Checklist for

Autism-Friendly Environments

Stephen Simpson

RNLD, BPhil (Autism)

NICE Endorsement statement for resource producer -E0063 This checklist supports the recommendations on the physical environment in the NICE guidelines on Autism spectrum disorder in adults and Autism spectrum disorder in under 19s.

National Institute for Health and Care Excellence September 2016

Endorsed by The National Autistic Society November 2017

Many people with Autism can experience severe difficulties with ‘unfriendly’ environments. This can mean that a person may have problems with sensory input from the world around them. This can be simplistically hyper, hypo or perception sensitivity.

This may affect them in a variety of different ways, from being distracted, unable to concentrate and having mild discomfort, to symptoms of acute ‘pain’ and deterioration in functioning.’ If the environment is distressing for the person this may stop them from accessing it. The result could be that Social, Health, Education and Leisure opportunities become limited.

The incidence of people on the autism spectrum that have sensory difficulties is debatable however; Professor Tony Attwood (2008) stated that:

“…40% of children with autism have some sort of sensory sensitivity…the incidence may be the same for Asperger syndrome”

Other difficulties in the environment include unclear communication and a lack of awareness or understanding of autism. If environments become too stressful it is also important to have the option to escape from any situation. This checklist also seeks to raise this as a factor to be considered.

Everyone with autism is, of course, unique and they have their own specific ways and needs to be considered.

This document was developed for services (or individuals) to review whether they could make environments friendlier and raise awareness of how they might be able to make changes.

An environment can be described as anything from a space or room to a whole building. It is recommended that assessors start with a smaller space at first, for example in a GP surgery it may be useful to begin with the waiting room.

Because this tool is geared for ALL individuals and groups to use it is divided into TWO parts. Each is divided again into areas with specific questions to answer.

Everyone needs to complete part A, which gives a generic view of what core requirements are expected.

Part B is enhanced and also needs to be completed for specialist providers. These are services that are autism specific for example specialist residential or day services

A – Core Requirements

These are essential and are minimum requirements to create an Autism Friendly Environment.

1.Sensory

· Sight/visual

· Smell/olfactory

· Hearing/auditory

· Body awareness/proprioception

2.Communication Systems

3.Escape/ Leave

4.Awareness – Core

B - Enhanced

1.Sensory

· Touch/tactile

· Taste/gustatory

· Balance/vestibular

2. Awareness - Enhanced

3. Theory of Mind /Flexibility of Thought

For each area there are several questions for you to consider, to help you to assess fully whether the environment is autism-friendly Please answer for each Yes, No or n/a (not applicable)

It will be the examination of each category rather than the deficits of the environment that maybe of most benefit.

At the end is a segment named solutions/discussion. This is to be completed to indicate how you aim to change the current environment to address those things you have not considered.

These solutions will always be specific to each area rather than for particular individuals. You will need to give therefore generic solutions rather than those specific to an individual person.

Remember -To begin the process you may want to start with the smallest space then expand to large areas. It is also important to review the checklist at least annually to see how things have changed and what further progress needs to be made.

Note- In this document the term 'autism' refers to 'autism spectrum disorders' encompassing autism, Asperger's syndrome and atypical autism (or pervasive developmental disorder not otherwise specified) in addition different individuals and groups prefer a variety of terms for autism including autistic spectrum condition, autistic spectrum difference and neurodiversity.

Author information

Stephen Simpson works as Autism Pathway Lead for South West Yorkshire Partnership Foundation NHS Trust. He has worked in the field of Autism for over 20 years and qualified with a B.Phil. degree in Autism from the University of Birmingham. Stephen currently works in the specialist Autism service for Adults in Wakefield. His recent work has included consultation on NICE guidance and Quality Standards in Autism.

Thanks to Professor Marios Adamou, Darryl Thompson, my wonderful family and everyone at Manygates Clinic.

Thank you to NICE and the National Autistic Society for endorsing the checklist

Part A

Date: 09/07/20

Environment: Polaris at Newmarket Academy

Assessor: Rebecca Macehiter

Sight / Visual questions

Some people who have autism can struggle with visual stimulus that can be offensive. This could be at best distracting causing a lack of focus and concentration. At worse this could cause a person to avoid environments completely. One case example was where a young lady on the spectrum could not speak at a conference because the carpet leading to the stage was too patterned and she could not walk on it.

Answer

Yes

No

or

n/a

1

Have you considered if the colours in the environment are low arousal such as cream and pastel shades rather than vibrant

Shades?

All walls will be painted in a pale neutral colour with a paint low in volatile organic compounds (VOC). Aside from noticeboards

which will display daily timetables and information, there will be no wall decorations such as posters or artwork - unless every

young person decides that they would like this.

Yes

2

Have you considered if the environment is too cluttered with furniture?

“It has been suggested that people with Autism find it helpful if furniture is kept to the sides of a room and the central space is

kept clear”(Nguyen, 2006)

The space will have designated areas for different activities eg. the learning area, the chill area, the sensory room. There will not

be ‘spare’ furniture left in the room – we will only house the necessary furniture for the number of young people we have. We will

keep things such as books and art equipment in a storage cupboard so the main space does not look cluttered.

Yes

3

Does the environment have overly patterned shapes and surfaces that could be visually offensive?

The space will not have any overt patterns. The walls will be painted in a plain, neutral colour. The blinds too will be plain and neutral. The flooring will not be patterned, nor will the chairs, tables or storage spaces. The toilets will be tiled in a neutral material which is also in line with health and safety guidelines.

Yes

4

Have you also considered any curtains, blinds etc. that could be visually offensive?

The blinds will be a plain, neutral colour. We will not have rugs on the floor unless a group decision is made by the young people

that they would like one in a suitable material and pattern for everyone.

Yes

5

Have you considered whether any clothing or jewellery could be visually offensive?

Staff will be sensitive to the fact that their clothes and accessories could be visually offensive. If there is a known pattern or colour

a young person does not like, staff will hold this in mind when choosing what to wear. Similarly, if it becomes apparent that a young

person finds an item of clothing or an accessory visually offensive, staff will remain sensitive to this and act accordingly.

Yes

6

Have you considered if the environment has fluorescent or harsh lighting?

The building will be fitted with non-fluorescent (LED) bulbs, including the toilets. The sensory room is darker than the rest of the space, fibre optic lights will be available to use in there at the discretion of the young people.

Yes

7

Have you considered the effect of sunlight from windows or skylights, where the light is at different times of the day and

reflective surfaces?

We will have blinds above each window, available to use if and when sunlight becomes an issue. We will have no ‘shiny’ objects

or furniture placed directly in front of the windows and doors as to stop reflections happening. There will be concentration barriers

available for young people to use also, if they do not wish for the blinds to be closed but would like to block out some natural light.

There will be no sky lights in the building.

Yes

Smell / Olfactory questions

If you have ever walked through a perfume department in a store, then you may have experienced the effect on your senses. It can be offensive if you are hypersensitive to smell and can have significant physical responses such as headache and nausea. It is therefore important to minimize this distress.

1

Have you considered the toxicity/acute smells of paint or wallpaper pastes used to decorate the environment?

The paint used in the building will be low in volatile organic compounds (VOC) and so will not give off strong odours.

Yes

2

Have you considered the smells of cleaning materials used?

E.g. polish, air fresheners, bleach

The space, including the toilets, will be cleaned when no young people are present (in the evenings) and so the smell of cleaning products will not be present when young people arrive. No air fresheners / oil diffusers will be used in the space.

Yes

3

Have you considered the smells of individuals (including pets) using the environment?

(E.g. Deodorants, perfumes and aftershaves)

If young people wish to spray deodarent / perfume, they will be advised to do this in the outside area as to not cause distress for

other young people. Staff will be advised to do this too, or to use their office space with the door shut.

The guinea pigs will be kept in the outside space at all times. Their cage will be regularly cleaned by staff members and so will not

cause any offensive smells. Young people will hold the guinea pigs in towels as to stop any natural smells transferring onto their clothes.

Yes

4

Do ‘offensive’ smells drift around the building from room to room and have you considered how you might isolate them?

We will be able to open the doors and windows to ‘air’ the room out. If the smells become unbearable for young people, they will

have the option to work in the outside learning space until the smell subsides.

Yes

Hearing / Auditory questions

Many people with autism seem to be hypersensitive to acute or high-pitched noise that they cannot control. This can feel like sharp pain and people either cover their ears with fingers or earphones/defenders. The other alternative is to hide the offensive sound by masking it with ‘white noise’. Sometimes the slightest inconspicuous sound can be irritating and distracting such as a ‘hum’ or a ‘ticking’

1

Have you considered the general noise level in the environment?

The space will not be crowded or noisy. All staff will be respectful of the fact that the environment is not to be noisy. There will be

ear defenders for young people to wear should the noise get too much for them. There will be quieter working spaces for young

people to use, as well as the sensory room and the outside learning space.

Yes

2

Have you considered hypersensitive hearing and looked at specific noises that may irritate such as clocks ticking,

humming from lights, road noises or building/gardening work in the distance?

The building is placed at the back of the main school to be quieter / not hear discussions from people ‘passing by’. The clock in the

classroom will not tick. The lights will be LED and thus will not hum. Should young people find any noises distressing, they have the

option to wear headphones or to wear noise cancelling ear defenders.

Yes

3

Is there noise from flooring and can this be deadened if needed?

The building is newly refurbished and so there will not be noise from the flooring. The flooring will be carpeted and so there will not

be noises from shoes on the floor or chairs scraping the floor.

Yes

4

Have you considered noise levels at different times of the day?

We are aware that arrivals, break times, lunchtimes and after school will be noisy times of the day. We will provide the necessary

tools (ear defenders) to help young people if these noises are too offensive. We will walk with young people from/to their taxi to

the building to alleviate any distress of ‘noisy crowds’ from other students. If this time is too noisy for young people, we will arrange

for a different time to collect/drop off when we know the noise will have subsided eg. 5 minutes before/after the main body of the

school arrive/leave.

Young people can spend break/ lunchtime in Polaris and so will not have to walk through noisy crowds. If a young person

wants a meal from the canteen, we will arrange for them to go before the main body of the school as to miss the noisy crowds.

Yes

5

Have you thought about when people are in the environment at the same and the possible mix of sensory needs?

Polaris will be run on an individualized basis and so each young person’s sensory needs will be taken into consideration at all times.

Young people will have access to a sensory room as well as their own bag of sensory toys.

Yes

6

Have you any specific quiet and louder areas that people can choose from?

The sensory room and smaller learning spaces will have doors which can be shut. We will have a ‘silent study’ space for young

people to use if they wish. We will encourage the ‘main’ space to remain at a constant level of noise eg. we will not encourage

music to be played out-loud or people to play loud games in the space.

Yes

7

Have you considered the pitch of noises as well as the level?

There will be no items which create a high pitch noise. There is a keyboard for the young people to use should they wish to, this has headphones attached to it so that it will not disturb anyone.

Yes

Body Awareness / Proprioception questions

Some people with autism can have problems with perception and body awareness and find navigating, particularly in unfamiliar settings difficult. Some have additional ‘movement’ challenges that they will struggle with.

1

Is the environment free of unnecessary obstructions?

The space will only have the necessary furniture in it. The space will not be cluttered.

Yes

2

Have rooms been made easier to navigate?

E.g. using colours to distinguish floors, walls and furniture, as well as from room to room)

We will have set ‘areas’ in the space such as the learning area, the sensory room and the ‘relaxing’ area. Young people will know

Which area is which from the items placed there eg. the ‘relaxing area’ will have comfortable seating, books and blankets and the

learning area will have tables, chairs and academic resources. This will become familiarized through routine.

Yes

3

Have you considered differing heights that individuals may need to navigate such as steps, stairs and kerbs?

The space will be on one level and there will be no steps or slopes inside the space. There will be a small step to the outside area

but this will be marked with tape as to make young people aware that it is there.

Yes

4

Have you considered adjustments for those people who have fine motor difficulties?

(E.g. locks, cutlery, door handles)

The toilets will have ‘sliding’ locks and the doors in the classroom will not have locks to be used by the young people e.g. We will

unlock the doors in the morning and it will remain unlocked until the end of the day. We will order appropriate

pens/cutlery/keyboards for young people with fine motor difficulties. Staff will unlock the outside gate when appropriate.

Yes

Communication questions

In all walks of life effective communication is vital. For people on the autism spectrum this is perhaps essential. Clear unambiguous indicators in all forms can prevent stress. Like much of the general population there is a definite preference for sameness, for appropriate language and for an absence of sudden change.

1

Does the environment have clear signs to indicate the use of each room?

Each room will have a sign on the door explaining what it is eg. ‘sensory room’ ‘silent space’. These signs will be written in a clear

Font and in communication in print symbols. They will not have colour/patterns/clip art on them.

Yes

2

If appropriate, are there directional signs to each area?

If young people need directions, these will be made accordingly and placed in the appropriate areas. There are signs all around

the school for different spaces and young people will have someone supporting them when moving around the wider school.

Yes

3

Have you considered to what extent are communication systems supported by the use of symbols, pictures, photos

or objects?

Widjit software will be used to facilitate communication through symbols and pictures. The symbols used will be consistent

whenever and however they are used. Each young person will have a communication diary which will be shared with all staff. All

young people will have access to communication cards and the software can be utilized to suit each individual need.

Yes

4

If rooms do not have one purpose only can you indicate when it is used for different functions to avoid confusion?

All rooms will have one purpose and this will be made clear on the signs. If, in some instances, it happens that a meeting needs to

be held in the ‘silent space’ room, for example, all young people will be made aware of this and a sign will also be made to put on

the door explaining the situation.

Yes

5

Are there photographs used to aid recognition of people (Staff/unfamiliar) if needed?

Before arrival at Polaris each young person will receive a letter explaining who the staff members are with a picture of them.

There will also be a display board in the classroom with pictures of staff members working in the hub and their roles. This will also

Include pictures of staff members who could ‘pop in’ from time to time e.g. The headteacher or SENCO.

Yes

6

Do you plan for changes e.g. to routines, staff leaving and building work?

Before arrival at Polaris, young people will have a tour of the building to see what it will be like. They will also be told, in a time

frame appropriate to them and their needs, of any staffing changes to be made. If a new staff member starts working at Polaris,

there will be a phased integration of their arrival e.g. they may visit for short periods over the weeks prior to starting so the young

people are able to familarise themselves with them. Any building work changes will be discussed with the young people and they

will be shown/explained the plans.

Yes

7

Have you considered the use of ‘literal’ meanings when designing your environment?

The space is designed to be as easy to access and understand as possible. Because the space is quite small, there will only be

access to one set of toilets, one kitchen, one sensory room etc to avoid confusion.

Yes

Escape/leave questions

This is particularly important when there is an unfriendly environment that is difficult to change. People on the autism spectrum are thought to suffer higher levels of stress than the general population due to the condition. It is important therefore to indicate to someone that they can leave a stressful situation and where they can go that is calmer.

1

Is there a system to know when a person with autism needs to escape/leave from an environment?

Each young person will have a communication diary. This will be shared with all school staff members electronically. We will

Encourage each young person to keep a copy in their bag as well as in their tray. The environment will be holistic and staffed at

an appropriate ratio so if a young person does need to leave the space or change environment, this will not be a complex

procedure.

Yes

2

Is there a space / room to escape to?

There will be a sensory room in Polaris. There will also be quieter breakout spaces and a silent space. There is an outside area

for learning as well as relaxing.

Yes

3

Is this room /space used solely for this purpose?

The sensory room will be used only as a sensory room and only by the young people at Polaris.

Yes

4

Have you considered to what extent is this room/space low stimuli and safe?

This room will have a bean bag in it, as well as weighted lap blankets and cushions. The room is able to be darkened if young

people deem that appropriate and there will be sensory lamps and toys to help with self-regulation. The room has a door which

can be shut and it will also contain noise-cancelling ear defenders if young people would like to use them. There will be no sharp

objects contained in the room.

Yes

5

Is there an alternative to the escape room/space (E.g. the garden)

If a young person does not wish to use the sensory room but would like to go to a different space there are also breakout rooms,

a ‘silent space’ and the outside area to use if they would like to.

Yes

Awareness questions-Core

It is important that everyone in an organisation has some basic knowledge of autism and is up to date with their training needs.

To be aware of the barriers to change can also be a catalyst for effective problem solving and solutions.

1

Are you able to make changes to the Core sensory environment? (E.g. are there practical or financial restraints.)

Because the building is being refurbished for the unit, it has been designed to fit the sensory needs of the young people. These

have been discussed between unit staff members and the LEA.

Yes

2

Have you considered to what extent is the environment primarily ‘safe’ for people with autism?

The space has been designed and created around the needs of young people with communication and interaction difficulties and

ASC and so it will be safe.

Yes

3

Are you up to date with Autism Awareness training to support this checklist?

The lead teacher and communication specialist have both completed autism awareness training. All staff working in the unit will

be required to demonstrate knowledge of Autism Awareness / communication and interaction difficulties.

Yes

Part B

Sensory-Touch/tactile questions

Some people with autism have sensory differences with regards to touch. This can be complicated with wanting and seeking touch to avoiding it completely. This touch can vary in pressure and to different parts of the body. Whilst some can prefer only light or no touch others will be calmed by firm pressure even being squeezed tightly into clothes or a corner of a room. Getting it wrong and being touched incorrectly can cause great stress and acute reactions.

1

Are there sensory materials available for individuals to explore touch in the environment?

E.g. sand, water play, textiles

There will be a ‘communal’ box of sensory toys for the space. Each young person will have their own individual bag of sensory

toys to keep on their person or in their tray.

Yes

2

Do you have a variety of materials and enough needed for each individual who seeks sensory stimulation?

There will be a ‘communal’ box of sensory toys for the space. Each young person will have their own individual bag of sensory

toys to keep on their person or in their tray.

Yes

3

Are there opportunities for soft play/rough and tumble for individuals to access if appropriate and needed?

Young people will have access to the gymnasium where there will be soft mats. There is also use of the playground and Polaris’

outside space.

Yes

4

Is there massage available to individuals, if needed? (Consider how often, by whom)

Due to possible safeguarding issues, massage will not be used unless authorized and permission is given by all parties

(parents/carers, young person, staff). This permission would have to be written and not just verbal and planned into their

individual education plan.

N/A

5

Have you considered using a body map where individuals can indicate areas they like/dislike to be touched?

This will be facilitated as part of the young people’s sensory passport.

Yes

6

If no body map can you determine where someone likes/dislikes to be touched?

Body maps will be completed in conjunction with parents and young people. If a young person specifies they would like to be

touched e.g. they ask for a handshake or a high five, this will be facilitated only if appropriate. If a young person is injured or distressed staff wil use touch as appropriate to the situation and to the young person in line with DfE

guidance (https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools).

Yes

7

Are there small tight spaces where individuals can squeeze into if they wish to calm using firm pressure?

The sensory room is a smaller area. There will be hug vests, weighted lap blankets and a weighted wrap around blanket

available in order to use firm pressure. There will also be a ‘sensory tent’.

Yes

8

Are there indicators to point out where hot surfaces are?

Any hot surfaces or objects that can get hot e.g. a kettle, will be labelled appropriately.

Yes

9

Have you considered safety for people who are hypo sensitive to touch and how to manage this?

Touch will not be used in these cases unless it is necessary. If a young person gestures to be touched e.g. they would like a

handshake or a high five, this will be facilitated only if appropriate.

Yes

Taste / Gustatory questions

People with autism can be ‘fussy eaters’? This may be unfair as it indicates that it is always a conscious choice. However, if your taste sensations are effected for example you are hypersensitive to flavours or under sensitive i.e. cannot taste any bland food then you are limited. For those who cannot communicate this such as people with a learning disability it may be important to understand this better.

1

Do you have a wide range of foods available of different textures and temperatures?

Young people will have the option to bring a packed lunch or have a meal from the canteen. There will be a fridge/microwave

in Polaris for young people to store / heat their food if they wish. Young people will be able to choose their meal from the canteen

based on what is on offer e.g. a hot meal or sandwiches.

Young people will be invited to have ‘tea time’ together, with staff, at breaktime. A range of drinks will be on offer for the young

people including water, milk, tea, milkshakes, squash. Young people can bring their own drink of choice too.

N/A

2

Are there options to intensify the flavour of foods by adding seasoning or spices?

Staff in Polaris will not be cooking or providing meals for the young people but additional seasonings can be provided on a case

by case basis.

Yes

3

Is there clear guidance on what to do when someone is mouthing or eating inedible food?

Yes and this will be risk assessed on a case by case basis.

Yes

4

Have you considered whether people prefer any foodstuffs not to touch each other?

We can provide separation plates for young people to eat their lunch off if they prefer foodstuffs not to touch each other.

Yes

5

Have you considered whether people prefer certain coloured foods or acute tastes?

All staff will be aware that certain coloured food or acute tastes can be significant for people with sensory needs.

Yes

Balance / Vestibular questions

Certain movements that cause a self-soothing effect can help stress levels. Many children (and adults) with autism will use a trampoline to calm themselves. To restrict movement especially for people who are used to it can itself cause anxiety.

1

Is the environment suitable for people who seek movement for example needing lots of space, soft play areas, swings or a

trampoline?

There is an indoor and outdoor space in Polaris. Young people will have access to the larger playground and tennis courts. Young

people will also have access to the gym and swimming pool by arrangement with the PE team.

Every day, staff in Polaris will offer all young people a walk around the field adjacent to the building.

Yes

2

Are there opportunities for people to move from indoors to out?

Young people will be able to move from the indoor to outdoor space as an when they wish. If a young person wishes to move

further than Polaris e.g. they want to go on the tennis courts to the gym, this will have to be discussed with staff.

Yes

3

Have you considered how restrictions on movement effect individuals?

Staff have completed Autism Awareness training and know that restrictions on movement can significantly impact on distress and

anxiety levels.

Yes

4

Is the environment suitable for people who are oversensitive to movement for example using support equipment to help

with balance?

If a young person needs support equipment this will be facilitated. The space will not be cluttered or have obstacles and so will

be safe for everybody.

Yes

5

Are routines flexible to those who struggle with movement disorders for example enough time given for movement in the day?

Each young person will have routine in line with their needs. Each young person’s day will be individualized to themselves and to

their needs and thus, will be flexible.

Yes

Awareness questions- Enhanced

If you are filling in this section, you work in a specialist service and need to consider whether all staff are trained to a high quality and are aware of both individual and environmental considerations.

1

Have you considered to what extent are you fully aware of each individuals’ sensory difficulties?

(See the sensory profile devised by Bogdashina, 2016)

The lead teacher and communication specialist will have read the EHCP of each young person and liaised with families, support

workers and the young person in regard to sensory difficulties. Teaching support staff will be made fully aware of each young

person’s sensory difficulties and needs.

Yes

2

Are you able to make changes to the sensory environment for example are there practical or financial restraints?

If the sensory environment needs to be changed, this will be first discussed with the Polaris team and with the Headteacher and

LEA if necessary. There will be money in the budget for making changes to the sensory environment.

Yes

3

Have you considered to what extent is the environment ‘safe’ for people with autism?

The environment has been designed principally around being safe for people with communication and interaction difficulties and

autism.

Yes

4

Are you up to date with enhanced Autism training to support this checklist?

Both the lead teacher and the communication specialist have completed training on Autism. They have also worked with CAMHS

teams in creating sensory profiles for young people. Both also have experience of working with SEN young people and so have

a deep understanding of sensory profiling and sensory needs.

Yes

Flexibility of Thought /Theory of Mind questions

The rigidity of thought patterns is part of the autism condition. Some people cannot always generalise and it is important not to presume this to be the case. Sometimes it can seem that a person shows a lack of empathy however it may be because they show a lack of theory of mind and cannot put themselves into ‘others shoes’

1

Are you aware of the absorbing interests of people in the environment and how to facilitate and manage differences?

Every aspect of the day will be individualized for each young person and so differences will naturally be facilitated and managed.

Yes

2

Are you/staff aware of the concept of Flexibility of Thought?

All staff working in Polaris will be aware of Flexibility of Thought. Constant support will be given to young people struggling with

change.

Yes

3

Have you considered that because there has been a good/bad response in one environment this

cannot be generalised to a similar environment?

Staff will be fully aware of this.

Yes

4

Have you considered that people with Autism may have difficulty understanding or interpreting others by not

being able to empathize and put themselves in to someone else’s consciousness?

Staff will be aware of this and will have prior experience of working with these difficulties.

Yes

5

Have you considered how will this affect your approaches in the environments they live?

Polaris will be run with mentalisation and compassion at its core. This means that the needs of each individual will be met and

Each young person will receive unconditional positive regard at all times.

Yes

6

Are you aware of the coping mechanisms for individuals in the environment?

Each young person’s coping mechanisms will be included in their communication diary. Their coping mechanisms will also be

included in EHCPs and on their SIMS profile.

Yes

Date to review and repeat the checklist- 9th July 2021

References / Further reading

Attwood.T (1998) – Asperger Syndrome: a guide for parents and professionals. London. Jessica Kingsley publishers.

Attwood.T (2008) – The Complete Guide to Asperger Syndrome: a guide for parents and professionals. London. Jessica Kingsley publishers.

Bogdashina. O- (2003) - Sensory Perceptual Issues in Autism: Different Sensory Experiences - Different Perceptual Worlds, London. Jessica Kingsley Publishers.

Bogdashina. O- (2016) - Sensory Perceptual Issues in Autism and Asperger’s syndrome second edition: Different Sensory Experiences - Different Perceptual Worlds, London. Jessica Kingsley Publishers.

Clements, J. and Zarkowska, E. (2000) Behavioural concerns and autistic spectrum disorders: explanations and strategies for change. London Jessica Kingsley Publishers

Clements, J. (2005) People with Autism Behaving Badly – Helping People with ASD move on from Behavioural and Emotional Challenges. London Jessica Kingsley Publishers

Godwin Emmons, P. and McKendry Anderson, L. (2005) Understanding sensory dysfunction: Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning Disabilities and Bipolar Disorder. London. Jessica Kingsley Publishers.

Howlin.P (2009) – Children with Autism and Asperger syndrome: A guide for practitioners and carers. Chichester. Wiley

Jordan. R (2001) –Autism with Severe Learning Difficulties: A guide for parents and professionals. London. David Fulton

Humphreys, S (2005) ‘Autism & architecture’

www.autismlondon.org.uk/pdf-files/bulletin_feb-mar_2005 accessed 16 March 2006

Morton-Cooper (2004)-Health Care and the Autism Spectrum –A Guide for Health Professionals, Parents and Carers, London, Jessica Kingsley Publishers.

National Autistic Society (2016)-Information sheet: What is autism? London. National Autistic Society.

National Autistic Society (2016) - Information sheet: What is Asperger syndrome? London. National Autistic Society.

National Institute for Health and Care Excellence (NICE) (2012) –Autism: recognition, referral, diagnosis and management of Adults on the Autism Spectrum (CG142)

National Institute for Health and Care Excellence (NICE) (2013) – Autism: The management and support of Children and Young people on the Autism Spectrum (CG170)

National Institute for Health and Care Excellence (NICE) (2014) - Autism Quality Standard (QS51)

Nguyen.A (2006), Creating an autism-friendly environment, London. The National Autistic Society.

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Whitehurst. T (2006)-The impact of building design on children with autistic spectrum disorders. BILD Good Autism Practice Journal 7.1 pp31-9

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