Supporting people with Autism Spectrum Disorder(ASD) in an offending setting

Some challenges described

May experience some form of sensory sensitivity or under-sensitivity, for example to sounds, touch, tastes, smells, light or colour:

• e.g. smells- such as in a kitchen; someone’s perfume or aftershave
• e.g. touch- someone holding their arm or giving them a hug/pat on the shoulder/coming too close to them
• e.g. lighting – fluorescent lighting
• e.g. specific sounds – people, machinery, banging doors
• Taking things literally e.g.
• “What do you think about that?” .. And tell you…. not thinking of your feelings
• “You are a pain in the neck” … “How can I be a pain in your neck?”
• “Come straight to the point”….. “Which point? Where?”
• People may also have difficulties with organisation and planning skills.
• May appear naïve in social settings not picking up on nuances of language or social interaction/jokes/slang.
• Change in people, environment or routines can cause anxiety that may present as frustration or upset.
• Not pick up workplace /training rules e.g. how to speak to peers or staff.
• Conflict with peers or staff misunderstanding why they have said or done something.
• Find it harder to work as part of a team or go into new group settings.
• Misunderstanding rules, policies or instructions- these may need to be explained explicitly and check for understanding.

Practical strategies for support

• Be aware the person may have misunderstood what has been asked of them and check for understanding ( Don’t take a nod or a ‘yes’ necessarily to mean understanding).
• Some people with ASD find light, specific sounds and smells distracting and can cause anxiety if this is the case discuss how this can be avoided where possible.
• Provide a peer mentor and arrange regular short meetings to check on priorities and concerns. This reduces anxiety levels for the person so that they can see they can also be told of potential changes.
• If a change is occurring, such as change of staff, work tasks or work setting, describe what will happen beforehand, if possible, so the person can be prepared.
• Routine and a pattern of work is usually more better for people with ASD – see if this can be accommodated.
• Address the person by their name so they are sure any instructions are for them.
• Be specific in what you are asking the person to do. Avoid saying things like ‘in about 5 minutes’.
• Avoid jargon where possible. If there are workplace/prison acronyms and language supply a list of terms so the person can refer to them if needed.
• Avoid asking multi-layered questions.
• Be explicit in the information/tasks you are asking the person.
• Jokes and metaphors may be misunderstood. Try to avoid this where possible.
• Provide a ‘buddy’ or peer initially to talk through expectations in the job/training/classroom and to discuss the culture/rules of the setting.
• Arrange regular short meetings to check on priorities and progress- this reduces anxiety levels for the employee that they can see they are on task and helps to gain confidence.
• Let them know/discuss if they need to present information in front of others e.g. writing on a white-board, so they can prepare or provide handouts rather than show their handwriting to others.
• Create a list of words and terms used in the work/training/class setting.
• Maintaining eye contact
may be harder for the person and may not indicate the individual is not listening to you. Discuss what is comfortable for them when communicating if appropriate to do so.

For more information/training and guidance please contact amandak@doitprofiler.com