Post-diagnostic Autism Parent Information Group is a quarterly psychoeducation group run over two 3-hour sessions for parents/carers of children recently diagnosed with autism. It provides information on autism and gives a general overview of strategies. This group is running online every 3 months. Your email will be added to a wait list, and you will receive an invite in due course.

EarlyBird+/Cygnet Parent Group is 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 is 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.

Autistic young people may benefit from further support at a special educational needs (SEN) support level. Parents/carers may wish to consider requesting an Education, Health and Care needs assessment from the Local Authority. We recommend that this report is shared with the school’s Special Educational Needs Co-ordinator (SENCo). 

For more advice on accessing support at school, the Special Educational Needs and Disability Information, Advice and Guidance Service (SENDIAGS) can be contacted on 020 7275 6036 or sendiags@hackney.gov.uk. Please note this service for parents/carers living in Hackney. Each local authority has its own parent advice service. Please contact us for the details of the local service for where you live if this is not Hackney. For City, please see City SENDIASS (0207 364 6489).

Talk to the SENCo about whether Educational Psychology involvement might be helpful. The Educational Psychology Service (https://www.hackneylocaloffer.co.uk/kb5/hackney/localoffer/service.page?id=89xa173qzRE) run a Parent Advice Service for parents at Hackney Education every Wednesday in term time between 1-3 pm. Parents can make an appointment on 0208 820 7000, or by filling in this Google Form. Please note this service is for parents who live in Hackney.

Speech and Language Therapy input may be useful for young people experiencing communication difficulties impacting on their everyday participation. Parents can discuss this with the SENCO at school.

Occupational Therapy (OT) input may be helpful. The OT team offer workshops around sensory processing and developing independence. Parents can book on to these workshops by contacting the OT team on 0207 014 7025, or by visiting the Hackney Local Offer website (see below).

You may wish to apply for Disability Living Allowance (DLA). Details can be found on the gov.uk website. If you need support to complete this application, please contact the resource centre at Hackney Ark.

Targeted Health Outreach (THO) is a service for young people (aged 14-19), with no social care involvement) who have additional needs, e.g., Learning Disabilities, autism, or those with physical disabilities who would like some support around developing their independence and improving their health and wellbeing. Young people or families can self-refer here: Targeted Health Outreach.

For more information about local provision, see the City Local Offer and Hackney Local Offer, which include services for 0–25-year-olds with SEN, disabilities or additional needs. Each local authority has its own local offer.

Autism coffee mornings at Hackney Ark are run by Occupational Therapy and Clinical Psychology. These mornings provide an opportunity to meet other parents and to meet with the clinicians. This group is running alternate online and face-to-face sessions. Please book on as per the information in the post-diagnostic pack.

Mind the Gap Drop-In Group is a new offer for young people aged 12 -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 offers friendly and free health and wellbeing drop-in appointments for young people (aged 11 - 25) in City and Hackney. Visit the website or visit Young Hackney to book an appointment (Forest Road Youth Hub, 29 Forest Road, E8 3BY).

The National Autistic Society (NAS) has a wealth of information for parents, young people and schools about autism. It also has information about support in the local area. This information can be accessed here autism.org.uk. This includes the Know Yourself series, which offers free resources (videos, PDFs, worksheets) to support autistic teenagers in understanding what being autistic means to them NAS Resources for autistic teenagers. The series includes a guide that explores how to manage your energy levels using a technique called energy accounting.

Ambitious about Autism’s Youth Network and professionals have co-designed an online course to help young people aged 16 - 25 understand autism, explore their autistic identity, develop goals, and equip them with resources, in a guided peer support group. You can sign up online here.

Know Your Normal toolkit and resources can also be found on the Ambitious about Autism website.

There has been increasing recognition of autistic girls over the last decade, debunking the myth that there are more autistic boys than girls. Here is a collection of resources that specifically address the needs of autistic girls.

Note: Some of these resources refer to “Aspergers”. We no longer formally diagnose “Aspergers”. This is now named “Autism”. The content, however, is still relevant to Autism.

Advocates and researchers:

• Sarah Hendrickx – an autistic adult who speaks about her experiences, particularly as an autistic woman and her videos can be accessed here: www.asperger-training.com
• Robyn Steward – an autistic adult who also speaks about her experiences as an autistic woman. www.robynsteward.com
• Rosie King – another young woman who speaks about her experiences as an autistic woman. www.ted.com/speakers/rosie_king
• Tony Attwood – a Clinical Psychologist who researches and educates about Autism in Females. www.youtube.com

Groups:

• Autistic Girl's Network  
• Spectrum Girls Social Group 

Recommended books:

• Tony Attwood – The Complete Guide to Asperger’s Syndrome
• Nick Dubi – Asperger Syndrome and Anxiety: A guide to Successful Stress Management
• Ian Ford – A Field Guide to Earthlings: An autistic view of neurotypical behaviour
• Valeria L. Gaus, PhD – Living Well on the Spectrum
•  Laura James – Odd Girl Out: An Autistic Woman in a Neurotypical World
• Ruth Searle – Asperger Syndrome in Adults
• Rudy Simone – Aspergirls: Empowering Females with Asperger Syndrome
• Rudy Simone – Asperger’s On The Job
• Alis Rowe – The Girl with the Curly Hair – Asperger’s and Me
• Robyn Stewart – The Autism Friendly Guide to Periods By
• Miss Rose Smitten and Mrs Jodie Smitten – The Secret Life of Rose: Inside An Autistic Head
• Temple Grandin – Different ….Not Less

For school and education:

• Girls and Autism: Flying under the radar is a mini guide including some practical strategies

These books deal with the topics of romantic and sexual relationships so are for parents or older young people only:

• Safety Skills for Asperger Women – Liane Holliday Willey
• The Aspie Girl's Guide to Being Safe with Men – Debi Brown
• The Independent Woman's Handbook for Super Safe Living on the Autistic Spectrum – Robyn Stewart

Information and resources provided by City & Hackney Autism Service (Adults)  

Mental health:  

• 5 Ways to Wellbeing – Evidence-based approach to 5 actions we can all take every day to improve our wellbeing www.nhs.uk/mental-health/self-help/guides-tools-and-activities/five-steps-to-mental-wellbeing

Structure and predictability: Autistic children and young people usually benefit from structures and routines to make the world more predictable and reduce levels of anxiety. Visual timetables are often used in schools to show the order of the school day. This can be shown using pictures or words once a child can read. Autistic children tend to respond best to visually presented information. If there are changes to the normal routine, the child will usually benefit from being prepared for this in advance. Lunchtime clubs may be helpful so that this time is more structured. 

Language: Even when an autistic child or young person has good spoken language skills, they will probably not process language they hear as well as you might expect. It is therefore useful to reduce the amount of language you use and give them time to process what you have said, especially when the child is upset. Also, when giving instructions, give one at a time and let the child complete that first, before giving the next. 

Emotional regulation: Autistic children and young people often have difficulties expressing and managing their emotions. They may need to take a break from the classroom in a quiet space if feeling overwhelmed. They may need adults to help them understand how different emotions feel and how to express and cope with them safely.  Zones of regulation work that is being used widely in schools in Hackney would be helpful. Also, resources in the book: ‘The Incredible 5-point scale’ by Kari Dunn Buron and Mitzi Curtis.  

Sensory needs: Most autistic children and young people have difficulties processing sensory input. They can be under or over sensitive to different textures, smells, sounds, touch, etc. Autistic children and young people can become overwhelmed by all the sensory input in everyday environments and reasonable adjustments should be made to accommodate these. They may need more sensory input (through a sensory diet) and/or breaks from sensory input (quiet time with less stimulation). 

Understanding own strengths and needs: The outcome of this assessment has not been shared with CHILD directly. A child friendly letter and report can be provided to parents/carers so that they can share this information when ready.All about me resources and materials may be useful to help NAME develop his/her understanding of his/her own strengths and needs. In discussion between school and home and other professionals involved, it may be useful to share the diagnosis when the time feels right. ‘Wonderfully Wired Brains’ by Louise Gooding may be a useful resource. 

Peer relationships: some autistic young people find maintaining peer relationships difficult. Structured opportunities to develop peer relationships, e.g., joining a club, can be a helpful way to encourage friendships. NAME will benefit from some targeted small group work with other children focusing on developing his/her social skills through a shared interest e.g., Lego, Anime etc. 

Social situations: Social stories can be used to provide information about social situations and conventions so that the child does not have to ‘read between the lines’. The book ‘The New Social Story Book’ by Carol Gray provides a helpful introduction. Comic strip conversations can also be useful to explore social situations and misunderstandings in a visual and concrete way. The book ‘Comic Strip Conversations: Illustrated interactions that teach conversation skills to students with Autism and related disorders’ by Carol Gray provides information about using this technique.