Autism: A Guide for Early Years Settings - A Practical Guide for Early Years Staff

Sep 25, 2026

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A practical guide for early years settings on autism spectrum disorder (ASD), outlining core characteristics such as social communication, interaction, imagination, routines, and sensory-related needs. It explains how misunderstandings of autism symptoms can lead to challenging behaviour, and how adapting daily practice can reduce anxiety and improve engagement, attainment, and transitions. The guide also includes early education strategies, communication supports, and guidance for working with parents and carers on common issues.

LanguageEnglish

CategoryPaper Templates

FormatPDF

Pages50

Reading Time18 min

AccessFree to download

Acknowledgements

Foreword

Chapter 1 - Introduction

Introduction to Autism Spectrum Disorders

Chapter 2 - Understanding Autism Spectrum Disorder

Recognising the Signs of ASD in Those without a Diagnosis

Core characteristics of autism spectrum disorders

Social Interaction

Social Communication

Verbal Communication

Non Verbal Communication

Social Imagination, Rigidity of Thought and Routines

Imaginative Play and Creative Activities

Sensory Issues in Autism

Autism and Other Disorders

Chapter 3 - Adapting Day to Day Practice

A Child Focused Approach

Adapting Communication

Supporting Social Interaction

The Early Years Setting Environment

Routines and Changes to Routine

Using Picture Planners

Setting Tasks and Managing Unstructured Activities

Transitions

Repetitive Behaviours

Special Interests

Chapter 4 - Managing common issues in the early years setting

Working with Parents and Carers

Toileting

Eating

Accidents and injuries

Working with Challenging Behaviours

Using Reward Programmes

Further information

Autism: A Guide for Early Years Settings Autism: A Guide for Early Years Settings Autism: A Guide for Early Years Settings Acknowledgements We would like to thank everyone who was involved in developing and reviewing this document. We would like to recognise the valuable contribution made by the families who helped us to develop this guide, including: Tracy Hinton Katy Rees Anne Drewett Gaby Worgan Parent representatives who were involved through the focus groups held across several LA’s during 2015. Author This guide was written by: Johanna Manikiza ASD National Development Lead, Welsh Local Government Association References ASDinfoWales and partners. Autism: A Guide for Mainstream Primary Schools (2016) ASDinfoWales, partners and Wales Autim Research Centre. Autism – do you know the signs? ASDinfoWales and partners. Autism: A Guide for Parents and Carers Following Diagnosis (2012) National Institute for Health and Clinical Excellence (September 2011) Autism: recognition, referral and diagnosis of children and young people on the autism spectrum. London: Fish Books [http://www.nice.org.uk/guidance/cg128](http://www.nice.org.uk/guidance/cg128) The National Archives (2010) The Equality Act 2010 [www.legislation.gov.uk/ukpga/2010/15/contents](www.legislation.gov.uk/ukpga/2010/15/contents) [ISBN:](ISBN: 978-1-78286-031-0)[ 978-1-78286-031-0](ISBN: 978-1-78286-031-0) Autism: A Guide for Early Years Settings Contents Acknowledgements 2 Foreword 5 Chapter 1-Introduction 6 Introduction to Autism Spectrum Disorders 7 Learning With Autism – Programme Overview 8 Chapter 2 – Understanding Autism Spectrum Disorder 9 Recognising the Signs ofASD in Those without a Diagnosis 10 Understanding Autism Spectrum Disorder (ASD) 13 What are the core characteristics of autism spectrum disorders? 13 Social Interaction 13 Social Communication 14 Verbal Communication 15 Non Verbal Communication 15 Social Imagination, Rigidity of Thought and Routines 16 Imaginative Play and Creative Activities 18 Sensory Issues in Autism 18 Autism and Other Disorders 22 Chapter 3-Adapting Day to Day Practice 23 A Child Focused Approach 24 Adapting Communication 24 Supporting Social Interaction 26 The Early Years Setting Environment 27 Routines and Changes to Routine 29 Using Picture Planners 30 Setting Tasks and Managing Unstructured Activities 31 Transitions 32 Repetitive Behaviours 32 Special Interests 33 Imagination, play and creativity 33 Autism: A Guide for Early Years Settings Understanding Social Rules 35 Chapter 4-Managing common issues in the early years setting 37 Working with Parents and Carers 38 Toileting 39 Eating 41 Accidents and injuries 42 Working with Challenging Behaviours 42 Using Reward Programmes 46 Further information 48 Autism: A Guide for Early Years Settings Foreword I am pleased to provide a foreword address to Autism: A Guide for Early Years Settings. Following the success of the Learning with Autism Primary School Programme, I hope that this guide and its accompanying resources will yield similar success in providing practical knowledge and advice for staff within early years settings. Creating autism friendly learning environments can only be achieved with everyone working together, and the ‘Learning with Autism’ programmes aim to achieve this by providing consistent advice and supportive resources that can be utilised across education provision. These programmes have been developed with support and advice from a range of professionals, parents and carers. We are very grateful for the continued commitment shown, and hope that our resources continue to improve the lives of children with ASD and their families. Councillor Ali Thomas OBE Chapter 1 Introduction Autism: A Guide for Early Years Settings Chapter 1 Introduction Introduction to Autistic Spectrum Disorders Estimates tell

FAQs

What is an autism spectrum disorder (ASD) and how common is it in early years settings?

The guide states that around 1 in 100 children have an Autism Spectrum Disorder (ASD). That means children with ASD can be found in many early years settings.

How does adapting practice support children with ASD?

By adapting practice, the guide explains that children can feel safer and less anxious, with better understanding of expectations. This often leads to increased engagement and attainment, and fewer displays of challenging behaviour.

What core areas of difficulty are described for children with ASD?

The guide highlights impairments in social communication, social interaction, social imagination, and a preference for routines. It also notes that many children experience sensory issues and restricted patterns of behaviours.

Sep 25, 2026

Upload by Fahsai