STROUD COURT COMMUNITY TRUST
POLICY & PROCEDURE FILE POLICY DOCUMENT
ELECTRONIC VERSION
TRANSITION POLICY STATEMENT
Policy Statement: Transition
For all on the autism spectrum, transition of any kind can be challenging, potentially
confusing and anxiety provoking. In our environment there are many transitional
periods that our clients have to encounter, be it from activity to activity, family home
to residential unit, on-site to off-site activity and even room to room transitions within
an established residence.
Careful planning and appropriate support mechanisms are essential for our clients in
any transition process in order to minimise confusion, disorientation and anxiety. This
can be accomplished by using proactive and creative strategies that specifically
address the cognitive, social and behavioural needs of our clients. Structured,
predictable environments with reduced sensory stimulation are a key consideration in
planning transition processes as well as specific targeted strategies for individuals.
All transitions that are identified as potentially challenging for individual clients within
Stroud Court will be analysed by a multi-disciplinary team and strategies to enable
the transition will be designed within a three stage framework (Stoner et al, 2007) of
a) identifying the potential challenge b) enabling the client to observe the
change/transition in question and c) enabling the client to explore or experience the
change/transition with support from staff. At each stage, reference will be made to
six key elements in order to construct an effective approach for that individual.
These key elements are:
1.
2.
3.
4.
5.
6.
A Person Centred Approach
Effective Communication
Effective Preparation
The Type of Transition and Appropriate Strategies
The Identification of Barriers and Appropriate Responses, and
Adequate Timeframes
This document provides details on these elements below – together with notes and
procedures on types of transition, the rights of individuals and record keeping.
Autistic Spectrum Disorders and Transition
It is well established (Frith, 1989; Morgan, 1996; Peeters, 1997 and 1999; Wing,
1996) that the characteristic impairments (Wing and Gould, 1979) associated with
Autistic Spectrum Disorders (ASD) conspire on an individual level to make
unexpected and unpredictable changes in routines and patterns very difficult for
people with the condition. Impoverished and restricted imaginative skills can lead to
an inability to cope effectively with unknown situations resulting in heightened
anxiety, withdrawal, confusion and a range of complex and challenging behaviours
(Schopler and Mesibov, 1994). Transition in all its forms is a common source of
potentially unexpected change for clients and as such, needs to be managed as
effectively as possible.
Transition Policy Statement
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TRANSITION POLICY STATEMENT
It is our belief at Stroud Court that the impact of transition on individuals can and
should be minimised through the application of careful, person centred approaches
shaped to the identified needs of that individual. Although approaches will
necessarily differ because of this, there are common themes that will be relevant to
all, dependent not only on the person but also on the type of transition in question.
Horizontal Transition or Transition on the micro level
Horizontal or “micro” transitions typically occur frequently within the day to day
experiences of clients and include much of what we all recognise as the natural
routines of daily living – getting up, taking a break for food or refreshments, moving
from one activity or local environment to another and so on.
As clients become accustomed to their routines, micro transitions present little if any
threat as they are part of the normal, predictable rhythm of life. However, there will
always be occasions when some apparently minor element of the established
transition procedure changes and this is when a more formal strategy is required in
order to ensure the client remains comfortable with the process.
A three stage approach is applied in such situations; identify-observe-explore (Stoner
et al, 2007)
 Identification of potentially difficult transitions
 Preparation of client for transition – supported client observation or
experience of the change during a low arousal/low stress period and
 Client experience or exploration of the setting/circumstances before the actual
transition.
At each stage, reference will be made to the six key elements as noted above and
records kept of the main discussions that have taken place.
Responsibilities:
Unless there is reason to believe otherwise, the staff team responsible for the client
in both/all settings are likely to be able to manage such micro transitions
autonomously in close liaison (where appropriate) with family members, although
additional support from senior staff and, if required, external professionals is
available. The Team Leader of the staff team will lead the process and implement,
monitor, evaluate and review the plan(s) as required.
Vertical Transition or Transition on the macro level
Vertical or “macro” transitions typically occur much less frequently and involve
situations that are likely to be long lasting and considerably more significant in terms
of the life experience of the individual – admission to or discharge from Stroud Court
and moving to a new service, changing residential units within Stroud Court, starting
a new activity programme.
The same identify-observe-explore approach is applied but due to the nature of the
transition in question, significant differences of range and depth will be noted:


Identification of potentially difficult transitions (as for micro planning).
Preparation of client for transition – observation or experience of the new
setting for the client during a low arousal/low stress period. This may require
Transition Policy Statement
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TRANSITION POLICY STATEMENT

additional resources in macro transitions as, for example, in the case of
placement changes when details of the new service will not be immediately
available. The use of video and pictures is likely to be important as is early
contact with significant new people.
Client experience or exploration of the setting/circumstances before the actual
transition – typically this involves visits to the new setting/environment
through a structured and programmed timetable with support as required from
familiar staff/carers.
Responsibilities:
Given the significant nature of vertical/macro transitions, the involvement of senior
staff and external professionals is essential at an early stage and close collaboration
with family members and other significant parties will be important in agreeing
strategies. Staff teams will be consulted throughout, but the process will be lead and
supervised by a designated senior member of staff.
Enabling Transition – The six key elements
Transition on any level will require the identify-observe-explore strategy as noted
above; however, the specifics will vary according to the unique nature of each client.
In order to ensure a comprehensive, consistent and appropriate strategy is
constructed for individuals, each transition plan will use the six key elements as a
framework:
1.
2.
3.
4.
5.
6.
A Person Centred Approach
Effective Communication
Effective Preparation
The Type of Transition and Appropriate Strategies
The Identification of Barriers and Appropriate Responses, and
Adequate Timeframes
Each of these elements will now be considered:
1. A Person Centred Approach
The principles and values of a Person-Centred Approach (Dept. of Health, 2002;
Webb et al, 2002) are recognised and promoted at Stroud Court  The person is at the centre.
 Family members and friends are key partners in planning.
 Strengths, support needs and what that person values are all included
 The person is an important part of the community.
 Services are needs lead and not menu-driven.
 Plans will be monitored, evaluated and reviewed.
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TRANSITION POLICY STATEMENT
In terms of transition, this means:





Wherever possible, the individual will be involved in all decisions that are
taken – with due note being taken of the provisions of the Mental Capacity Act
2005 (see below)
All transition plans will be based on the particular aspirations, support needs
and strengths of each individual; plans will not be agreed that meet the needs
of the service to the exclusion of the client.
Families and friends are important and will be consulted at every stage.
When services are not available to meet specific needs, the Trust will do all it
can to develop those services as a matter of urgency.
Transition plans will be monitored, evaluated and reviewed regularly and
frequently.
2. Effective Communication
Communication is of crucial importance on many levels within the transition plan –
not just communication with the client, but communication across staff teams, across
services and with other significant parties.
Several points are pertinent here –

Clients
o Communication with the client is essential if the second and third
phases of the identify-observe-explore approach are to be effective.
As each client will have distinct and unique communication systems,
the involvement of the Communication Co-ordinator is likely to be
necessary for both vertical and horizontal transition plans and, in
consultation with the staff team(s), families and Community Learning
Disability Team (CLDT), any individualised visual and communication
support aids will be agreed and provided by the Communication
Department.
o In the case of vertical/macro transitions requiring visits to new
environments/settings, again the involvement of the Communication
Co-ordinator at an early stage is necessary in order to indentify any
resource requirements and lead the communication elements within
the overall plan.
o At all stages the views of significant parties including families and
other carers will be taken into account.

Staff
o
o
Clear and defined lines of communication between staff within teams
and across teams will be agreed once the need for a formalised plan
is established. In the case of horizontal/micro transition, this will be
lead by the Team Leader of the unit concerned, in consultation with
families and other significant parties. If the transition is of the
vertical/macro variant, then a designated senior member of staff will
be allocated the lead role in ensuring all involved parties are kept
advised and updated.
Where external professionals are involved, communication protocols
for horizontal/micro transitions will be co-ordinated by the unit Team
Leader and vertical/macro transitions by a named senior member of
staff.
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
Record keeping
o The process of effective communication requires appropriate and
adequate record keeping. This is usually the responsibility of the unit
Team Leader, but in the case of complex vertical/macro transitions, a
named senior member of staff will be designated to ensure records
are maintained.
o In the case of individuals considered unlikely to have capacity to make
decisions, the framework for record keeping will comply with good
practice guidance in line with relevant mental capacity regulations
(see below).
3. Effective Preparation
Particularly with respect to the final stages of the identify-observe-explore approach,
effective preparation is important as it can ease the anxiety and confusion
experienced by the individual.
A good knowledge and understanding of the individual concerned is necessary in
order to identify the specific elements within the planned transition that require proper
preparation – and consequently, close liaison and collaboration with families, familiar
staff and other significant people is likely to be important. For some individuals,
additional resources may be indicated at the initial identification stage – augmented
communication aids, visual schedules, additional staff support, environmental
adaptations for example.
In the case of routine horizontal/micro transitions, responsibility for effective
preparation lies with the unit Team Leader. The more complex and potentially
significant vertical/macro transitions will demand the attention of a named senior
member of staff and the Communication Co-ordinator. For some transition
preparations, especially those involving additional expenditure and/or staff expenses,
it may be necessary to seek authorisation from the Registered Manager, Executive
Director and/or member of the Board of Trustees.
4. The Type of Transition and Appropriate Strategies
As noted above, although most if not all transitions will follow the broad identifyobserve-explore framework, the range scope of planning will vary according not only
to the individual but also with the type of transition. Details on the types of transition
likely to be applicable at Stroud Court have been noted above.
5. The Identification of Barriers and Appropriate Responses
All formalised transition plans will take into account potential barriers to effective,
positive transitions and proactive strategies will be designed to address these
barriers wherever practical.
Barriers that are encountered will vary widely according to environments, individuals
and external factors (funding, staffing, and regulations) but essentially most barriers
that we can influence will be centred on the individual client. Therefore, it is
appropriate that the staff team, lead by the unit Team Leader in consultation with
families and supported as necessary by senior staff and external professionals, will
take primary responsibility for identifying barriers and responding accordingly.
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6. Adequate Timeframes
Finally, it is important that each client is offered support within the identify-observeexplore framework that is sympathetic to individuals' broad concepts of time. For
some clients, this will necessitate a relatively long and carefully staged transition
(particularly in the case of vertical/macro transitions) whilst for others there may be a
clear need for the process to be managed as speedily as practicable.
Unit Team Leaders, working with families and supported as necessary by senior staff
and external professionals, will take primary responsibility for assessing appropriate
time factors within transition plans.
Transition and Individual Rights
Notwithstanding the notes and procedures detailed above, it is also important for all
staff to remember that individuals at Stroud Court have rights – both legal and ethical
– as do their families.
The principles of a person centred approach dictate that the wishes and aspirations
of the client are foremost in decisions that are made about that individual, and
similarly, the views of families must also be sought. Should clients be potentially
unable to make decisions in relation to proposed transitions, formalised procedures
are in place to ensure the individual is at all times at the centre of the process. In
such situations, the involvement of senior staff is essential and staff will receive
guidance on the Mental Capacity Act 2005 and good practice notes as required.
References
Department of Health (2002) Planning with People: Towards Person Centred
Approaches: Guidance for Partnership Boards, London: Department of Health.
Frith, U. (1989) Autism: Explaining the Enigma, Oxford: Blackwell
Morgan, H. (1996) Adults with Autism, Cambridge: Cambridge University Press
Peeters, T. (1997) Autism – From theoretical understanding to educational
intervention, London: Whurr Publishers
Peeters, T. & Gillberg, C. (1999) Autism: Medical and Educational Aspects, London:
Whurr Publishers
Schopler, E. and Mesibov, G.B. (1994) Behavioral Issues in Autism, New York:
Plenum Press
Stoner, J.B., Angell, M.E., House, J.J., Bock, S.J. (2007) “Transitions: Perspectives
from Parents of Young Children with Autism Spectrum Disorder (ASD)”, Journal of
Developmental and Physical Disabilities, 19, 23-39.
Webb, T. et al (2002) "Planning with People - Accessible Guide" [WWW]
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http://www.helensandersonassociates.co.uk/PDFs/What%20is%20PCP%20%20easy%20to%20read%20version.pdf accessed 01/12/2008
Wing, L. (1996) The Autistic Spectrum: A guide for parents and professionals,
London, Constable
Wing, L. and Gould, J. (1979) “Severe impairments of social interaction and
associated abnormalities in children: epidemiology and classification”, Journal of
Autism and Childhood Schizophrenia, 9, 11-29.
Training
All new staff will be required to read this document as part of their induction process.
In house training is arranged annually and all relevant staff will be expected to attend
as necessary.
Breaches of this Policy
Any breach of this policy will be taken very seriously by the Trust and,
depending on the specific circumstances of the case, may result in disciplinary
action being taken up to and including summary dismissal in accordance with
the SCCT Disciplinary Procedure.
Distribution and Review
This policy statement will be provided to every member and employee of Stroud
Court Community Trust at appointment or staff induction, and be explained in full.
The service management will review this document annually or as circumstances
dictate.
Reviewed:
Oct 2012
Next review date:
As required
Signed:
Name:
Chris Atkins
Position:
Executive Director
Transition Policy Statement
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