Targeted Health Outreach (THO) 

This is a service for young people (aged 14-19), with no social care involvement, who have additional needs e.g. learning disabilities, autism or physical disabilities who would like some support around developing their independence and improving their health wellbeing. Young people or families can self-refer using the form on the Hackney Local Offer website: (https://www.hackneylocaloffer.co.uk/kb5/hackney/localoffer/service.page?id=wnM3T2IQvK4) 

Mind the Gap – Drop-In Group 

A new offer for young people aged 12 to 18 years. The group takes place every second Thursday of the month at Hackney Ark. It is a space for young people to get together and do fun activities, play games, engage with other young people and learn more about neurodiversity in a safe and supported environment. 

Please contact huh-tr.mindthegap@nhs.net for details of the next group.  

Health Spot City and Hackney 

A friendly and free health and wellbeing drop-in appointments for young people  (aged 11-25) in City and Hackney. 

Visit the website: https://www.younghackney.org/advice/health/healthspot/ or visit Young Hackney to book an appointment at Young Hackney (Forest Road Youth Hub, 29 Forest Road, E8 3BY). 

The ADHD parent course runs for 2 sessions and offers information about the diagnosis of ADHD, strategies for managing symptoms and treatment options.  Parents of all young people who receive a diagnosis of ADHD will be automatically referred to the parent information course.  

NOTE: Drug treatment is not indicated as first-line treatment for mild or moderate ADHD, but can be helpful for those with severe symptoms and impairment or for those with moderate levels of impairment who have refused non-drug interventions, or whose symptoms have not responded sufficiently to parent training/education programs. 

Local offer 

The Local Offer is a country-wide statutory government initiative to unify the provision of information that would be of benefit to children and young people with special educational needs and or disabilities. A primary requirement is that every local authority provides an online directory of relevant services, supported by a knowledge base of in-depth articles. 

www.hackneylocaloffer.co.uk 

Disability Living Allowance 

You may wish to apply for DLA, details can be found here: 

www.gov.uk/disability-living-allowance-young people 

Short Breaks 

Young people can get Short Breaks if they are Hackney residents receiving middle to high rate DLA or PIP. Short breaks are daytime social or leisure activities or services that: allow a disabled child or young person to have an enjoyable break away from their main carer AND give their carer a break from their caring responsibilities 

EarlyBird+/Cygnet Parent Group 

A more intensive psycho-education group for parents/carers of children with autism who feel they would benefit from information and advice in relation to helping their child manage their autism. They run over 6 weeks, and attendance at each week is required. If you would like to be referred to one of these groups, we will add you to the list. 

Cygnets Parent Group 

A six-session group for parents in the Charedi community, covering a wide range of topics related to autism. Please contact us if you would like to be put on the waiting list. There are separate groups for mothers and fathers. 

ADHD Foundation 

The ADHD Foundation has a wealth of information for parents, young people and schools about ADHD.  

www.adhdfoundation.org.uk 

Book recommendations for ADHD: 

For primary age children/parents of primary aged children with ADHD 

• 1-2-3 Magic for Kids by Thomas Phelan (2010) 

• Sitting Still Like a Frog: Mindfulness Exercises for Kids by Eline Snel (2014) 

• The Survival Guide for Kids with ADD or ADHD by John F Taylor (2013) 

• Learning to Slow Down and Pay Attention by Kathleen Nadeau and Ellen Dixon (1997) 

• Help, My Child Is Creating Chaos! By Helena Bester (1999) 

• Parenting Children with ADHD by Vincent J Monastra (2004) 

• All Dogs Have ADHD by Katie Hoopmann (2008) 

• Understanding ADHD: A parent’s Guide to Attention Deficit Hyperactivity Disorder in Children by Christopher Green (1997) 

For teens/parents of teens with ADHD:

• ADHD Life without Breaks by Martin Kutscher (2008) 

• Taking Charge of ADHD: The complete authoritative guide for Parents by Russell A Barkley (2013) 

Instructional 

• Make eye and/or gentle physical contact before giving one or two clear instructions 

• Have instructions repeated back, or confirm they were understood, before proceeding 

Behavioural 

• Use a positive approach and calm tone of voice. Teach calming techniques to de‐escalate conflict 

• Use praise, catch them being good (playing nicely) 

• Set clear attainable goals and limits (homework and bedtime routines, chores) and connect them to earning privileges, special outings etc. 

• Use positive incentives and natural consequences: When you… then you may… 

• Empathy statements can be useful, such as I understand 

• Adults should model emotional self‐regulation and a balanced lifestyle (good eating and sleep habits, exercise and hobbies) 

• Choices should be limited to two or three questions 

Environmental 

• Structure and routine are essential. Parents/carers must be united, consistent, firm, fair and follow through 

• Encourage prioritising instead of procrastination 

• Post visual reminders (rules, lists, sticky notes, calendars) in prominent locations 

• Use timers/apps for reminders (homework, chores, limiting electronics) 

• Keep labelled, different coloured folders or containers in prominent locations for items (keys, electronics) 

• Find the work area best suited to the individual (dining table, quiet area) 

• Break down tasks 

• Allow movement breaks 

• Allow white noise (fan, background music) during homework or at bedtime 

At school 

Instructional 

• Keep instructions clear and precise 

• Get student’s attention before giving instructions 

• Check understanding and provide clarification as needed 

• Actively engage the student by providing work at the appropriate academic levels 

Behavioural 

• Provide immediate and frequent feedback, rewards and sanctions 

• Use direct requests ‐ when...then… 

• Visual cues for transitions 

• Allow for acceptable opportunities for movement and facilitate movement through lesson planning 

Environmental 

• Preferential seating 

• Quiet place for calming down 

Accommodations 

• Chunk down and break down steps to initiate tasks 

• Provide visual supports to instruction 

• Reduce the amount of work required to show knowledge 

• Allow extended time on tests and exams 

• Request school support services 

• Scaffold work to improve executive functioning skills (mindmaps etc.)