Quick Reference Guide
Autism support
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Provision requested
The autism section is included in an access request when ‘Autism Support’ is chosen by the author in the set up section. It is included when the student has an autism diagnosis on their disability confirmation sheet.
Previous intervention
| Give Details | Learning and Support Team Coordinator and School Counsellor/School Psychologist consult to ensure that school based interventions are briefly described and identified by Other in the drop down menu. | |
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In consultation with class teacher or year advisor if applicable, detail the impact on
| Communication | Comment on the student's quality of verbal and non-verbal communication e.g. expressive and receptive language skills; conversational skills; interest in initiating communication; facial expression and eye gaze; voice quality. | |
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| Social competence | Comment on the student's ability to have a reciprocal relationship with peers and adults; ability to identify emotions in self and others; ability to regulate emotions; ability to share interests and play cooperatively according to developmental level; imaginative play. | |
| Sensory | Comment on the student's under or over sensitivity to sensory input or unusual interest in sensory aspects of environment (adverse response to specific sounds or textures, excessive smelling or touching of objects, fascination with lights or spinning objects). | |
| Safety | Comment on self injurious behaviour; escaping behaviours; behaviours that threaten the safety of others. |
Risk management
| Behaviours of concern | List specific observable behaviours. Avoid general terms such as aggressive behaviour. Also comment on behaviours that prevent the student from learning e.g. excessive adherence to rituals or resistance to change; excessive attachment to object; highly restricted, fixated interests; motor or verbal rituals. | |
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| Where they occur | Identify the circumstances, as well as the situations, where the behaviours of concern occur. Consider level of supervision, location in school, time period, and antecedents. | |
| Frequency | Specify the frequency clearly e.g. number or descriptor per time period. Also identify factors that influence frequency if not mentioned below. | |
| Intensity and duration | Specify the intensity [use descriptor(s)] AND duration in time period. Also specify any factors that ameliorate intensity and/or frequency. | |
| Implications for management and/or intervention | Specify the key implications for managing the student that arise from the above data as well as any other background information that is appropriate. |
Learning and Support Team Coordinator
| This may include an explanation as to why there is no Student Behaviour Support Plan/Risk Management plan; the attendance and suspension history that is relevant for the current placement information; any relevant comments about the risk management of the student that have not been covered above. |
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School Counsellor/School Psychologist
| What behavioural/emotional assessment has been undertaken? | Include relevant diagnoses and information from assessments reported by external providers and a summary of results of behavioural and emotional assessments undertaken by the external provider. | |
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| By whom (position), when and what does this assessment indicate? | Name and designate the provider. Also report relevant school counsellor assessments. Include the school counsellor’s/school psychologists information to support the request for additional service. Comments may also include strengths, successful strategies, and implications for management, teaching and learning. Include any relevant school counsellor/school psychologist comments about the placement that the panel ought to consider. |
Senior Psychologist ÌÇÐÄvlog¹ÙÍø/District Guidance Officer
| Comment | State the applicant’s suitability for specialist support services based on the application. Other relevant information known to the Senior Psychologist ÌÇÐÄvlog¹ÙÍø/District Guidance Officer may be included. |
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