime.

At the start of each activity, give your child the object to hold and explore (look, touch, smell it). Say your child’s name followed by: “ Dinner Time”; “Time to go out”; “ Bedtime.” It is important to use the same words each time, for example if you decide to say “ bed time” use this consistently, rather than saying different phrases e.g. “ time to go to sleep”

It may be helpful to keep the objects together in a box or bag so that family, nursery, or school people can all use the same objects with your child. Helping your child to put the object away at the end of the activity helps your child to understand that the activity has finished.

Some things to keep in mind

Start with only a few key objects when introducing this technique. Once your child is showing an understanding of these objects, start to gradually introduce more.

Try to choose objects which are not too similar to each other, for example using a towel for bath time and a blanket for bedtime, may be confusing. Instead it would be more appropriate to use a towel for bath and a teddy for bedtime.

Below is a short webcast on the use of Objects of Reference:

What I might see

• word retrieval difficulties
• poor vocabulary
• immature speech which may interfere with literacy development
• attention and listening difficulties
• unable to follow instructions
• poor confidence and lack of self-esteem 
• may need extra time to process verbal language
• may interpret language literally
• may struggle to understand jokes and sarcasm

Strategies in the classroom

• simplify language
• repeat and model language
• extra time to process verbal information
• extra time for pupil to organise verbal responses
• support verbal language with sign / gestures (use signalong)
• chunk instructions
• provision map/ targets addressed through small group and class work within the curriculum framework. This might include specific teaching on:  vocabulary; comprehension and inference;  use of language, sentence structures;  the speech sound system; sequencing;  active listening skills

Use of visuals

• pictures, symbols, widgets, boardmaker
• visual timetables
• now and next, taskbar or timers
• vocabulary mats
• labels
• story planning sheets or graphic organisers 

Incorporate strategies such as:

• pre-teaching vocabulary
• talking tins and boards
• apps on iPads
• continuous formative assessment
• forced alternatives (e.g. “Do you want Juice or Milk” etc)
• talking partners
• talk for writing
• social Stories
• use non-verbal methods of sharing ideas e.g. using white board to draw or write answers.
• use pupils’ interests to motivate or elicit responses (share and tell)

Targeted interventions and Further Support

• consistent development of vocabulary using a programme such as Word Aware
• use of visuals to support subject specific vocabulary.
• structures for narrative tasks- From Oral to Written Narrative, Secondary Talk Narrative (Black Sheep)
• follow ideas in Language for Learning Identification, Assessment and Intervention
• Talk Boost (designed for children aged 4 to 7)
• Blast (designed for all children in Nursery, aged from 3 to 4)
• Blast 2 (designed for all children in Reception aged from 4 to 5)
• Word Aware (designed for children aged between 5 to 11, but can be adapted for secondary age pupils)
• WellComm Early Years (from 6 months to 6 years)
• WellComm Primary (from 6 to 11 years)
• Talkabout books
• Blacksheep Press
• Children’s Speech and Language Therapy Service information, advice and training Herefordshire and Worcestershire Health and Care NHS Trust
• SLCN Pathway Herefordshire and Worcestershire Health and Care NHS Trust

What does Homunculi mean?

Homunculi (plural of homunculus) means a very small human (or “little person).

What is the Homunculi Approach?

The Homunculi Approach is a Cognitive behavioural therapy (CBT) programme for children and young people on the Autism spectrum or with emotional and behavioural difficulties.

The approach aims to build social and emotional resilience in children and young people, especially for those with high functioning autism or Asperger’s Syndrome who often have difficulty identifying troubling feelings such as anger, fear and anxiety.

As part of the Homunculi approach a child/young person is asked to invent their own Homunculi characters (agents) and stories. These Homunculi agents are used to help the child/young person tell a problem solving story in which the agents help out with real-life distressing thoughts, feelings and behaviour. The activity of storytelling helps the child/young person to learn to cope with social problems.

What is Cognitive Behavioural Therapy (CBT)?

Cognitive behavioural therapy (CBT) is a talking therapy used to help manage problems by changing the way someone thinks and behaves. It is most commonly used to treat anxiety.

Transition Early Years to Primary

Transition and change is hard for most of us and is often a particular source of anxiety for those on the autism spectrum. The Autism Team have created these tip sheets and editable Word resources around transition to support settings, parents/carers and children. They are designed to be used to inform and support an individualised transition plan. Included is a Transition Plan and Information Booklet which should be adapted for the child by school and home. Also included are some sample Pupil Profiles which should be sued to share key information about the child. These resources are provided for settings and home to use and adapt to meet the needs of Early Years and Primary Age children and to help make transition more planned and more successful.

Transition

Tip sheet 00 - Transition preparation ideas (PDF)

Relationships

Editable resource 01 - Relationships: individual sensory audit (Word document)

Editable resource 01 - Relationships: who's who book (Word document)

Places

Tip sheet 02 - Places: Low arousal space ideas (PDF)

Editable resource 02 - Places: My new school information booklet (symbols) (Word document)

Editable resource 02 - Places: Simple classroom sensory audit (Word document)

Routines

Tip sheet 03 - Routines: Now and next (PDF)

Tip sheet 03 - Routines: Visual schedule (PDF)

Tip sheet 03 - Routines: Journey board (PDF)

Editable resource 03 - Routines: Journey board (symbols) (Word document)

Sharing information

Editable resource 04 - Sharing Information: Information gathering (Word document)

Editable resource 04 - Sharing Information: Pupil passport (symbols) (Word document)

Editable resource 04 - Sharing Information: Pupil profile (detailed) (Word document)

Editable resource 04 - Sharing Information: Pupil profile (single page) (Word document)

Editable resource 05 - Moving on: My new school social script (example) (Word document)

Moving on

Editable resource 05 - Moving on: Transition timeline

Tip sheet 05 - Moving on: Transition tips for Early Years parents (PDF)

Tip sheet 05 - Moving on: Social script ideas (PDF)

Transition Primary to Secondary

Transition and change is hard for most of us and is often a particular source of anxiety for those on the autism spectrum. The Autism Team have created these tip sheets and editable Word resources around transition to support settings, parents/carers and children. They are designed to be used to inform and support an individualised transition plan. Included is a Transition Plan and Information Booklet which should be adapted for the child by school and home. Also included are some sample Pupil Profiles which should be sued to share key information about the child. These resources are provided for settings and home to use and adapt to meet the needs of Secondary age pupils and Primary children (or equivalent) moving up to their next setting to help make transition more planned and more successful.

Tip sheet 00 - Ideas for transition preparation activities (PDF)

Editable resource 01 - Pupil passport (single page) (Word document)

Editable resource 01 - Pupil passport (symbols) (Word document)

Editable resource 01 - Pupil passport booklet (text) (Word document)

Editable resource 01 - Sensory profile discussion (pupil voice) (Word document)

Editable resource 01 - Sentence openers (pupil voice) (Word document)

Editable resource 02 - My new school information booklet (symbols) (Word document)

Editable resource 02 - My new school information booklet (text) (Word document)

Tip sheet 03 - What if's (exemplar) (PDF)

Editable resource 03 - What if's (blank) (Word document)

Editable resource 03 - What if's (discussion topics) (Word document)

Editable resource 04 - Journey board: parent questionnaire (Word document)

Editable resource 04 - Journey board: template (Word document)

Tip sheet 05 - Help script and help card (PDF)

Editable resource 05 - Preparation for secondary school role play scenarios (Word document)

Tip sheet 06 - Packing my bag game idea (PDF)

Editable resource 06 - Executive function support tools (Word document)

Tip sheet 07 - Calm down kit (PDF)

Editable resource 07 - Positive thinking: Affirmations (Word document)

Editable resource 07 - Positive thinking: Breathing techniques (Word document)

Editable resource 07 - Positive thinking: Grounding techniques (Word document)

Editable resource 07 - Positive thinking: Relaxation resources (Word document)

Editable resource 08 - Countdown to transition calendar (Word document)

Tip sheet 09 - Strengths based approach to transition (PDF)

Tip sheet 10 - Top transition tips for parents (secondary) (PDF)

Download: CCN advice sheet - sensory circuits (PDF)

Download: CCN advice sheet - sensory garden (PDF)

Download: CCN advice sheet - sensory processing differences (PDF)

Download: CCN sensory resource Creating a Personal Sensory Kit (PDF)

Download: CCN sensory resource Energy Meter (3 level emoji) (PDF)

Download: CCN sensory resource Classroom Audit (comprehensive) (Word)

Download: CCN sensory resource Classroom Audit (simplified) (Word)

Key points

• high levels of anxiety are present
• children will often appear shy, unsure or on their guard which is in direct contrast to how they behave at home
• children can also appear to be behaving in an oppositional way by resisting attempts of support, when that support is to encourage social interaction
• you might also recognise children as being hyper-sensitive, perfectionists or reserved and reticent
• there are things you can do and you also need to know when to ask for additional help

Information, strategies and approaches

Selective Mutism is when children or young people can understand and speak but only elect to speak freely with people they know and feel comfortable with, such as, family members and when no one else is present.

 Aims

• to provide you with some initial facts and strategies to use with children and young people
• to support the child through a difficult and often a distressing time in a calm and consistent way
• to provide predictability in response for the child
• to reduce any perceived feeling of threat that the child may be feeling
• to provide reassurance through movement and body language, using few words
• the child will feel supported and the adult implementing the strategies will feel they are doing something supportive and useful for the child or young person
• to move the child or young person into a position where they can respond verbally when needed and build confidence

What is Selective Mutism?

• selective Mutism is characterised by a consistent failure to speak in settings such as school and social situations and is understood to be a developmental, anxiety disorder
• children and young people will speak in the home and other places they are comfortable
• children and young people will often only speak to people they are familiar with, such as family members
• it interferes with educational achievement
• failure to speak is not accounted for by another communication disorder

Who will benefit?

The child or young person, their families and everyone involved in their education and care

Next steps – initial tips and strategies

• you are endeavouring to equip the child with the confidence to respond verbally within an educational setting, through the reduction in their anxiety. Reducing anxiety around speaking can be achieved by providing them with understanding, reassurance and opportunities to grow and be able to respond verbally when needed
• it is important to build trust through consistency of support through an adult with whom the child can become familiar with
• remain calm when in the presence of the child and show the child that you are in not bothered by their difficulties
• investigate whether there are certain people or places in the school where the child appears to be more comfortable and use these people and areas for when delivering interventions
• provide plenty of play based activities where you can build a relationship with a young child; and craft, practical and art-based activities for older children
  • a strong supporter, in this case, is one who can remain quiet during activities, in the initial phase and not feel the need to comment
  • this will be the basis of forming a strong relationship with the child
• provide opportunities to play with a quiet peer and offer support for older children through partner working with a carefully selected peer

Additional strategies

• within the classroom: initially build rapport with one or two people – an adult and a peer
• maintain relationships by offering consistency of approach, so the child will develop trust
• ensure the child regularly works in a pair, with a peer they have built a relationship with
• discover the pupil’s strength’s and use them as often as possible to build confidence
• use social scripts and comic scripts to chat through scenarios
• where relevant, refer to what is going on in the room and do not expect a response
  • this will support the child to feel part of the group
  • particularly if it is something interesting or amusing
• praise the child for following rules and interaction for interaction that is not speech
• encourage activities with quieter children
• ask the child to do jobs for the teacher with another quiet child
• do not expect responses but continue to talk, inform and direct the pupil as usual
• do not show irritation or impatience when there is no response – this will make anxieties worse
• do not prolong eye-contact and when a child meets your eyes return it with a brief smile and look away
• do not ask direct questions as this will put pressure on the child to speak
• create a pupil profile to share with all adults working with the pupil
  • this should contain information about the difficulty and specific guidance for supporting the pupil with Do’s and Do not’s
• when adults working with the child are comfortable and have experience responding and the pupil is showing signs of increasing confidence, further interventions to support the child to move on can start to be implemented

Intervention is not to ‘make the child speak’ it is for an adult to build a relationship with the child and as the child becomes comfortable, to provide opportunities for the child to use gesture, such as pointing; and much later to provide opportunities for them to speak, using simple one word answers, such as ‘yes’ and ‘no’.

Additional advice from the Autism/CCN Team can be provided on how school can move forward with their support for pupils with Selective Mutism.  Advice and training for individuals working with pupils can be provided.

Song signifiers are songs that can be used to mark an activity or event, such as brushing teeth or lunch time. Each activity has its own unique song. They can help people with complex communication needs to transition between activities, and to follow their daily routine.

Below is a short webcast on the use of Song signifiers: