Improving transition for young people with Autism Spectrum Disorder & Behavioural, Emotional & Social Difficulties

Five Steps for the future

Based upon the findings of this project it is recommended that the following 5 step approach is taken:

  1. Use of a common dataset, with agreed definitions and protocols.
  2. Listen to young people and families, using person centred approaches
  3. Information on local opportunities and resources is produced for young people and families.
  4. Gather information from common datasets and individual plans to inform future needs.
  5. Use this information to develop local supports and services, including individual supports.

Finding

Young people with autism spectrum disorder (ASD) and with behavioural, emotional and social difficulties (BESD) are highly likely to be well known to schools and children’s services.  The wealth of information about these young people is not effectively transferred both within and between organisations.

Step 1

A common data set, using the same definitions and descriptions needs to be used by all key agencies to ensure appropriate and effective transfer of information.  

As both the Connexions Service and Learning and Skills Council will be more closely integrated into local authorities, this provides an opportunity for greater collaboration on this issue.

Finding

Involving young people and their families in person-centred transition planning, in a timely way, is of prime importance.  Transition planning should involve all aspects of a young person’s life, including communication and support needs, health, leisure, transport and travel, training and employment.

Step 2

All agencies, including schools, Connexions, children’s and adult social care and health services have responsibilities to listen to young people and their families, and to plan with them using person-centred approaches.  Tools such as the Transition Pathway http://www.transitionpathway.co.uk/ and person-centred reviews http://www.valuingpeople.gov.uk/ support these approaches.

Finding

Young people, families and professionals need accessible information on local services, supports and opportunities

Step 3

Production of accessible information about local support and opportunities in a range of formats. This should include whether assessments and funding are needed to access any of them, including the use of direct payments and individual budgets.

Finding

It is necessary to gather robust and reliable information from schools and Childrens Services in order for commissioners of all adult services to plan for future needs.

Step 4

Develop local multi agency processes to gather information and analyse trends, including headline information from person Centred Transition Plans, to inform planning for the future.

Finding

There needs to be  an increase in shared planning and funding to ensure adequate and appropriate local provision.  The focus on personalisation and an increased use of individual budgets and supports requires a shift if commissioning practice and service provision.

Step 5

Commissioners of supports and services to collaborate in planning and designing effective local resources.  This will include shared funding arrangements and the need review some traditional contracrs and services, in order that resources can be freed up to enable the increase use of more individualised and person centred supports.