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Inclusive Activity ToolKit to Support Neurodivergent People

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Inclusive Activity ToolKit to Support Neurodivergent People

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Information on Autistic Burnout developed by Spectrum Gaming

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Information on masking developed by Spectrum Gaming

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Spectrum Gaming's guide to neurodiversity affirming practice

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Spectrum Gaming's guide to their beliefs about behaviour

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Sheffield Children's NHS Foundation Trust

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Sheffield Children's NHS Foundation Trust

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Sheffield Children's NHS Foundation Trust

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A Little Bit of Happy - tune in to our new podcast episodes Loading... What works for them... will work for me - Ep 5 Parenting Myths Busted In this final episode, I dive into the myth that what works for them... will work for... https://myhappymind.org/wp-content/uploads/2022/04/Ep-5-PMB-audio-edited-1.mp3 The myHappymind podcast What works for them...

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My kids will turn out just like me - Ep 2 - myHappymind

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In this weeks podcast, I dive in to the myth that 'my kids will turn out just like me...'

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There's one approach that works - Ep 3 - myHappymind

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In this weeks podcast, I dive in to the myth that 'There's one approach that works...'

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More achievements = More confidence - Ep 4 - myHappymind

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In this weeks podcast, I dive in to the myth that more achievements = more confidence...

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What works for them... will work for me - Ep 5 - myHappymind

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Parenting Myths Busted In this final episode, I dive into the myth that what works for them... will work for me Otherwise known as a disease of the mind called 'comparisanitus'. Now you will have heard about this before, but 'comparisonitis' is this mode that we get into of feeling like we have to constantly [...]

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In this episode, I explore the strategies to best help support our little ones through the tricky time we are facing at the moment...

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Sheffield Children's NHS Foundation Trust

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What is the Sensory Service?

The Sensory Service is a multi-disciplinary team based at the Ryegate Children's Centre in Sheffield. We aim to help parents, carers, school staff and young people to have a better understanding of sensory processing and how this impacts on every day life. We provide information and advice on how to adapt activities and the environment to support children's sensory needs. The team includes Occupational Therapy, Physiotherapy, Clinical Psychology, Speech and Language Therapy.

What is sensory processing?

Sensory processing is the way that our body takes in and makes sense of information. Our senses include hearing, vision, touch, taste and smell, as well as vestibular processing (which helps with balance and movement), proprioception (which is the awareness of our body in the space around it), and interoception (our awareness of our internal body feelings). We use our senses every day to interact with the world.

What might happen when sensory processing becomes a problem?

Children might find sensory information overwhelming and they might struggle to cope with certain sensory experiences. They may try to avoid certain things, people or places.

Children might find everyday tasks difficult to tolerate, such as showering, wearing certain clothes, eating or teeth-brushing.

Children may seek out sensations to help them to regulate in a way that creates a problem in another way, (for example, needing to move a lot during lessons).

When children are overwhelmed by sensory information it can make it more difficult for them to communicate their needs.

Sensory sensitivities can lead to higher stress and anxiety levels in a child. This in turn can mean they're more tuned into sensory information and can become overwhelmed more easily.

Children may present differently from one day to the next and their sensory needs may be context specific or be influenced by other factors, such as mood, tiredness or stress levels.

Who is the service for?

The service is for any child aged 3-16 years, living in Sheffield, who is having day to day difficulties because of the way that they process sensory information. Children known to the CAMHS Learning Disability service will be re-directed to CAMHS Occupational Therapy, if needing support beyond Universal Provision.

What is the Virtual Therapy Area?

The Virtual Therapy Area is our universal provision, the first level of service for all families. It aims to provide parents and carers with knowledge, ideas and strategies to support your child or young person with sensory needs that may be impacting on their every day life. These resources are primarily aimed at supporting children who are neuro-divergent; for example, your child may have a diagnosis of Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD), Developmental Coordination Disorder (DCD), Developmental Language Disorder (DLD) or a combination of these. However, your child may not have any diagnosis, but may present with sensory needs that are creating challenges in everyday life. Or your child might have a different diagnosis and also have sensory needs that are impacting on their day to day life.

The Royal College of Occupational Therapists states "The term Sensory Processing Disorder is not recognized as an independent diagnosis...and should be avoided" (RCOT Informed View, 2021). Therefore, at the Sheffield Sensory Service, we do not formally assess or provide diagnosis of Sensory Processing Disorder. Our focus is to offer sensory interventions that support a child's sensory needs by adapting tasks or the environment, and by improving a child's capacity for self-regulation.

In addition to the virtual resources, our multi-disciplinary team deliver sensory training to Sheffield schools and educational establishments, and we are aiming to support all schools in Sheffield to be 'sensory accessible'.

If you need these resources in a different language, look at the bottom of the page for a guide to Google Translate.

How to use these resources

Translating information to your home language: Google Translate

1) Click the Google Translate button:

2) Click on your home language. The text will then change

Google Translate may not translate all words correctly. Please contact us on 0114 271 7645 if you have any questions about the text.

Translating information to your home language: subtitles

1) Click the subtitles icon

2) Click the settings icon then ' subtitles/CC'

3) Click Auto-translate

4) Choose your language

You need to turn on the subtitles for all the videos.

The subtitles are translated through YouTube. Some words may not be translated correctly. Please contact us on 0114 271 7617 if you have any questions about the videos. We can arrange a telephone call with an interpreter if needed.

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Sensory processing difficulties - Sheffield Children's NHS Foundation Trust

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What is the Sensory Service? The Sensory Service is a multi-disciplinary team based at the Ryegate Children's Centre in Sheffield. We aim to help parents, carers, school staff and young people to have a better understanding of sensory processing and how this impacts on every day life.

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Family Resources Archive - Autism Unlocked

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A website about autism, for autistic young people - so that everyone can gain a better understanding of what autism actually is.

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Copyright notice -Supporting your Neurodiverse Child

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Copyright notice -Supporting your Neurodiverse Child

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The material in this book was originally created by three organisations, Essex Family Forum (the Parent Carer Forum for Essex), Send the Right Message and MyOTAS (two Essex charities supporting local SEND families). We reproduce it here with their kind permission, in its entirety currently so that the fantastic resources maybe shared throughout GM .  We will in the longer term  replace their local information in collaboration with GM Parent Care Forum reps . You may not, except with Essex Family Forum’s express written permission, distribute or commercially exploit the content. The graphic design was produced by Essex County Council.

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Understanding Autism and Anxiety | Autism Barriers to Education

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ECC Supporting Your Neurodiverse Child Oct 2022 v3 (2)

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Emotional health and mental health support 

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Emotional health and mental health support 

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When we talk about cognitive abilities, we mean the ability to process information and use it to solve problems. Working memory, processing speed, and ability to hold in mind complexity when solving problems are key features of cognitive ability. Cognitive abilities can contribute to, but is not the same as, educational attainment; there are many factors impacting educational attainment and cognitive abilities are just one of the factors. Cognitive abilities can be measured but we should be cautious about interpreting scores. It is important to look at functional skills.

Reading (click to expand)

Websites

Autism Hampshire helps create opportunities, challenge perceptions and provide high quality service for those with autism.

Dynamite Portsmouth is a group of young people all who have a disability who work together to be the voice of Portsmouth.

The Portsmouth Parent Voice, also referred to as PPV, committed to helping how services are shaped in order to aid locally for families with disabled children and young people.

The Portsmouth SEND Local Offer presents support, information and services in Portsmouth for those aged 0 to 25 with special educational needs or disabled.

The Exceptional Individuals website has information that can help you find out more about the different types of Neurodivergence.

There is more information about Neurodiversity on the Genius Within website.

An article about the Metacognitive approach for teaching, usually used for children seven and above.

This Families Under Pressure website has some good tips on managing behaviour and difficult times.

ElevenPlusExams provide non-verbal worksheets for your child. This includes a PDF of a question page and a answer page.

Books

A short video explaining what cognitive abilities are.

A short video explaining Dyslexia and Neurodiversity.

"OMOGURU" is Dyslexic friendly reader app, available from the App Store or Google Play.

Happify: Science-Based Activities and Games, available from the App Store or Google Play.

Smiling Mind is a daily meditation app.

The Superbetter app helps build resilience available from App Store or Google Play.

Moodgym helps with Cognitive Behaviour Therapy, also referred to as CBT.

FIT Brain Trainer is a Memory Training app, available from App Store.

BrainHQ is an app that concentrates on performance, attention and cognitive function, available from App Store or Google Play.

Train Your Brain Memory to help improve memory and cognitive ability, available from App Store or Google Play.

Geist a gaming app that challenges your cognitive abilities with meditation, available from App Store..

MentalUP provides educational games with a number of different brain exercises.

MindPal tracks your daily mental workouts, personalised for you.

CBT Thought Diary tracks your mood and identifies patterns over time, guided journals and crash courses.

ADHD Cognitive Research, an app designed for those who wish to participate in studies towards ADHD. Available from App Store or Google Play.

Dyscalculia Cognitive Research is a similar app before, but for those who wish to participate in studied associated with Dyscalculia. Available from App Storeor Google Play.

CBT-I Coach is an app to help those with insomnia or other sleeping complications. Available from App Store or Google Play.

Visual Attention Therapy helps you to increase your concentration, memory, attention to detail and speed of processing.

Advanced Naming Therapy helps your language from thinking of the correct words to use, organizing your ideas, speaking clearly and improving your efficiency.

Further Information and Resources

More resources,products and games can be found on the Learn Develop Achieve website.

Use simple Step by Step instructions for the young person, and slowly make it more challenging by asking for more steps at once.

Repeating verbal commands can support the young person to process what you are saying. Recapping information can also support the memory including asking them to recap so you can ensure they understand.

Avoid sensory overload and allow processing time. Try to be more interactive when teaching the young person.

Use Visual aids when communicating with the young person, as something as simple as using exaggerated body language to describe what you are wanting can go a long way.

Print out resources to support the young person to visually see what you are discussing enabling them to understand the content of discussions, courses, and training.

Young people can increase their reliance on laptops to understand the world around them at this age.

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When we talk about cognitive abilities, we mean the ability to process information and use it to solve problems. Working memory, processing speed, and ability to hold in mind complexity when solving problems are key features of cognitive ability.

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This spectrum concerns the intensity and changeability of emotions. At the low end, a person tends to experience few emotions and when they do, they are not experienced strongly. This can easily be mistaken for lack of empathy. At the other end of the spectrum, when there are no emotional states around, functioning is normal, but any emotion which occurs tends to become extremely intense, extremely rapidly.

In such intense emotional states, thinking processes tend to be overwhelmed and behaviours occur which would not happen in normal circumstances. This can include extreme manifestations of anger and aggression, anxiety and avoidance, sadness and despair, as well as "over the top" happiness and excitement.

Distraction Tasks

Below is a list of everyday distraction tasks and an A4 poster showing all of the listed tasks that can be downloaded.

Do some housework such as vacuuming, washing up or tidying.

Use meditation or relaxation exercises.

Spend time hanging out with your friends.

Keep busy with activities such as homework, hobbies or projects.

Listen to music.

Play computer games.

Watch a funny movie or television series.

Take part in some exercise such as riding a bike, walking, going to the gym or swimming.

You can download and print an easy to read A4 poster here which shows all of the distraction tasks as a reference guide.

Reading (click to expand)
Websites

The Young Minds website can provide information for parents and young people on symptoms and strategies relating to stress, low mood and how to look after yourself or a young person in your care.

Non-violent Resistance information can be found on the Child Psychology website.

A list of resources can be found on the Yvonne Newbold website about the SEND parenting strategies.

For more information on Non-violent Resistance also known as NVR please visit the Partnership Projects website.

Restorative approaches information can be found on the Hackney Services For Schools website. A restorative approach is a way of working with conflict that puts the focus on repairing the harm that has been done. It is an approach to conflict resolution that includes all the parties involved.

PACE is abbreviated from; Playful, Acceptance, Curiosity and Empathy. It is a way of thinking, feeling, communicating and behaving that aims to make the child feel secure. You can find further information on the DDP Network website.

You can read an article about the five point scale system on the autism classroom resources website. For further information on this method visit the Five Point Scale website for tips on how to use it. Pinterest can also be a useful web page if you want to use an emotional thermometer in a creative way and is relevant to social and emotional for all ages.

Resources for the Social Communication, Emotional Regulation and Transactional Support known as SCERTS can be found on the following website - scerts.com and applicable for all ages.

This link on the National Autistic Society website goes through social stories which might be useful in communicating needs and emotions. If you want to use social stories in a creative way the Pinterest website has some ideas that could be helpful.

This Families Under Pressure website has some good tips on managing behaviour and difficult times.

Square breathing techniques can be found on the website Pinterest.

Stop, Breathe, Think is a service giving young people, aged 21 and under, access to free one to one counselling.

The Anxiety Cycle is detailed in this poster that can be found on the Beaconhouse website under the Child and Family Mental Health section.

This useful poster about Fight or Flight Mode is also on the Beaconhouse website under the Child and Family Mental Health section.

The easy read guide to anxiety can be downloaded from the Learning Disabilities website.

Childline is a website which gives out advice and support for young people who may be stressed/feeling low.

Visit the Get Self Help website to download a Worry Tree.

Books

Here is a mindfulness video explaining mindfulness for parents and younger children to try together.

This is a video to help understand emotional regulation in children.

A video that talks about non-violent resistance communication, also known as NVR.

This 40 minute video explains non-violent resistance communication, also known as NVR.

This video looks at the window of tolerance.

Here is a video to understand emotional regulation in children and showing how you can support children experiencing significant difficulties in managing emotions.

The list of Apps below offer useful tips and information that are easily accessible from your smart phone. Please note that not all Apps are free and that some of the Apps may have in-app purchases or may be a subscription service.

The App from Smiling Minds can be downloaded via the Smiling Minds website and is a program that assists in mindfulness and sleep.

Calm Harm is an app that helps young people manage the urge to self-harm and can be downloaded from the Calm Harm website.

Download Calm to try mediation techniques to aid with stress and sleep from the App Store or Google Play.

Mindshift is an app to help teens and young adults cope with anxiety and can be downloaded from the App Store or Google Play.

On the Head space website you can find links to their meditation app at the bottom of their homepage. Please note that this is a subscription service.

The What's Up app contains Cognitive Behavioural Therapy methods to help you cope with depression, anxiety, anger, stress and more. Download the app from the What's Up website.

NO CD is an app that helps those suffering from obsessive compulsive disorder.

The Safe Spot app aims to provide young people with access to coping strategies and resources to help better cope with difficult situations.

Mood kit is an app that uses CB principles to help with low mood and anxiety.

The Happier app aims to raise self-esteem, self-confidence and happiness levels in children and young people.

Chill Panda is an app that helps young people better understand their stress and shows them ways to feel better using breathing techniques, yoga, exercise, and calming games.

The SAM app helps you to manage and understand anxiety. It can be downloaded from App Store or Google Play.

Virtual Hope Box is an app that contains simple relaxation, distraction, and positive thinking.

This Clear Fear app provides you with a range of ways to manage anxiety.

Combined Minds is an app that aims to help families and friends support young people with their mental health.

Use the Cove app to create music to reflect emotions like joy, sadness, and anger to help express how you feel.

Download the 1 Giant Mind app from the App Store or Google Play to help anyone who wants to feel less stressed, calmer and more present and experience greater health and well-being.

The Feeling Good Teens app uses short audio tracks to help let go of worry, improve sleep, develop self-esteem, resilience, and goal focused motivation.

Blue Ice is an app that is designed to help young people manage their emotions and reduce urges to self-harm.

The app called Distract can be downloaded on the App Store or Google Play and aims to provide easy, quick and discreet access to information and advice about self-harm and suicidal thoughts.

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This spectrum concerns the intensity and changeability of emotions. At the low end, a person tends to experience few emotions and when they do, they are not experienced strongly. This can easily be mistaken for lack of empathy.

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It is the degree of physical activity levels shown by children. Some children are more active than others in reference to moving around more than others whilst others can sit still for longer periods of time whereas some are less active.

Reading (click to expand)

The following Websites provide more information and strategies on how to improve your child's sleep

Books

This video teaches you how to improve your sleep and your energy levels

This video helps you understand hyperactivity in children

This video discusses what it means to have ADHD.

This video goes through chronic fatigue syndrome

The problem with masking ADHD and Autism

Pzizz is an app that focuses on sleep with the use of music, voiceovers and sound effects. Available on the App store and Google Play

Sleepio is an app funded by the NHS , it helps optimise your sleep through tracking sleep patterns and suggestions of how to improve it. Available on the App store and Google Play

Sleep Cycle is a Sleep Tracker, Monitor & Alarm Clock. It is programmed to wake you up during the lightest sleep phase.

SleepScore measures your breath and body movements and tips on how to improve your sleep.

Change4Life is a free Smart Recipe app and is an easy way of helping you and your family eat tasty, healthier meals the whole family will love. Available on the Google Play, alternatively you can visit the Better Health: Healthier Families website.

Other Information and Resources

The Stand up Facebook page is a useful tool to use to find activities in Portsmouth for special educational needs.

Allow opportunities for the pupil to move around the room, such as choosing the pupil to be the one who writes key words or ideas on the board. Get up and sharpen pencils, hand out papers or any other classroom jobs that can help release energy and can contribute feelings of self worth.

Allow pupil to squeeze or fiddle with an object with non-writing hand whilst working, or during listening tasks.

Have all the pupils stand up and stretch, running in place, or do an exercise or movement activity when deem necessary.

Be flexible allow the pupil with hyperactivity to stand up or kneel on his chair if it helps him complete his work.

If necessary, create a specific area marked by tape, so that the student can stand up, sit on the floor, move around, and complete his work as long as he doesn't move out of the boundaries marked by the tape.

Structured night-time routines; including schedules Fidget toys can help regulate a persona hyperactivity and need to move around.

Fidget toys can help regulate a persona hyperactivity and need to move around.

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It is the degree of physical activity levels shown by children. Some children are more active than others in reference to moving around more than others whilst others can sit still for longer periods of time whereas some are less active.

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Published 05/10/2022 12:46 | Updated 18/11/2022 10:30

Speech refers to the ability to use sounds, words and sentences and written words to communicate. Language refers to the ability to understand how to say what you mean and what other people mean when they use words. Speech and language ability involves the ability to take in verbal or written information then process it, retain it, and produce it. We normally use speech and language to communicate.

Reading

Other Information and Resources

Please see below further information and resources that may be useful.

Visual aids, cut out and laminated cards of objects, concepts or events to help communicate with the child.

Issues with expressing language can be helped via facilitating the child to read out loud, this can be done at home or in class.

More information about The Picture Exchange Communication System known as PECS is on the National Autism Resources website. It provides information about effective learning environments.

Videos (click to expand)
This video goes through social skills.

Here is a video that talks about autism.

This video explains experiences of young people and children with Developmental Language Disorder.

Here is a video about Lego Therapy.

This Accent Method video demonstrates the production of sounds.

This video looks at the language therapy method called Lax Vox.

Vocal Function Exercises are shown in this video.

This video is about the Resonant Voice language therapy method.

This video about volume and projection goes through some exercises to improve the volume and strength of your voice.

This video about Lip Trill shows a fun exercise to increase vocal energy and airflow using the lips.

Here is a video with a vocal exercise called Creak.

This video shows a vocal exercise called Siren.

In this video an exercise called the Stifled Yawn allows a deeper stretch of the throat.

Watch this video that demonstrates a technique called Music Therapy For Speech Disorders & Speech Rehabilitation.
This YouTube channel by Bryony Rust has many amazing videos on Speech and Language.

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Published 05/10/2022 12:46 | Updated 18/11/2022 10:30 Speech refers to the ability to use sounds, words and sentences and written words to communicate. Language refers to the ability to understand how to say what you mean and what other people mean when they use words.

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ND Attention and Impulse Control for Ages 16+

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ND Attention and Impulse Control for Ages 16+

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This spectrum concerns a child's ability to focus. This includes the ability to think before acting, to wait and be patient, to pay attention and listen, whilst tuning out distractions. Focus can be too high as well as too low. If it's too high, there may be difficulties in speeding up, adapting to new information, and making successful transitions from one task to another. If it's too low, there may be tendencies to jump to conclusions, make decisions too quickly be far more focused on current needs or rewards in the future, and difficulties with jumping from one thing to another.

Reading(click to expand)

Websites

Books

Step by Step to help for children with ADHD is a self-help manual for parents on how to help with inattentive and hyperactive children by Cathy Laver-Bradbury, Margaret Thompson, Anne Weeks, David Daley and Edmund J. S. Sonuga-Barke.

The National Centre of Mental Health has produced a video goes through explanation of ADHD

This video goes through the Pomodoro technique of learning.

Focus Keeper is an app that lets the user set goals and schedule time for work and for breaks. Available from the App store and Google Play

White Noise Lite can be found on the app store and generates white noise to help tune out distractions, available from the App store and Google Play

Spotify is a music audio app, if you search white noise and you'll be able to find many white noise play lists, however you may need to pay for their monthly subscription service to prevent adverts. Available from the App store and Google Play

More Information, Tips and Resources (click to expand)

Below are some tips which may help at home, as well as in the classroom.

Seat pupil near you away from distracting stimuli such as windows or other active pupils.

Fidget toys can be a useful tool to help regulate a person's attention

Ear defenders can be useful for those children who may find sounds too distracting

Seat your child near you, away from distracting stimuli such as windows or other active children.

Fidget toys can help regulate a personal attention

Ear defenders can be useful for those children who may find sounds too distracting

Providing your child with a set work area at home or at their school can be useful in reducing any attention distractions.

Sand timers can be a useful visual aid as an alternative to traditional clocks and allow your child to understand break and work time.

Think about the seating position in relation to the rest of the class. A seat at the side may reduce likelihood of your child turning round if they can scan the class from the side of the room.

Get your child's attention before giving instructions; give one instruction at a time in a clear concise manner.

When possible, use large type simple page format and if necessary, a brightly coloured paper sheet behind to frame and draw attention to the work being attempted.

Decide together on a sign or code that you can use to remind your child to be on task, such as using a desk chart or bulls eye sheet. Tapping your child gently on the shoulder or tapping the place in their book giving frequent immediate feedback and redirection to task.

Gear assignments your child's attention span. If they can demonstrate adequate skill mastery in 10 or 20 questions, don't ask for completion of 30 to 40.

Break down more complex assignments into smaller parts allowing your child to complete one step before introducing the second.

Allow your child to use different medium such as a tape recorder or illustrations rather than always requiring written work.

Allow your child to use an object to feel with their non-writing hand to help them focus their attention. Preferably something with different textures such as a shell with a rough side, a smooth side and a sharper edge.

Sellotape a motivational message onto their pen or ruler, even as small and precise as keep going!.

Make sure that rules are clear and concise. Discuss them and have them visually displayed. Explain consequences for misbehaviour and enforce them consistently.

Use a point system, token stars or other methods to reinforce appropriate behaviours.

Be positive; tell your child what you want them to do rather than what not to do.

Ignore minor inappropriate behaviour unless you know that ignoring will result in the behaviour escalating.

Use careful reprimands for misbehaviour.

Teach self talk skills to reduce impulsive behaviour, an example being a routine of stop, listen, and think before acting.

Encourage sensitivity as your child interacts with peers.

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ND Attention and Impulse Control for Ages 16+

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This spectrum concerns a child's ability to focus. This includes the ability to think before acting, to wait and be patient, to pay attention and listen, whilst tuning out distractions. Focus can be too high as well as too low.

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We all take sensory information from our environment and from our bodies and use this information to understand the world, adjust what we do and how we respond. All people, adults and children may respond to sensations or sensory information in different ways. Information is registered through:

the different senses; sight, hearing, touch, taste and smell,

position in space or proprioception,

balance or vestibular sense, and/or,

body function; when hungry, full etc.

Practical Sensory Tips and Advice (click to expand)
Tactile

Below is a list of information to help with tactile or touch sensitivity.

Teach others to touch the child firmly but not too firmly: firmer pressure is usually less threatening than light touch.

Tell a child when they are going to be touched.

Approach a child from within their visual field.

Position a child at start or end of a line.

Provide deep pressure into the palm of a child's hands prior to messy play for example via firm clapping and hand over hand support.

Positioning in classroom: A child should be facing the board or a teacher but avoiding a window or door where possible.

A hand fidget toy can be used to support listening for example stress ball; blue tack or a pipe cleaner etc.

Use a carpet tile when a child is floor sitting to give them their own clear space.

Auditory

There are useful tips listed below to help with auditory; sound; or noise sensitivity.

Eliminate or move a child away from high-pitched continuous noises and sharp startling noises.

Make a quiet place available for the child to work: consider seating at the front of the classroom and or one to one teaching.

Allow a child to listen to a chosen soothing sound through headphones.

You may need to gradually expose the child to certain sounds to increase tolerance and coping. Wherever possible give the child a verbal or visual warning before loud sounds occur.

Use visual strategies such as 'Social Stories' to explain about noisy situations and to teach coping strategies.

Break instructions down to keep them short and simple and get child to repeat back to ensure understanding.

Visual

To help with visual sensitivities there is some helpful information below.

Seat the child away from direct sunlight or bright areas of the room.

Recognise that positioning that will give direct, clear, unimpeded visual access to the teacher may be necessary.

Avoid fluorescent bulbs if possible. Consider allowing the child to wear dark glasses even inside the room. Sometimes tinted lenses can help concentration on text by reducing glare from the page.

Teach the child to cup hands around eyes to block overwhelming peripheral vision.

Provide an area for working that is as distraction-free as possible such as facing a blank wall or having a screened workstation. This area can be used to varying degrees depending on the child's needs.

Limit visual distraction in the environment as much as possible: clutter and visual noise of displays, etc.

Use visual strategies to allow the child to request sensory breaks such as movement tokens or a get out of class card.

Movement

Below is a list of information to help with movement sensitivity.

Provide regular movement breaks in the classroom to help with organisation and attention level.

Help teacher to hand out equipment of move chairs to provide 'heavy work' input, this can help the child achieve a calm/alert state.

Allow the child to change body position regularly and complete work in different position; for example standing or kneeling on the floor.

Some children benefit from sitting on a move and sit cushion to provide dynamic movement and feedback.

Reading (click to expand)

Websites

NHS Solent provide information packs, from sensory, gross motor skills, speech and language, attention and listening and more.

The website Your Kids Table has useful information on how to help teenage picky eaters eat different foods.

The Sensory Processing Disorder website has many resources available for free.

Happy Senso is a multi sensory gel for sensory stimulation.

Calmer earplugs are an alternative to traditional earplugs and can be found on the Flare Audio website.

The Healthline website has information on weighted blankets for your bed or sofa.

Adult sensory resources, adult weighted therapy and adult sensory fidgets, which may suit children that are 16 years or older and can be found on the Sensory Direct website.

Books

A complex video of sensory processing disorder.

A video of sensory processing disorder symptoms.

A video of everyday life for children with sensory problems.

The White Noise Lite App can be found on the App Store and Google Play. It generates white noise to help calm over sensory inputs.

There are many white noise play lists on Spotify however please be aware that adverts will disrupt them unless using the premium version, it is important to note that Spotify Premium is a subscription service. You can download Spotify to your smart phone from the App Store or Google Play.

Other Useful Resources, Information and Links

Below are some useful online resources that provide general and product information that may be helpful.

Here is an educational course on sensory integration.

A deep pressure vest might be useful for a child if they are hypersensitive to touch.

Many sensory items can be found at Sensory Direct which provide many good sensory coping items.

Other sensory items can be found at Rompa.

Fidget toys can help regulate sensory over or under loading.

Kozie Clothes is a great website where you can buy sensory soothing clothing if touch is hyper/hypo sensitive.

Smart Knit Kids is a great website where you can buy sensory soothing clothing if touch is hyper/hypo sensitive.

You can find help with clothing on the Soft Clothing website where you can buy sensory soothing clothing if touch is hyper/hypo sensitive.

Assisting in cooking with parents can help with sensory input, tactile, smell and sounds.

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We all take sensory information from our environment and from our bodies and use this information to understand the world, adjust what we do and how we respond. All people, adults and children may respond to sensations or sensory information in different ways.

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ND Empathising and Systemising for Ages 16+

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ND Empathising and Systemising for Ages 16+

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Empathising, also referred to as Social Intentis about making sense of the world in terms of emotions and feelings. It is the ability to understand and share someone else's feelings. It is about being able to put yourself in other people's shoes and feel what they might feel in a situation.

Systemising, also referred to as Logical Intent is about making sense of the world in terms of logic, rules, and systems. A system is anything that follows rules. It is about the drive to analyse and construct systems to explain and understand other's behaviour or to understand how things work. Systemising people see the logic of the world, they focus on facts, pattern, and rules. Those who have high systematising qualities may be more interested in their own feelings than of other peoples.

Reading

This video goes through explaining the theory of mind.

LifeHacker provides a video that goes through empathy.

This Ted talk video goes through exercise you could do to "teach" empathy.

This video describes empathy as a spectrum. Importantly, it is applicable to everyone, not just those with ASD.

The mirror empathy exercise

This lecture describes how empathy can be learnt and through practicing can help improve their skill.

A video exercise which you can do together to help improve empathic skills.

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ND Empathising and Systemising for Ages 16+

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Empathising, also referred to as Social Intentis about making sense of the world in terms of emotions and feelings. It is the ability to understand and share someone else's feelings. It is about being able to put yourself in other people's shoes and feel what they might feel in a situation.

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ND Flexibility and Adaptability for Ages 16+

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ND Flexibility and Adaptability for Ages 16+

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ND Flexibility and Adaptability for Ages 16+

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Flexibility describes a person's ability to choose from a range of options to achieve the outcome required. Adaptability is a person's ability to cope with changes that are imposed. The Families Under Pressure website has some good tips on managing behaviour and difficult times.

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Motor Skills are the ability to physically move to do the things you want to do, have to do and need to do. This can be broken down into two main groups: Fine Motor skills which are for delicate precise movements; an example of this being finger movements and Gross Motor skills which are for big movement actions; an example of this is balance, walking, and reaching out.

Reading

The Paediatric Occupational Therapy Team at the Herefordshire and Worcestershire Health and Care NHS Trust have produced a number of resources which you can access on their website.

You can view and download examples of sensory diet worksheets on the Understood website which can be used to help children stay alert and calm at the right times.

NHS Solent provides information packs, for fine motor skills and gross motor skills that can be found on their website.

The CanChild website has information about Developmental Coordination Disorder.

Information about Developmental Co-ordination Disorder often abbreviated as DCD and also known as dyspraxia can be found on this NHS website.

This Families Under Pressure website has some good tips on managing behaviour and difficult times.

Beacon House provides a PDF on improving motor skills through hand gyms, that can be identified under the resources page and below the occupational therapy section.

Ideas to improve balancing skills such as; have your child walk on a piece of string or tape, a low beam or plank at the playground, or a homemade balance beam can be found on the Very Well Family website.

The Understood website has useful information about building motor skills activities for teens.

Videos (click to expand)
This video goes through the explanation of gross and fine motor skills.

This video goes through some activities you can try out to improve fine motor skills.

In this video you can try out some activities to improve gross motor skills.

A hand gym video to help improve fine motor skills.

Here is a video about making an obstacle course to improve gross motor skills.

Useful Information and Resources (click to expand)

Please see below further information and resources that may be useful.

Adaptive seating like feet blocks, or weighted pillows can help improve the child's preferred posturing.

Try investigating handwriting implements designed to help form fine motor skills such as; pens, pencils, and writing aids on the The Dyslexia Shop website.

The Powerball is a great tool to build up wrist and grip strength and is available from the rpmpower website.

Building and navigating obstacle courses indoors, with furniture, pillows, boxes, blankets; or outdoors with rocks, logs, or playground equipment.

Playing pretend: Kids boost gross motor skills when they use their bodies to become waddling ducks, stiff-legged robots, galloping horses, soaring planes. They can play whatever their imagination conceives!

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Motor Skills are the ability to physically move to do the things you want to do, have to do and need to do. This can be broken down into two main groups: Fine Motor skills which are for delicate precise movements; an example of this being finger movements and Gross Motor skills which are for big movement actions; an example of this is balance, walking, and reaching out.

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ND Emotional Regulation for Ages 11 to 16

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ND Emotional Regulation for Ages 11 to 16

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ND Emotional Regulation for Ages 11 to 16

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This spectrum concerns with the intensity and changeability of emotions. At the low end, a person tends to experience few emotions, and when they do, they are not experienced strongly. This can easily be mistaken for lack of empathy. At the other end of the spectrum, when there are no emotional stat…

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It is the degree of physical activity levels shown by children. Some children are more active than others For example, some need to be moving around more than others whilst others can sit still for longer periods of time and some are less active.

Reading

Websites

Books

This video teaches you how to improve your sleep and your energy levels too.

This video helps identify and describe hyperactivity in children.

ADHD is explained in this video.

This video goes through an explanation of chronic fatigue syndrome.

A video about the problem with masking ADHD and Autism

This video asks; What is autistic burnout and can young children have it?

Pzizz is an app that plays different sounds throughout the night to help optimise sleep. Available on the App Store and Google Play

Sleepio helps optimise ones sleep through tracking sleep patterns and suggestions of how to improve it. Available on the App Store and Google Play

Meditation and sleep made simple by Headspace.

Seven Apps to Help Calm Individuals with Autism, Anxiety, Other Special Needs by Easter Seals Crossroads.

Change 4 Life , is a free smart recipe app that may help you chose appropriate meals in order to balance your child's energy levels. Available on Google Play.

Additionally, Change 4 Life on Iphone is called the NHS food scanner. This allows you to visualise what's inside your favourite food and drink products.

Further Information and Resources (click to expand)

There is a Facebook group helpful for those local to Portsmouth called Kids Clubs and Classes.

Allow opportunities for the pupil to move around the room, such as choosing the pupil to be the one who writes key words or ideas on the board. Get up and sharpen pencils, hand out papers or any other classroom jobs that can help release energy and can contribute feelings of self worth.

Allow pupil to squeeze or fiddle with an object with non writing hand whilst working, or during listening tasks.

Have all of the pupils stand up and stretch, running in place, or do an exercise or movement activity when deem necessary.

Be flexible allow the pupil with hyperactivity to stand up or kneel on his chair if it helps him complete his work.

If necessary create a specific area marked by tape, so that the student can stand up, sit on the floor, move around, and complete his work as long as he doesn't move out of the boundaries marked by the tape.

Structured night time routines that includes schedules.

Fidget toys can help regulate a persona hyperactivity and need to move around.

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It is the degree of physical activity levels shown by children. Some children are more active than others For example, some need to be moving around more than others whilst others can sit still for longer periods of time and some are less active.

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ND Flexibility and Adaptability for Ages 11 to 16

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ND Flexibility and Adaptability for Ages 11 to 16

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ND Flexibility and Adaptability for Ages 11 to 16

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Flexibility describes a person's ability to choose from a range of options to achieve the outcome required. Adaptability is a person's ability to cope with changes that are imposed. This video is for autistic people, with five tips to manage change more effectively.

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ND Speech and Language for Ages 11 to 16

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ND Speech and Language for Ages 11 to 16

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Speech refers to the ability to use sounds, words and sentences and written words to communicate. Language refers to the ability to understand how to say what you mean and what other people mean when they use words. Speech and language ability involves the ability to take in verbal or written information, process it, retain it, and produce it. We normally use speech and language to communicate.

Reading

This video shows how to adjust your language to support children with neurodiversity.

This video goes through why children may have poor eye contact.

A video about supporting developmental language disorders in the classroom including strategies for teachers.

Here is a video which will show you some fun games and activities that use pictures.

This video will show you some fun ways and top tips to help your child be able to blend sounds together.

In this video you can learn about how we say different speech sounds and some hand signs you can use to go with each sound.

This video will show you how you help your child learn to join their words into simple sentences.

A video to show you ways to help your child understand and use action words throughout the day.

This video has some fun ways to help your child understand single words, also known as one information carrying word.

Here is a video that shows you how help your child understand language with two information carrying words in fun ways.

The video below shows you ways to help your child develop their understanding of language with three information carrying words.

A video that shares some suggestions for making the most of play time. Children often learn all through play and playing together can provide opportunities for developing communication skills.

This video explains experiences of young people and children with Developmental Language Disorder.

Here is a video about Lego Therapy.

This next video shows a Lego Therapy webinar

This Accent Method video demonstrates the production of sounds.

This video looks at the language therapy method called Lax Vox.

Vocal Function Exercises are shown in this video.

This video is about the Resonant Voice language therapy method.

This video about volume and projection goes through some exercises to improve the volume and strength of your voice.

This video about Lip Trill shows a fun exercise to increase vocal energy and airflow using the lips.

Here is a video with a vocal exercise called Creak.

This video shows a vocal exercise called Siren.

In this video an exercise called the Stifled Yawn allows a deeper stretch of the throat.

Watch this video that demonstrates a technique called Music Therapy For Speech Disorders & Speech Rehabilitation.

This YouTube channel by Bryony Rust has many amazing videos on Speech and Language.

The following YouTube channel by Singing Hands contains lots of Makaton Signed Songs and Nursery Rhymes.

Other Information and Further Resources (click to expand)

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ND Speech and Language for Ages 11 to 16

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Speech refers to the ability to use sounds, words and sentences and written words to communicate. Language refers to the ability to understand how to say what you mean and what other people mean when they use words. Speech and language ability involves the ability to take in verbal or written information, process it, retain it, and produce it.

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ND Cognitive Abilities for Ages 11 to 16

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ND Cognitive Abilities for Ages 11 to 16

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When we talk about cognitive abilities, we mean the ability to process information and use it to solve problems. Working memory, processing speed, and ability to hold in mind complexity when solving problems are key features of cognitive ability. Cognitive abilities can contribute to, but is not the same as, educational attainment; there are many factors impacting educational attainment, and cognitive abilities are just one of the factors. Cognitive abilities can be measured but we should be cautious about interpreting scores. It is important to look at functional skills.

Reading (click to expand)

The NHS Essex Partnership University has documents on memory, speech and language activates to improve a child's overall cognition.

The Applied Behaviour Analysis Programs Guide has an article on the TEACCH method. TEACCH is treatment and education of atuistic and communication handicapped children.

An article about the Metacognitive approach for teaching, usually used for children seven plus.

Eleven plus exams offer a number of question and answer worksheets to help children with build skills without anxiety.

The Families Under Pressure website has some good tips on managing behaviour and difficult times.

Ambitious about Autism is a national charity for autistic children and young people.

The Daisychain project helps young people with Neurodiversity with training , wellbeing, inclusion and acceptance both nationwide and regionally.

Dynamite Portsmouth is a group of young people all who have a disability who work together to be the voice of Portsmouth.

The Therapist Neurodiversity Collective offer free neurodiversity educational resources for families and therapists.

The Portsmouth SEND Local Offer presents support, information and services in Portsmouth for those aged 0 to 25 with special educational needs or disabled.

The Portsmouth Parent Voice, also referred to as PPV, committed to helping how services are shaped in order to aid locally for families with disabled children and young people.

The National Autistic Society is the leading charity helping on the autism spectrum and their families.

The National Association for Special Educational Needs, also referred to as NASEM, is a charity to support and champion those with special educational needs and leaning differences.

The Autism Toolbox provides insightful information, specifically under the theories of autism drop down on this webpage.

The British Dyslexia Association website has information on neurodiversity and co-occurring difficulties.

Autism Hampshire helps create opportunities, challenge perceptions and provide high quality service for those with autism.

Neurodiversity Celebration Week is a website and initiative to challenge stereotypes about neurological differences.

Learn from autistic people act as a useful resource tool for parents who have autistic children.

Books

BrainFit Resorts explains what cognitive abilities are in a short video below.

Dr Kelli-Sandman Hurley provides a short video on dyslexia and neurodiversity.

Here is a YouTube video by Dr Chloe Faraher looking at; What is Neurodiversity?

A short video going over the TEACCH Approach of helping.

Here is a video about the differences in mental cognitive function.

A video designed to help children understand neurodiversity.

Omoguru is a dyslexic friendly reader, specially designed for ages 10 to 16, and is available on the App Store and Google Play

BedTime Maths is an app that presents math problems of the day and help teach kids how to do maths in everyday situations. Available on the App Store and Google Play

Useful Information and Resources

Give Step by Step instructions for the young person, and slowly make it more challenging by asking for more steps at once.

Use MAKATON signing to support communication.

Visual aids can be useful when communicating with the young person, as something as simple as using exaggerated body language or facial expressions to describe what you are wanting can go a long way.

These activity cards can help improve the question statements that children make. You don't have to buy these but looking at them can grant a good understanding of how you could make your own! You can help your child who has special educational needs by visiting the TTS website.

The auditory memory playing card game by SuperDuperinc can provide fun and exciting games that parents or teachers could use to help improve the memory of the young people. You can find similar cards by SuperDuperinc on Amazon also.

The TTS Group website provide more card games for memory comprehension here.

The Learn, Develop, Achieve website is a good resource designed to help children understand the value of and recognize British coins and notes.

LDA have more tools and games that can be found on their website.

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ND Cognitive Abilities for Ages 11 to 16

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When we talk about cognitive abilities, we mean the ability to process information and use it to solve problems. Working memory, processing speed, and ability to hold in mind complexity when solving problems are key features of cognitive ability.

# data[].attributes.attachment_link.description
We all take sensory information from our environment and from our bodies and use this information to understand the world, adjust what we do and how we respond. All people, adults and children may respond to sensations or sensory information in different ways.

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ND Empathising and Systemising for Ages 11 to 16

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ND Empathising and Systemising for Ages 11 to 16

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Empathising, also referred to as Social Intent, is about making sense of the world in terms of emotions and feelings. It is the ability to understand and share someone else's feelings. It is about being able to put yourself in other people's shoes and feel what they might feel in a situation.

Systemising, also referred to as Logical Intent, is about making sense of the world in terms of logic, rules and systems. A system is anything that follows rules. It is about the drive to analyse and construct systems to explain and understand other's behaviour or to understand how things work. Systemising people see the logic of the world, they focus on facts, pattern and rules. Those who have high systemising qualities may be more interested in their own feelings than of other peoples.

Reading

Websites Books

Six-Minute Social Skills is a three book series by Jamie Toole PhD, available on Amazon's Kindle edition.

A Friend for Henry is a book about Making Friends, and for autism awareness Books for Kids, by Jenn Bailey, Mika Song, available on Amazon.

Videos (click to expand)
In this video the Parent Lab discusses the developmental psychology term called the Theory of Mind.

This video presented by Lifehacker is about understanding other people's experience.

A video introduction to the double empathy problem.

In this video, teacher Jonathan Juravich discusses how we can teach empathy as a Ted Talk.

This video describes empathy as a spectrum. Importantly, it is generalised to everyone, not just those with ASD.

A short video on different mirror exercises that display empathy.

An activity video on improving empathy.

In this video, Jammiespree Kids Club discusses the difference between empathy and sympathy.

This video lecture describes how empathy can be learnt and through practicing can help improve their skill.

A video exercise which you can do together to help improve empathic skills.

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ND Empathising and Systemising for Ages 11 to 16

# data[].attributes.attachment_link.description
Empathising, also referred to as Social Intent, is about making sense of the world in terms of emotions and feelings. It is the ability to understand and share someone else's feelings. It is about being able to put yourself in other people's shoes and feel what they might feel in a situation.

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ND Attention and Impulse Control for Ages 11 to 16

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ND Attention and Impulse Control for Ages 11 to 16

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This spectrum concerns a person's ability to focus. This includes the ability to think before acting, to wait and be patient, to pay attention and listen, whilst tuning out distractions. Focus can be too high as well as too low. If it's too high, there may be difficulties in speeding up, adapting to new information, and making successful transitions from one task to another. If it's too low, there may be tendencies to jump to conclusions, make decisions too quickly be far more focused on current needs or rewards in the future, and difficulties with jumping from one thing to another.

Reading (click to expand)

Calming Techniques from Home (click to expand)

Useful Resources and Information (click to expand)

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ND Attention and Impulse Control for Ages 11 to 16

# data[].attributes.attachment_link.description
This spectrum concerns a person's ability to focus. This includes the ability to think before acting, to wait and be patient, to pay attention and listen, whilst tuning out distractions. Focus can be too high as well as too low.

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Motor Skills are the ability to physically move to do the things you want to do, have to do and need to do. This can be broken down into two main groups. Fine motor skills which are for delicate precise movements, an example of this being finger movements. Gross Motor skills which are for big movement actions and example of this is balance, walking, and reaching out.

Reading (click to expand)

Gross and Fine Motor Skills (click to expand)

Gross Motor Skills

Adaptive seating like feet blocks, or weighted pillows can improve the child's preferred posturing.

Building and navigating obstacle courses with indoor furniture, pillows, boxes, blankets; outdoor with rocks, logs, or playground equipment.

Playing pretend: Kids boost gross motor skills when they use their bodies to become waddling ducks, stuff-legged robots, galloping horses, soaring planes; whatever their imagination conceives.

Balancing: Have your child walk on a piece of string or tape, a low beam or plank at the playground, or a homemade balance beam.

Fine Motor Skills

Try investigating handwriting implements designs to help form fine motor skills;

Videos (click to expand)

Little Learners share a video explaining what gross motor and fine motor skills are and the differences between them.

Little Learners go through a selection of fine motor activities you can do at home.

Easter seals provides a video on five indoor gross motor skills activities.

Beacon House provide a video on hand gyms to help improve fine motor skills.

Beacon House also have a video on obstacle courses to improve gross motor skills.

Visit the NHS website if you go to the bottom of the page you will find links to many video and text resources to help improve motor skills.

Further Information and Resources

Adaptive seating like feet blocks, or weighted pillows can help improve the child's preferred posturing.

Try investigating handwriting implements designed to help form fine motor skills by looking at The Dyslexia Shop.

The Powerball is a great tool to build up wrist and grip strength.

Building and navigating obstacle courses indoors with furniture, pillows, boxes, blankets; outdoors with rocks, logs, or playground equipment.

Playing pretend: Kids boost gross motor skills when they use their bodies to become waddling ducks, stiff-legged robots, galloping horses, soaring planes whatever their imagination conceives!

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Motor Skills are the ability to physically move to do the things you want to do, have to do and need to do. This can be broken down into two main groups. Fine motor skills which are for delicate precise movements, an example of this being finger movements.

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ND Emotional Regulation for Ages 5 to 11

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ND Emotional Regulation for Ages 5 to 11

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This spectrum concerns the intensity and changeability of emotions. At the low end, a person tends to experience few emotions and when they do, they are not experienced strongly. This can easily be mistaken for lack of empathy. At the other end of the spectrum, when there are no emotional states around, functioning is normal, but any emotion which occurs tends to become extremely intense, extremely rapidly.

In such intense emotional states, thinking processes tend to be overwhelmed and behaviours occur which would not happen in normal circumstances. This can include extreme manifestations of anger and aggression, anxiety and avoidance, sadness and despair, as well as "over the top" happiness and excitement.

Reading (click to expand)

Websites

Non-violent Resistance information can be found on the Child Psychology website.

For more information on Non-violent Resistance also known as NVR please visit the Partnership Projects website.

Restorative approaches information can be found on the Hackney Services For Schools website. A restorative approach is a way of working with conflict that puts the focus on repairing the harm that has been done. It is an approach to conflict resolution that includes all the parties involved.

PACE is abbreviated from; Playful, Acceptance, Curiosity and Empathy. It is a way of thinking, feeling, communicating and behaving that aims to make the child feel secure. It is based upon how parents connect with their very young infants. You can find further information on the DDP Network website.

The following website for the Essex Partnership University NHS Trust gives information about Children's Speech & Language Therapy.

You can read an article about the five point scale system on the autism classroom resources website. For further information on this method visit the Five Point Scale website for tips on how to use it. Pinterest can also be a useful web page if you want to use an emotional thermometer in a creative way and is relevant to social and emotional for all ages.

Resources for the Social Communication, Emotional Regulation and Transactional Support known as SCERTS can be found on the following website: scerts.com and applicable for all ages.

This link on the National Autistic Society website goes through social stories which might be useful in communicating needs and emotions. If you want to use social stories in a creative way the Pinterest website has some ideas that could be helpful.

Pinterest has some Square breathing techniques which you may find useful.

The Mental Health Foundation have produced an easy read guide to anxiety which is available to download from the learning disabilities website.

This Families Under Pressure website has some good tips on managing behaviour and difficult times.

The Anxiety Cycle is detailed in this poster that can be found on the Beaconhouse website, under the child and family mental health section.

This useful poster about Fight or Flight Mode is also on the Beaconhouse website, under the child and family mental health section.

Books

Distraction Tasks

Below is a list of everyday distraction tasks and an A4 poster showing all of the listed tasks that can be downloaded.

Do some housework such as vacuuming, washing up or tidying.

Use meditation or relaxation exercises.

Spend time hanging out with your friends.

Keep busy with activities such as homework, hobbies or projects.

Listen to music.

Play computer games.

Watch a funny movie or television series.

Take part in some exercise such as riding a bike, walking, going to the gym or swimming.

You can download and print an easy to read A4 poster here which shows all of the distraction tasks as a reference guide.

You can watch a video about everyday mindfulness here.

This video about mindfulness is for parents & children to try together.

This video looks at Emotional Regulation.

A video that talks about non-violent resistance communication, also known as NVR.

This 40 minute video explains non-violent resistance communication, also known as NVR.

A video on the window of tolerance that aims to be very useful for parents to understand function of brain.

Here is a video on the Ehcap website to help understand Emotional Regulation in children and showing how one can support children experiencing significant difficulties in managing emotions.

The list of Apps below offer useful tips and information that are easily accessible from your smartphone.

Smiling minds is a non-for-profit app based meditation program developed by psychologists and educators to help bring mindfulness into your life, available on the App Store and Google Play

The Exploring Emotions App. This App is based off on the widely adopted framework, The Zones of Regulation available on the App store and Google Play. However, this app does require a fee.

An App called the Zones of Regulation is about The Zones of Regulation framework for thinking as well as a curriculum geared toward helping students gain skills in consciously regulating their behaviours, including the management of their emotions and level of alertness. Available on the App store and Google Play. This app also requires a small fee.

The MindShift™ CBT App is an evidence-based anxiety management app that can help you to learn to relax and take charge of your anxiety or stress. Available on the App store and Google Play.

Other Information and Useful Resources.

Please see below further information and resources that may be useful.

Ideas for Emotional Traffic Light Toolkits that can help with emotional regulation or a cards system for younger age groups can be found on the ELSA Support website.

The Transporter Series has been developed by the Cambridge Autism Learning institute and is a series which teaches younger children about emotion. You can buy the series on the Cambridge Autism Learning Website.

A list of resources on SEND parenting strategies can be found on the Yvonne Newbold website.

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ND Emotional Regulation for Ages 5 to 11

# data[].attributes.attachment_link.description
This spectrum concerns the intensity and changeability of emotions. At the low end, a person tends to experience few emotions and when they do, they are not experienced strongly. This can easily be mistaken for lack of empathy.

# data[].attributes.headline
ND Attention and Impulse Control for Ages 5 to 11

# data[].attributes.subject
ND Attention and Impulse Control for Ages 5 to 11

# data[].attributes.attachment_link.readable_text
This spectrum concerns your child's ability to focus. This includes the ability to think before acting, to wait and be patient, to pay attention and listen, all while tuning out distractions. Focus can be too high as well as too low. If it's too high, there may be difficulties in speeding up, adapting to new information, and making successful transitions from one task to another. If it's too low, there may be tendencies to jump to conclusions, make decisions too quickly, be far more focused on current needs or rewards in the future, and difficulties with jumping from one thing to another.

Reading (click to expand)

This video explains an impulse game which is possible for younger children or those with Autism Spectrum Disorder, or ASD, called the Attention Bucket.

This video goes through the explanation of ADHD

Here is a video about The Pomodoro Technique which aims to improving studying and productivity

FOCUS KEEPER is an app that lets the user sets goals and schedule time for work and for break, available on the App store and Google Play

White Noise Lite can be found on the App store and Google play and generates white noise to help tune out distractions

Spotify is a music streaming website that also plays white noise when searched. Spotify Premium has a subscription service without adverts. Available on the App store and Google play Spotify also has a web app to play on PC/Laptop.

General Calming Techniques (click to expand)

You may find some of the techniques below useful to use with your child at home.

Physical Contact

Firm pressure and skin-to-skin contact.

Slow rocking or swaying such as a rocking chair, in adult's lap or arms, on tummy in a head-to-heel direction in rhythmic motion.

Bear Hugs with your child facing away from you.

Deep-pressure message; back rub using comfort touch.

Joint compressions.

Finger Hugs and Tugs.

Individual Techniques

Reduced noise and light levels by turning off the TV, radio and lights.

Hugging a teddy bear, giving self-hugs.

White noise or quiet music with a steady beat.

Getting up and doing different stretches.

Snuggling in a sleeping bag, beanbag chair or large pillows.

Progressive muscle relaxation.

Slow swinging back and forth in a blanket.

Having a warm or tepid bath.

Using a blanket wrap for neutral warmth.

Play building a hideout, fort or using a quiet corner.

Additional Items

The following items may require additional cost(s).

Wearing Lycra or Spandex clothing

Wearing a Neoprene Vest.

Wearing a weighted vest or collar.

Playing with fidget toys.

Using lavender, vanilla, banana, or other soothing smells around the house.

Further Information and Resources (click to expand)

Below are some tips which may help at home, as well as in the classroom.

Seat your child near you, away from distracting stimuli such as windows or other active children.

Fidget toys can help regulate a personal attention

Ear defenders can be useful for those children who may find sounds too distracting

Providing your child with a set work area at home or at their school can be useful in reducing any attention distractions.

Sand timers can be a useful visual aid as an alternative to traditional clocks and allow your child to understand break and work time.

Think about the seating position in relation to the rest of the class. A seat at the side may reduce likelihood of your child turning round if they can scan the class from the side of the room.

Get your child's attention before giving instructions; give one instruction at a time in a clear concise manner.

When possible, use large type simple page format and if necessary, a brightly coloured paper sheet behind to frame and draw attention to the work being attempted.

Decide together on a sign or code that you can use to remind your child to be on task, such as using a desk chart or bulls eye sheet. Tapping your child gently on the shoulder or tapping the place in their book giving frequent immediate feedback and redirection to task.

Gear assignments your child's attention span. If they can demonstrate adequate skill mastery in 10 or 20 questions, don't ask for completion of 30 to 40.

Break down more complex assignments into smaller parts allowing your child to complete one step before introducing the second.

Allow your child to use different medium such as a tape recorder or illustrations rather than always requiring written work.

Allow your child to use an object to feel with their non-writing hand to help them focus their attention. Preferably something with different textures such as a shell with a rough side, a smooth side and a sharper edge.

Sellotape a motivational message onto their pen or ruler, even as small and precise as 'keep going!'.

Make sure that rules are clear and concise. Discuss them and have them visually displayed. Explain consequences for misbehaviour and enforce them consistently.

Use a point system, token stars or other methods to reinforce appropriate behaviours.

Be positive; tell your child what you want them to do rather than what not to do.

Ignore minor inappropriate behaviour unless you know that ignoring will result in the behaviour escalating.

Use careful reprimands for misbehaviour.

Teach self talk skills to reduce impulsive behaviour, an example being a routine of stop, listen, and think before acting.

Encourage sensitivity as your child interacts with peers.

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ND Attention and Impulse Control for Ages 5 to 11

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This spectrum concerns your child's ability to focus. This includes the ability to think before acting, to wait and be patient, to pay attention and listen, all while tuning out distractions. Focus can be too high as well as too low.

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We all take sensory information from our environment and from our bodies and use this information to understand the world, adjust what we do and how we respond. All people, adults and children may respond to sensations or sensory information in different ways.

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Energy Levels is the degree of physical activity levels shown by children. Some children are more active than others; For example, some need to be moving around more than others whilst others can sit still for longer periods of time and some are less active.

Reading

Websites

Visit the Family Assist page ' Helping your Child Sleep Through the Night' for information and links to other sources of information.

Below is a list of useful information and strategies of how to improve sleep and some links to helpful websites.

Books

This video teaches you how to improve your sleep and so your energy levels.

Watch this video to help you understand hyperactivity in children

ADHD is explained in this video.

This video goes through chronic fatigue syndrome.

Pzizz is an app that plays different sounds throughout the night to help optimise sleep.

The Sleepio app helps to optimise sleep through tracking sleep patterns and suggestions of how to improve it. Sleepio can be downloaded on the App Store or Google Play.

Change for Life is a FREE Smart Recipe app from Change4Life that can be downloaded from the bottom of the homepage on their website. It is an easy way of helping you and your family eat tasty, healthier meals the whole family will love.

Further Information and Resources (click to expand)

The Families Online website has a range of clubs and activities for different demographics which may be useful for children/teenagers.

Allow opportunities for the pupil to move around the room, such as choosing the pupil to be the one who writes key words or ideas on the board. Get up and sharpen pencils, hand out papers or any other classroom jobs that can help release energy and can contribute feelings of self worth.

Allow pupil to squeeze or fiddle with an object with non-writing hand whilst working, or during listening tasks.

Have all the pupils stand up and stretch, running in place, or do an exercise or movement activity when deem necessary.

Be flexible allow the pupil with hyperactivity to stand up or kneel on his chair if it helps him complete his work.

If necessary, create a specific area marked by tape, so that the student can stand up, sit on the floor, move around, and complete his work if he doesn't move out of the boundaries marked by the tape.

Structured night-time routines, including schedules.

The Multi Sensory World website has fidget toy products that can help regulate a persona hyperactivity and need to move around.

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Energy Levels is the degree of physical activity levels shown by children. Some children are more active than others; For example, some need to be moving around more than others whilst others can sit still for longer periods of time and some are less active.

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ND Flexibility and Adaptability for Ages 5 to 11

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ND Flexibility and Adaptability for Ages 5 to 11

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Flexibility describes a person's ability to choose from a range of options to achieve the outcome required. Adaptability is a person's ability to cope with changes that are imposed.

Reading

The videos below show how to help children with transitions.

This video goes through some information on why people find change difficult and five tips to help deal with change. Importantly you may note that it says for Autistic people; this isn't saying that your child has Autism Spectrum Disorder, as the information provided it can be generalised to anyone who finds change hard.

This is a personal video made by someone who is on the ASD spectrum. She comes up with some good strategies to deal with change.

This is a video for Younger Children to help understand why change can be a good thing and important.

Soothing techniques for children who find it difficult to transition.

Techniques to help children transition back to school.

The How to ADHD YouTube channel goes through very useful information on ADHD.

Further Information and Resources(click to expand)

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ND Flexibility and Adaptability for Ages 5 to 11

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Flexibility describes a person's ability to choose from a range of options to achieve the outcome required. Adaptability is a person's ability to cope with changes that are imposed. The videos below show how to help children with transitions. This video goes through some information on why people find change difficult and five tips to help deal with change.

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Speech refers to the ability to use sounds, words and sentences and written words to communicate. Language refers to the ability to understand how to say what you mean and what other people mean when they use words. Speech and language ability involves the ability to take in verbal or written inform…

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ND Empathising and Systemising for Ages 5 to 11

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ND Empathising and Systemising for Ages 5 to 11

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Empathising, also referred to as Social Intent, is about making sense of the world in terms of emotions and feelings. It is the ability to understand and share someone else's feelings. It is about being able to put yourself in other people's shoes and feel what they might feel in a situation.

Systemising, also referred to as Logical Intent, is about making sense of the world in terms of logic, rules and systems. A system is anything that follows rules. It is about the drive to analyse and construct systems to explain and understand other's behaviour or to understand how things work. Systemising people see the logic of the world, they focus on facts, pattern and rules. Those who have high systemising qualities may be more interested in their own feelings than of other peoples.

Reading

This Parent Lab's YouTube video explains the Theory of Mind.

Here is a video about the importance of empathy. It explains the definition of Empathy, with examples and some basic science behind it.

This Ted talk video goes through exercise you could do to "teach" empathy.

This video describes empathy as a spectrum. Importantly, it is generalised to everyone, not just those with ASD.

A video showing The Mirror Empathy Exercise

The lecture in this video describes how empathy can be learnt and through practicing can help improve their skill.

A video exercise which you can do together to help improve empathic skills.

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ND Empathising and Systemising for Ages 5 to 11

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Empathising, also referred to as Social Intent, is about making sense of the world in terms of emotions and feelings. It is the ability to understand and share someone else's feelings. It is about being able to put yourself in other people's shoes and feel what they might feel in a situation.

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When we talk about cognitive abilities, we mean the ability to process information and use it to solve problems. Working memory, processing speed, and ability to hold in mind complexity when solving problems are key features of cognitive ability. Cognitive abilities can contribute to, but is not the same as, educational attainment; there are many factors impacting educational attainment, and cognitive abilities are just one of the factors. Cognitive abilities can be measured but we should be cautious about interpreting scores. It is important to look at functional skills.

Reading (click to expand)

The How To ADHD YouTube channel answers common questions and provides very useful information on ADHD.

This short video by BrainFit Resorts explains what cognitive abilities are and how they are used in everyday life.

This video by Ted-Ed highlights the how common dyslexia and neurodiversity is and provides an understanding of how people of these conditions operate.

This video by Camden Council helps explains the TEACCH approach of teaching. This includes tips on helping your child be productive in a learning environment.

In this video Jumo Health presents the understanding of autism in a comic book style.

OMOGURU is a dyslexic friendly reader, available on both the App Store and Google play .

BedTime Maths helps teaches kids how to do maths in a everyday situation which is also on the App Store and Google Play.

Twinkl Symbols is a website and app that allows you create symbols, images and charts to help your child with their day available on the App Store and Google Play.

Further Information and Resources

Use simple Step by Step instructions for your child, and slowly make it more challenging by asking for more steps at once.

Use Visual aids when communicating with your child, as something as simple as using exaggerated body language to describe what you want, can go a long way.

This auditory memory playing card game gives some ideas of fun and exciting games that parents or teachers could use to help improve the memory of the young people. If level appropriate you can get the more advanced set of cards.

Use cards games such as this Flip-It Memory Comprehension game to help improve memory skills.

This Money Lotto game helps children recognise notes, coins and their values in a fun context.

Further equipment and resources can be found on the Learn, Develop, Achieve website.

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When we talk about cognitive abilities, we mean the ability to process information and use it to solve problems. Working memory, processing speed, and ability to hold in mind complexity when solving problems are key features of cognitive ability.

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Motor Skills are the ability to physically move to do the things you want to do, must do and need to do. This can be broken down into two main groups. Fine Motor skills which are for delicate precise movements, an example of this being finger movements. The others are Gross Motor skills, which are for big movement actions and example of this is balance, walking, and reaching out.

Reading

Gross and Fine Motor Skills (click to expand)

Gross Motor Skills

Adaptive seating like feet blocks, or weighted pillows can improve the child's preferred posturing.

Building and navigating obstacle courses with indoor furniture, pillows, boxes, blankets; outdoor with rocks, logs, or playground equipment.

Playing pretend: Kids boost gross motor skills when they use their bodies to become waddling ducks, stuff-legged robots, galloping horses, soaring planes; whatever their imagination conceives.

Balancing: Have your child walk on a piece of string or tape, a low beam or plank at the playground, or a homemade balance beam.

Fine Motor Skills

Try investigating handwriting implements designs to help form fine motor skills;

This video goes through the explanation of gross and fine motor skills.

This video goes through some activities you can try out to improve fine motor skills.

This video goes through some activities you can try out to improve gross motor skills.

Here is a hand gym video to help improve fine motor skills.

This video shows how to make an obstacle course to improve gross motor skills.

The NHS Health and Care page offers information on Paediatric Occupational therapy and a play list of videos .

Other Resources and Information (click to expand)

Adaptive seating like feet blocks, or weighted pillows can help improve the child's preferred posturing.

Try investigating handwriting implements designed to help form fine motor skills such as; pens, pencils, and writing aids on the The Dyslexia Shop website.

The Powerball is a great tool to build up wrist and grip strength and is available from the rpmpower website.

Building and navigating obstacle courses indoors, with furniture, pillows, boxes, blankets; or outdoors with rocks, logs, or playground equipment.

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Motor Skills are the ability to physically move to do the things you want to do, must do and need to do. This can be broken down into two main groups. Fine Motor skills which are for delicate precise movements, an example of this being finger movements.

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Student Resources | Neurodiversity Celebration Week

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A collection of resources for students on ADHD, autism, dyslexia, dyspraxia, dyscalculia, dysgraphia and tourette syndrome.

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Resources | Neurodiversity Celebration Week

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Tips and tricks to help with challenging behaviour

Formulated by Professor Edmund Sonuga-Barke and the POP-UP team, these tips and tricks are backed by science and proven to work with families.

Tips and tricks to help with emotions

These videos focus on emotions and are formulated by Professor Andrea Danese and colleagues at the Maudsley CAMHS Trauma, Anxiety and Depression clinic. They are drawn from Cognitive Behavioural-Therapy (CBT) principles used to help young people who experience anxiety or depression.

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Parenting Tips & Tricks - Families Under Pressure - Maudsley Charity

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A guide with simple tips and tricks for parents on dealing with challenging behaviour and negative emotions, developed by researchers & NHS mental health experts.

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Motor skills is the ability to physically move to do the things you want to do, have to do and need to do. This can be broken down into two main groups. Fine motor skills which are for delicate precise movements, an example of this being finger movements. Gross motor skills which are for big movement actions and example of this would be balance, walking and reaching out.

Reading

The Community Health Service website presents 10 ways to improve your child's fine motor skills.

The Understood for All website provides a PDF to show a list of a sensory activities that may be useful, including touch, movement and oral motor help.

The Beacon House website provide a PDF on Hand Gym for improving motor skills under the occupational therapy section.

Gross and Fine Motor Skills (click to expand)
Gross Motor Skills

Adaptive seating like feet blocks, or weighted pillows can improve the child's preferred posturing.

Building and navigating obstacle courses with indoor furniture, pillows, boxes, blankets; outdoor with rocks, logs, or playground equipment.

Playing pretend: Kids boost gross motor skills when they use their bodies to become waddling ducks, stuff-legged robots, galloping horses, soaring planes; whatever their imagination conceives.

Balancing: Have your child walk on a piece of string or tape, a low beam or plank at the playground, or a homemade balance beam.

There is more information on gross motor skills but visiting the NHS Trust Herefordshire and Worcestershire Health and Care website, and looking at advice leaflets.

Try investigating handwriting implements designs to help form fine motor skills;

Fine Motor Skills

Little Learners present a video on the what Gross motor skills and Fine motor skills are, and the differences between them.

Little Learners presents simple fine motor skills activities with objects they can find around the house.

Meghan Cotsones is a physical therapist and presents 5 indoor gross motor skills activities that you can do around the house.

Beacon House present a video on how to make a hand gym which helps your child improve their fine motor skills.

This video shows how you could make a safe obstacle course around the house that may improve gross motor skills.

Toileting and Further Information

On Family Assist, we have a dedicated page offering advice and support on toileting and toilet training.

ERIC, the Children's Bowel and Bladder Charity, has information on Potty training children with additional needs.

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Motor skills is the ability to physically move to do the things you want to do, have to do and need to do. This can be broken down into two main groups. Fine motor skills which are for delicate precise movements, an example of this being finger movements.

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Parents Helpline | Mental Health Help for Your Child

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The YoungMinds Parents Helpline, Webchat and Email provide support and help for parents and carers worried about their child's mental health and wellbeing.

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When we talk about cognitive abilities, we mean the ability to process information and use it to solve problems. Working memory, processing speed, and ability to hold in mind complexity when solving problems are key features of cognitive ability. Cognitive abilities can contribute to, but is not the same as, educational attainment; there are many factors impacting educational attainment, and cognitive abilities are just one of the factors. Cognitive abilities can be measured but we should be cautious about interpreting scores. It is important to look at functional skills.

Reading

Websites

The Starfall Website is useful for basic and educational starting games like ABC's, colours and basic reading.

The Portsmouth Parent Voice, also referred to as PPV, committed to helping how services are shaped in order to aid locally for families with disabled children and young people.

The Portsmouth SEND Local Offer presents support, information and services in Portsmouth for those aged 0 to 25 with special educational needs or disabled.

The Families Under Pressure Website offers advice and tips on how to help dealing with their child, often when they show difficult behaviour and negative emotions.

The Autism Toolbox website has an informative PDF under the Theories of Autism section of their website.

Books

A video designed to help children understand neurodiversity.

Here is a YouTube video by Dr Chloe Faraher looking at; What is Neurodiversity?

The How To ADHD YouTube channel answers common questions and provides very useful information on ADHD.

Further Advice and Information (click to expand)

More resources , products and games can be found on the Learn, Development and Achieve website by searching Cognitive Abilities.

Use more simple step by step instructions for your child, and slowly make it more challenging by asking for more steps at once.

Repeating verbal commands can support the young person to process what you are saying. Recapping information can also support the memory including asking them to recap so you can ensure they understand.

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When we talk about cognitive abilities, we mean the ability to process information and use it to solve problems. Working memory, processing speed, and ability to hold in mind complexity when solving problems are key features of cognitive ability.

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ND Empathising and Systemising for Ages 0 to 4

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ND Empathising and Systemising for Ages 0 to 4

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Empathising, also known as social intent, is about making sense of the world in terms of emotions and feelings. It is the ability to understand and share someone else's feelings. It is about being able to put yourself in other people's shoes and feel what they might feel in a situation.

Systemising also known as logical Intent, is about making sense of the world in terms of logic, rules and systems. A system is anything that follows rules. It is about the drive to analyse and construct systems to explain and understand other's behaviour or to understand how things work. Systemising people see the logic of the world, they focus on facts, pattern and rules. Those who have high systematising qualities may be more interested in their own feelings than of other peoples.

Reading

This video explains the theory of mind and may be useful for understanding your child's behaviour.

In this video Dr Brené Brown highlights the difference between Empathy and Sympathy.

Here is a Ted Talk video on how you may teach empathy.

This video looks at empathy as a social thermostat: showing insights for and from autism.

In this video Jamil Zaki does a Ted Talk on fixing empathy.

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ND Empathising and Systemising for Ages 0 to 4

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Empathising, also known as social intent, is about making sense of the world in terms of emotions and feelings. It is the ability to understand and share someone else's feelings. It is about being able to put yourself in other people's shoes and feel what they might feel in a situation.

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ND Flexibility and Adaptability for Ages 0 to 4

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ND Flexibility and Adaptability for Ages 0 to 4

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Flexibility describes a person's ability to choose from a range of options to achieve the required outcomes. Adaptability is a person's ability to cope with changes that are imposed.

Readings

Websites

This is a video for Younger Children to help understand why change can be a good thing and important.

A video about soothing techniques for children who find it difficult to transition.

Other Resources and Information (click to expand)

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ND Flexibility and Adaptability for Ages 0 to 4

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Flexibility describes a person's ability to choose from a range of options to achieve the required outcomes. Adaptability is a person's ability to cope with changes that are imposed. Websites This is a video for Younger Children to help understand why change can be a good thing and important.

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Health Visitors in Bury work for Salford Royal Foundation Trust. They are qualified nurses with specialist training and experience in many key areas including child health, health promotion and education.

They work in partnership with children and families and other agencies to provide a modern, effective health visiting service.

For information on the services we offer or to see a Health Visitor please click on the relevant links below:

For information on breastfeeding & weaning, please see links in the other details section and documents in the download section of this page.

If you are unsure which area team you fall under see our list below.

For 8-12 month & 2 -2.5 year development check appointments please call the appointments helpline on 0300 323 3316

Please contact the correct Health Visiting team for your registered surgery (Please note that Health Visiting teams are links to 's and not to postal addresses)

Bury Town Centre Team - based at Windsor House, 0161 762 3291 (select option 3)

Radcliffe Team - based at Radcliffe Primary Care Centre, 0161 724 2086 (Option 1)

Ramsbottom, Tottington and North Manor Township Team - based at Ramsbottom Health Centre, 01706 282 933.
Prestwich Township Team - based at Prestwich Walk in Centre, 0161 798 2721 Whitefield Township Team - based at Windsor Houese, 0161 762 3748

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Bury Health Visiting Service | The Bury Directory

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Bury Portage Home Teaching Team | National Portage Association

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Helps to give professional staff a visual guide of where Bury children are supported through universal services at a voluntary level.

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"Supporting the whole family"

First Point Family Support Services are the contract leads for the Sensory Pilot in Bury. Rehabilitation for Independence are the specialist private company that are commissioned through the contract to deliver the sensory assessments and sensory seminars (see their webpage link below). As contract lead we report on the anonymous statistical data to contract leads and manage the bookings, provide the venues and refreshments for all the seminars.

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Home - Rehabilitation for Independence (rehabforindependence.co.uk)

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What We Offer:

The Team

​

Lynsey Blears - Company Director

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"We passionately empower families and professionals to make informed choices. Built on our innovative and personable approach we aim to make life changing differences."

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Home - Kooth

Kooth, the online counselling and emotional well-being platform for children and young people aged 11 to 18 years has been available in Bolton, Manchester, Oldham, Trafford Rochdale and Wigan for some time. It's now available in Bury, Salford, Tameside and Stockport.

Kooth provides:

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The target groups in Greater Manchester

To find out more visit https://hub.gmhsc.org.uk/mental-health/kooth/

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Information for Parent/Carers

Launch of Educational Psychology Service School/Parent Help Line

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Bury local authority have opened a help line for parents and carers who have children or young people with Special Educational Needs and/or Disability.

The helpline that will be run by Bury Education Psychology Service and is available to provide advice to parents/carers and schools

It will run twice a week on

Mondays between 13.00 and 15.30

and

Wednesday between 9.30 and 12.00.

The number is 0161 253 6406.

(voicemail facility is available please leave a message and the team will get back to you)

The helpline is intended to provide EP advice and support for schools/parents of CYP with SEND in the context of the current situation that exists due to Covid-19.

Types of EP advice and support available could include:

* Anxiety, stress and related issues arising from being out of school/returning to school/COVID 19/missing friends etc.,

* Loss and bereavement - EPs provide Critical Incident support, but the helpline may identify where this support is needed.

* Transitions - particularly for those children starting reception/year 7.

* Advice on routines/behaviours because of changes to routine.

* Reassurance/advice on academic progress and expectations once children are back to school.

* Advice on EHC needs assessments and annual reviews.

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You may of course have other educational questions or concerns that are not included on this list, so please do not hesitate to call, no matter how small your question or concern is.

Please note that EPs may sign post to other services as part of the support but will not become involved beyond the advice and support of the phone call.

First Point Family Support - Upcoming Events

If you would like to book onto a seminar contact us on 0161 762 1440
or via email - admin@firstpointsupport.org.uk
Please ensure you book on as places are limited.

Please find our address and contact details below
Thank You

Phoenix house, 100 Brierley Street, Bury, Manchester, BL9 9HN

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Home | First Point Family Support Services

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"Supporting the whole family" First Point Family Support Services are the contract leads for the Sensory Pilot in Bury. Rehabilitation for Independence are the specialist private company that are commissioned through the contract to deliver the sensory assessments and sensory seminars (see their webpage link below).

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Supporting Parents/Carers who have a child or young person with a Special Educational Need or Disability (SEND), aged 0-25, who access Bury services.

Proud recipients of the Queen's Award for Voluntary Service 2022.
This lifetime achievement award is the MBE for voluntary groups.
Special thanks to all our Volunteers for their continued hard work and dedication.

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BURY2GETHER a forum for Parents/Carers who have children with SEND

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Supporting Parents/Carers who have a child or young person with a Special Educational Need or Disability (SEND), aged 0-25, who access Bury services. Proud recipients of the Queen's Award for Voluntary Service 2022. This lifetime achievement award is the MBE for voluntary groups. Special thanks to all our Volunteers for their continued hard work and dedication.

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ND Attention and Impulse Control for Ages 0 to 4 

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ND Attention and Impulse Control for Ages 0 to 4 

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This spectrum concerns a person's ability to focus. This includes the ability to wait and be patient, think before acting and to pay attention or listen, whilst tuning out distractions.

Focus can be too high as well as too low. If it's too high, there may be difficulties in speeding up, adapting to new information and making successful transitions from one task to another. If it's too low, there may be tendencies to jump to conclusions, make decisions too quickly, be far more focused on current needs or rewards in the future and difficulties with jumping from one thing to another.

Reading

Websites

This Families Under Pressure website has some good tips on managing behaviour and difficult times.

Information and resources about Attention Deficit Hyperactivity Disorder can be found on the ADDISS website.

Books

General Calming Techniques (click to expand)

You may find some of the techniques below useful to use with your child at home.

Physical Contact

Firm pressure and skin-to-skin contact.

Slow rocking or swaying such as a rocking chair, in adult's lap or arms, on tummy in a head-to-heel direction in rhythmic motion.

Bear Hugs with your child facing away from you.

Deep-pressure message; back rub using comfort touch.

Joint compressions.

Finger Hugs and Tugs.

Individual Techniques

Reduced noise and light levels by turning off the TV, radio and lights.

Hugging a teddy bear, giving self-hugs.

White noise or quiet music with a steady beat.

Getting up and doing different stretches.

Snuggling in a sleeping bag, beanbag chair or large pillows.

Progressive muscle relaxation.

Slow swinging back and forth in a blanket.

Having a warm or tepid bath.

Using a blanket wrap for neutral warmth.

Play building a hideout, fort or using a quiet corner.

Additional Items

The following items may require additional cost(s).

Wearing Lycra or Spandex clothing

Wearing a Neoprene Vest.

Wearing a weighted vest or collar.

Playing with fidget toys.

Using lavender, vanilla, banana, or other soothing smells around the house.

Other Information and Resources (click to expand)

Fidget toys can help regulate a persona attention.

Ear defenders can be useful for those children who may find sounds too distracting.

Sand timers can be a useful visual aid away from traditional clocks to allow the child to understand break and work time.

Think about the seating position in relation to the rest of the class; A seat at the side may reduce likelihood of pupil turning round if they can scan the class from the side of the room.

Get the pupil's attention before giving instruction; give one instruction at a time in a clear concise manner.

Be positive; tell the child what you want them to do rather than what not to do.

Ignore minor inappropriate behaviour unless you know that ignoring it will result in the child escalating the behaviour.

Use routine to help improve their attention, it is important work with the child to build this schedule.

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ND Attention and Impulse Control for Ages 0 to 4

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This spectrum concerns a person's ability to focus. This includes the ability to wait and be patient, think before acting and to pay attention or listen, whilst tuning out distractions. Focus can be too high as well as too low.

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Speech refers to the ability to use sounds, words and sentences and written words to communicate. Language refers to the ability to understand how to say what you mean and what other people mean when they use words. Speech and language ability involves the ability to take in verbal or written information, process it, retain it, and produce it. We normally use speech and language to communicate.

Social Stories

The National Autistic Society have produced some social stories and comic strip conversations which can help people with autism develop a greater social understanding and help them stay safe.

Useful Speech and Language Information

The Picture Exchange Communication System (PECS) has information about visual aids, cut out and laminated cards of objects, concepts or events to help communicate with the child.

You can view and download 16 different pictures to use to help communicate with your child here.

You can create your own visual aid for your child by opening, downloading and printing the following PDF. The attached document will have a three boxes; Now, Next and Well done. The Now and Next box are left blank for you to draw and/or write the appropriate tasks that your child needs to do.

Reading

The list of websites below provides further information and useful tips:

In this video Bryony Rust has some examples of play dough activities you can try out.

In the video below Bryony Rust goes through some bubble activities for you to try.

Social Skills are looked at with Bryony Rust in this next video.

In this video you will learn about Lego Therapy with Bryony Rust.

In this video the Centre For Music Therapy looks at Music Therapy For Speech Disorders & Speech Rehabilitation.

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Speech refers to the ability to use sounds, words and sentences and written words to communicate. Language refers to the ability to understand how to say what you mean and what other people mean when they use words. Speech and language ability involves the ability to take in verbal or written information, process it, retain it, and produce it.

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Energy levels are the degree of physical activity levels shown by children. Some children are more active than others; for example, some need to be moving around more than others whilst others can sit still for longer periods of time and some are less active.

Sleep Help

The National Autistic Society provides general information about sleep and autism as well as a guide for parents of autistic children.

You can also view the dedicated page on Family Assist offering advice on helping your child to sleep through the night.

Download and print this sleep diary used by our Health Visiting teams; use it as a template to make your own or alternatively, speak to your Health Visitor or Nursery Nurse who will give you a paper copy.

Solent East Community Paediatric Service provide another sleep diary, which allows you to write and recognise your pattern(s). You can view and download the sleep diary here.

Reading (click to expand)

Below are some links which provide useful information and strategies of how to improve your child's sleep.

This video helps you understand hyperactivity in children.

This video goes through explaining ADHD.

Apps

Pzizz is an App that plays different sounds throughout the night to help optimise sleep. Available on the App store and Google Play.

The Change4Life App is FREE and contains smart recipes. It is an easy way to help you and your family eat tasty and healthier meals that the whole family will love.

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Energy levels are the degree of physical activity levels shown by children. Some children are more active than others; for example, some need to be moving around more than others whilst others can sit still for longer periods of time and some are less active.

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We all take sensory information from our environment and from our bodies and use this information to understand the world, adjust what we do and how we respond. All people, adults and children may respond to sensations or sensory information in different ways. Information is registered through:

the different senses; sight, hearing, touch, taste and smell,

position in space or proprioception,

balance or vestibular sense, and/or,

body function; when hungry, full etc.

Reading (click to expand)
Websites

Books

Sensory Integration information can be found in the book Building Bridges Through Sensory Integration by Paula Aquilla, Ellen Yack, Shirley Sutton and Carol Kranowitz.

The Raising a Sensory Smart Child book gives practical guidance for families to use, by Lindsey Biel, Nancy Peske and Temple Grandin.

In the book Sensational Kids:Hope and Help for Children with Sensory Processing Disorders by Lucy Miller, there is lots of useful information about SPD for parents.

The Sensory Team Handbook by Nancy Mucklow has information and tips relating to children and teens, written in simple everyday language.

The book When Kids Fly: Solutions for Children with Sensory Integration Challenges by Sally Fryer Dietz contains information for parents and carers.

Too Loud, Too Bright, Too Fast, Too Tight by Sharon Heller is a book about how to cope with Sensory Defensive Disorder (SD)

The book Making Sense: A Guide to Sensory Issues by Rachel Schneider focuses on making sense of sensory issues and is useful for people with Sensory Processing Disorder (SPD) and Autism Spectrum Disorder (ASD).

The Out-of-Sync Child By Carol Stock Kraniwitz explains Sensory Processing Disorder known as SPD and gives information on a drug-free approach.

For information and practical tips, Understanding Your Child's Sensory Signals by Angie Voss is a book that looks at every day sensory strategies and techniques to help all children, including children with sensory disorders.

There is information about sensory motor skills in the book Sensory Circuits by Jane Horwood.

Kati Morton is a therapist that helps to educate people on mental health. In this video, she explains what sensory processing disorder is.

Brain Balance Centers explain the signs and symptoms of sensory processing disorder, particularly within children.

This video replays the life of Sarah, a child who struggles with Sensory Processing Disorder. She tells us her day-to-day challenges from early in the morning to late at night.

The White Noise Lite App can be found on the App Store and Google Play. It generates white noise to help calm over sensory inputs.

There are many white noise play lists on Spotify however please be aware that adverts will disrupt them unless using the premium version,it is important to note that Spotify Premium is a subscription service.

Feeding and Eating (click to expand)

Websites

You can find useful information on the ARFID website about Avoidant/Restrictive Food Intake Disorder(ARFID).

There is some helpful guidance on eating difficulties for people with autism on the National Autistic Society.

Books

Practical Sensory Tips and Advice (click to expand)

Tactile

Below is a list of tips to help with tactile or touch sensitivity:

Teach others to touch the child firmly, but not too firmly. Firmer pressure is usually less threatening than light touch.

Tell a child when they are going to be touched.

Approach a child from within their visual field.

Position a child at start or end of a line.

Provide deep pressure into the palm of a child's hands prior to messy play; e.g. via firm clapping and hand over hand support.

Positioning in classroom: A child should be facing the board or a teacher but avoiding a window or door where possible.

Use a hand fidget toy to support listening; for example, stress ball, blue tack or a pipe cleaner etc.

Use a carpet tile when a child is floor sitting to give them their own clear space.

Assisting in cooking with parents can help with sensory input; tactile, smell and sounds.

Auditory

There are some tips listed below to help with auditory, sound or noise sensitivity:

Eliminate or move a child away from high-pitched continuous noises and sharp startling noises.

Make a quiet place available for the child to work; consider seating at the front of the classroom and or one to one teaching.

Allow a child to listen to a chosen soothing sound through headphones.

You may need to gradually expose the child to certain sounds to increase tolerance and coping. Wherever possible give the child a verbal or visual warning before loud sounds occur.

Use visual strategies such as, 'Social Stories' to explain about noisy situations and to teach coping strategies.

Break instructions down to keep them short and simple and get child to repeat back to ensure understanding.

Visual

There is some information below to help with visual sensitivities:

Seat the child away from direct sunlight or bright areas of the room.

Recognise that positioning that will give direct, clear, unimpeded visual access to the teacher may be necessary.

Avoid fluorescent bulbs if possible. Consider allowing the child to wear dark glasses even inside the room. Sometimes tinted lenses can help concentration on text by reducing glare from the page.

Teach the child to cup hands around eyes to block overwhelming peripheral vision.

Provide an area for working that is as 'distraction-free' as possible; For example, facing a blank wall or having a screened workstation. This area can be used to varying degrees depending on the child's needs.

Limit visual distraction in the environment as much as possible: clutter and 'visual noise' of displays, etc.

Use visual strategies to allow the child to request sensory breaks; For example, movement tokens or a get out of class card.

Movement

Below is a list of information to help with movement sensitivity:

Provide regular movement breaks in the classroom to help with organisation and attention level.

Help teacher to hand out equipment of move chairs to provide 'heavy work' input, this can help the child achieve a calm/alert state.

Allow the child to change body position regularly and complete work in different position; For example, standing or kneeling on the floor.

Some children benefit from sitting on a move and sit cushion to provide dynamic movement and feedback.

The websites below provide information and guidance regarding sleep.

Calming Techniques from Home (click to expand)

You may find some of the techniques below useful to use with your child at home.

Physical Contact

Firm pressure and skin-to-skin contact.

Slow rocking or swaying such as a rocking chair, in adult's lap or arms, on tummy in a head-to-heel direction in rhythmic motion.

Bear Hugs with your child facing away from you.

Deep-pressure message; back rub using comfort touch.

Joint compressions.

Finger Hugs and Tugs.

Individual Techniques

Reduced noise and light levels by turning off the TV, radio and lights.

Hugging a teddy bear, giving self-hugs.

White noise or quiet music with a steady beat.

Getting up and doing different stretches.

Snuggling in a sleeping bag, beanbag chair or large pillows.

Progressive muscle relaxation.

Slow swinging back and forth in a blanket.

Having a warm or tepid bath.

Using a blanket wrap for neutral warmth.

Play building a hideout, fort or using a quiet corner.

Additional Items

The following items may require additional cost(s).

Wearing Lycra or Spandex clothing

Wearing a Neoprene Vest.

Wearing a weighted vest or collar.

Playing with fidget toys.

Using lavender, vanilla, banana, or other soothing smells around the house.

Why do Children Engage in Head Banging? (click to expand)

Autism Parenting Magazine provides information on children engage in headbanging and why this is linked to sensory processing. Head banging can be a surprisingly common behaviour in many children. Up to 20% of babies and toddlers bang their heads purposefully, with boys being up to three times more likely to engage in this behaviour than girls. Head banging often starts at around 6 months, peaking anywhere between 18-24 months of age. This habit can stretch out for months (even years), but most children outgrow this behaviour by the age of three to four. This behaviour may extend later for children diagnosed with autism, developmental delays, or who have suffered from neglect.

Other Useful Resources, Information and Links (click to expand)

Below are some useful online resources that provide general and product information that may be helpful:

Here is an educational course on sensory integration.

A deep pressure vest might be useful for a child if they are hypersensitive to touch.

Many sensory items can be found at Sensory Direct which provide many good sensory coping items.

Other sensory items can be found at Rompa.

Fidget toys can help regulate sensory over or under loading.

Kozie Clothes is a great website where you can buy sensory soothing clothing if touch is hyper/hypo sensitive.

Smart Knit Kids is a great website where you can buy sensory soothing clothing if touch is hyper/hypo sensitive.

You can find help with clothing on the Soft Clothing website where you can buy sensory soothing clothing if touch is hyper/hypo sensitive.

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We all take sensory information from our environment and from our bodies and use this information to understand the world, adjust what we do and how we respond. All people, adults and children may respond to sensations or sensory information in different ways.

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This spectrum concerns with the intensity and changeability of emotions. At the low end, a person tends to experience few emotions, and when they do, they are not experienced strongly. This can easily be mistaken for lack of empathy.