L started a short-term programme in January 2025, aged 7. At the time L presented with behaviours that were a significant barrier to his safety and the safety of others, his well-being, learning and his social interaction. L was not attending school at the time as it was felt that they could not meet his needs and he was awaiting a new school placement to commence in September. Parents and an
academic Tutor had attempted to engage L in learning activities, but he generally chose not to engage. In addition, parents shared that they were “petrified” of taking L out of his home because of his behaviours of concern, which included running into the road, refusing to move and “lashing out” at peers when, for example, they were in a park.
L has made significant progress since the start of his programme. It has been wonderful to observe him develop functional skills and grow in confidence and to also see the positive impact this has had on family life. As a result of the proactive strategies that have been implemented, with the focus on skill-building, the behaviours of concern that L was presenting with are no longer occurring. L is now able to actively self-advocate, making his wants/needs known including stating when he needs help and a break from situations that he is finding unsettling. In addition, L is also able to request information via ‘wh’-questions (what, when, where, why), including information relating to items/activities/locations that he wants, and is now tolerant when having to wait to access them when the “First… then…” sequence is vocally explained to him and/or he referred to his calendar.
It has been wonderful to see L requesting to engage in learning activities and turn-taking games. He is now content to engage in activities that he has historically avoided such as writing/holding a pencil. Indeed, recently he has requested, “Mummy, let’s do drawing” after this activity was broken down into achievable steps. L’s increased confidence has resulted in him being willing to “have a go” at each new challenge presented to him, including riding his bike which he can now do with stabilisers.
L has very successfully learned to express his emotions/feelings and will do so spontaneously and during the regular “check ins”. He quickly learned a calming technique and, when observing that others are a little unsettled, he has suggested that they “breathe”! His parents now confidently take him and his siblings out in the community, to family gatherings and so on and L has recently had a very positive transition day in his new school. L and his parents have worked very hard to achieve the progress that has been made. It is wonderful to see L thriving and often appearing to be proud of himself.
Written by Kim James, BCBA/UKBA (cert). Child Autism UK Case Manager
L started a short-term programme in January 2025, aged 7. At the time L presented with behaviours that were a significant barrier to his safety and the safety of others, his well-being, learning and his social interaction. L was not attending school at the time as it was felt that they could not meet his needs and he was awaiting a new school placement to commence in September. Parents and an
academic Tutor had attempted to engage L in learning activities, but he generally chose not to engage. In addition, parents shared that they were “petrified” of taking L out of his home because of his behaviours of concern, which included running into the road, refusing to move and “lashing out” at peers when, for example, they were in a park.
L has made significant progress since the start of his programme. It has been wonderful to observe him develop functional skills and grow in confidence and to also see the positive impact this has had on family life. As a result of the proactive strategies that have been implemented, with the focus on skill-building, the behaviours of concern that L was presenting with are no longer occurring. L is now able to actively self-advocate, making his wants/needs known including stating when he needs help and a break from situations that he is finding unsettling. In addition, L is also able to request information via ‘wh’-questions (what, when, where, why), including information relating to items/activities/locations that he wants, and is now tolerant when having to wait to access them when the “First… then…” sequence is vocally explained to him and/or he referred to his calendar.
It has been wonderful to see L requesting to engage in learning activities and turn-taking games. He is now content to engage in activities that he has historically avoided such as writing/holding a pencil. Indeed, recently he has requested, “Mummy, let’s do drawing” after this activity was broken down into achievable steps. L’s increased confidence has resulted in him being willing to “have a go” at each new challenge presented to him, including riding his bike which he can now do with stabilisers.
L has very successfully learned to express his emotions/feelings and will do so spontaneously and during the regular “check ins”. He quickly learned a calming technique and, when observing that others are a little unsettled, he has suggested that they “breathe”! His parents now confidently take him and his siblings out in the community, to family gatherings and so on and L has recently had a very positive transition day in his new school. L and his parents have worked very hard to achieve the progress that has been made. It is wonderful to see L thriving and often appearing to be proud of himself.
