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Information For Professionals

 

The autism community in Buckinghamshire is growing as diagnostic services become more accessible, via GP referrals. Please let Autism Bucks know how you consider that Buckinghamshire can best serve and support the autism community.  Get in touch via our  Contact Page.

 

 

Relevant links for research and building awareness & understanding of the autistic condition:

Report reveals: around that 70 per cent of autistic adults are dissatisfied with the way police treat them.

Source: “The Journal of autism and developmental disorders”

Click on the article below from the online version of ‘Police Professional’ to access in larger format:

(see below under useful links: ‘The National Police Autism Association’).

police professional article

 

 

Guidance Materials:

  • Useful links:

As an autism professional, working with Buckinghamshire service users, we would like to know your views.  This will help shape future services and facilities. Thames Valley Police and the Department for Work and Pensions, to name but two local organisations, have benefited from dedicated Autism training and are aware that people with autism have their own, individual profiles and needs.

Autism awareness is growing daily, let Autism Bucks grow too!

 

Skills for Care:

“Skills for Care have produced information on the skills that staff require to work with people with autism for personal assistants and anyone carrying out assessments.”

https://www.skillsforcare.org.uk/topics/autism/autism.aspx

How to do a great assessment for someone with autism. For those with autism who are employing a personal assistant(s): How to be a great personal assistant:                       https://www.skillsforcare.org.uk/about/news/news-archive/new-autism-guides-launched.aspx

“Improving access to social care for adults with autism”

Published: January 2017  https://www.scie.org.uk/autism

For more information with regards to professionals, click the following links:

Autism and General Practice

Making the most of a visit to your GP

Top tips for Clinicians

Going to the Doctor

 

Support for adult social care staff:

 In partnership with the British Association of Social Workers, The NAS  have put together a step-by-step guide to help social care staff prepare for and deliver assessments for autistic adults.

 With greater understanding of the way autism affects each person differently, assessors can make sure that support and resources are directed in the most cost-effective and appropriate way. The guide is available in two versions: English and English/Welsh (bilingual)

https://www.autism.org.uk/socialcare

Supporting people living with autism spectrum disorder and mental health problems:

https://www.mind.org.uk/media/3120340/autism-guide-web-version.pdf

 https://www.autism.org.uk/…with/…care/supporting_adults_with_autism_good_practic

What is autism?  easy read: https://www.scie.org.uk/files/autism/autism-easy-read.pdf

 Autism: Improving access to social care for adults. This guide helps people in the health and social care sector who work with adults with autism to increase their knowledge and understanding of autism and improve access to social care services.

https://www.scie.org.uk/atoz/?f_az_subject_thesaurus_terms_s=autism&st=atoz

 Films on social care issues, from the perspectives of professionals and people using services. Ideal for training

https://www.scie.org.uk/socialcaretv/topic.asp?t=workingwithpeoplewithautism

 This guide helps people in the health and social care sector who work with adults with autism to increase their awareness, knowledge and understanding

https://www.scie.org.uk/autism

The Department of Health

The Department of Health commissioned The College of Social Work to produce this learning resource for social workers who work with adults who have autism, their carers and families. It can be used in conjunction with the curriculum guide for social workers who work with adults who have autism.

https://www.basw.co.uk/resource/?id=4576

Using Conversations to access & plan peoples care & support.

This guide’s for anyone who’s involved in enabling people to understand what care and support is available, for example through assessments.
Although the assessment process might be different between organisations, it should be built around the key principles in this guide.
Even if you don’t use ‘blank sheet’ conversational assessment in your organisation, the principles can enhance more structured assessments.

https://www.skillsforcare.org.uk/Home.aspx?gclid=EAIaIQobChMIq_mwtP3x3wIV67DtCh18HgalEAAYASAAEgJM8vD_BwE

Working with students with an Autistic Spectrum Disorder

The Higher Education Academy has produced a resource pack that was developed by a lecturer who now works at this University. As well as a general overview of supporting students with an ASD, there are brief ‘cards’ for people in various roles within the University:
https://www.staffnet.manchester.ac.uk/supporting-students/working-with-disabled-students/students-with-asperger-or-autism/

 

Private assessment for Autism Spectrum Disorder (ASD) – general guidance:

Some people wish to pursue a diagnostic assessment for ASD* in the private sector. This is understandable as NHS waiting times can be long. However, there is less regulation and oversight in the private sector. If pursuing this option it is important to consider the following recommendations made in Government NICE guidance:

  • Diagnostic assessments should be undertaken by “professionals who are trained and competent”, this means they should have a core professional qualification in clinical psychology, psychiatry, speech and language therapy, occupational therapy etc. You can check whether a professional is registered with the appropriate body
    • for psychologists, occupational therapists and speech and language therapists check the Health and Care Professions Council website at www.hcpc-uk.org
    • for psychiatrists check the General Medical Council website at www.gmc-uk.org
  • Assessments should be “team-based” and draw on a range of professions and skills, such as those listed above
  • A diagnostic assessment should include developmental information, if at all possible, in order to establish that potential ASD-related difficulties were present early in childhood. This could be in the form of official reports from childhood (e.g. educational psychology or paediatric reports) or a structured interview, such as the Autism Diagnostic Interview – revised (ADI-r) with someone who knew the person well in childhood (e.g. a parent or other caregiver)
  • Comprehensive assessments may include the use of formal assessment tools, such as the Autism Diagnostic Observation Schedule (ADOS)
  • The assessment should look at other possible