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Education, Health and Care Plans for PDAers

Not every autistic child with a PDA profile will need an EHCP, some may manage with support usually available through the SEN (Special Educational Needs) budget. For those who may need an EHCP, this page offers an overview of how to get one, what a plan could look like, and practical examples of support and adjustments that might help PDAers in education.

This page may help you think through a child or young person’s potential needs and what corresponding support might be helpful. You could also share it with the professionals involved in developing their EHCP.

An EHCP won’t cover all the suggestions on this page – just those most helpful for each individual person. An Education, Health and Care Needs Assessment (EHCNA) usually develops a fuller picture of individual needs. 

What is an EHCP?

An Education, Health and Care Plan (EHCP) is a legal document used in England to outline a child or young person’s special educational needs, the support they need and the outcomes they would like to achieve.

Local authorities are legally required to deliver the support outlined in EHCPs. This means the plan can offer additional help for your child or young person’s education. It may also give greater choice in what educational setting they attend. 

The child or young person, their family, professionals, and the Local Authority (LA) write the EHCP together. EHCPs are reviewed every year through an Annual Review or at a key stage phase transfer such as going from Primary to Secondary school. It is also possible to call an emergency review within the year if your child’s needs still aren’t being met.

Applying for an Education Health and Care Plan

The first step to getting an EHCP is requesting an Education, Health and Care Needs Assessment (EHCNA). This is an assessment of your child or young person’s education, health and social care needs and takes input from the parents, young person and various professionals.

If you think your child needs an EHCP, you, the young person, or a person acting on behalf of a school or post-16 institution, can request an assessment from the LA. This is an important point to remember as many families think that it is only school who can start the EHCNA process.

According to the Children and Families Act 2014, LAs must agree to an assessment if: “after having regard to any views expressed and evidence submitted under subsection (7), the authority is of the opinion that – (a) the child or young person has or may have special educational needs, and (b) it may be necessary for special educational provision to be made for the child or young person in accordance with an EHC plan.”

Local Authorities often reject requests for assessment on the grounds there isn’t enough evidence that one is needed. Many local authorities apply extra criteria when deciding whether to proceed with an assessment, but LA policy does not trump the law as set out above in CAFA 2014.

To improve the chances of your request being accepted, it can help to include specific information about your child’s needs, examples of support that have been tried, and any additional help they may require. Try to evidence why your child may need extra funding outside of the usual SEND budget and how interventions so far have not been able to meet need.

If the LA reject your request for assessment, you have the right to appeal the decision. This part of the process can take time as there are often waits in the appeals system. But it is well worth sticking with it as ultimately the local authority success rate in defending these appeals remains very low.

Who will be involved in an EHC needs assessment?

During an assessment, the LA is obliged to seek advice from the following people (as set out in the Regulation 6(1) of The Special Educational Needs and Disability Regulations 2014):

  • You, as your child’s parent/carer or as a young person.
  • Educational advice (usually from the head teacher or principal).
  • Medical advice and information from a health care professional.
  • Psychological advice and information from an educational psychologist.
  • Advice and information in relation to social care.
  • Advice and information from any other person the local authority thinks appropriate
  • Where your child (or you as a young person) is in or beyond year 9, advice and information in relation to provision to assist your child/you in preparation for adulthood and independent living.
  • Advice and information from any person you reasonably request that the local authority seek advice from.

Need more help with applying for an EHCP?

For more help and support about the process of applying for an EHCP, visit the IPSEA website: https://www.ipsea.org.uk/Pages/Category/education-health-and-care-plans.

You can also contact your local SENDIASS (Special Educational Needs and Disabilities Information Advice and Support Service). There is a SENDIAS Service in every local authority in England. The Council for Disabled Children has a useful search function to help people find their local SENDIASS, which you can find here: https://councilfordisabledchildren.org.uk/about-us-0/networks/information-advice-and-support-services-network/find-your-local-ias-service

Structure of an EHCP

EHCPs have a standard structure, though local authorities may have different forms to gather information. The structure includes:

  • Section A: the views, interests and aspirations of the child or young person and their parents. Make sure all points in section A also appear in sections B, C and D as well.
  • Sections B, C and D: a description of your child or young person’s needs.
    • Section B: educational needs.
    • Section C: health needs.
    • Section D: social care needs.
  • Section E: the outcomes sought for your child or young person.
  • Section F: educational support needed to meet the child’s needs.
  • Section G: health support needed to meet the child’s needs.
  • Section H: social care support needed to meet the child’s needs.
  • Section I: names the school/educational placement.
  • Section J: describes Personal Budget arrangements if applicable. See your Local Authority’s Local Offer page for more information.
  • Section K: contains Appendices (professional reports, etc.).

Detailed breakdown of EHCP sections

Section A

Contains basic information about the child (name, address, birth date) and may include a . This shows the child’s likes, strengths, interests, what matters to them, and how best to support them. When writing a One Page Profile you may want to include examples like:

  • [Student’s name] needs everyone in contact with them to understand, use and adapt recommended PDA approaches.
  • [Student’s name] requires extra time to process requests because demands/time pressure increases anxiety.
  • Communication between school and home needs to be regular.
  • It is important that [student’s name] receives individual attention in the morning to discuss the day ahead. They may need help with forward planning. Staff may need to prepare them for changes in their routine.
  • Support with friendships is essential.
  • [Student’s name] may require support with abstract vocabulary and may benefit from pre-taught preparatory sessions for vocabulary.
  • [Student’s name] needs gentle encouragement in a fun way – for example: ‘Bet you can’t’, or ‘I’ll do x if you do y’.
  • [Student’s name] struggles with writing and therefore needs alternative recording methods such as a scribe.
Sections B, C and D

These sections describe a child or young person’s educational (B), health (C) and social care needs (D). They may not have needs in every section.

For Section B, you could consider the following questions: 

  • What are their main strengths and challenges in:
    -Communication and Interaction?
    -Cognition and Learning?
    -Social, Emotional and Mental Health?
    -Sensory and Physical?
  • How does their demand avoidance affect their education?
  • How do they feel about themselves and how do their needs affect their self-esteem?
  • What were the results of any professional assessments? Including standardised assessment scores can be helpful, including if they are unable to sit formal tests because of their PDA.
  • Do they have any formal diagnoses? Are they aware of these?
  • How do they feel about having their differences documented or known by others?

More specifically, do they have challenges around:

  • Processing information?
  • Executive functioning and its impact?
  • Attending educational settings?
  • Anxiety – impacting on daily life and learning?
  • Receptive language (understanding what people say to them)?
  • Expressive language (making themselves understood)?
  • Being selectively mute?
  • Making and keeping friendships?
  • Interacting with peers or adults?
  • Social communication techniques?
  • Building and maintaining self-esteem?
  • Emotional regulation?
  • Vision/hearing?
  • Independent living skills?
  • Fine/gross motor skills?
  • Sensory processing/integration?
  • Certain sensory experiences?
  • Masking their difficulties at school?

It is important to make sure that for each need identified here there is an equivalent support provision mentioned in Section F to enable them to meet the outcomes in Section E.

Section E: writing outcomes

Outcomes should focus on your child’s aspirations and balance what’s important to them with what’s important for them.

Families and professionals need to work together to make meaningful outcomes that could improve the child or young person’s life.

It’s essential to make sure that outcomes are SMART (specific, measurable, achievable, realistic and timebound) so what the child is working towards is clear and everyone can see if the provision is effective.

Here is an example of a SMART outcome: By the end of Year 4, [student’s name] will have developed an alternative method for recording her work. She will be able to independently use her laptop with the Clicker programme, to produce short pieces of writing of up to 400 words.

Sometimes outcomes are arranged with main aims followed by smaller short-term targets.

Section F: identifying support needed

After setting outcomes, the next step is to identify the support needed to meet your child or young person’s special educational needs to be able to meet those goals.

When writing recommendations, is can be helpful to begin by considering best practices for children with PDA and then adjusting them to suit your child.  Not all suggestions will work for every PDAer.

The support in this section must be detailed, specific and quantified. Try avoiding vague terms like “access to,” “opportunities to,” “regular,” or “may benefit from”.  These are unclear and cannot be enforced.

Suitable provisions are likely to include things like: personalised learning; flexible timetables and lesson objectives; trusted relationships with key members of staff; PDA trained professionals; provision of key professional input such as SALT, OT; staff access to ongoing training, guidance and advisory input; a lead professional; and perhaps an emotional wellbeing and social curriculum.

Ideas for sections E and F

Ideas for communication and interaction:

Section E outcome: [insert name] will be able to communicate their needs and wants using [specific communication method] in [specific setting], as evidenced by [specific measurable criteria].

Section F approaches:

Encouraging communication
  • Make sure all students are equally included in the school community – for example, give responsible positions to all students including those with additional needs.
  • Encourage unconditional positive regard to be held by all students and staff for each other.
  • Whole school training in PDA is required so all staff understand and accept autistic communication and interaction and what approaches will be helpful; fully integrate this understanding when planning, delivering and assessing learning.
  • If [student’s name] says something off-topic, listen and respond before gently returning to the topic.
  • Help [student’s name] to interact with a range of people and support them to understand how communication style may need to be adapted in different circumstances.
  • Model communication and interaction skills.
  • Use roleplay to practice communication skills.
  • Explain context and help ‘unpick’ misunderstandings.
  • Avoid unclear language and explain the meaning of ambiguous/figurative language.
  • Give calm, clear explanations about why and how things need to be done, and allow room for collaboration, negotiation and compromise.
  • Allow extra time for processing what is being said or asked.
  • Give praise in a low-key or indirect way.
  • Try other communication methods like writing, drawing or messaging or technology. Use a mix of approaches to introduce novelty (like surveys or multiple-choice).
  • Use a ‘life coaching’ approach to help them to navigate social situations.
  • Any social skills programmes should be strengths-based, respectful of neurodiversity and capacity-building.
Providing a peer group
  • Create chances for them to work with peers, especially those who share interests with them.
  • Focus on building trust between peers and between adults and students.
  • Be aware that they may be vulnerable to bullying.
  • Whole class training on diversity in all its forms, with a focus on neurodiversity, to encourage understanding and acceptance.
  • Create a school buddy system for mutual support.
  • Help [student’s name] to understand the benefits to them and their peers of social skills such as give and take, turn-taking, cooperation, respect, following rules etc. whilst also encouraging self-advocacy and being accepting of difference.
  • It may be easier for [student’s name] to take part in structured group activity if each child is given a role, and/or [student’s name] is given a role where they feel in control (e.g. timekeeper).  
  • Model and teach strategies for handling difficult situations with peers e.g. walking away, having a named adult to seek out, producing ‘scripts’ for in the moment and to help repair relationships.
  • Provide optional chances to interact with peers without pressure.

Ideas for: cognition and learning

Section E outcomes:

By the end of term three [student’s name] will be able to access the curriculum. They will regularly engage in education and work across the curriculum to achieve in line with their potential.

By the end of year X [student’s name] will have learnt the life skills required to lead an independent adult life, including self-care, personal hygiene, independent travel, cooking and managing money.

Section F approaches:

Presenting learning tasks
  • Offer [student’s name] a choice of [x number] tasks to meet the learning goals.
  • Place tasks in front of [student’s name] without comment.
  • Offer [student’s name] a choice of where to work.
  • Create tasks where [student’s name] can correct the teacher’s mistakes.
  • [Student’s name] will have a “Projects on Pause” folder where tasks can be saved for later.
  • [Student’s name] will have movement breaks when required to support sensory needs and emotional regulation.
  • [Student’s name] will have a flexible timetable for activities to be offered when they’re most likely to succeed.
  • Offer [student’s name] key roles in tasks, like timekeeper, scribe or counter during activities.
  • Provide [student’s name] with pre-teaching so they know key language and topics.
  • Avoid asking too many questions.
  • Modify work expectations.
  • Introduce goals gradually.
  • Give [student’s name] extra time to complete work.
  • Empower [student’s name] by allowing more choice of activities.
  • Provide notes or photocopies of class material.
  • The class teacher will ensure that [student’s name] receives additional time to complete work.
  • Offer books related to [student’s name] interests to encourage reading. Spellings will also be taken from topics which draw on their interests.
  • Give [student’s name] chances to lead sessions to boost confidence.
  • Provide alternative ways to record work ( e.g. tablet, scribe, computer, dictation).
  • Offer alternatives and be flexible about what they can do and when.
  • Make project work activities available daily, allowing choice.
  • Lessons need to be presented in a variety of learning styles based on [student’s name] levels of anxiety and motivation to learn. At times [student’s name] requires and benefits from a planned/template support and at other times a more flexible visual approach, depending on their tolerance at any given time.
  • There will need to be a commitment from teaching, support and management to work with [student’s name] on exploring and developing highly individualised teaching approaches. There will need to be detailed record keeping, monitoring and reviewing to highlight what works when and why.
  • Continual use of practical, flexible and visual learning activities to engage and motivate.
  • Break instructions down into small manageable tasks with enough detail that [student’s name] knows what will be coming next but with minimal language.
  • Having instructions already written down or visual cues to refer to may help [student’s name] to complete a set task. 
  • [Student’s name] will be supported to develop strategies to enable them to process what they have heard in lessons so that they are able to retain and consolidate learning.
  •  Use visual aids when giving instructions to [student’s name].
  • Ensure [student’s name] has understood what is being asked of them by using sensitive questioning.
  • De-personalise demands and requests.
  • Disguise demands by playing games.
  • Use language that feels like an invitation is being offered.
  • Use indirect language to encourage engagement, e.g. ‘I wonder if?’ ‘Let’s see if we can’ ‘Maybe we could investigate…’
  • Allow take-up time, i.e. the adult to ‘plant the seed’ of what they would like to happen at the start of the session but avoid expecting it to happen straight away.
  • Introduce techniques such as distraction or humour, when appropriate and with caution.
  • Introduce goals gradually, building on positive experiences and ensuring [student’s name] gets some sort of acceptable achievement out of every encounter.
  • Avoid a sense of failure. Limit adult expectations, whilst being mindful of ensuring [student’s name] ultimately is able to reach their potential.
Staffing requirements
  • [Student’s name] will be supported by staff who understand autism and pathological demand avoidance and who can be flexible in approach and use alternative learning opportunities to engage.
  • [Student’s name] will have a key adult they can trust will listen to them and support in problem solving.
  • [Student’s name] should have light touch support from an adult who can ensure they remain focused and can judge when they need an alternative approach.
  • [Student’s name] will benefit from support from a member of staff who:
    • Attunes to their emotion and pace.
    • Recognises and supports their own strategies, behaviour, language and metacognitive strategies to self-regulate.
    • Recognises dysregulation and mindfully offers support.
    • Offers breaks from interaction when necessary.
    • Facilitates re-engagement unobtrusively.
    • Offers choices verbally and non-verbally
    • Waits for and encourages initiation.
    • Provides a balance of responses.
    • Respects [student’s name] wishes and need for independence but equally is available to respond and help before they become overwhelmed.
    • Is flexible and offers solutions.
    • Allows for breaks.
    • Offers time for problem solving, task completion, mistakes to be made and recovered from.
    • Interprets “behaviours” as communication.
    • Honours [insert student’s name] requests or refusals when appropriate.
    • Uses appropriate proximity, non-verbal behaviour to encourage engagement.
    • Provides guidance for interpreting the feelings and opinions of others.
    • Models appropriate behaviours.
  • Ensure all staff working with [student’s name] know and understand the adjustments they should make when communicating.
  • Teachers and TAs to be creative and resourceful in the development of activities, using surprise as a positive engager.
  • Teaching staff to be skilled at negotiating and suggesting rather than expecting participation.
  • Teachers and TAs to give [student’s name] choices so that they can feel some sense of control .
  • Ensure [student’s name] is taught by teachers and TAs who have received specific in-depth PDA training and who have experience of working with pupils with PDA.
  • It is important that staff promote a sense of belonging within the school and that [student’s name] feels they are working in collaboration with staff and the school.
  • Provide a confident and familiar staff team at all times.
  • Staff to be flexible and adaptable in their approach, providing [student’s name] with a balance of control within the parameters they can meet.
  • 1:1 support should be delivered by a key member of staff who can develop a rapport with [student’s name] so they feel understood and respected as an equal. Staff should focus on supporting [student’s name] to build trust in themself and the school. It is important that the key adult builds up an intimate knowledge of [student’s name] such that they know when to pursue an objective and when to reduce pressure, making continual adjustments as needed. It is also important that the relationship develops so that trust is built up.
The learning environment
  • Offer a small, safe learning space where they can build confidence.
  • Provide a peer group they can identify with.
  • Create a learning environment that supports sensory needs, for example where noise levels are kept to a minimum and a quiet personalised space away from distractions is made available.
  • Provide access to a safe base.
  • Make a quiet area available for regulation and focused work.
  • Allow them access to a quiet space to rest between intense learning times.
Curriculum/learning programme
  • Create an individualised learning programme based on their special interests and strengths.
  • Match curriculum to their needs with short, visual, interactive tasks.
  • Offer a broad curriculum as they become more engaged, following their lead.
  • Personalise and differentiate the curriculum for their learning style.
  • Break activities into small steps.
  • Provide personal tutorial time.
  • Maintain a flexible approach.
Interaction, praise and sanctions
  • Traditional praise, reward and sanctions should be avoided.
  • Use indirect praise.
  • Analyse [student’s name] responses and make adjustments as needed.
  • Support [student’s name] in making decisions without pressure. Avoid coercing or encouraging. It is important that they don’t feel pressured into following others’ ideas.
  • Include [student’s name] in decisions so that they feel able to make suggestions, participate in discussions and have the final say.
  • Show respect and value for [student’s name] in all interactions.
  • Focus on positive interactions with an unmentioned emphasis on academic potential, to collaboratively develop a range of activities that will provide positive experiences. 
Preparing for learning
  • Talk [student’s name] through daily and weekly activities which will include assembly, playtime and lunchtime arrangements.
  • Offer a variety of equipment in the classroom to help meet sensory and learning support needs. An EHC assessment can help identify the most appropriate aides.
  • Use visual prompts to help them understand their day (though visual timetables and “now and next” boards can often go down badly with PDAers).  
  • Offer alternate sitting tasks with movement activities.
  • Provide regular breaks as needed.

Social, Emotional and Mental Health

Section E outcome: By the end of Year 5 [student’s name] will be able to identify emotions and choose appropriate strategies to help them regulate and manage anxiety.

Section F strategies:

Anxiety Management
  • Staff to adopt a ‘low arousal’ approach when working with [student’s name].
  • Staff will explore what causes anxiety and what motivates [student’s name], to help develop support strategies. They will provide time to discuss anxieties and interests. Interests can be used as motivators by offering time to research or incorporate them into the curriculum – observation may be required as they may not know the causes of their anxiety.
  • Staff will model and teach strategies for how to recognise, monitor and manage anxieties, in order to develop self-awareness, self-regulation and self-expression.
  • Staff will support [student’s name] to develop anxiety-management techniques suited to PDA, including new ways of thinking about their own expectations – for example, avoiding one thing to do another, developing choices within tasks, accepting some things can’t be done (which may then make it possible).
  • Be flexible and responsive to anxiety levels. Monitor stress levels and reduce demands when anxiety increases.
  • Help them to identify their own stress levels and needs.
  • Plan for predictable triggers.
  • Teach relaxation techniques.
  • Provide access to quiet work areas to help alleviate stress and times of high anxiety.
  • Involve [student’s name] in creating flexible routines.
  • Allow time out of structured lessons for sensory regulation.
  • Provide reassurance during unexpected changes.
  • Assign a support assistant with PDA knowledge.
  • Provide individual adult support for irregular activities such as school trips.
Managing demands to reduce anxiety
  • Provide a limited number of achievable activities each day.
  • Offer a choice of activities.
  • Work beside or behind them rather than face-to-face.
  • Adults working with [student’s name] will need to work sensitively to help them manage demands. They will choose language which does not cause additional anxiety.
Reacting to distress
  • Staff will have a highly developed understanding of what triggers distressed behaviours for [student’s name]. They will monitor for stress and anticipate triggers; staff should actively support and intervene to prevent distress.
  • If [student’s name] becomes distressed, staff will move others away or offer a quiet place without further questioning until they feel calmer. Lessons can be learnt later.
  • If [student’s name] wants to explain what has happened, staff will listen and offer reassurance/action to help them to regulate.
  • [Student’s name] to have a safe space in school where they can work with adults on a 1:1 basis or independently if they become overwhelmed in a classroom/group learning environment. They should be supported to access this by a trusted adult.
  • Adults to keep calm and level in their own emotions, including facial expressions.
  • Avoid confrontation.
  • Do not restrict [student’s name] movements or prevent them from leaving a classroom as this is likely to increase distress.
  • Use Dr Ross Greene’s Collaborative & Proactive Solutions model to identify lagging skills and solve problems together once they are calm.
Teaching emotional regulation
  • Provide a system for [student’s name] to communicate feelings (for e.g. Zones of Regulate or the 5-Point scale).
  • Adults to model noticing and talking about emotions, explicitly linking cause and effect.
  • Use activities that increase emotional literacy. For example, interoception work can help students to understand how emotions feel in the body and therefore help to identify how they are feeling.
  • Weekly dedicated sessions to work on social and emotional curriculum e.g. personal tutorials.
  • Daily opportunities for individual and small group work to develop positive social and learning experiences supported by a PDA trained adult who has a positive relationship with [student’s name].
  • Regular time with a trusted adult to discuss worries.
Effective support from staff
  • Include all students equally in the school community.
  • Train all school staff in PDA.
  • Maintain good communication with home.
  • Ensure all staff use a similar approach which will be individual to that child but could include for example:
    • Providing choices.
    • Allowing extra take-up time.
    • Reducing staff talking and questioning.
  • Make playground staff aware of needs so they can be ready to “unpick” misunderstandings or support collaborative play. 
  • Maintain a familiar staff team.
  • Assign trusted key workers.
  • Provide a familiar trusted keyworker who they can build a positive relationship to minimise anxiety and present learning in a low-demand way.
  • All staff working with [student’s name] must have received in-depth training and experience in supporting children with PDA and with any associated anxieties and sensory needs.
  • Seek and act on advice from mental health professionals.
  • Ensure staff are aware of [student’s name] needs so expectations are appropriate and demands minimised.
  • Ground rules need to be as few as possible (i.e. linked to safety) but then maintained using techniques such as passing responsibility (e.g. “I’m sorry but it’s a health and safety requirement”) de-personalising (through the use of imaginary characters, visual clarification etc) and giving choices that allow a feeling of autonomy.

Section E outcome: By the end of the summer term [student’s name] will have developed their self-esteem to feel confident enough to [insert a measurable output].

Section F strategies:

  • Use indirect strategies to increase self-esteem like games or challenges based on interests.
  • Give [student’s name] responsibilities that raise self-esteem and build on strengths.
  • Staff will use humour and ensure any demands are made indirectly. For example, the use of phrases such as ‘I think I’ve made a mistake, what could I have done wrong? ‘Bet you can’t…..’ and ‘I’ll do x if you do y.’
  • Use whole class or small group teaching to show that everyone makes mistakes.
  • Completing self-esteem activities to help them recognise their own individual strengths and interests.
  • Encourage involvement in activities where they can succeed.
  • Provide positive encouragement carefully phrased so it does not become demanding. Do this in an indirect way, for example by telling someone else where they are in earshot.  
  • Create and update a profile of what they feel is important about themselves.
  • Build on their strengths to provide frequent successful experiences.

Sensory and Physical

Section E outcome: At the end of year 4 [student’s name] will be able to self-manage their sensory needs by choosing and using tools from their sensory kit (such as a fidget toy, noise-cancelling headphones) to stay focused during literacy activities for periods of 30 minutes or more.

Section F strategies: an OT report produced as part of an EHC assessment should offer suggestions. But here are some examples:

  • Involve [student’s name] in creating a bespoke sensory diet with activities to choose from.
  • Involve [student’s name] in making a sensory box which can be accessed throughout the day.
  • Provide daily sensory activities based on assessments.
  • Develop X’s ability to model self-regulation for younger children.
  • Provide short tasks with plenty of movement breaks.
  • Be aware of interoceptive awareness challenges helping them to notice body signals and connecting them to their meaning.
  • Appropriate support may be required from an Occupational Therapist
  • Seek appropriate Occupational Therapy advice if strategies aren’t working.

Section E outcome: By the end of spring term [student’s name] will have developed fine motor skills so that he will be able to [insert measurable output].

Section F strategies:

  • Use physical tasks that improve coordination and strength.
  • Provide a choice box of fine motor activities.
  • Develop a daily plan of sensory-based motor skill activities.

Acknowledgements

We thank Clare Truman for writing the original report that this information is based on. Special thanks to Steph Curtis, Jilly Davis, Ruth Fidler, Libby Hill, Aileen Hosty, Katie Mabberley, Natalie Menagh, Sally Russell, Vikki Threlfall, Ken Upton and our PDA adult panel for their many contributions.

Don't know where to start?

If you’re looking for ideas that actually help, our parent carer training could be for you. It’s built by people with lived experience, and is full of practical tips. Families tell us that after our training they better understand what is going on for their child, why they are struggling and what they can do to help.