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ASC: Strategies

Children Playing with Colourful Blocks

Strategies

  • Social Stories and Comic Strip Conversations (Carol Gray).
  • Small world representation.
  • Cartoons and videos.
  • Books and stories.
  • Use of ‘first and then’ to follow an adult-led task.
  • Do not insist on eye contact.
  • Use child’s name first to gain attention, or before giving an instruction.
  • Social rehearsal through games, modelling, and role play.
  • Structured opportunities for peer interactions.
  • Use a calm voice, avoid speaking too loudly.
  • Use consistent scripts and key vocabulary across all staff.
  • Avoid abstract language, i.e., say ‘put the book on the desk’ rather than ‘put it over there’.
  • Repeat what the child has said, modelling the correct word order or grammar.
  • Avoid using idioms, metaphors, and sarcasm.
  • Language should be explicit and unambiguous.
  • Tell the child what to do, rather than what not to do, i.e., ‘Walk’ rather than ‘Stop running’.
  • Simplify language in the correct order, e.g., shoes, coat, bag.
  • Check for understanding and repeat instructions if necessary.
  • Provide processing time.
  • Ask questions at the right level.

  • Use of STEPS behaviour analysis tools (i.e., Anxiety Mapping to identify triggers).
  • Individual planning, such as Steps Predict and Prevent Plan or Risk Reduction Plan.
  • Provide structure and prewarn planned changes, i.e., ‘First and then’ boards, Social Stories, Visual timetables, Task Plans.
  • Support for an unexpected change, i.e., an ‘oops’ care when an unexpected change occurs.
  • Verbal or visual warning ahead of transitions and activities ending, i.e., sand timer.
  • Use of motivators and interests to engage student in learning.
  • Movement and Sensory breaks built into daily routines.
  • Use of sensory regulators as a calming strategy, such as calm boxes.
  • Reduce demands and reduce staff language, increase the use of visuals to support understanding.
  • Use of emotions fans, symbols, keyrings, and pictures.
  • Ensure use of language and visuals is consistent between school and home.
  • Use limited choice strategies within activities, to give the CYP some control over how to complete a task.
  • Staff to consider the environment and limit distractions and sensory stimuli where appropriate.

  • Sensory breaks.
  • Movement breaks.
  • Engagement in sensory activities, such as structured messy play.
  • Sensory room or space.
  • Low arousal areas, which provide quiet and calm for the CYP.
  • Safe and calm zones.
  • Sensory aids: ear defenders, fidget toys, weighted lap pads, etc.
  • Calm down box.
  • Additional access to playground equipment e.g., trim trail.
  • Reduction of classroom visuals, such as reducing classroom displays.
  • Providing a distraction free space, such as a workstation.

Social Communication and Interaction

Strategies should support the child or young person's (CYP) understanding of emotions, thoughts, intentions, and social interactions. Strategies will need to address difficulties understanding social situations, responding to social cues and impaired ability to sense or understand other people’s feelings, emotional responses, and intentions.

Emotional Development and Regulation

Staff will be aware of co-occurring emotional regulation needs of an autistic CYP, due to heightened anxiety and arousal levels. Staff are trained and supported to understand that all behaviour is communication and recognise when behaviour occurs because of regulatory needs. Staff need to be aware of trigger points for a CYP. Staff recognise that understanding and responding to a CYP’s emotional needs is crucial in supporting them and maximising learning opportunities.

Support Sensory Processing

Staff will need an understanding of the CYP’s sensory needs. The school or setting should audit and evaluate potential sensory challenges within the environment and identify measures to reduce sensory overload for a CYP. Sensory regulation activities should be built into the school day to support the CYP to manage their sensory differences.

Glossary

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