Autism and Social Communication Difficulties
Does the learner have autism or social communication needs?
It is important to note that only suitably qualified professionals working as an assessment team (usually a Paediatrician or Child Psychiatrist, a Speech and Language Therapist and a Psychologist) can confirm someone has a formal diagnosis of autism or related conditions (NICE guidelines revised 2017). Until a formal diagnosis is confirmed, the learner may be referred to as having social communication needs.
The referral routes for assessment for autism in Hull differ dependent on the learners GP.
- If the learner is registered with a GP in the East Riding then a referral can be made by SaLT, Community Paediatricians, portage or Educational Psychologists who have their own referral form.
- If the learner is not registered with a GP then you can contact either contact point to discuss your concerns.
- If the learner is registered with a GP in Hull then a referral can be made by SENCOs, SaLT, Community Paediatricians and Educational Psychologists
Where there are concerns that a learner (with a Hull GP) may have ASD, a referral for assessment can be made by completing the referral form and checklist below and sending it via email to hnf-tr.hullandeastridingneurodiversityservice@nhs.net
East Riding Neurodiveristy Referral Form
It is important to note that before completing this referral form SENCOs should familiarise themselves with the guidance document below, as well as the information outlining the signs and symptoms at the appropriate phase of development.
The service have also provided some helpful guidance below which outlines:
Masking – This may be particularly helpful if learners present differently in different settings. For example it may be that parents are expressing concerns about their child which the school setting are not familiar with and do not observe in school. Particular attention should be paid to girls who present with social communication differences. Research tells us that autistic females develop communication earlier than boys and are more likely to develop coping/masking strategies, including learning (inconsistently) social rules and mask being gender stereotypes of social interactions.
Attachment – On the surface the difficulties which a learner experiences may appear the same for a child with possible ASD and a child with possible attachment difficulties. This has historically led to misdiagnosis. This document helps to share some of the differences between attachment and ASD.
The extent and severity of social communication difficulties comprises a very wide spectrum; from those that just need some understanding and appreciation (they may be very bright, very artistic, very able in a particular subjects area or be able to add unusual insights to class discussion); to others with significant impairments sometimes alongside additional diagnoses, conditions or disabilities such as Learning Difficulties (LD), Attention Deficit Hyperactivity Disorder (ADHD), Developmental Co-ordination difficulties (DCD), Tourette’s.
These children and young people, depending on their level of need, will require support at the appropriate stage of the graduated approach.
Printable pdf version of tables
Useful websites/sources of advice and guidance
Hull and East Riding National Autistic Society
The website is a little out of date but they have a Facebook page with regular updates