Autism Training Needs
An Oxfordshire Report
June 2012
1
Contents
1. The national and local picture
a. Adult Autism Strategy
b. Training levels
2. Executive summary
a. Recommendations
3. Demographics
a. Population
4. Training
a. Pilot project
i. Scope
ii. Funding
iii. Delivery
b. Evaluation of training
5. Online survey
i. Manager survey responses
ii. Staff survey responses
iii. Further analysis
6. Recommendations/ points for consideration
a. Cross-agency working to deliver planned programme
i. Recommendation
b. Revise standard contract
i. Recommendation
c. Role of the OAPB Training sub-group
i. Recommendation
d. Staff supervision and appraisals
i. Recommendation
e. Evaluation and impact assessment
i. Recommendation
f. Involvement of people with autism
i. Recommendation
g. Rolling training programme vs. one-off workshops
i. Recommendation
7. Training methods
a. Online training
i. Recommendation
b. Facilitated and multi-tiered training
c. Accredited learning
i. Recommendation
d. Specialist training – diagnostic methods, degrees etc
i. Recommendation
8. Further points for consideration
a. Education
b. Mentoring
9. Conclusions
Appendix - Advised training requirements
.
2
1. The national and local picture
The Adult Autism Strategy
The Autism Act was passed in November 2009 and four months later a policy document was
published, Fulfilling and rewarding lives: the strategy for adults with autism in England 1. This
document detailed central Government commitment, as well as actions for local authorities, the
National Health Service (NHS) and other statutory bodies and set out a programme of action to
improve the lives of adults with autism.
Recent guidelines (published June 2012) from the National Institute for Health and Clinical
Excellence (NICE), state that ‘A significant proportion of adults with autism across the whole
autistic spectrum experience social and economic exclusion. Their condition is often
overlooked by healthcare, education and social care professionals, which creates barriers to
accessing the support and services they need to live independently.’ Historically, adults with
autism, particularly those with Asperger Syndrome (AS) / High Functioning Autism (HFA)
have struggled to get their needs recognised. This national picture has been evidenced
locally, as reported in ‘Asperger’s Syndrome ~ A Needs Assessment of people aged 14 and
over in Oxfordshire’ (2010)2.
The statutory guidance detailed in Implementing Fulfilling and Rewarding Lives 3 emphasises
the need for local authorities and the NHS to make autism awareness training available for all
staff working in health and social care. Such training needs to be part of a process of long
term development and change - “autism awareness training should not be seen as a one-off”.
In addition, it states that “training must lead not only to improved knowledge and
understanding but also to changing the behaviour and attitudes of health and social care
staff.”
In terms of specialist training, statutory guidance states that “local areas should develop or
provide specialist training for those in key roles that have a direct impact on access to
services for adults with autism – such as GPs or community care assessors – and those
whose career pathways focus on working with adults with autism … [so that] within each area,
there are some staff who have clear expertise in autism”. This requires a multi-tiered training
framework in order to meet the varying needs of professionals who work with people on the
autism spectrum.
The Oxfordshire Autism Partnership Board (OAPB) was established in 2011 in response
to the Adult Autism Strategy. The OAPB began as a multi-agency board and its members
quickly made the decision to include children into its brief. This Board built on the work of the
‘Oxfordshire Asperger’s Syndrome Project Steering Group’ which had been meeting for
several years and consisted of professionals from key organisations, all of whom had a strong
interest in autism. The OAPB is currently in the process of setting out how Oxfordshire will
meet statutory guidance and improve autism services and is fundamental in the development
of autism training.
A key part of service and training development requires an understanding of the changing
needs and skills of an organisation’s workforce. In order to do this, it can be beneficial to look
at existing expertise and highlight areas for further improvement and expansion. This can be
used to utilise and expand good practice and ensure improvement in future service delivery.
1
Fulfilling and rewarding lives: the strategy for adults with autism in England. DH. Mar 2010
Asperger’s Syndrome ~ A Needs Assessment of people aged 14 and over in Oxfordshire’ by
K. Erangey (2010)
3 Implementing Fulfilling and rewarding lives: Statutory guidance for local authorities and NHS
organisations to support implementation of the autism strategy. Dept Health. Dec 2010
2
3
This Training Needs Report has been commissioned by Oxfordshire NHS in order to gather
evidence concerning the training needs of the Oxfordshire workforce, in particular health and
social care services. Initially the analysis was in the area of adult services but the brief was
extended to include children’s services and education. Many members of the OAPB wanted
to widen the scope of the analysis to include all front-line staff throughout the county.
Others felt that private educational organisations should be included. Whilst the scope of the
analysis has been widened and some information has been collated to reflect this, the main
focus has remained on the three main areas (health, social care and education) in both adult
and children’s services.
During the process of this analysis it has become clear that there are of pockets of good and
effective autism training within Oxfordshire but to date, such training has been sparse,
especially in adult services. Autism training has been delivered by a variety of organisations,
predominantly Autism Oxford (particularly valued for its inclusion of speakers with autism),
The Ridgeway Partnership, Children in Touch:The Autism Family Support Project and The
National Autistic Society (organisations which also belong to the Training sub-group of the
Autism Partnership Board.) The Oxford Children and Adolescent Mental Health Services
(CAMHS) team is known to have expertise and experience in autism (particularly in Asperger
Syndrome.)
The Special Educational Needs Support Service (SENSS) has a rolling programme of training
which it offers to school staff and evidence from the online survey undertaken for this report
demonstrates that this training is effective and valued. SENSS have also been involved in
training alongside the organisations above. Recent joint delivery of autism training to Social &
Health staff working in the Early Intervention Hubs in Oxfordshire is a good example of this.
Although this sets an example of good practice, further data collected for this report suggests
that in many other services and organisations, staff have been unaware or unable to access
specific training. This is especially true of staff working in health and adult social care, despite
there being a recognised need for autism training to be delivered to this particular workforce.
With the rise in profile of people with autism through the National Autism Strategy, The Oxford
Autism Partnership Board recognised the need to fully identify training gaps and look at
various methods to address shortfalls.
Training Levels
Autism training can be provided at a variety of levels, relevant to professional development
and required expertise. The ‘Autism skills and knowledge list’ was developed by The National
Autistic Society (NAS), Skills for Care and Skills for Health and enables workers and
managers to assess whether they have the knowledge and skills to support people with
autism4.
Outlines for various training levels are detailed below5:
Foundation Level: Autism awareness

Key features of autism and basic facts on the numbers, causes and characteristics of
autism

How to respond to someone with autism

‘Do’s and don’ts’

Personal perspectives

Family perspectives

Sensory issues
Level 1: Induction

Content in Autism Awareness training built upon, expanding on key points

Historical context of autism

Ethics, values and inclusive practice
4
http://www.skillsforcare.org.uk/developing_skills/autism/autism_skills_and_knowledge_list.aspx
5
A better future: Consultation response from the National Autistic Society, The National
Autistic Society, 2009
4







Introduction to the key principles of intervention and individualised practice
Impact on individuals and families.
Level 2: Intermediate
Builds further on above
Focus on the practical application of principles
Detailed content on ethics and safeguards
Different methods of intervention and models of services covered
Level 3: Advanced

Application of theory at more advanced level

Research and/or evidence based practice

Analysis of behaviours and interventions

Refreshment of practice – challenging prevailing ideas and concepts
Level 4: Specialist

Leading interventions and practice in diagnosis, assessment and intervention

Specialist behavioural or psychopharmacological interventions
2. Executive summary
In Oxfordshire, a detailed Training Needs Analysis (TNA) has led to some key
recommendations and points to consider. These are supported by recommendations detailed
by Skills for Care and Skills for Health6.
Detailed training requirements and recommendations from A better future: Consultation
response from the National Autistic Society, can be found at the end of this report7. This
highlights those for whom autism training would be either essential (E) or desirable (D) and is
a good reference tool. In light of the information and data gathered for this report, the
recommendations are as follows:
Recommendations
a). Revise standard contracts to all statutory and non-statutory service providers to ensure
they follow statutory guidance, deliver autism training to their staff and make reasonable
adjustments for people with autism.
b) Deliver a planned programme of regular autism awareness/training workshops over 2
years.
c) Formalise and strengthen the Autism Training sub-group of the OAPB and extend
representation to include Learning and Development Teams and a representative from
commissioning services.
Consider the development of a training portal listing all training available throughout the
county. Possible use of OCC web-site.
d) Collect and collate information about autism training through staff appraisals
e) Evaluate wider impact of autism training (through the use of evaluation forms)
f) Extend the involvement of adults with autism and parent/carers (especially parents of
people with autism and LD) in training workshops
Consider enabling co-facilitation in training
Getting it right for people with autism – the research behind the ‘autism skills and knowledge
list, Skills for Care and Skills for Health, 2011, page 5
7 A better future: Consultation response from the National Autistic Society, The National
Autistic Society, 2009
6
5
g) Commission comprehensive multi-level (Level 1 to Level 3) training across the county.
h) Investigate the use e-learning as an awareness raising tool for staff working within all
District, City and County councils of Oxfordshire. Forming part of new staff induction.
Consider making e-learning package available to PVI organisations.
i) Provide opportunity for appropriate professionals to complete accredited module of autism
training
j) Monitor Level 3 and 4 training requirements of workforce, especially in Health and Social
care sectors, and identify routes for workforce to access appropriate courses.
3. Demographics
Population
Oxfordshire is the most rural county in the South East region of England. Oxfordshire has
consistently high levels of employment and the workforce is amongst the most highly-qualified
in the country, particularly in bioscience, advanced motorsport engineering, scientific research
and cryogenics.
Oxfordshire has a population of 647,300, over half of which lives in towns or villages of less
than 10,000 people, and it is estimated that 153,700 people live in the city of Oxford. The
resident adult population of 508,600 (2012) is projected to rise to 513,200 in 20158.
The present estimate is that autism is present in 1:100 of the population (the NAS believes
there could be over 500,000 people with autism in the UK, of which 133,500 are children
under the age of 189). This would mean there are in the region of 6,473 resident people with
autism in Oxfordshire.
In terms of numbers of adults with autism within Oxfordshire, there is no single reliable source
for prevalence figures. However, the current total (2012) is estimated to be 4,026 (aged 1865) with a projected figure of 3,977 for 201510. The report ‘Oxfordshire Care Pathway Project:
Children and Young People with Autistic Spectrum Disorder’ (2009), commissioned by
Oxfordshire PCT Children’s Services, suggested there may be 1,500 children under 18 years
and 4,556 adults with autism in the county. Around 50% of autistic people are likely to have
Asperger Syndrome (AS) or high functioning autism (HFA).
Recent studies have also suggested that prevalence rates could be 25% higher, which would
set the total number of adults with autism (aged 18–65) in Oxfordshire at 5,030.11 This total
number is made up of three groups of people: diagnosed, mis-diagnosed, and nondiagnosed.
Oxfordshire has one county council and five district councils - West Oxfordshire, South
Oxfordshire, Cherwell, Vale of the White Horse and Oxford City. Each council is responsible
for providing different services to the public. There are smaller town and parish councils.
Raising the awareness of autism in the workforce of these sectors is imperative due to the
high likelihood of repeated contact with people with autism.
It has been difficult to assess what percentage of the workforce are employed in health and
social care and front-line services in both the county council and in the various district
councils but the fact that The Ridgeway Partnership (an NHS Trust specialising in providing
specialist health and social care services to people with long term complex needs) employs in
8
Projecting Adult Needs and Service Information (PANSI).www.pansi.org.uk
NAS website: www.nas.org.uk (May 2012)
10 PANSI website. www.pansi.org.uk
11 Filipak et al 1999, Baird et al, (2006 ), Chakrabarti & Fombonne, (2005)
9
6
the region of 1,200 people in both clinical and non-clinical roles alone, gives some indication
of the scope of the training required.
A Scottish study from 2004 estimated that half (54%) of those who work in the field of health
and social care have little (34%) or no (20%) autism training 12 [N.B There is no more recent
research that is comparable].
4. Autism Training
There has been a variety of autism training delivered in Oxfordshire by Health Trusts, Autism
Oxford, The Ridgeway Partnership, The Kingwood Trust, The National Autistic Society,
Autism Family Support, The Special Educational Needs Support Service (SENSS), private
organisations and various autism charities. Training within the services has tended to be ‘inhouse’. In addition there have been several Lecture Series run by The Kingwood Trust and
Speaker Events run by Autism Oxford, both of which have attracted important names in the
field of autism.
It is difficult to get an overall picture of training available within such a wide range of
services throughout Oxfordshire. Learning and Development Teams in both children’s and
adult services are beginning to include autism training in their programmes but to date there
has been little planned, systematic training, especially in adult services. Some Learning
Disability (LD) care providers provide autism training as part of the induction process to their
staff, but, with a few exceptions, there is little evidence that autism training is an integral part
of workforce for local providers within Oxfordshire.
In June, 2009, the National Audit Office (NAO) published its report, ‘Supporting Adults with
Autism throughout Adulthood’. During its research, the NAO surveyed GPs and found that
80% of GPs require more training in autism to identify and better manage patients 13. GPs
remain a key focus for training, especially in light of recent NICE guidelines. Some headway
has been made within the county to deliver training to GPs, but this modicum of success
needs to be built upon in a more systematic way.
Adults with autism (and Asperger Syndrome in particular) state that they would like all those
working in frontline services to have an understanding about autism. There is little evidence to
support the view that this has yet been done, be it in leisure centres or doctors surgeries.
There is also little evidence of awareness-raising within local organisations within Oxfordshire.
In terms of educational services, the Oxfordshire County Council CYP&F (Children, Young
People & Families), the Education Service for Autism provides support and training for school
staff. This service forms part of the Communication and Interaction Support Service (CISS),
which in turn comes under SENSS. There are in the region of 800 children and young people
(aged 5–19 years) with autistic spectrum conditions being supported by the Service for
Autism.
In terms of wider training needs throughout the county, the work done by the Autism Training
Group (a sub-group of the OAPB) gives more detailed information about current training and
further training needs.
Pilot Training Project
Scope
In 2011, the OAPB funded an autism training project to be delivered through collaboration
between voluntary, independent and public sector organisations (which form the basis of the
training sub-group of the OAPB.) This was to provide training to the statutory sectors,
targeting organisations and departments supporting adults with autism. The training project
12
The Development of a National Training Framework for Autistic Spectrum Disorders; A
study of training for professionals working in the field of ASD in Scotland, MacKay T & Dunlop
A W, National Autistic Society, (2004)
13
National Audit Office - www.nao.org.uk/publications/0809/autism.aspx
7
involves joint working between The National Autistic Society (NAS), Autism Oxford (AO) and
The Ridgeway NHS Partnership, with some involvement from The Kingwood Trust and
SENSS. It offers a multi-tiered framework for targeted professionals in Oxfordshire.
Funding
Funding for the training project has now been extended. This will enable work to continue until
March 2013 and will allow the group to further target key groups of professionals including
health workers (especially GPs) and those working in the Criminal Justice System.
Delivery
As the project has been extended and is therefore still underway, final details will not be
available until next year. This is the situation at the end of June, 2012:
Target
Outcome
Care Managers/
Social Workers/
Fair Access to Care
Services (FACS)
assessors
108 assessors already trained (3 sessions).
3 more training sessions scheduled for autumn 2012
Training delivered by Autism Oxford (AO) and The National Autistic
Society (NAS)
‘..my team said it was the best training they had ever done and they
got so much from it’ delegate, OCC
Community Mental
Health Teams
(CMHT)
39 CMHTs trained. They requested that they also be able to access
future FACs training and that training includes psychologists and
psychiatrists.
‘Having trainers with ASC helps offer a more real and accessible
course.’ Participant
All professionals
working in Early
Intervention Hubs.
Staff working in
Learning
Disabilities.
60 staff trained (2 sessions).1 more training session scheduled for
autumn 2012.
Training delivered by Autism Oxford, Autism Family Support (AFS) and
SEN Support Service (SENSS)
GPs
39 GPs (2 sessions) more aware of issues associated with autism.
36 counsellors working in GP surgeries
Training delivered by AO and Ridgeway Partnership
‘I’ve learned a lot, but that has made me realise how little I know and
how I had over-estimated my knowledge. Challenged my preconceived ideas about what I thought I knew and will make me re-think
how to approach working with a number of young people.’ delegate,
OCC
‘Danger of altered response to pain. Had not even considered
examples of problems to patients.’ Participant
Staff within the
Criminal Justice
System
Ongoing promotion of The Autism Alert Card throughout Oxfordshire
and related autism training (20 sessions),
To date, training has reached:
25 probation officers, 40 County Youth Panel, 10 Youth Offending
Officers
10 trainee psychiatrists and 375 police officers.
8
Evaluation of training
Evaluations of the above training have been consistently good and the training appears to be
effective. Several participants have stated that they will work in a different way as a result of
the training. However, it is not known if this is actually making a difference to people with
autism who access services. More work is needed on measuring outcomes and this will start
to inform future planning.
5. Online Survey
In February 2012, all professionals throughout Oxfordshire who were working with, or
involved with people with autism, were encouraged to complete an online survey in order to
assess training needs and experiences. There were two surveys, one for managers and one
for staff.
In total, 460 managers/staff submitted a response. This was a seen as a good response for a
local on-line survey. These responses were collated and analysed and the information has
been informative. However, the number of responses represents a low percentage of the
combined total of those working in health, social care, education and the private, voluntary
and independent sector within Oxfordshire. It is important, therefore, not to give undue weight
to the feedback collated. However, the responses are still valuable to our understanding and
are useful when combined with other data.
i) Managers responses
The majority of responses from managers were from those working in education (54.9%),
whilst 18.8% of the responses were from health, 18.8% from social care and 7.6% from the
local authority. Managers were asked to comment on 21 questions and there were
opportunities to give longer comments, which many did, giving further insight into training
needs.
Encouragingly, 81% of responding managers said that they had personally accessed some
autism training within the past 2 years and had sent 84% of their staff. However, it must be
remembered that this is a small sample of managers within education, and as participants in
the survey, these are more likely to be already engaged with autism training. (Comments
elsewhere in the survey indicated that there are many staff who are still not accessing such
training.)
ii) Staff responses
Again, the majority of responses were from staff working in education, with 50% from
education, 20.1% from health, 18.2% from social services and 16.3% from the local authority.
Staff were asked 16 questions and again, were given the opportunity to add other comments
if required. Many gave detailed answers. Some of the responses are detailed below:
9
Staff response:
How much time have you spent attending autism training/learning in the last two
years?
100
Percentage of responses
90
All sectors (n=289)
80
70
60
50
40
30
20
10
10+ days
4-10 days
1-3 days
Up to half a
day
None
0
Are you confident in your understanding of Autism?
100
All sectors (n=295)
80
70
60
50
40
30
20
10
Very
Reasonably
Not very
0
Not at all
Percentage of responses
90
10
9. Who provided the training?
Health (n=36)
100
Social Services (n=23)
90
Education (n=85)
Criminal Justice System (n=0)
Percentage of responses
80
Local Authority (n=20)
Voluntary Sector (n=1)
70
Other (n=3)
60
50
40
30
20
10
11. How much time are you prepared to commit to autism training over the next two
years?
11
Other
SEN Support
Services (autism)
Ridgeway
Partnership
The National
Autistic Society
Oxfordshire
PCT/NHS
Autism Oxford
Autism Family
Support Project Children in Touch
In-house
Don't know
0
14. What future training do you feel you need in order to be able to support people with
autism more effectively? (Select all that apply)
Health (n=57)
Social Services (n=45)
Education (n=150)
Criminal Justice System (n=2)
Local Authority (n=49)
Voluntary Sector (n=3)
Other (n=4)
100
90
70
60
50
40
30
20
10
12
Other
Interventions
Assessment and
diagnosis
Undertaking social
service
assessments
Social
communication
Sexuality and
Relationships
Sensory needs
Managing
behaviour
0
General autism
awareness
Percentage of responses
80
Further extrapolation of data in identification of training needs.
i) Health professionals
The following table gives key responses from health workers, of whom 65.4% were from adult
services and 30.8% from children’s services. The response from managers in adult services
was significant and may reflect the concern that managers have about training needs within
adult services.
Key findings from health
professionals
Directly/indirectly supporting
people with autism
Autism training attended in past
2 years
Time prepared to commit to
training over next 2 years
Current barriers to attending
training
Training wanted in order to
support people with autism
more effectively
Preferred form of training
Staff
Managers
92.1%
88.9% of staff
54.4% None
Personally attended:
26.1% None
52.2% 1-3 days
61.7% 1-3 days
69.6% Time/capacity
55.4% Cost
77.6% Managing
behaviour
70.7% Social
communication
44.8% Autism awareness
78% Full day workshop
37.3% On-line
85.7% Time restrictions
52.4% Costs
69.6% Managing behaviour
60.9% Sensory needs
43.5% Service planning
For their staff:
61.9% Up to half a day
workshop
47.6% Full day workshop
ii) Social Care professionals.
Again, the staff responses were greater from adult services, with 82.5% working in adult
services, 15.8% in children’s services, and some working across both, in Transition.
Managers in adult services were particularly encouraged to respond and the numbers reflect
this.
92.6% Adult services
7.4% Children’s services
14.8% Transition
15.4% of managers were responsible for a team of 50 plus staff.
Key findings from Social
Care professionals
Directly/indirectly supporting
people with autism
Autism training attended in past
2 years
Time prepared to commit to
training over next 2 years
Current barriers to attending
training
Training wanted in order to
support people with autism
more effectively
Preferred form of training
Staff
Managers
94.7%
100% Of staff
63% None
Personally attended:
32% None
52% 1-3 days
61.1% 1-3 days
66% Time/capacity
70.6% Social
communication
68.6% Managing
behaviour
64.7% Sensory needs
79.2% Full day workshop
83.3% Time restrictions
38.9% Costs
No strong preferences
For their staff:
73.9% Full day workshop
52.2% Bespoke training
13
iii) Education
The majority of responses to the online survey were from educational staff. Oxfordshire has a
long tradition of supporting students on the autism spectrum and has pioneered educational
services in this field. At present, the work done by the SENSS Communication and Interaction
Team is well planned and well received and there is an ongoing programme for teachers and
teaching assistants (TA) in all educational settings. Despite this, 46.7% of all respondents in
the staff survey said they had received no autism training in the past 2 years and the majority
of respondents wanted to be able to access (and attend) training. Almost all the responses
were from staff in mainstream schools and as with all respondents, both time and capacity
were barriers to accessing training.
Further data
Data from the surveys was analysed to extrapolate further detail.
Finding
Impact
No one service/organisation/sector was
seen to have a significantly higher level of
confidence in supporting children/adults
with autism.
The more training attended the greater
individual confidence and understanding
increases.
Both staff and managers identified Time
and Capacity as the major barrier to
attending training. (Cost was second)
All services require a greater level of training.
(This includes specialist autism services.)
Both staff and managers have a similar
level of commitment to training (average
1-3 days over 2 years).
Both staff and managers have similar
preference for training styles (half or one
day workshops).
Managers identified the same training
delivery styles for staff as those
requested by staff themselves (half or one
day workshops).
Learning should be continuous and training
programmes must reflect the need for ongoing
learning.
Organisations are more aware of current
restrictions and what needs to change.
Some managers felt there were organisational
restrictions to the amount of training they were
able to attend.
Professional development expectations are more
likely to be met.
Facilitated workshops will meet the majority of
staff needs.
Professional development expectations are more
likely to be met.
These findings are backed up by a study by the NAS and Department of Health (DH) which
was further evidenced by a Scottish study (MacKay and Dunlop 2004), and highlighted14:
 Major gaps in training have been recognised at every level across all sectors and services
 [A] minority of providers viewed their services as having an ‘excellent’ or ‘good’ training
profile, even in relation to those personnel with a significant role in autism
 It was estimated that half (54%) of those who work in this field [health and social care] have
little (34%) or no (20%) autism training.
6. Recommendations/ Areas for consideration
In terms of autism training in Oxfordshire, there are long and short term issues to consider. At
present, services tend to be reactive rather than proactive in delivery. In the long-term, this is
a far more expensive way of working as it relies on greater expertise to deal with crisis
situations and care breakdown. Low-level intervention and support is recognised as being a
more positive and productive way of working, and is less reliant on specialist (and costly)
teams and professionals.
Getting it right for people with autism – the research behind the ‘autism skills and
knowledge list, Skills for Care and Skills for Health, (2011), page 11
14
14
Widely-delivered autism training raises knowledge and awareness among professionals and
enables people with autism to be understood and supported far more successfully. Allocating
resources to an ongoing programme of multi-level training will ultimately result in increased
professional expertise and eventually more effective services. The facilitated and multi-level
training already carried out in Oxfordshire bears this out.
Where only minimal resources are available, low-level measures of awareness raising can be
identified, including free online learning packages and the incorporation of autism in
mandatory staff training such as staff induction and/or disability equality. (In relation to autism
awareness training, the guidance describes as a ‘minimum’ that ‘autism awareness training
should be included within general equality and diversity training programmes’.) It should be
recognised that although useful, this will have far less impact on service and professional
development, and will not be a long term cost-saving.
a) Cross-agency working to deliver planned programme
‘I have recently recognised my lack of knowledge in this area and noticed an increase in
referrals.’ Online survey participant.
At present, the there is evidence of some training being carried out within in health and social
care, most of it in-house. There is autism expertise within children’s services in Oxfordshire
and this has been recognised and valued. However, apart from a few exceptions (such as
The Ridgeway Partnership, The Kingwood Trust) there is little evidence of specialist
knowledge and expertise in adult services.
In terms of Learning and Development (L&D) teams, although there has been some
amalgamation between children and adult services, it would seem that currently most L&D
teams work within their own organisations and there is little or no liaison. Some L&D
personnel have shown an interest in this study and wish to use the findings of the report to
help inform their practice in providing effective training for staff. Autism training is new territory
for many teams and further liaison would be an example of good professional practice.
Cross agency working could be considered when working towards the delivery of a rolling
programme of autism awareness training. However, given the size of the workforce in many
of the organisations, it may be too difficult to do much cross-agency L&D working, especially
as there are financial issues to consider. Organisations can often offer free training to their
own workforce but are often expected to charge participants from other organisations.
However, it would be beneficial for L&D teams to liaise with each other in order to see where
training is duplicated (eg. Autism Awareness Sessions) with a view to some joint planning.
Cross-agency training is being modelled within the OAPB Training sub-group and there is
further potential to link up some training. Evaluations from recent training given by Autism
Oxford and The Ridgeway Partnership suggest that even with more specialist training, eg.
workshops for FACs assessors, there are those within health as well as social care who may
benefit from the same training. It is recommended that autism awareness training should not
be seen as a one-off15
There is the potential to link up some training, utilising the expertise of all trainers and
increasing capacity and reach. However, given the breadth of the training, at present there is
not the capacity for the existing trainers within Oxfordshire to meet the increased need.
a. Recommendation: Deliver a planned programme of regular autism awareness/training
workshops over 2 years.
Actions: Commission a series of autism awareness workshops over 2 years, ensuring ongoing
accessibility. Investigate potential for joint training delivery.
b) Revise standard contracts.
Outcomes:
1. Professionals across statutory sectors (and possibly Private, Voluntary and Independent
15 Implementing
sectors)
are able
to Rewarding
attend regular
workshops
Fulfilling
and
Lives.
DH 2010
2. New staff can access training within their induction period
3. Existing staff can access training when required, to refresh knowledge and understanding
4. Reduce possible overlap of training between organisations
15
Service providers need to follow statutory guidance in relation to people with autism. They
need to demonstrate that their staff have attended autism awareness training and in many
cases give evidence of higher, more appropriate levels of training. The ‘core aims’ of such
training are said to be that ‘staff are able to identify potential signs of autism and understand
how to make reasonable adjustments in their behaviour, communication and services’. This
establishes the minimum content for autism awareness training programmes.
b. Recommendation: Revise standard contracts to all statutory and non-statutory service
providers to ensure they follow statutory guidance, deliver autism training to their staff and
make reasonable adjustments for people with autism.
Actions:
Contract departments to look at existing contracts and change wording where appropriate
Outcomes:
1. Ensures improved equality of service
2. Ensures service providers have the necessary skills and understanding to
meet the needs of people with autism
3. OCC is more confident about fulfilling its statutory duties and meeting the
needs of people with autism
c) Role of the OAPB Autism Training sub-group
This group has been instrumental in delivering quality autism training. Its training has been
evaluated and is consistently found to be good or excellent. Membership of this group could
be examined and if the group was formalised and strengthened, it could be given new terms
of reference. It would also be in a good position to help monitor training throughout the county
and possibly evaluate the impact of training on practice.
c. Recommendation: Formalise and strengthen the Autism Training sub-group of the OAPB.
Actions: To extend membership of the sub-group to include L&D teams.
To continue to be chaired by a health commissioner.
To start discussions into the role of the group
Outcomes:
1. To have oversight of all training throughout the county
2. Coordinated multi-agency training commissioned and accessed across the county.
d) Staff supervision and appraisals
Supervision and appraisals are essential sources of feedback and development for
individuals. It is the responsibility of organisations to develop effective and consistent
appraisal structures, but it relies on the ability of managers to carry these out. There is a
requirement for clear recording systems, as well as collation and reviewing of data across an
organisation, which is time and resource dependent.
The corporate OCC appraisal and L&D system does not pick up much on autism training,
especially specialist social care training. As autism training has not previously been a focus of
OCC, there has been no investigation into skills gaps and what training is required to fill them.
The workforce planning process may feed into appraisals, and would be a useful tool to
identify further staff needs. The L&D team at OCC has already indicated interest in the initial
findings of this report.
Organisations can be supported and guided to recognise autism training as a specific need
within professional development. Increased awareness of autism will raise the priority of this
training, and structures such as workshops or peer support for managers will help to identify
the level of training required by individual staff.
16
d. Recommendation: Collect and collate information about autism training through staff
appraisals.
Actions: Develop specific questions to be included in appraisal/supervision process.
Analyse collated data to identify gaps to inform future commissioning.
Outcomes:
1. Workforce training needs identified and followed up
2. Future training programmes developed around known needs of workforce
3. Reduction in wastage of resources through non-essential training
e) Evaluation and impact assessment
Training is a shared responsibility between those who provide training,
organisations/managers and delegates (those who attend training.) There is a need to make
sure that delegates get the most out of the training programme to enable real impact on their
practice and on the lives of people with autism.
Training transfer refers to ‘the use of trained knowledge and skill back on the job’. If training is
not transferred to the workforce, i.e. if practice does not change after attending training, the
whole exercise is a waste of time’16.’ (Training transfer: getting learning into practice;
Research in Practice for Adults, 2012)
In order to maximise the training, delegates and their managers should do the following:
Delegates should:
Their managers should:
Before the
training
Think about what they need to learn
and be better at in order to support
people with autism.
Make sure they know what the
training is meant to achieve.
Think about how they will put what
they have learnt into practice when
back at work.
Be clear about what each member
of staff needs to know and do in
order to support people with
autism.
Set learning goals for the member
of staff.
Plan to support the member of
staff to put what they learn into
practice when they return to work.
During the
training
Participate actively in the training.
Reflect on their learning and
complete a learning log to record
learning.
Give feedback to the trainers,
including completing an evaluation
form.
Report back their learning to
manager and colleagues
After the training
Provide regular supervision for the
member of staff.
Follow up the impact of the
training and support member of
staff to use their new learning in
practice.
The most effective training will help staff put what they are learning in context, by reflecting
the situations they work in – for example, in terms of the kinds of reasonable adjustments that
can be made to their working environment.
‘Training transfer: getting learning into practice.’ Research in Practice for adults. Dartington
Hall Trust. www.ripfa.org.uk
16
17
Both the long and short term impact of training must be evaluated. This will establish the
effectiveness of the delivery and content of workshops, and clarify influence on professional
practice. A basic impact assessment can be developed and distributed to delegates attending
training. Beneficial questions include identifying delegate requirements from training,
confidence and knowledge levels, likelihood of change to working practice, and potential
future training needs. The specific questions will be dependent on the outcomes requiring
measure. Data collected can be evaluated simply, to quickly assess the positive (or negative)
impact of training.
Longer term evaluation is harder to determine. Outcomes will need to be measured and
delegates will need to be followed up to establish any changes to their practice as a result of
the training. Commissioners may be able to carry out an evaluation on impact on practice
after 6 months, basing the evaluation on information gathered by managers. L&D teams may
be in a position to carry out their own outcomes measurement exercise, providing they were
resourced to do so. Other organisations may be able to target a sample group of people with
autism who have received a service in order to gain information on outcomes.
e. Recommendation: Evaluate wider training impact. Possible use of evaluation forms/
surveys with randomly chosen one-to-one delegate follow-ups/ sample group of service
users, etc.
Actions: Develop evaluation form/assessment tools.
Outcomes:
1. Collection of specific data through which to assess the long term impact of training
2. Continued engagement with delegates, maintaining priority of autism training and
continued involvement of individuals in workshops
f) Extend the involvement of people with autism and parent/carers
When planning or commissioning training, organisations should, where possible, involve
adults with autism, their families and carers and autism representative groups. This may be in
terms of inviting them to comment on or contribute to training materials, or asking them to talk
to staff about autism and how it affects them, or to provide the training 17. This emphasis on
involvement and possible co-facilitation is evidenced within Oxfordshire in the work of Autism
Oxford – a well established organisation both locally and nationally that has people with
autism talking about their experiences of the condition at the heart of its training. This both
enhances training, giving a deeper insight into the condition, whilst also showcasing the skills
and expertise of those on the spectrum. In evaluations of training or workshops involving
speakers with autism, feedback has shown that this is an inspiring and insightful element and
places people with autism at the centre of the training process. Numerous comments on
evaluation forms show the positive impact that their involvement has had on delegate learning
and understanding of autism.
Autism awareness needs to be increased if the OAPB is to ensure Oxfordshire is more
autism-aware and its professionals more informed. As well as people with autism cofacilitating training, parents and carers could be encouraged to speak about their experiences.
Such involvement could be developed through local autism support groups. This would
ensure that the needs of those with autism and a learning difficulty were also better
understood.
If a wider group of paid trainers/volunteer speakers is to be sought, support structures should
to be put in place. This will include clear guidelines for involvement, the provision of any
training required by volunteers, supervision support and expenses. Volunteer training may
involve the completion of an accredited ‘Train the Trainer’ course. Speakers should be valued
for their contribution; ensuring they have the skills and confidence to co-facilitate, as well as
increasing individual opportunities for development, builds a culture of collaboration. Although
17
Implementing Fulfilling and Rewarding Lives. DH 2010
18
this level of involvement has reasonably high start-up costs, it allows for much broader
training delivery and has a hugely positive impact on those involved.
Another method of involving more people with autism, particularly for those who are less able
to communicate their experiences or needs, is to produce resources such as booklets and
DVDs, featuring local people with autism, parents and carers. These can be used in multiple
training workshops as well as raising awareness through wider distribution/showing. To
reduce costs, students from local colleges/university may be engaged to develop projects as
part of their course.
g) Rolling training programme vs. one-off workshops
Training delivery options are primarily decided through organisational requirements and
available resources. Analysis of the on-line surveys indicated that full and half day training
sessions were very popular with staff and managers. Time commitment was the largest
barrier to attending training, and considering this factor, it is advisable that any training
delivered in future is a combination of half and one day workshops.
‘Possibly a team training event would be good for the ward that I work on, due to nursing a
patient with autism and lack of staff skills in this area.’ Online survey participant
If a rolling training programme is to be established, it will be necessary to identify the most
cost-effective methods of delivery and appropriate levels of training. Various options can be
identified with relevant resource implications. There are many benefits of a rolling programme
even with minimal resources, including the embedding of autism training within professional
practice, and the regular evaluation and development of training models according to impact
and need.
One-off workshops are an effective mode of delivery for the statutory workforce and for
Private, Voluntary and Independent (PVI) organisations and do not require a large or long
term funding commitment from organisations. However they do not set the precedent that
autism training is a fundamental element of organisational good practice, risk missing many
staff who are unable or unavailable to attend, and are not dynamic to meet current and
changing needs.
It should be noted that the provision of any well-delivered, accurate and comprehensive
autism training is better than none, but does not automatically meet all professional needs
and organisational requirements.
g. Recommendation: Commission comprehensive multi-level (Level 1 to Level 3) training
throughout the county.
Actions: Identify and detail the long-term benefits of training, including cost savings.
Outcomes:
1. Organisational investment in autism training and service development
2. Workforce development and service improvement
3. Increased satisfaction of service users and carers due to increased professional
knowledge and improved practice.
7. Training methods
The local needs of service users and providers should drive decision making on the source
and scope of autism training. The on-line survey responses have given some indication of
organisational needs and Oxfordshire will be aware of its statutory duties, especially in
relation to training health and social care staff.
Online training
There are a range of e-learning options, a number of which can be accessed for free. These
include:
19








British Psychological Society (BPS)
Three e-learning modules on autism (two are accessible to non-members)
Royal College of Psychiatrists (RCPsych)
Access is restricted to psychiatrists and other healthcare specialists
Royal College of General Practitioners (RCGP)
Access is restricted to individuals registered with the RCGP
Social Care Institute for Excellence (SCIE)
Online guide and video resources
There are also various online packages that can be commissioned, for example:
 Kwango Understanding Autism
 Grey Matter Group Autism Assessment Tool, assessing practitioners’ understanding of
autism, prior to attending training
Online learning packages are created to target particular learning areas and are usually
inflexible to specific organisational requirements. It is possible to commission the creation of
bespoke packages and/or purchase software that can be used to develop internal training
programmes. These have significant costs, but can be tailored and adapted to meet changing
needs. In some cases (eg.Kwango), there is the option for each department to monitor its own
staff, so ensuring a high level of take-up if required.
E-learning has the benefit of reaching a wide range of professionals without occurring
overheads or requiring staff to take a block of time off work and therefore suits people who
can use a computer and lack the time to be away from the workplace. However, although
online training has a high sign-up rate, course completion numbers are often considerably
lower18.
It is worth bearing in mind that e-learning is not suitable for all learning or all learners. It
provides good opportunities to learn about theories but is less able to provide practical
insights and experiences. It may not always give the best opportunities for learners to engage
effectively with other participants or a course facilitator19.
‘I believe that where Autism is concerned you must provide person to person training (not on
line) as your questions can't be answered. Autism is such a diverse subject matter and
warrants a hands on approach.’ Online survey participant
Online learning is most effective as an awareness raising source, and it is advisable that it is
treated as such. For deeper learning, covering theory and practice, facilitated workshops are
vital.
18
This can be as high as 70%. Corporate University Exchange: www.corpu.com (April 2012)
Getting it right for people with autism – implementing the skills and knowledge list through
staff training, Skills for Care and Skills for Health, (2011), page 7
19
20
h. Recommendation: Look at the use of e-learning as an awareness raising tool for staff
working within the District, City and County councils of Oxfordshire, Oxford Health and
health trusts. (This could be made available more widely to include PVIs, parents and
carers etc.)
Actions: Include autism awareness in Equality and Diversity training and as part of new
staff induction. Completion of course should be monitored through staff supervision and
appraisals. Purchase of a county-wide comprehensive package would enable a wide
range of organisations, including PVI sectors, to access the training. This would also
enable managers to monitor staff use of the resource.
Outcomes:
1. Basic autism awareness accessed by all essential staff (at least)
2. Basic autism awareness available to workforce when they require access
3. Autism awareness training embedded in staff induction process
Facilitated and multi-tiered training
Facilitated training allows for multi-tiered workshops to be delivered. A group learning
environment (whether inter- or multi-agency) enables peer-to-peer learning, as well as
detailed and comprehensive coverage of topics tailored to delegates’ needs. However there
are associated costs and considerations including a facilitator’s fee, venue charges and staff
cover for delegates’ time. These costs can be justified by a recognised change to knowledge
and practice through staff attendance, and it must be remembered that a three hour workshop
for thirty professionals equates to 90 hours of professional development in one short session.
This level of learning is hard to monitor and replicate through other training methods.
Facilitated workshops also allow for greater involvement from people with autism, parents and
carers. This enables a broad range of personal experiences and perceptions to be included in
leaning content, increasing delegate understanding of individual needs. Evaluations from
training delivered by the Training sub-group of the OAPB indicate that hearing about personal
experiences adds value to the training and increases effectiveness.
The reach of a training programme will determine its scope. Delivering multi-level training
does not necessarily have greater costs attached, and will train professionals to a higher level
over a wider range of topics. Although a broad, general understanding of autism serves a
workforce well, there are professionals who have much greater contact with people with
autism, and whose learning should be developed to a more specialist level.
Accredited and specialised training
The Autism Strategy indicates the need for specialist training for key professionals. In terms
of accreditation, for training to be accredited, it must be affiliated to an awarding organisation
and meet specific criteria. Provision of accredited training is beneficial, especially for staff
providing direct support for people with autism and those who want to progress professionally;
it will increase professional expertise. Frequently, accredited modules can also be used as
part of a wider qualification.
There are cost implications in offering accredited learning and there would be a need to link to
an awarding organisation (eg, Oxford Brookes University, Bath University, etc.) However, it
would allow high-quality, high-level in-house training. It may also be a source of income if
people outside the county wanted to buy into it. Only offering training that is accredited
however is likely to lead to a lower attendance due to work time commitments.
‘I work with people who wish to find paid employment. I have a good broad understanding of
Asperger’s and High Functioning Autism and come from an employment background but I am
very interested and keen to learn more and would also be very interested in working towards
a recognised qualification.’ Online survey participant.
21
i. Recommendation: Provide opportunity for appropriate professionals to complete
accredited module of autism training.
Actions: Discuss joint-working opportunities with OCC and Health Trusts.
Assess associated costs with development of accredited modules.
Outcomes:
1. Opportunity for OCC staff and Health Trusts to complete accredited training
modules
2. Increased number of better qualified, higher trained professionals
3. Increased opportunity for continual professional development
Specialist training
The National Autistic Society (NAS) has identified a broad spectrum of professionals and their
training requirements (both essential and desirable) with regards to autism. Training includes
advanced courses in autism or related subjects (Level 3), and diagnostic and assessment
methods (Level 4)20.
Diagnosis and assessment of autism is a high priority for Oxfordshire and mechanisms are in
place to develop a diagnostic pathway. This may lead to a requirement to increase the
number of skilled professionals able to carry out assessments, or increase existing staff
capacity. The ongoing training for diagnosticians should also be considered, including the
need to attend refresher courses, especially in the light of the recent publication of NICE
Guidelines. This will ensure high quality delivery of services by up-to-date, skilled
professionals.
‘I have not been made aware of any at correct level for our service – regularly take place in
diagnostic assessment clinic and support children with ASD’. Online survey participant.
There are various Level 3 autism courses that professionals may wish to attend. It would be
useful to identify these in staff appraisals and, if the interest is considerable, organisations
could buy into existing courses or look into increasing links with an existing course within the
region. This would provide convenient access to high-level training for the local workforce, as
well as having the potential to attract professionals to the area.
Nationally there are various undergraduate, masters and postgraduate level courses. More
information can be found on the NAS website21.
j. Recommendation: Monitor Level 3 and 4 training requirements of workforce, especially
in Health and Social care sectors, and identify routes for workforce to access appropriate
courses.
Actions: Identify levels recommended for professional roles and align existing job
specifications. Collate training requirements of existing and future workforce accordingly.
Outcomes:
1. Increased number of local specialist professionals
2. Organisational skill and knowledge furthered
3. Professional expertise monitored and gaps identified
4. Continual professional development
20
A better future: Consultation response from the National Autistic Society, The National
Autistic Society, (2009)
21 The National Autistic Society: www.autism.org.uk (April 2012)
22
8. Points for consideration
Education
Schools have accessed a variety of autism training, some through the Inclusion Development
Plan (IDP) available in every school and also through the Autism Support Team which is well
established and well respected in the county. Teachers responded quickly to the on-line
survey and were keen to share both their successes and shortcomings when working with
children on the spectrum. However, 60% of staff working in schools wanted more specialist
training and were prepared to allocate 1-3 days training in the next 2 years.
‘Teachers are having to cope with autistic children more frequently. Many staff feel it is too
late to be learning on the job once you have a child with autism in your class. Staff need
training on the wide spectrum of needs this presents, how to integrate the child and cope with
challenging and unpredictable behaviour.’ Online survey participant
The Autism Education Trust (AET) Training programme has been developed by the Autism
Centre for Education and Research (ACER) at the University of Birmingham in collaboration
with Oxfordshire Local Authority. The programme is designed for use across all types of
educational setting and ability, covering mainstream, special and specialist settings and for
pupils aged 5-16 years. All the materials have been developed in consultation with school
staff, individuals on the autism spectrum, parents and carers. Oxford University was involved
in the design of the training for level 1.Training is delivered via a network of specialist Training
Hubs across the UK.
The Autism Education Trust programme offers 3 levels of training:
Level 1 - Making sense of autism.Basic autism awareness training for teaching or nonteaching staff within any education setting (including office staff; governors; caretakers;
drivers and escorts). This is free.
Level 2 - Developing good autism practice (from Sept 2012. £95)
Practical knowledge, hands-on tools and techniques for all staff working with children with
autism.
Level 3 - Developing good autism practice (from Sept 2012. £190)
For those who want more specialist knowledge (such as lead practitioner for autism; SENCo;
inclusion manager.) It also links up with SENCo awards and new framework for OFSTED.
Entry via Level 2 or equivalent.
Oxfordshire may wish to encourage access to this training, alongside the Inclusion
Development Plan. However, it will be important that the current rolling programme offered by
SENSS still remains a vital component of any training for schools. All newly qualified teachers
(NQT) need to access autism training within the first year of teaching.
Mentoring
One of the most advantageous ways to improve working practice is by providing short-term
mentoring and guidance from a more experienced professional. Managers in health and
social care may wish to look at viability of cross-service working and identify key service
areas. At present it would seem unlikely that there are enough specialists within adult
services to start as mentors, but it may be possible to pilot a small scheme within a specific
service area, evaluating impact on professional development and confidence and evidencing
benefits.
The key to successful mentoring is to ensure the mentor is suitable and fully engaged in the
process. Some key mentor requirements include:22
 Behavioural awareness (understanding others)
 Commitment to one’s own continued learning
 Strong interest in developing others
 Wide range of current skills to pass on
22
Everyone Needs a Mentor: Fostering talent at work, Clutterbuck, D. London: Institute of
Personnel And Development. Third edition, (2004)
23
There are three steps to developing a mentoring scheme:
1. Identify suitable mentors
 Contact local specialist professionals and teams to assess interest
and ensure buy-in
2. Set out short-term mentor programme
 Identify key targets/outcomes for mentees
 Hold information/guidance/supervision sessions with mentors
 Target specific organisations to identify potential mentees
3. Evaluate mentee progress and impact on mentor self-development
This would not be particularly costly to implement, but would be dependent on time and
commitment from a co-ordinator. If the scheme was felt to be successful and a longer
programme beneficial, it is possible for mentoring to become a key role for some
professionals. There are various courses available (including the Open University Mentorship
and assessment in health and social care settings) that could further develop a professional’s
mentoring skills.
9. Conclusions
As a result of the data collected, several recommendations have been made. Acting on the
recommendations will start to meet the needs of organisations and services throughout
Oxfordshire. However, in order to provide the most effective, suitable and supportive services
for people with autism, it is advisable that ongoing workforce training needs be addressed.
With respect to specialist training for key staff (to include those ‘whose career pathways focus
on working with adults with autism), the ‘end goal’ of such training is said to be that ‘within
each area, there are some staff who have clear expertise in autism’. This is the standard
which a local authority must meet to ensure that the quality of its training complies with the
requirements of the guidance.
The Oxfordshire Autism Partnership Board is aware that all workers in health and social care
should have the required underpinning values and attitudes and a basic level awareness of
autism23 and there is a move to prioritise this training within the county
The greater the accessibility to autism training, the greater the potential to improve outcomes
for people with autism. This will ensure a higher-skilled and more responsive workforce, and
an ability to provide specialist support and guidance to a vulnerable 1% of the population.
With the provision of comprehensive, widespread autism training, Oxfordshire will develop a
knowledgeable, confident workforce. This in turn can lead to higher quality services, and the
improvement in the quality of life for people with autism24.
‘Thank you for understanding the importance of training - often it seems that some
corporations do not recognise the need for staff to be trained.’ Online survey participant.
Getting it right for people with autism – the research behind the autism skills and knowledge
list, Skills for Care and Skills for Health, (2011) page 5
24 Getting it right for people with autism – the research behind the autism skills and knowledge
list, Skills for Care and Skills for Health, (2011) page 8
23
24
Appendix
Advised training requirements. (Taken from ‘A better future: Consultation response from
the National Autistic Society, The National Autistic Society, 2009)
E = Essential
D = Desirable
Agency
1. Health
Profession/job
(Examples of)
Role
(Examples
of)
Autis
m
aware
ness
Inducti
on
Level 1
Interm
ediate
Level 2
Advanc
ed
Level 3
Specialist
Level 4
E
1.
Agency
wide
Healthcare
provision and
health promotion
E
E
E
E
2.
GP
Health care
Promotion and
treatment
E
E
D
D
3.
GP
Special
assessor
E
E
E
E
E
Diag and Ass
4.
Adult
psychiatris
t
Diagnosis
assessment and
treatment
E
E
D
D
5.
SALT
E
E
D
D
E
Diag and
Assm’nt -co
morbidities
D
6.
Nurse –
general/di
strict
Medical care
E
D
7.
Nurse LD
Behaviour and
other support
E
E
E
D
8.
Nurse
Mental
Health.
E
E
E
D
E if CPN
9.
OT
E
E
D
10.
OT
Sensory
assessment
E
E
E
E
Diag and
assm’ntintervention
E
E
E
E
E
If undertaking
sensory ass in
ASD
E
11.
Psychologi
st
clinical
12.
Psychothe
rapist
Treatment
E
E
E
E
E
13.
Therapist
(e.g.
behaviour,
family etc)
dietician
Treatment and
support
E
E
E
E
E
Nutritional
advice
E
D
Other
specialist
profession
al
Reception
staff at
GPs
surgeries/
other
healthcare
settings
Various health
and related
E
D
14.
15.
16.
E if undertaking
specialist work
with ASD
E
25
Agency
2. Social
care
Profession/job
(Examples of)
Role
(Examples
of)
Inductio
n
Level 1
Intermediat
e
Level 2
Advance
d
Level 3
Specialist
Level 4
E
17.
Agency wide
Provision of
social care
and support
services
E
E
E
E
18.
Partnership
boards
Strategy and
services
E
E
E
D
19.
Social worker
Assessment
Support
E
E
E
D
D (E) if
assessment
20.
Senior
manager
Allocation of
resources
E
E
D
21.
Care
manager
Placement
and services
E
E
D
22.
Support
worker
Support in
services
E
E
E
D
D
23.
Service
manager
Registered
manager
E
E
E
E
E
24.
Befriender
Informal
befriending
E
E
D
25.
Community
teams
Support for
individuals
E
E
D
26.
Mentor
E
E
D
D
E
27.
Personal
assistant
E
E
E
D
Home support
28. Administrator
(e.g. contracts)
3.
Criminal
justice
and
related
Autism
awarene
ss
D
29. Agency wide
Dept of justice and
Home Office
Administratio
n of justice
E
E
E
E
30.
Police force
Victim
support
Crime
prevention
Investigation
Prosecution
E
E
D
D
31.
Senior police
officers
E
D
D
32.
Police
officers
On street
contact
Victim
support
E
D
33.
Appropriate
adult
E
E
D
34.
Custody
sergeant
Protection
and support
Victim
support
reception
E
E
D
35.
CPS
Decisions on
prosecution
E
D
36.
Magistrates
and judiciary
E
D
E
D
26
Agency
Profession/job
(Examples of)
Inductio
n
Level 1
Intermediat
e
Level 2
E
D
Advance
d
Level 3
Specialist
Level 4
E
e.g. if CBT
or group
interventions
Probation
staff
Pre trial and
aftercare
support
E
38.
Courts
staff
Conduct of
the court
E
39.
Senior
prison
staff
E
D
40.
Personal
officers
(prison)
E
E
41.
Prison
officers
E
D
42.
Secure
hospital
staff
Nursing and
associated
E
E
D
43.
Prison /
secure
hospital
therapists
e.g.
CBT
Anger mnmt
etc
E
E
E
D
44.
Prison/
secure
hospital
healthcare
staff
E
E
D
D
45.
Prison /
secure
hospital
Psycholog
y
E
E
E
D
46.
Prison/
Secure
hospital
social
worker
Prison /
secure
hospital
vocational
staff
Forensic
Psychiatri
sts
E
E
E
D
E
D
D
E
E
E
E
E
D
48.
Statutory
Inspectorate
Autism
awarene
ss
37.
47.
4.
Role
(Examples
of)
In reach and
aftercare
Specialist
diagnosis
assessment
and support
49.
Police /
secure
hospital
medical
officer
50.
Solicitors
advocacy
E
D
51.
Barristers
advocacy
E
D
52.
Hostel
staff
E
E
53.
Prison
religious
E
D
54.
Parole
boards
55.
56.
OFSTED
CQC
e.g.
chaplain
imam, priest
D
E
E
D
D
Inspectorate
E
E
E
E
27
Agency
5.
Education
6. Benefits
Employme
nt, and
vocational
Profession/job
(Examples of)
Role
(Examples
of)
Autism
awarene
ss
Inductio
n
Level 1
Intermediat
e
Level 2
Advance
d
Level 3
57.
Inspector
Inspection
E
E
E
D
58.
Continuing
education
Higher and
continuing
education
and training
E
E
D
D
59.
Senior
staff and
managem
ent
E
D
60.
Lecturer
tutor
E
E
D
D
61.
Counsellor
mentoring
E
E
E
D
E
62.
Student
welfare
officer
Student
welfare
E
E
D
D
D
63.
Secondary
education
E
E
D
D
64.
Agency
wide
Teachers,
teaching
support staff,
others
involved in
transition
Benefits
Employment
and related
services
65.
Benefits
agency
staff
Entitlement
and
adjudication
on eligibility
e.g. DLA etc
E
D
E if
assessor
D
E if assessor
D
66.
Job centre
staff
E
D
E (if
assessor)
D
E (if
assessor)
67.
DEA
E
E
D
68.
Manager
job centre
E
E
D
69.
Connexion
s staff
E
E
D
70.
Employers
of people
with ASD
Specialist
emp.
Agencies
E
D
D
Work for
people with
ASD
E
E
E
D
E
E
D
D
Day service
staff
E
D
D
D
D
71.
Day service
staff
72.
Vocational
and
occupation
al
E
E
7.
Emergency
services
73.
74.
Police
Fire
Service
Ambulanc
e
Emergency
response
D
76.
Advocates
Citizen
advocacy
E
E
77.
Leisure
services
and retail
D
D
78.
Financial
institutions
D
79.
Social gp
leader
E
75.
8. MISC.
Specialist
Level 4
E
28
80.
Volunteer
coordinato
r
81.
Relevant
politicians
82.
Citizens
advice
staff
83.
Samaritan
s
84.
Marriage
Guidance
Counsellor
Elected
members of
LA
e.g. relevant
committees
E
E
D
D
D
D
D
Emergency
counselling
E
D
E
D
29