Supporting non verbal autistic child

[CinderBlockandCustard]

I'm a TA and starting next week will be 1:1 with a non-verbal autistic child in Reception. I've met him before when he came for a visit and he spent most of the time screaming, ran off (within the fenced off reception OLE so didn't get far). He also hit his mum, who was there for the whole visit. How do I support this child?

The teacher has said she doesn't want me to 'force' him to be in the classroom, but I can't just let him run around the school. If he is happy in the outdoor learning area, great, but I get the impression he wouldn't cope with the other Reception children being out there at the same time and it's not fair on them to not be able to play out there. We have a sensory room where I know I could calm him down but getting to it involves going past several other classrooms. There is a similar child further up the school who often has to be 2:1 when in crisis, I don't know if SLT would be able to help if both pupils need an extra adult at the same time (or where we could safely have them in separate areas to calm down)..

Basically, does anyone have any suggestions on how to help a child who cannot access the classroom in a mainstream Reception setting? I know it comes down to knowing the individual child and what works for him, but that will take time and I am starting to panic a bit. The plan (parents agree) is for him to go to a special needs school when a place becomes available....

Unfortunately this is a situation more and more Reception classes are having to deal with, as specialist provision places are so limited that even with an EHCP in place it can take years for spaces to become available.

Our school has adapted to create an SEN nurture unit, run by an SEN teacher and 2x TAs, for our children who would not cope in a mainstream classroom. It's more cost effective than having children spread throughout several classes throughout the school, all with their own individual 1-1, and it's less isolating for both the children and staff if they're all in their own group together, to rather than than individual children and their 1-1's dotted throughout the corridors, unable to cope with the demands of the classroom.

I appreciate that's not an option for you, as it's the powers that be who need to make such decisions, but going forward it seems to be the approach lots of schools are now going with in order to cope with the increasing numbers of children who are being given mainstream places but are sadly unable to cope in a mainstream classroom. Years back you may have had 2 or 3 children in a school with extreme needs requiring a 1-1. Now it's 10+.

You're right that it's about getting to know him, so the first few weeks will inevitably be very trial and error. Please don't be disheartened if something clearly doesn't work, you'll learn as you go on how best to approach certain situations with him. The aim is ultimately to integrate him into the classroom to see if he can partake in carpet sessions (supported by yourself), but it's ok to accept he may not be ready for that yet (and also be mindful that all the children are settling in so there may be several who are unsettled and having a distressed child screaming can be even more unsettling).

Have you spoken to the SENCO about communication aids? If he's non-verbal he needs a way of communicating with you, and you more easily with him. Visual cues (pecs) are the most common approach, so he can use pictures to show you when he needs the toilet/a drink etc.

Good luck

Thanks for the ideas

Back to work on Tuesday so hopefully I can speak to the SENCO then. I like working with Reception children but there is something about them being completely unknown to the school (and this child didn't go to nursery either) which means there's no background info / knowledge build up on how to support him which we get with older children.

The class teacher and SENCO should be taking the lead on provision and activities/ adapting the EYFS curriculum.
Sensory overload will be one of the biggest hurdles. Will you have an SEN advisory teacher coming in to give strategies?
Find out what you can about sensory needs. Look at The Out of Synch Child has fun.A pop up tent in a quiet area might help.
Look at his SALT report to find out about communication strategies and any visuals he needs/ at what level ( objects of reference/ photos etc)
Look at Attention Autism and Intensive Interaction.
You will need a basic “ toolkit” a timer, sensory toys/ items maybe Chewellery. Short interactions followed by time outdoors/on favoured activities.
Just seen your post was going to ask if there was a transition. Speaking to parents will be vital. A detailed child friendly one page profile is needed.
If no preschool then Reception will be a huge shock to the system.
One of the most challenging children I taught ( the behaviour challenges not the child) was calmed by hearing a specific song either played or sung by staff. Worked in almost every situation but there is no way I’d have found this out without Mum telling me!

Here’s a link
You will find videos etc online

https://www.oxfordhealth.nhs.uk/wp-content/uploads/sites/22/2021/08/Attention-Autism.docx

P.S. Spend time observing/ getting to know the child. That will be really important
Shadowing, modelling, playing alongside and sometimes planned ignoring is important.
Do you have any Elklan trained staff or a Communication champion?

Thank you you've all been really helpful. I will speak to the SENCO this week and ask what to do in certain situations, what help there is etc. will also build up a supply of now&next pictures, sensory toys etc. I'm not sure if we have Elklan or what other support is available because the last child I was 1:1 with was relatively easy-going and really just needed a consistent routine and some more intensive help from me with physical skills, phonics and social interactions.