Quick Starter: Autism

Educational information only — not a diagnosis or medical advice.

How to use each deliverable in M Share

What you have now

✅ Four Autism PDFs (Parent, Adult, Later‑life, Clinic) · ✅ Three Dyslexia PDFs (Adult, Parent, Practice Pack) · ✅ In‑app module (JSON).

Evidence snapshot (UK)

Children/young people: structured, communication‑focused interventions, environmental adaptations and co‑occurring problem management; consider melatonin via specialists if behavioural sleep approaches fail. Sources: NICE CG170 (support & management). Educational only; not medical advice.

Adults: adapted CBT for anxiety/depression, structured support plans, and workplace/healthcare reasonable adjustments. Sources: NICE autism guidance (adults). Educational only.

Children & Adolescents

• Naturalistic, caregiver‑mediated coaching (NDBI style): 3–5 min play bursts, copy/expand/celebrate, many times daily.
• AAC is speech‑friendly: pictures/PECS/core boards/apps reduce frustration; keep AAC available everywhere.
• Visual & structured teaching: First/Then, visual schedules, clear work systems; teach in small steps.
• Behaviour → ABC: track antecedent–behaviour–consequence; teach an easier way to ask; reinforce quickly.
• Sleep: regularity, routine, light/noise/temperature; discuss melatonin only with a clinician if insomnia persists.

Adults

• Employment: reasonable adjustments (Equality Act), clear written instructions, low‑sensory spaces, flexible hours/hybrid.
• Access to Work: workplace assessment, job coach, assistive tech, travel support.
• Mental health: adapted CBT (visual structure, concrete goals, graded exposure with sensory planning); monitor medication with clinicians.
• Regulation: micro‑breaks, noise management, meltdown/shutdown plans.

Later Life

• Anticipate sensory/hearing/vision changes; schedule quieter appointments.
• Use pill organisers, checklists, and carer prompts; prepare hospital passports.
• Ask the local authority about adult social care and carers’ assessments.

Neurodevelopmental: ADHD (quick pointers)

• Core features: inattention, impulsivity, hyperactivity across settings.
• Supports: behavioural strategies, executive‑function scaffolds, environmental cues; review sleep, anxiety.

Mental Health: Anxiety • Depression • Stress • Sleep

• CBT (adapted): visual agendas, concrete skills practice, stepwise exposure with sensory planning.
• Sleep: consistent timing, low light, screens off ≥1h; record latency; escalate to clinician if persistent.

Breathing & Focus (2‑minute reset)

1. Sit comfortably; relax shoulders and jaw.
2. Inhale quietly through the nose ~4 s; exhale ~6 s.
3. Repeat 10 cycles; notice shoulders lowering and heart rate easing.

Use before transitions, meetings or bedtime wind‑down.

In‑App Coach Module (JSON)

Download and import. The preview below lets you inspect flows and steps.

Download PDFs

• ⬇ Parent quick guide — PDF (A4, print‑optimised)
• ⬇ Adult support — PDF (A4, print‑optimised)
• ⬇ Later life & carer — PDF (A4, print‑optimised)
• ⬇ Clinic guide — PDF (A4, print‑optimised)

Research & resources (UK‑relevant)

How this was selected: recent, UK‑relevant guidance and reputable organisations, prioritising NICE, NHS, NAS, Gov.UK SEND and evidence summaries. Educational information only; not medical advice.

Credible sources

• [Clinicians] NICE CG170 — Autism spectrum disorder in under 19s: support and management. Summary guidance, UK clinical standard. URL: https://www.nice.org.uk/guidance/cg170
• [Clinicians] NICE CG142 — Autism spectrum disorder in adults: diagnosis and management. UK clinical guidance. URL: https://www.nice.org.uk/guidance/cg142
• [Parents][Teachers] NHS — Autism overview. Clear NHS information and support routes. URL: https://www.nhs.uk/conditions/autism/
• [Teachers][Policy] DfE/DoH SEND Code of Practice (0–25). Statutory guidance for education settings. URL: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
• [Parents][Teachers] National Autistic Society — Guides and reasonable adjustments. Practical advice and rights. URL: https://www.autism.org.uk/advice-and-guidance
• [Teachers] Education Endowment Foundation — Special Educational Needs in Mainstream Schools. Evidence‑informed strategies. URL: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send
• [Teachers][Policy] Council for Disabled Children — SEND resources and practice. URL: https://councilfordisabledchildren.org.uk/
• [Clinicians][Parents] Cochrane Library — Melatonin for sleep problems in children with ASD (review summary). Evidence on benefits/considerations. URL: https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD010696.pub2/full
• [Adults][Policy] Access to Work — workplace support for disabled people. Practical adjustments and funding. URL: https://www.gov.uk/access-to-work
• [Parents][Teachers] AET (Autism Education Trust) — Teacher frameworks and CPD. URL: https://www.autismeducationtrust.org.uk/

Practical, evidence‑informed techniques

• NDBI‑style caregiver coaching (ages 2–8): brief play bursts with modelling and turn‑taking to grow communication.
• Visual schedules and First/Then (ages 3–16): make steps visible; reduce uncertainty and transitions stress.
• AAC basics (all ages): core boards or PECS to reduce frustration; AAC supports, not replaces, speech.
• Structured teaching/TEACCH (school age): clear work systems, chunked tasks and predictable routines.
• ABC behaviour logging (all ages): track antecedents and teach easier, functional communication alternatives.
• Sleep routines (all ages): consistent schedule, dim light, calming steps; seek specialist advice for melatonin.
• Sensory regulation menu (all ages): headphones, movement breaks, deep‑pressure tools if liked; stop if distress.
• Adapted CBT (adolescents/adults): concrete goals, visual agendas, graded exposure with sensory planning.
• Reasonable adjustments (adolescents/adults): clear written instructions, reduced sensory load, flexible timings.

Quality markers for teachers/practitioners

• Measurable targets with baseline and regular reviews (Assess‑Plan‑Do‑Review).
• Use of data (logs/trackers) to adjust supports and demonstrate impact.
• Differentiation and accessible materials (visuals, clear language, chunking).
• Safeguarding awareness and escalation pathways are understood and visible.
• Joined‑up working with families and external professionals.
• Training mapped to AET/NAS standards; reflective practice routine in team meetings.

Recommended CPD/training providers

• Autism Education Trust (AET) — school‑focused frameworks and accredited training. https://www.autismeducationtrust.org.uk/
• National Autistic Society — professional practice modules and autism‑specific training. https://www.autism.org.uk/what-we-do/professional-development
• Ambitious about Autism — resources and training for education and employment. https://www.ambitiousaboutautism.org.uk/professionals
• NHS e‑Learning for Healthcare (Autism) — clinician‑oriented modules. https://www.e-lfh.org.uk/programmes/autism/

SEND policy: school‑level checklist (SENCOs)

• Graduated approach documented (Assess‑Plan‑Do‑Review) with parent involvement.
• Reasonable adjustments recorded and reviewed termly.
• Clear SEN Support profiles; escalate to EHCP needs assessment when criteria met.
• Environment audit (sensory/noise/visual clutter) with actions.
• Staff training plan aligned to AET frameworks and safeguarding.
• Data tracking for attendance, exclusions, regulated/unregulated incidents.
• Transitions planning (class changes, key stages, post‑16) with social stories/visits.
• Links with local authority services and Access to Work/Supported Internships for post‑16.

Resources & downloadable tools (to add)

• Visual schedule template — PDF (suggest: assets/handouts/visual-schedule-template.pdf)
• ABC behaviour log — PDF (suggest: assets/handouts/abc-behaviour-log.pdf)
• Sleep routine planner — PDF (suggest: assets/handouts/sleep-routine-planner.pdf)
• Core 20‑word AAC board — PNG (suggest: assets/handouts/aac-core-board-20.png)
• Reasonable adjustments for employers — PDF (suggest: assets/handouts/employer-reasonable-adjustments.pdf)

Images & captions (sourcing ideas)

• Home playtime interaction — alt “Parent and child playing with blocks, sharing attention.” Caption: “Play and communication grow together.” Source: Unsplash — search “parent child play”.
• Classroom visual schedule — alt “Visual timetable on classroom wall.” Caption: “Predictability reduces anxiety.” Source: Pexels — search “classroom schedule”.
• Noise‑reducing headphones — alt “Teen wearing headphones in a library.” Caption: “Sensory regulation helps focus.” Source: Unsplash — “noise cancelling headphones”.
• Workplace adjustments — alt “Quiet workspace with written task list.” Caption: “Clear instructions support autonomy.” Source: Unsplash — “quiet office desk”.
• Sleep routine — alt “Bedtime story with dim light.” Caption: “Consistent routines support sleep.” Source: Pexels — “bedtime story”.
• Clinician meeting — alt “Clinician and carer reviewing checklist.” Caption: “Shared plans align support.” Source: Unsplash — “clinic meeting”.

Annotated bibliography (short)

1. NICE (2013, updated). Autism in under 19s: support and management (CG170). NICE. Summary of evidence‑based supports for children/young people.
2. NICE (2012, updated). Autism in adults: diagnosis and management (CG142). NICE. Guidance on assessment and support for adults.
3. EEF (2020). Special Educational Needs in Mainstream Schools. EEF. Practical, evidence‑informed strategies for classroom practice.
4. Cochrane (2017). Melatonin for sleep problems in children with ASD. Cochrane Review. Evidence summary on efficacy and considerations.
5. NAS (ongoing). Professional practice guidance. National Autistic Society. Applied advice and adjustments across settings.

Links policy

All links should be verified for status 200/OK before publishing; the above sources are publicly accessible. Flag any paywalled items and provide an open‑access alternative or short summary.