1. What is autism?
A range of ways of experiencing yourself and the world, of processing information about yourself and the world, of relating to yourself and the world which is different to that experienced by other people.’
(Williams, 1996)

2. Key characteristics Communication Sensory issues Autism Interaction
The key characteristics of autism can be grouped into difficulties across three areas. This is referred to as the ‘triad of impairment.’
Sensory
issues
Communication
Autism
Interaction
Flexible thinking

3. Sensory sensitivity Hypersensitivity
Too much sensory information is being received and as a result too much stimulation gets to the brain.
This may lead to sensory overload and the person withdrawing.
Hyposensitivity
Too little sensory information is being received and as a result too little stimulation gets to the brain.
This may lead to it appearing that the person is ignoring you.
Sensory overload is something that we all experience to a degree, but those with Autism Spectrum Disorder often also have a Sensory Processing Disorder or sensory integration difficulties. This means autistic individuals tend to be more easily and more heavily impacted by their sensory surroundings
A person may fluctuate between the two leading to a disturbance in how they are sensing.

4. Sensory sensitivity Hearing Sight Proprioception Smell Touch Taste
Simply put, proprioception is the sense of your own body in space, without the use of other senses such as sight or touch.  It derives from the Latin word “proprius”, meaning “own”.  Knowing where your limbs are, relative to each other is attributed to proprioceptive sense. Often called the “position sense”, it is usually an unconscious feeling or state of awareness. Rarely, if ever, do we have to consciously think about whether our legs are crossed or where our hands are. For instance, if you walk in total darkness and do not fall over, you have proprioception to thank! 
All of our muscles have proprioceptive receptors in them. When we move, these receptors send information to our brain to tell it where our body is. This allows us to look at a stage while clapping our hands or touch our nose with our eyes closed. We don't need to look at our body to know where it is.
Want to test you proprioception? Put a cup on the table & let go of it. Close your eyes. Now pick up that cup. If you can do this without tipping over the cup your proprioceptive sense is working!
Bumping into people or objects frequently, difficulty tying shoes, and having troubles on escalators are all signs that are tied to Proprioceptive Dysfunction. Using a pencil may be difficult because they don't know how much force is needed to properly write.  They may drop the pencil or grip it too tight. Also, an early sign to look out for is when a child doesn't know how to move their bodies as they are being dressed or undressed
You may wonder how the vestibular system works. The vestibular sense organs are located inside the inner ear. They respond to movement as the head changes position (such as when doing a somersault) or the body accelerates or decelerates (such as when on a roller coaster.) This movement information goes to the brain for processing and then generates muscle tone (so that we can maintain an upright posture), reflexes so that we shift our weight when losing balance and coordination of visual sensations and movement (to discriminate what we see). You can understand the relationship between vision and movement when you consider that just watching ocean waves can make you nauseous and that the eyes rapidly move side to side after one spins.
Touch
Taste
Vestibular

5. What people with autism say about communication
‘…non AS people say things they don’t mean, miss out things they do mean, do all sorts of strange things with their faces which apparently change the meaning of their words – and they say AS people are odd!!!!!!!!!’
(Jackson, 2002)

6. Flexible thinking Difficulty in coping with change.
Difficulty understanding that others have a different point of view, beliefs, intentions etc. to oneself.
Difficulty in imagining the future.
Difficulty in perceiving context or ‘seeing the bigger picture’.
May lack insight into their own difficulties.
Difficulty in generalising skills.
Problems dealing with information that is imprecise.
Unaware of common dangers (this is not always apparent).
Difficulties organising themselves.

7. Top tips – interaction Be aware of your facial expressions.
Be aware of how the person is reacting to their environment.
Be aware of distractions in the environment.
Consider using social stories to help them make sense of the ‘rules’.
Give honest helpful feedback.
Give people hints on how to start conversations, maintain and end conversation, including topics to talk about.
Explain social rules and expected behaviours.
Give opportunity to practice.
It might help people to disclose they have autism to aid understanding from others.

8. Stress vulnerability Stress vulnerability model Water = Stress
Holes = Coping strategies
People become ‘ill’ when the stress they face becomes more than they can cope with.
Varies for individuals.
People with autism are more vulnerable.

9. Recognising anxiety
It may be possible to recognise an increase in anxiety in a person
with autism as the ‘severity’ of their condition and their
controlling mechanisms may increase. For example:
Rituals and routine may increase in frequency or be more difficult to disrupt.
Increased rigidity in thoughts and reduced ability to reason.
Increased preoccupation with special interest.
Communication may be more literal, and learned skills may decrease.
Increased withdrawal from interaction or bizarre behaviour.

10. Consequences of anxiety
Being unable to manage anxiety may result in:
self injury
aggression
withdrawal
non-cooperation
mental ill health
catatonia (unresponsive).

11. Ways to manage anxiety Relaxation techniques/meditation.
Increasing physical activity/exercise.
Activity scheduling to ensure balance between pleasurable, routine and necessary activities.
Making time for special interests.
Sensory stimulation that is helpful for the individual.
Writing down worries or keeping an activity diary.
Talking to someone supportive.
Individual preference e.g. taking a bath, listening to music etc.

12. Setting conditions Environmental Personal Trigger Behavioural Incident
Communication issues.
Sensory impairments.
Physical/mental health issues.
Medication and/or side effects.
Major life changes/losses.
Anxiety.
Past experiences.
Jealousy.
Is there enough space?
Heat/cold.
Noises.
Safe and secure.
No control over changes.
Dislike of staff/co-tenants.
Limited opportunities/choice
/activities.
Behavioural Incident
ALL BEHAVIOUR IS CONDITIONAL

13. Access to services
Services should treat people with ASCs equally to others, with equal accessibility and reasonable adjustments made in accordance with the Equality Act (2010).
Some people with an ASC may find it difficult to access a service that meets their needs.
People with an ASC without additional learning disabilities can fall into the gap between learning disability services and mental health services (Barnard et al, 2001).
Learning disability services may refuse to offer support on the basis of IQ and mental health services can be inaccessible due to lack of confidence from clinicians to work with somebody with an ASC (Lake et al, 2014).

14. Barriers to accessing services
Lack of awareness of ASC.
Misdiagnosis or diagnostic overshadowing.
Long waiting times.
Difficulties with changing routines for appointments.
Sensory sensitivities within the appointment environment.
Difficulties seeking out support or recognising that support might be helpful.
Difficulties travelling, using the phone or attending appointments without support.
Interaction/communication difficulties.

15. Autism and the individual
‘If you’ve met one person with autism you’ve met one person with autism.’
(Williams, 1996)