Autism in Children: Guidance and Support in the UK

This study explores the guidance and support provided to autistic children in the UK, including pre-school provision, specialist units, and emotional and behavioral support. It also discusses further support that could be offered to children with autism. Findings reveal the importance of inter-agency working and the need for resources and training for parents and professionals.

AUTISM IN CHILDREN BETWEEN 6 AND 9YEAR
ABSTRACT
Autism has a high incidence rate and is now ranked the top leading diseases with 62 cases per
every 10,000 people. The main objective of this study was to establish the guidance to be
provided to autistic children in UK, to assess the support for autistic children that are already in
UK and to determine further support that could be offered to children with autism in UK. The
method of data collection is questionnaires which included both open and closed ended and the
study respondents were parents with children with autism between the age of 6 and 9 years,
guardians, education authorities, teaching staff, support staff and various health disciplines such
as language therapist. On the findings the following support and guidance was found, pre-school
provision this included a range of additional needs, for example, the authorities dealt with early
identification of autism in and other difficulties experienced during learning, provision of
primary specialist units which provide materials and resources which could guide children with
autism, some of these units had communication bases which had already made available by
national autistic society, provision of secondary specialist units which its main objective is to
ensure that children were included in mainstream classes and they carried a curriculum to meet
their various specific needs, provision of emotional and behavioral support and guidance for
children with autism, provisions which helped in guiding autistic children they include use of
home programs, use of residential placements and finally support authorities created awareness
on autism by visiting an individual school on the basis of their needs, awareness was provided by
a range of interdisciplinary team of professionals from an organization which is independent for
example national autistic society and finally.

INTRODUCTION
This research is about Autism in children between the age of 6 and 9 years in the UK. Autism is
a complex neurobehavioral condition that begins in early childhood as a developmental disorder
that impairs important functions such as communication and social interaction (Bregman, &
Higdon, 2012, pp.13-45). Some of the major symptoms include repetitive body movements such
as running back and forth (DuBois et.al, 2016, pp.104-111). This research is important because
autism begins in early childhood and they may go unrecognized leading to serious
developmental problems later in life, through this research parents will be able to identify
symptoms early and be able to seek treatment right away because the earlier the children with
autism get help there is a greater chance of treatment success (Koegel, et.al 2014, pp.50-56).
Parents will be better equipped and they will be able to make an informed decision about their
child. They will be able to figure out what triggers their kids challenging or disruptive behaviors
and also what elicits a positive response, they will also be able to accept their child and focus on
how to differentiate autistic child from a normal child.
RESEARCH OBJECTIVES
1. To establish the guidance to be provided to autistic children in the UK
2. To asses support for autistic children that are already in the UK
3. To determine further support that could be offered to children with autism in the UK
RESEARCH QUESTIONS
1. What is the guidance to be provided to autistic children in the UK?
2. What is the support for autistic children already available in UK?

3. What is further support that could be offered to children with autism in the UK?
METHODOLOGY
The method of data collection is questionnaires. Questionnaires used was developed to address
the objectives of the study and it was made up of both closed and open-ended questions. It is
purely subjective because it was addressed to the parents with children with autism between the
age of 6 and 9 years, guardians, education authorities, teaching staff, support staff and various
health disciplines such as language therapist. The questionnaires were developed to meet each
objective, that is, every objective had a set of questions with a mixture of open-ended and closed-
ended question. The respondents must be the mothers of the children or their guardians,
education authorities, teaching staff, support staff and various health disciplines such as language
therapist who have agreed to take part in the study and they have signed the consent form.
Ethical clearance will be sought from the hospital, while the respondents will only be
interviewed if they met the inclusion criteria and agreed to participate upon consenting.
Important principles of Human research ethics were adhered to and included; respect for persons,
beneficence, and justice. Participants were fully informed about the purpose of the study,
following which their participation was requested. It will be emphasized that their participation
will entirely voluntary and that they could opt out at any time since there would be no
consequences resulting from non-participation. All participants are required to fill a consent form
and no names or particulars will be included in the questionnaire. Participants will be informed
that data would be held in total confidence and were requested not
The data was fully made anonymous so that neither individuals nor participants could be
identified. The analysis of the collected data was made using descriptive and appropriate
statistical tests. This involved the measures of central tendencies like arithmetic mean and
standard deviations. Results were presented by the use of tables and charts.
RESULTS

The results of findings were that in UK support from some organizations such as NHS and social
services focused mainly on diagnosis and the needs of an autistic child needs rather than as
family as a whole. The family support that is available is that for parents with a severely affected
child, there are also many volunteer support groups which mainly consist of people who
themselves have an autistic child in the family, there are also online bulletin and social media
that people can subscribe and learn more. It was found out that there is a problem in accessing
this support services because not every parent has time, money or rather skills to seek the help
they need. It was found out that the Nation autistic society offered a variety of support services to
the families with an autistic member for example training, it offered training sessions for parents
with autistic children at home for a period of three months. This program aim was to support
parents in a period of between diagnosis and school session. It empowered parents to facilitate
their child communication skills and also to support parents by encouraging parents to deal with
their child positively in terms of child's behavior and more challenging aspects. This program
also involved professionals who work with the child and help them to attend sessions so as to
receive consistent support. The community was not left behind they provide some services
including support of the autistic children at home and in the community by encouraging them,
praying with them and giving financial support.
On guidance and support provided to autistic children, there was a different type of provision
that was available for guiding children with autism. There was pre-school provision this included
a range of additional needs, for example, the authorities dealt with early identification of autism
in and other difficulties experienced during learning, this was successful because of inter-agency
working. The authorities who were involved are 3%, however, they were not clear whether
certain children had been diagnosed and it was around 37% of the total number of children
nationally which is quite a big number. The following table showed a survey on this.
Authorities who provided 20 3%
The number of children
supported
300 52%
Number of children with
the diagnosis
150 26%

Number of children who
were unclear if they had
a diagnosis or not
100 37%
There was also a provision of primary specialist units which provide materials and resources
which could guide children with autism, some of these units had communication bases which
had already made available by national autistic society. This primary units only dealt with
children who were in the school roll. Findings on this showed that 53% of the children were in
this specialist care units while 36% of these children had been medically diagnosed with autism.
This survey is demonstrated in the table below.
Authorities with provision 26 1%
Number of children
supported
775 53%
Number of children with
the diagnosis
520 36%
Number of children without
the diagnosis
121 8%
The national autism society was able to put up secondary specialist units which its main
objective is to ensure that children were included in mainstream classes and they carried a
curriculum to meet their various specific needs. Rooms were designed to have limit visual
distractions to eliminate disturbance of the children by noise, natural lighting is important for the
autistic child. The findings are that 28% of the children with autism were enrolled in these
classes while 80% were not enrolled yet they have been medically diagnosed.
There was also a provision of resources for with moderate learning difficulties which was
undertaken by 40% of the authorities. This schools had autism-friendly groups and they ensured

an appropriate environment for children for example specifically designed areas and also a
distraction-free environment, around 10% of these children with autism benefitted on this.
There was a provision of emotional and behavioral support and guidance for children with
autism by 30% of the authorities. They employed professional who took them through sessions
of guiding and counseling and 50% of children medically diagnosed with autism were able to
gain much from this and they were helped. In some authorities, they engaged with school
teachers by supporting them and making it part of the school cluster, a team of teachers who
were qualified and experienced worked with children with autism and 70% of these children got
support from the teachers and benefitted.
Some authorities created awareness on autism by visiting an individual school on the basis of
their needs, awareness was provided by a range of interdisciplinary team of professionals, this
was done by 3% of the authorities and it helped a lot. 6% of children who had not been formally
diagnosed was supported by this team and authorities were not able to whether diagnosis had
been made in 27% of the children.
Authorities who provided 60 3%
Number of children
supported
800 44%
Number of children with
the diagnosis
520 29%
Number of children who
had not to be diagnosed
earlier but diagnosed due
to the creation of
awareness
110 6%
There were other provisions which helped in guiding autistic children they include use of home
programs, use of residential placements and even support from an organization which is

independent for example national autistic society. The following table below demonstrate the
findings.
Provision Number of authorities Number of children
Home programs 15 28
Residential programs 28 180
Independent programs 12 115
Other programs 18 155
DISCUSSIONS
In pre-school centers parents were well informed of their child's progress and even the activities
they are involved in the school. They felt satisfied with how they are well informed about their
children daily development. Parents are able to express any concerns and they even gained
knowledge of their child's condition more authorities should, therefore, work closely with
parents with children with autism by involving them in various training events about spectrum
disorders and to plan for treatment and monitoring of its progression.
Through the primary specialist unit's speech and language, therapies were integrated very well
and students were able to meet the specified outcomes on communication. Students were making
good progress because there was regular review held by their teachers and it was just a few of the
cases that children were not sufficiently clear because of different abilities. In these primary
units, pupils with autism were color-coded to link up with a triad of impairment. This careful
attention by their teachers ensured that individual need we met and it was addressed.
In secondary specialist units also made good progress, pupils in this stage were able to achieve a
variety of different experiences, if they are sitting for the examination, they are able to arrange
their seats themselves and practice examination themselves. This approach enables these students
to familiarize themselves with exam environment and even different environments (Gross,

2015). In special schools or units, children are able to have personal records and they are able to
be managed well by even their senior management team. This unit's help in tracking the
children's progress and meeting them towards achieving their greater potential.
Through emotional and behavioral support given to autism children, they are able to gain skills
in understanding their social environment well and be able to cope with any emotional
difficulties they come across (Solomon, and Chung 2012 pp.250-264). Through this, they are
able to develop personal stress which is essential for survival. This will also ensure that children
maximize opportunities by including social and educational programs in the school.
Training of professional was effective in delivering services to autistic children and award for
support for children we well addressed. Inter-agency working brought a lot of importance to
children and even staff as various professionals specialized in speech and language helped the
children, parents and even staff by giving general knowledge about autism. Thus, schools and
agencies ought to work together by sharing plans, sharing strategies and giving out resources to
ensure that every child with autism received appropriate support which helps meet various needs.
These plans should be reviewed regularly and parents with autistic children should be informed
of any changes.
Resources which are friendly to autistic children are important because it helps them cope well
with daily lives (Rogers, Dawson, and Vismara, 2012). These resources include: Autism friendly
groups which ensured that children with autism are able to gain social skills, to practice physical
attitude and to increase the motivation of carrying out their ambitions in life despite the illness,
they also provide the basis of increased self- confidence of the child. Safety is an important
concern for children with autism in both the home environment and school, this reduces the
negative effects of other negative effects (Zablotsky, et.al, 2013, pp.1-8). Appropriate
environment for children for example specifically designed areas and also a distraction-free
environment is good as it improves their attention skills. Lighting plays a crucial role in the
sensory experience of an autistic child as it causes distraction and natural lighting should be
considered as it contributes to positive sleeping patterns. Some resources which improve their
visual function are also needed and also interactive technologies have improved and provide

some important resources such as a robotic system that is interactive devices which contribute to
improving the interaction abilities of children with autism.
Learning programs we set to address the needs of autistic children, it takes account of the child
wider needs and the difficulties they experience, no one program or activity will be able to
provide correct approach to all children in all situations that's why it's crucial for schools and
learning authorities to have clear understanding of this condition and be able to provide suitably
varied range of provision to meet the various learning needs for individual child.
CONCLUSION
Having a child with autism is a very big problem for many families. Engaging the parents of
these children to occur at different steps for example advocacy, parents participating in different
agencies, education and behavior change to suit that child with autism. Although children with
autism have almost the same characteristics as children with developmental disorders some
approaches may apply for all. This condition offers an outstanding challenge to their families,
teachers and friends. Support of children with autism requires a multidisciplinary action for good
management of the condition. Education authorities, schools, parents or guardians and other
professional practitioners are involved. More emphasis needs to be put on coping abilities and
learning for children with autism. Parents need to be involved in every decision making made by
various authorities on their child this will help in equipping the parents with more knowledge on
autism and how to give quality care of their children at home. Staff training on autism is an
important factor in equipping professionals with skills which enable them to manage children
with autism well. It enables the student to learn more and their various need is met. We have
seen the importance of creating awareness about the disease in various school and the finding
were that 6% of children who had not been formally diagnosed were diagnosed and helped this
stresses on importance of creating awareness because many people do not have knowledge about
the disease that's why it is being diagnosed later in life when it has severely progressed. The
importance of guiding and counseling on emotional and behavioral behaviors are stressed, 50%
of children medically diagnosed with autism gained helped from this and it should be
emphasized more as it is an important intervention. There is also a need for the parents and
different multidisciplinary personnel should ensure follow up of child's health throughout and to

ensure that proper medications are given at the right time and correct doses though medication
poses side effects such as changes in intelligent quotient (IQ) Important goal for children with
autism is classroom participation as we mentioned in the above findings it boost child confidence
and improve social skills.
References
Bregman, J.D. and Higdon, C., 2012. Definitions and clinical characteristics of autism spectrum
disorders. Educating students with autism spectrum disorders: Research-based principles and
practices, pp.13-45.
DuBois, D., Ameis, S.H., Lai, M.C., Casanova, M.F. and Desarkar, P., 2016. Interoception in
autism spectrum disorder: A review. International Journal of Developmental Neuroscience, 52,
pp.104-111.
Gross, R., 2015. Psychology: The science of mind and behaviour 7th edition. Hodder Education.
Koegel, L.K., Koegel, R.L., Ashbaugh, K. and Bradshaw, J., 2014. The importance of early
identification and intervention for children with or at risk for autism spectrum
disorders. International journal of speech-language pathology, 16(1), pp.50-56.
Rogers, S.J., Dawson, G. and Vismara, L.A., 2012. An early start for your child with autism:
Using everyday activities to help kids connect, communicate, and learn. Guilford Press.
Solomon, A.H. and Chung, B., 2012. Understanding autism: How family therapists can support
parents of children with autism spectrum disorders. Family process, 51(2), pp.250-264.
Zablotsky, B., Bradshaw, C.P., Anderson, C. and Law, P.A., 2013. The association between
bullying and the psychological functioning of children with autism spectrum disorders. Journal
of Developmental & Behavioral Pediatrics, 34(1), pp.1-8.
APPENDICES
Appendix 1: informed consent

You are being requested to participate in a research study about the autism children between the age of
and 9 years in a clinical setting. You were selected as a possible participant because you meet inclusion
criteria. Read through the form and ask any questions that you may have before agreeing to participate in
the study.
The purpose of this study is to help improve health care through early diagnosis and treatment of autism.
Ultimately, this research may be published. Upon agreeing to participate in this study, you will be
required to answer a few questions regarding autis disease,guidance available and support available.
There are no reasonable foreseeable/expected risks in this study.
Confidentiality will be utmostly held in that the study is anonymous, no information regarding your
identity will be collected/retained. The records of this study will be kept strictly confidential and your
identity will not be disclosed in the material published. The decision to participate in the study is entirely
upon you, you have the right to refuse participation or withdraw completely from the interview at any
point during the process. You also have the right to ask questions before, during or after the study.
Your signature below indicates that you have decided to volunteer as a research participant for this study
and that you have read and understood the information provided above.
Subject’s signature……………. Investigator’s signature……………….
Date…………………………… Date……………………………………
Appendix 2: permission letter
THE CLINICAL OFFICER,
Hospital in UK (mentio)

P.o box (y),
UNITED KINGDOM.
Dear Sir/Madam,
RE: PERMISSION TO CARRY OUT STUDY
I am a student presently studying at the University 4th year. I am requesting permission to conduct a study
at the your hospital, on autism in children between age of 6 and 9
among clients attending this clinic
I hope my request will be successfully considered.
Yours faithfully
(Name of studen)
Appendix : Timeline
MONTH ACTIVITY
MARCH 2018 Identification and clarification of the Research
topic and Initial literature review
MARCH 2018 Chapter 1 Introduction and Chapter 2 (Literature
review) discussion
APRIL 2018 Chapter 3 (Methodology discussion)
Finalizing on the Research proposal

MAY 2018 Presentation of the Research proposal
MAY- JULY 2018 Ethical clearance, Administrative issues and
plotting the questionnaire
AUGUST-SEPTEMBER 2018 Data collection, analysis, and final Report writing
NOVEMBER 2018 Submission of the final bound report and
examination of the project