A relationship-based social communication approach to supporting children with autism
Autism is a developmental condition, which means that children and young people (CYP) with autism have failed to master or only partially mastered key developmental milestones that enable them to think flexibly, understand the perspectives of others and regulate their emotions, amongst other things. This often acts as a barrier to accessing the formal (academic) and informal (social) curriculum. At Bright Futures School, we use relationship-based social communication (RBSC) approach to support pupils to master missed milestones including social referencing, joint attention, and perspective-taking, as well as supporting them to self-regulate. As a result, pupils are much more able to engage with both the academic and social curriculum, a range of EHCP outcomes are improved and most importantly, pupils are happy, able to develop a love of learning and behaviour that was challenging in former settings is now excellent.
Sector : Special, PRU, Resource Base
Phase : All Age
Approximate number on roll : Under 100
Region : North West
School Website : www.brightfuturesschool.co.uk
Name of person submitting information : Zoe Thompson
Role of person submitting information : Other
If other please state job role : Head of Development
Additional contextual information: Bright Futures School is a very small school: 9 pupils and 12 teaching staff. Our RBSC approach is based on the autism intervention 'Relationship Development Intervention' (RDI) which meets all the criteria outlined in the NICE guidelines for interventions that seek to work on the core difficulties at the heart of autism.
Examples of how we use RDI at our school are included in these two blogposts, which also contain video clips with explanatory text: http://bit.ly/2aqoSey with Lucy and http://bit.ly/2eymCpt with Harry.