STROUD COURT COMMUNITY TRUST
POLICY & PROCEDURE FILE POLICY DOCUMENT
ELECTRONIC VERSION
POLICY ON PROMOTING INDEPENDENCE
This document is based on work undertaken by Jacqui Ashton Smith, Head Teacher
at the Helen Allison School, Longfield Road, Meopham, Kent, DA13 0EW. Stroud
Court Community Trust is grateful for the support and assistance given in developing
this policy and the permissions granted to use the material.
Chris Atkins, Executive Director, Stroud Court Community Trust, October 2004, revised October 2012
Policy Statement: Policy on Promoting Independence
At Stroud Court, we believe it is important to empower clients through the provision of
advocacy and the development and promotion of self-help and life skills. It is
essential that clients be given planned opportunities to acquire independence in
order to develop self-esteem and confidence. At Stroud Court we do this through
assessment and target setting within individualised care plans. Opportunities are
given for these experiences to be generalised and consolidated. Clients are given
frequent opportunities to achieve at their own level with minimal support. When new
experiences are being planned, the least intrusive support necessary is used and
gradually withdrawn as the individual becomes more familiar with the particular
activity.
At all times we are aware of the characteristics of autistic spectrum disorders, in
particular the triad of impairments (Wing & Gould 1979) and how these
characteristics impact on the individual in their everyday life experiences.
Autistic Spectrum Disorders and Independence
People with an autistic spectrum disorder often have difficulties in understanding
social situations and may have impaired self-awareness making it difficult to function
without support (Wing 1996, Jordan 1999, Peeters & Gillberg 1999). Additional
impaired thought processing, poor fine and gross motor skills and sensory issues can
also make achieving independence problematic (Baron-Cohen & Bolton 1993, Frith
1989, Attwood 1998). See the SCCT Policy on the Development of Social
Understanding for further details on this aspect.
It is necessary to be respectful of sensory difficulties, fears, phobias and anxieties
that may have an impact on the development of skills that promote independence
(Bogdashina 2003). It is acknowledged that this may be particularly prevalent when
working on personal hygiene, eating and other self-help skills and accessing the
community. The characteristic impairments associated with the condition can make
social skills and community inclusion/presence especially complex for our clients.
Individuals with an autistic spectrum disorder may experience low levels of
awareness of danger (Morgan 1996, Jordan 1999, Peeters 1997). Consequently,
clients need access to processes for checking whether a situation has any hazards.
These safeguards are clearly outlined in the Stroud Court Risk Policy and Procedure
available in any Policy and Procedure File (policy document 34) and all staff are
required to read and understand this. Staff are required to assess, plan, evaluate
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POLICY ON PROMOTING INDEPENDENCE
and review situations and activities that allow clients to be increasingly independent
within a responsible risk-taking framework.
It is acknowledged that people with an autistic spectrum disorder can learn a skill in a
particular way within a particular environment and then find it difficult to adapt and
transfer this skill to a different setting (Jordan 1999, Morgan 1996). Accordingly,
through the development of advocacy, self-help and life skills, clients are encouraged
to experience as wide a range of environments and settings as practical.
Independence is a specific area detailed within all client plans that provides
information and approaches to use in order to promote independence for that
particular individual. This area of development permeates all activities within the
service – staff are expected to encourage clients to participate in all daily living
activities appropriate to their ability and potential and it through this that a
generalisation of skills across time and environments is experienced.
Staff are expected to be fully aware of, and actively address the independence
targets in a consistent manner and staff deployment recognises and takes account of
the need for consistency and continuity of approach.
Community based education is used to develop independence skills and covers a
range of situations and opportunities including self-help and self-care, skill acquisition
and development, leisure, clubs, holidays away, etc. Clients are encouraged to
access college courses and staff support will seek to be the least restrictive
appropriate for that individual. In doing this, independence is maximised and lifeexperiences move more towards those experienced by all members of society.
Promoting Independence
The following section gives a range of examples illustrating the strategies we use to
develop and promote independence.

Initial assessment
On admission to Stroud Court Community Trust, information is gathered from
home, previous services and outside agencies. A team of senior staff will then
carry out the initial assessments to highlight the individual’s strengths and needs.
From the information that is collected, approaches that are based on
participation, choice and independence will be used. The assessment includes
sections on:
o
o
o
o
Service Requirements
Core Skills
 Independence Skills
 Leisure Skills
 Vocational Skills
 Communication
 Social Behaviour
Sensory Profile
Autism Profile
 Social Interaction
 Communication
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POLICY ON PROMOTING INDEPENDENCE
o
 Repetitive/Stereotyped Behaviour
Behaviour Profile
 Aggression
 Unsocial
 Motivation
 Other
From this assessment, the initial individual programme is designed.

Individual programmes
Using information gained from assessments, observations and history, individual
programmes are tailored to meet the wishes, aspirations and needs of the
individual; for example a client may have a programme that develops road
crossing skills or helps them overcome anxieties experienced in social
environments. It is important that tasks are achievable and a stepped approach
to the development and maintenance of skills is used.

Communication systems
One of the basic enabling components to promote independence through the
participation and involvement of clients is an effective communication system the lack of which is a fundamental indicator of an autistic spectrum disorder.
Stroud Court operates an augmentative communication system based on the
“Total Communication” approach to enable users, wherever possible, to express
themselves and take an active role in decisions that may have an effect on their
life. At all times we will seek to engage clients in all aspects of the service they
receive at Stroud Court, although this may vary according to the strengths and
wishes of individuals. Central to our work is the identification and use of
appropriate communication systems for clients – these are individualised and
wherever possible make full use of any existing systems clients may employ.

Learning routines and rules
Routines and patterns are established with clear transition and anchor points to
enable clients to understand and predict daily life. For example; moving to a
different location for activities, using specific environments for specific functions,
collecting coats and shoes to indicate an outing, setting table places in
preparation for a meal.
Where appropriate, “rules” are given to the clients in order to give them clear
guidelines of how to behave in specific situations – this may take the form of
“social stories” or “comic strip conversations” (Gray 1994).

Opportunities to generalise skills
Built into any programme that develops clients’ independence skills is the
opportunity to practice these skills in a range of differing contexts. For example, it
is not assumed that a client working on a specific eating skill can repeat this in
other situations. This client may then be taken on visits to a range of eating
establishments - giving the individual the scope to generalise this aspect of
independence. Clients who develop specific self-help skills - for example
fastening a zip - are then given the chance to practice this skill with a range of
zips and garments.
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
Giving clients strategies to structure their own life
A wide variety of strategies are used to structure clients’ environment and
promote individuals taking responsibility for the organisation of activities. These
strategies include:
o Communication systems
o Individual programmes
o “Speak up for Yourself” sessions (self advocacy)
o Opportunities to choose activities (college, holidays, leisure pursuits,
home based activities)
o Flexible and responsive staff support
o Provision of 1-1 staff support
o Where appropriate, client self-assessment and progress reporting

Responsible Risk Taking
The general duty of care owed to all clients is acknowledged within the context of
the responsibilities the Trust also has to provide for the development of clients in
its broadest sense. In assessing and managing risks, the Trust is mindful of the
need to provide a safe and secure environment for clients, but will do so in the
least restrictive and limiting manner in order to promote independence wherever
possible.
References
Attwood, T. (1998) Asperger’s Syndrome – A Guide for Parents and
Professionals, London/New York: Jessica Kingsley
Baron-Cohen, S. & Bolton, P. (1993) Autism: the facts, Oxford, Oxford
University Press
Bogdashina, O. (2003) Sensory Perceptual Issues in Autism and Asperger
Syndrome: Different Sensory Experiences - Different Perceptual Worlds,
London/New York: Jessica Kingsley
Frith, U. (1989) Autism: Explaining the Enigma, Oxford: Blackwell
Gray, C. (1994) The New Social Story Book, Arlington: Future Horizons
Jordan, R. (1999) Autistic Spectrum Disorders – An Introductory Handbook for
Practitioners, London, David Fulton Publishers
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
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POLICY ON PROMOTING INDEPENDENCE
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:
October 2012
Signed:
Name:
Chris Atkins
Position:
Executive Director
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