[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-393192-105":53,"doc-detail-393192-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","autism-a-guide-for-early-years-settings-a-practical-guide-for-early-years-staff","Autism: A Guide for Early Years Settings - A Practical Guide for Early Years Staff","","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.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/autism-a-guide-for-early-years-settings-a-practical-guide-for-early-years-staff/393192/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/autism-a-guide-for-early-years-settings-a-practical-guide-for-early-years-staff/393192.png","ImageObject",442,249,{"name":88,"@type":89},"Fahsai","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-12","2026-09-25",true,{"@type":98,"interactionType":99,"userInteractionCount":76},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is an autism spectrum disorder (ASD) and how common is it in early years settings?","Question",{"text":108,"@type":109},"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.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does adapting practice support children with ASD?",{"text":113,"@type":109},"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.",{"name":115,"@type":106,"acceptedAnswer":116},"What core areas of difficulty are described for children with ASD?",{"text":117,"@type":109},"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.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},393192,1791831034,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":76,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":32,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":40},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","Autism:  \nA Guide for Early Years Settings  \nAutism:  \nA Guide for Early Years Settings  \nAutism: A Guide for Early Years Settings  \nAcknowledgements  \nWe would like to thank everyone who was involved in developing and reviewing this document.  \nWe would like to recognise the valuable contribution made by the families who helped us to develop this guide, including:  \nTracy Hinton  \nKaty Rees  \nAnne Drewett  \nGaby Worgan  \nParent representatives who were involved through the focus groups held across  \nseveral LA’s during 2015.  \nAuthor  \nThis guide was written by:  \nJohanna Manikiza  \nASD National Development Lead, Welsh Local Government Association  \nReferences  \nASDinfoWales and partners. Autism: A Guide for Mainstream Primary Schools (2016) ASDinfoWales, partners and Wales Autim Research Centre. Autism – do you know the signs?  \nASDinfoWales and partners. Autism: A Guide for Parents and Carers Following Diagnosis (2012)  \nNational Institute for Health and Clinical Excellence (September 2011) Autism: recognition, referral and diagnosis of children and young people on the autism spectrum. London: Fish  \nBooks [http://www.nice.org.uk/guidance/cg128](http://www.nice.org.uk/guidance/cg128)  \nThe National Archives (2010) The Equality Act 2010  \n[www.legislation.gov.uk/ukpga/2010/15/contents](www.legislation.gov.uk/ukpga/2010/15/contents)  \n[ISBN:](ISBN: 978-1-78286-031-0)[ 978-1-78286-031-0](ISBN: 978-1-78286-031-0)  \nAutism: A Guide for Early Years Settings   \nContents  \nAcknowledgements 2  \nForeword 5  \nChapter 1-Introduction 6  \nIntroduction to Autism Spectrum Disorders 7  \n Learning With Autism – Programme Overview 8   \nChapter 2 – Understanding Autism Spectrum Disorder 9  \nRecognising the Signs ofASD in Those without a Diagnosis 10  \nUnderstanding Autism Spectrum Disorder (ASD) 13  \nWhat are the core characteristics of autism spectrum disorders? 13  \nSocial Interaction 13  \nSocial Communication 14  \nVerbal Communication 15  \nNon Verbal Communication 15  \nSocial Imagination, Rigidity of Thought and Routines 16  \nImaginative Play and Creative Activities 18  \nSensory Issues in Autism 18  \nAutism and Other Disorders 22  \nChapter 3-Adapting Day to Day Practice 23  \nA Child Focused Approach 24  \nAdapting Communication 24  \nSupporting Social Interaction 26  \nThe Early Years Setting Environment 27  \nRoutines and Changes to Routine 29  \nUsing Picture Planners 30  \nSetting Tasks and Managing Unstructured Activities 31  \nTransitions 32  \nRepetitive Behaviours 32  \nSpecial Interests 33  \nImagination, play and creativity 33  \nAutism: A Guide for Early Years Settings  \nUnderstanding Social Rules 35   \nChapter 4-Managing common issues in the early years setting 37  \nWorking with Parents and Carers 38  \nToileting 39  \nEating 41  \nAccidents and injuries 42  \nWorking with Challenging Behaviours 42  \n Using Reward Programmes 46   \nFurther information 48  \nAutism: A Guide for Early Years Settings  \nForeword  \nI am pleased to provide a foreword address to Autism: A Guide for Early Years Settings.  \nFollowing 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.  \nCreating 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.  \nThese 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.  \nCouncillor Ali Thomas OBE  \nChapter 1  \nIntroduction  \nAutism: A Guide for Early Years Settings  \nChapter 1  \nIntroduction  \nIntroduction to Autistic Spectrum Disorders  \nEstimates tell","cbCaisz46jFsdoGG","https://ap.wps.com/l/cbCaisz46jFsdoGG","pdf",3239548,"English","# Acknowledgements\n# Foreword\n# Chapter 1 - Introduction\n## Introduction to Autism Spectrum Disorders\n# Chapter 2 - Understanding Autism Spectrum Disorder\n## Recognising the Signs of ASD in Those without a Diagnosis\n## Core characteristics of autism spectrum disorders\n## Social Interaction\n## Social Communication\n## Verbal Communication\n## Non Verbal Communication\n## Social Imagination, Rigidity of Thought and Routines\n## Imaginative Play and Creative Activities\n## Sensory Issues in Autism\n## Autism and Other Disorders\n# Chapter 3 - Adapting Day to Day Practice\n## A Child Focused Approach\n## Adapting Communication\n## Supporting Social Interaction\n## The Early Years Setting Environment\n## Routines and Changes to Routine\n## Using Picture Planners\n## Setting Tasks and Managing Unstructured Activities\n## Transitions\n## Repetitive Behaviours\n## Special Interests\n# Chapter 4 - Managing common issues in the early years setting\n## Working with Parents and Carers\n## Toileting\n## Eating\n## Accidents and injuries\n## Working with Challenging Behaviours\n## Using Reward Programmes\n# Further information","[{\"question\":\"What is an autism spectrum disorder (ASD) and how common is it in early years settings?\",\"answer\":\"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.\"},{\"question\":\"How does adapting practice support children with ASD?\",\"answer\":\"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.\"},{\"question\":\"What core areas of difficulty are described for children with ASD?\",\"answer\":\"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.\"}]","Autism: A Guide for Early Years Settings - A Practical Guide for Early Years Staff | PDF",1790380248]