multidisciplinary and multi-agency working to meet the child’s needs effectively and promptly. 7. The National Autism Plan for Children (NIASA, 2003) sets out the need for a co-ordinated approach for the identification, assessment and diagnosis of children with Autistic Spectrum Disorders. The National Autism Plan sets out best practice in diagnostic assessment. 8. The National Institute for Clinical Excellence (NICE) published guidelines on the assessment and diagnosis of children with Autistic Spectrum Disorders in 2011. The guidance recommends that a local multi-agency strategy group is established in each area, and a lead professional who will be responsible for the autism pathway for recognition, referral and diagnosis. It recommends that a multi-disciplinary team’ is set up in each area with ‘autism core membership including a Paediatrician and/or child and adolescent psychiatrist; a speech and language therapist and a clinical or educational psychologist. The guidance recommends a single point of referral for access to the autism team, and that there should be a co-ordinator’ for every ‘case child or young person who is to have an assessment. Outcomes 9. The focus should be on identifying the outcomes which it is hoped to achieve for each individual child/young person, and planning the strategies and support which need to be put in place to achieve them. This should be done in a person-centred way, which takes account of the young person’s thoughts, feelings and wishes and involves parents/carers fully. It should be clear how and when strategies and/or support will be reviewed to see if they are working. The role of parents/carers 10. Parents and carers know their children best. Parents and carers must be treated as equal partners at every stage; their concerns must be listened to and they must be treated with respect. It is important that all parents/carers understand the pathway; that they not only understand what strategies and support are being put in place to support their child but can inform and shape those strategies. Where specific strategies are being used successfully at nursery or at school, parents and carers should be helped to test these strategies within the home environment as well. Glossary ASD Autistic Spectrum Disorder – CAF Common Assessment Framework – CAMHS Child and Adolescent Mental Health Service – EP Education Psychology – EYIS Years Improvement Service – GDA General Development Assessment – HV Health Visitor – LP Lead Professional – SEN Special Educational Needs –
multidisciplinary and multi-agency working to meet the child’s needs effectively and promptly. 7. The National Autism Plan for Children (NIASA, 2003) sets out the need for a co-ordinated approach for the identification, assessment and diagnosis of children with Autistic Spectrum Disorders. The National Autism Plan sets out best practice in diagnostic assessment. 8. The National Institute for Clinical Excellence (NICE) published guidelines on the assessment and diagnosis of children with Autistic Spectrum Disorders in 2011. The guidance recommends that a local multi-agency strategy group is established in each area, and a lead professional who will be responsible for the autism pathway for recognition, referral and diagnosis. It recommends that a multi-disciplinary ‘autism team’ is set up in each area with core membership including a Paediatrician and/or child and adolescent psychiatrist; a speech and language therapist and a clinical or educational psychologist. The guidance recommends a single point of referral for access to the autism team, and that there should be a ‘case co-ordinator’ for every child or young person who is to have an assessment. Outcomes 9. The focus should be on identifying the outcomes which it is hoped to achieve for each individual child/young person, and planning the strategies and support which need to be put in place to achieve them. This should be done in a person-centred way, which takes account of the young person’s thoughts, feelings and wishes and involves parents/carers fully. It should be clear how and when strategies and/or support will be reviewed to see if they are working. The role of parents/carers 10. Parents and carers know their children best. Parents and carers must be treated as equal partners at every stage; their concerns must be listened to and they must be treated with respect. It is important that all parents/carers understand the pathway; that they not only understand what strategies and support are being put in place to support their child but can inform and shape those strategies. Where specific strategies are being used successfully at nursery or at school, parents and carers should be helped to test these strategies within the home environment as well. Glossary ASD – Autistic Spectrum Disorder CAF – Common Assessment Framework CAMHS – Child and Adolescent Mental Health Service EP – Education Psychology EYIS – Years Improvement Service GDA – General Development Assessment HV – Health Visitor LP – Lead Professional SEN – Special Educational Needs
autism-pathway-pre-school-children-in-non-maintained-early-years-settings-or-no-setting.docx