The Scottish Strategy for Autism - Menu of Interventions
Guide to Interventions and Supports for People on the Autism Spectrum
Appendix 1
Worked example for children with autism in a local authority area
This example is designed to show how the framework could be used to map services within a local authority, for a particular age group. As an example, descriptions of the type of service providers have been used rather than specific names of services.
| ASD CHALLENGE |
Strategy Strategy Guidance |
Service/provider (bold if available immediately) |
Referral path |
Desired outcomes |
|---|---|---|---|---|
| 1. Understanding the implications of an autism diagnosis |
Post diagnostic discussion (s) and individualised counselling The provision of good quality education and information packs for individuals, families/carers along with appropriate verbal discussion at time of need. Use of visual props if needed. Signposting to useful websites and forums. |
Specialist diagnosis clinic, CAMHS Specialist voluntary sector services |
Follow on from diagnosis Self-refer |
Individual and family develop an understanding of their autism Individual and family know where to receive further help and support i.e. where to go next |
| 2. Development of effective means of communication |
Individualised language therapy assessment. Updated as required. Symbolised communication systems, sign systems, verbal behaviour methods as required on an individual basis. Internet etiquette and supervision. |
Pre-school specialist service Speech and Language Therapy Specialist voluntary sector service |
Diagnosing service Information not currently known Self-refer |
Individual can express their needs, wants... |
| 3. Social Communication |
Targeted social communication programmes delivered either individually or in group setting as required and appropriate to the individual to include internet etiquette and promotion of online safety. |
Speech and Language Therapy Speech and Language Therapy Educational placement Specialist voluntary sector service (youth clubs) |
Information not currently known Information not currently known Information not currently known Self-refer |
The individual develops social skills which improve their relationships. |
| 4. Developing and maintaining relationships |
Work to assess understanding of relationships and promote skills to develop relationships including sexuality issues and intimate relationships. Access to social groups, friendship circles etc. |
Speech and Language Therapy Educational placement Speech and Language Therapy Specialist voluntary sector service |
Information not currently known Information not currently known Information not currently known Self-refer |
The individual develops social skills which improve their relationships. |
| 5. Social isolation for individual with autism |
Accessible social groups and opportunities, support in the community. Befrienders. Respect the need to be alone at times. Acceptance by families that friendships can take many forms. |
Specialist voluntary sector service (youth clubs) Specialist voluntary sector service (play centre) Some clubs at community leisure centres Some scout groups Some brownie groups |
Self-refer Self- refer No referral necessary No referral necessary No referral necessary |
The individual can access social opportunities. |
| 6. Social isolation for family |
Family/ Partner/ Carer support, opportunity for respite. Access to Autism friendly environments. |
Respite Voucher system via specialist voluntary sector organisation Local authority day time respite Local authority overnight respite Parent support Various specialist voluntary sector services Sibling groups Specialist voluntary sector service Autism friendly environments Specialist voluntary sector play facility Local play centre offering autism friendly sessions Some cinema screenings |
Social work assessment Social work assessment Social work assessment Self-refer Self-refer No referral necessary No referral necessary No referral necessary |
The family of the individual with autism can access social opportunities. |
| 7. Learning to learn skills |
A functional assessment of the person's cognitive abilities and learning style leading to a planned programme both directly with the individual and indirectly with the family, carer etc. Formal psychometric testing may be conducted if appropriate to inform intervention. |
Pre-school specialist service Educational placement including input from Educational Psychology |
Diagnosing service Information not currently known |
Individual had skills to access and benefit from an educational setting |
| 8. Predicting and managing change |
Timely individual direct work with individuals to teach methods where required. Family/carer /employer guidance/education in these methods. Visual supports; timetables, timers, text alerts, choice boards to be used as appropriate. |
Pre-school specialist service Educational placement Specialist education support service (in school) Community LD Nursing (at home) Specialist voluntary sector service |
Diagnosing service Information not currently known Parent or school Information not currently known Self-refer |
The individual can cope with transitions with minimal distress |
| 9. Behaviour and emotional regulation |
Knowledge development in understanding behaviour in the context of ASD. Individual work with the individual on assessing behaviour, recognising triggers and developing and managing the implementation of strategies to help. Behaviour support plans, cognitive interventions, psychotherapy or counselling as required. Work with the individual's family/carers, criminal justice, social work, Police as appropriate. Autism Alert card possession. |
CAMHS Specialist education support service (in school) Specialist voluntary sector service |
GP Parent or school Information not currently known |
Everyone relevant to an individual knows how to support that person to behave appropriately and manage their emotions. |
| 10. Restricted and repetitive interests and behaviours |
Assessment and positive day to day management on an individualised basis. Treatment by Mental Health clinician for OCD if required. |
CAMHS Educational placement |
GP Information not currently known |
Any negative impact of restricted and repetitive interests/behaviours is minimised. |
| 11. Motivation issues |
Structured programmes as appropriate to the individual linking to the other core challenges as required. Career guidance, employer/HE/FE support. |
CAMHS Educational placement Specialist voluntary sector service |
GP Information not currently known Self-refer |
Unconventional motivations contributing to an ASD challenge are addressed. |
| 12. Sensory issues |
Assessment of sensory difficulties. Identify strategies and implement. Environmental adaptation on an individual basis with individual control working towards reducing the impact. |
Occupational Therapy Educational placement |
Information not currently known Information not currently known |
The individual can experience social and learning opportunities without distress or discomfort due to sensory difficulties. |
| 13. Daily living skills |
Assessment of core life skills. Specific individual programmes to teach and maintain these skills where needed. Involvement of families/carers in assessment and implementation of new learning. Education for families/employers/ care providers/housing dept re practical needs. |
Occupational Therapy Educational placement Community LD nursing Specialist voluntary sector services |
Information not currently known Information not currently known Information not currently known Self-refer |
The individual learns and demonstrates the skills they need to function as independently as possible within day to day life. |
| 14. Co existing conditions |
Eg: epilepsy, dyspraxia, dyslexia, ADHD, ADD, sensory impairment, anxiety, sleep disorder, addiction, anger management, depression, self harm, psychosis, personality disorder, OCD, disordered eating patterns etc. These require assessment and treatment/management by appropriate specialist clinician. Joint working is crucial across specialities with a clear case co-ordinating lead identified. |
Appropriate specialist clinician Case |
Will depend on the specialism Via GIRFEC |
An individual's needs that don't directly relate to ASD are addressed appropriately. |
Services appear to be available to address each of the challenges, provided by a mix of health, education, social work and voluntary sector services. Closer analysis of referral criteria would however be required to be sure that services exist across the age range and intellectual ability and that these services are available across environments e.g. both home and school.
It would seem that referral paths aren't always clear with many instances where is has been hard to find the information required.
Few services appear to be immediately available which may indicate that whilst the services exist they currently don't have sufficient capacity to meet demand.
Finally, further work would be required to ensure that the services available are indeed generating the desired outcomes for individuals and their families.
Contact
Email: Alison Taylor
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