Yes Always take parents’ or carers’ concerns and, if appropriate, the child’s or young person’s concerns, about behaviour or development seriously, even if these are not shared by others. When considering the possibility of autism and Yes whether to refer a child or young person to the autism team, be critical about your professional competence and seek advice from a colleague if in doubt about the next step. To help identify the signs and symptoms of possible Yes autism, use tables 1–3 (see appendix C). Do not rule out autism if the exact features described in the tables are not evident; they should be used for guidance, but do not include all possible manifestations of autism. When considering the possibility of autism, be aware Yes DISCO training that: conducted. signs and symptoms should be seen in the context Greenvale secondary • – of the child’s or young person’s overall development severe school. signs and symptoms will not always have been • recognised by parents, carers, children or young people themselves or by other professionals when older children or young people present for • the first time with possible autism, signs or symptoms may have previously been masked by the child or young person’s coping mechanisms and/or a supportive environment it is necessary to take account of cultural variation, • but do not assume that language delay is accounted for because English is not the family’s first language or by early hearing difficulties autism may be missed in children or young people • with an intellectual disability autism may be missed in children or young people • who are verbally able autism may be under-diagnosed in girls • important information about early development • may not be readily available for some children and young people, for example looked-after children and those in the criminal justice system signs and symptoms may not be accounted for by • disruptive home experiences or parental or carer mental or physical illness. Yes When considering the possibility of autism, ask about the child or young person's use and understanding of their first language.
Always take parents’ or carers’ concerns and, if appropriate, the child’s or young person’s concerns, about behaviour or development seriously, even if these are not shared by others. Yes When considering the possibility of autism and whether to refer a child or young person to the autism team, be critical about your professional competence and seek advice from a colleague if in doubt about the next step. Yes To help identify the signs and symptoms of possible autism, use tables 1–3 (see appendix C). Do not rule out autism if the exact features described in the tables are not evident; they should be used for guidance, but do not include all possible manifestations of autism. Yes When considering the possibility of autism, be aware that: • signs and symptoms should be seen in the context of the child’s or young person’s overall development • signs and symptoms will not always have been recognised by parents, carers, children or young people themselves or by other professionals • when older children or young people present for the first time with possible autism, signs or symptoms may have previously been masked by the child or young person’s coping mechanisms and/or a supportive environment • it is necessary to take account of cultural variation, but do not assume that language delay is accounted for because English is not the family’s first language or by early hearing difficulties • autism may be missed in children or young people with an intellectual disability • autism may be missed in children or young people who are verbally able • autism may be under-diagnosed in girls • important information about early development may not be readily available for some children and young people, for example looked-after children and those in the criminal justice system • signs and symptoms may not be accounted for by disruptive home experiences or parental or carer mental or physical illness. Yes DISCO training conducted. Greenvale – secondary severe school. When considering the possibility of autism, ask about the child or young person's use and understanding of their first language. Yes
ASD_HCNA_FINAL_DRAFT_310812[1].docx