APDR – Plan and do

In this section:

Following the assessment stage, a plan is put in place to support the child/young person.  This will include setting SMART targets (Specific, Measurable, Achievable, Realistic, Timely). Targets are usually set for 6-8 weeks, when they are reviewed, but this can vary depending on need and context.  Formal review with parent carers and the Team around the child is usually termly.

The pupil plan will include how targets will be met through both adaptations and reasonable adjustments within the classroom and school, as well as through additional adults and/or small group/ individual interventions as is identified during the assessment stage.

  • Detailed assessment of social communication skills will provide the necessary information to plan a support package which may consist of further adaptations and reasonable adjustments in the classroom to improve access to the curriculum in addition to specific, targeted interventions.
  • An individual support plan is needed that is reviewed regularly in line with the SEND Code of Practice [link?] and contains specific outcomes relating to improving social communication skills and includes the additional provision and interventions in place.
  • Individual targets relating to social communication are clearly based on appropriate assessment results, are SMART and clearly inform interventions.
  • A one page profile or Needs Based Plan (NBP) (Tool 2 in practical support pack from Making Sense of Autism Training) should be used to support communication of needs, and the required response to these, to all relevant staff. Pupil Voice should be central to devising these.
  • All intervention needs to be planned and documented, including costs.
  • Relevant specialists should be involved in the APDR process as required and their advice included within any plans.
  • Use of Primary and Secondary Toolkit from the SISS Autism Team can provide useful ideas and strategies.
  • Where a child/young person has a diagnosis of autism schools can request support from their named SISS Autism Team teacher out of their school allocated hours - Targeted Support.
  • Where a child is considered to have high needs linked to autism and they have a diagnosis of autism, school can request High Needs Intervention Support through their allocated advisory teacher.

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

  • Now and next boards.
  • Additional adult support may be required to support social communication and understanding. For example, by checking understanding, reminding of instructions, breaking tasks down into smaller steps.
  • Additional adult support may be required to support the child/young person to organise their tasks and resources.
  • Additional adult support may be required to support attention and motivation through prompting and check in.
  • An individual workstation may be required to enable engagement in learning and inclusion within the classroom, taking into account pupil and parent/carer voice.
  • Regular mentoring opportunities to allow a child/young person to discuss social interactions, develop skills through scripts and role plays.
  • Access to intervention programmes.
  • Opportunities for staff to model and support emotional regulation skills (e.g. Emotion Coaching, PACE).
  • The use of visuals to support emotion communication and regulation e.g. The Incredible 5 point scale or Zones of Regulation. Both are available in the SISS Autism Toolkit.
  • Access to a quiet area to allow regulation to occur following dysregulation. This could include access to a calming kit and physical / sensory activities.
  • Access to intervention programmes.
  • Low arousal areas are available within the school to support focused learning as required by the autistic student (Use of Tool 13 from practical support pack after attending Good Autism Practice).
  • Interventions (whether group or individual) are identified and put in place on the basis of the identified need. The duration and frequency of these will vary in relation to the child/young person’s needs but best practice would suggest that regular, frequent interventions have the greatest impact.
  • The impact of interventions should be regularly evaluated against previously identified goals and interventions adjusted accordingly.
  • Where there are concerns about the impact of the child/young person’s social communication skills, a behaviour support plan needs to be in place using the information gained about the functions of the behaviour.
  • Specific teaching of emotional literacy skills.
  • Participation in emotional regulation interventions, depending on learning profile and presentation of need can be based upon resources such as;
    • Zones of Regulation (SISS Autism Toolkit).
    • Exploring Feelings by Tony Attwood.
    • FRIENDS for life by Dr Paula Barratt (metacognition needs to be developed to use this resource effectively) The Thriving Adolescent: Using Acceptance and Commitment.
    • Therapy and Positive Psychology to Help Teens Manage Emotions.
    • Achieve Goals, and Build Connection by Hayes and Carriochi  Think Good , Feel Good by Paul Stallard which focus’ on boosting self esteem.
    •  The ASD Girls Wellbeing Toolkit by Rae and Such.
  • The following approaches may be useful here: 
    • Social stories (SISS Autism Toolkit).   
    • Comic strip conversations (SISS Autism Toolkit).  
    • videos- e.g. within Language Link Secondary.
  • Structured cooperative games e.g. Guess Who?
  • The ASD Girls Wellbeing Toolkit by Rae and Such.
  • Peer support approaches may be beneficial, such as Circle of Friends.
  • Social Skills Programmes e.g. Social Use of Language Programme, Talk About, Socially Speaking.
  • Access to supported activities such as board games to encourage peer listening, turn-taking and questioning.
  • Lego groups – Lego friends.
  • Group programmes such as proprioceptive curriculum, sensory diet activities and range of equipment available etc.
  • Records should be kept of all strategies that have been used and interventions delivered, the frequency of delivery, attendance, the child or young person’s engagement level, and the impact they have had on the young person – specifically linked to intended outcomes and targets set- see review section. Interventions should be reviewed at regular intervals.