A4 Pen-picture by etssetcf

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									                              A4 Pen-picture




                              The A4 Pen-picture:


    1. Includes a photo and personal details of the young person
    2. Gives name and contact details for the school based staff member
    3. Provides brief general information on autistic spectrum disorder (asd)
       The information is directly related to how asd impacts on the particular young
       person
       Situations and/or events which may heighten or lessen sensory responses, stress
       or frustration are identified
       Strengths and interests are highlighted
       General recommendations and simple specific strategies are recorded




                                    The point…?

The A4 Pen-picture is a colourful user-friendly document which quickly and simply
conveys:
        Personal and confidential information about the young person
        Basic information about autistic spectrum disorder (asd)

The document has been termed a ‘distillation of wisdom’.
It is designed to be used by all staff who come into contact with the young person. It
has proved useful in disseminating information quickly to large numbers of staff
particularly during transition times: staff coming into contact with the young person for
the first time; for those who may have sporadic or minimal yet significant input e.g.
supply staff, lunch time supervisors.
The details contained in the document have been compiled by staff following
observations of the young person and the contents have been agreed upon by
family/carers and staff who know the young person well.
 DRAFT/FINAL                              TOM’S A4 PEN-PICTURE                       PRIVATE &
 DELETE AS                                                                         CONFIDENTIAL
 APPROPRIATE
                                                                              Name: Thomas Goode
 Date: 05.03.04                                                               Date of birth: 12.02.92
 Keyworker: Amy Wright
 Tel: 0151 924 5656

 Tom is not aware of his diagnosis of                                            Religion:
 Asperger’s syndrome. Please discuss
 this with parent/carer(s) before
 discussing with Tom


 Tom says:
 I am worried about moving school. I won’t know anybody. I am looking forward to maths.



This is current at the time of writing but staff need to be aware that changes
are likely to take place as time goes on.



                                      Asperger’s syndrome

Asperger’s syndrome is an all-encompassing developmental disorder which is characterised by
difficulties in socialisation, communication and in being able to flexibly shift thoughts or change
behaviour (Triad of Impairments). Many people also experience sensory and motor differences. A brief
description of Tom’s strengths and difficulties within the Triad of Impairments follows:



Strengths and Interests
• Tom is a friendly, placid gentle natured boy. He is very intelligent, enthusiastic, and hard
working in all subject areas. His interests are mathematics computers and jokes.

Socialisation
• Social interaction with his peers, particularly in an unstructured situation presents a challenge for
Tom.
• Tom may isolate himself without some structure or adult/peer intervention.
• Tom has made progress developing his friendship skills but has not progressed as far as his peers in
this area. It might be that he chooses to talk to adults about his favourite subjects as their response
is more predictable and therefore he feels more in control of the situation.
• During unstructured times of the day e.g. break time Tom attempts to interact with certain pupils
when they are playing a predictable game that he understands. If the rules suddenly change, he
retreats to the periphery of the playground and walks around alone or seeks out adult company.

Communication
• Tom does not always respond to whole- class instruction
• He can sometimes appear a little abrupt/impatient in speech and gesture
Receptive (what he understands)
• Tom’s understanding is very good.
• He will always ask quietly if he is wants any instruction clarified.
Expressive (verbal language)
           o Tom’s word knowledge and comprehension is excellent.
             o Tom is very precise and concise in his speech.
             o He has an expressive voice and delights in word-play and puns.
Pragmatic (conversation skills)
•     Toms’ conversation tends to be brief and to the point unless talking about something in which he
is particularly interested e.g. calculators.
•      He is not at ease with social chit chat and tends to prefer discussion with clear focus and
structure.
•      Tom converses well with adults in comparison to his conversation with his peers.

Inflexible thinking/behaviour
•    Tom may interpret information literally
•    Tom has a fairly narrow range of interests
•    Tom likes to know the schedule for the day

Sensory
•   Tom is sensitive to noise
•    Tom dislikes getting his hands messy which impacts on his experiences in certain areas of the
      curriculum e.g. art and cookery.

Situations which may cause stress/frustration
• Change of routine without prior notice
• Tom’s personal space being invaded e.g. someone shouting in his face
• Organisation – Tom may not always have the correct equipment with him
• Social interaction with new peers especially at unstructured times of the day
•    Other pupils behaving unexpectedly in ways he cannot predict e.g. including him in a game when he
is unsure of the rules.

Current areas of concern
• Unstructured times e.g. lunchtimes and breaktimes may cause anxiety for Tom
• He may be vulnerable with older more street wise or aggressive pupils
• Due to his lack of social understanding Tom may make comments that could be interpreted as
cheeky.

General recommendations for staff
• Be aware of bullying and teasing
• Tom will not ‘pick things up’ like his peers. Instructions should be aimed towards Tom and highly
   structured e.g. “Tom, listen to what I’m going to say”
• It may be helpful for Tom to have the option of not having to go out at break times. This is where a
   ‘safe’ place to go or lunchtime clubs are useful.

   INFORMATION PACK WITH: Mr Jones – Class              S.A.T.s RESULTS:
   Teacher
   SCHOOL STAFF CONTACT: Ms Swift SENCo
                                                        Medication:

   Dietary issues:

                                                        Allergies:


   Comments/advice from Parent(s)/carer(s):
Att Project DfES SPFT20   2003-4

								
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