CH60-Supporting People Living with Autism Policy

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Supporting People Living with Autism Policy

Purpose and Scope

This policy outlines our commitment to supporting adults and older persons with Autism Spectrum Condition (ASC) in our CQC-registered care home. Its purpose is to ensure that autistic residents receive high-quality, person-centered care in line with regulatory requirements and best practice guidelines (CQC, NICE, SCIE, etc.). We are dedicated to enabling autistic people to live as ordinary and fulfilling a life as any other citisen, with choice, dignity, independence, and access to the community. This policy applies to all staff and volunteers and covers all aspects of care for residents aged 18 and over with diagnosed or suspected autism.

Guiding Principles

Our approach is founded on the Care Quality Commission’s “Right Support, Right Care, Right Culture” framework and other national standards. We uphold the following principles:

Right Support: We provide a model of care and environment that maximises each person’s choice, control, and independence. Autistic individuals are supported to make their own decisions and maintain as much autonomy as possible in daily life.
Right Care: We deliver person-centered care that promotes each person’s dignity, privacy, and human rights. Support is tailored to the unique needs, preferences, and values of the individual, rather than a one-sise-fits-all approach.
Right Culture: We foster an organizational culture in which the ethos, values, attitudes, and behaviours of leaders and staff empower autistic people to lead confident and inclusive lives. Staff are expected to be compassionate, respectful, and responsive, creating an environment of acceptance and understanding.

By adhering to these principles, we ensure that autistic people have the same opportunities, choices, and quality of life as others, and that their choices, dignity, and independence are guaranteed in our service.

Legal and Standards Framework

We align our policy with all relevant legislation and evidence-based frameworks for supporting people with autism, including:

Care Quality Commission (CQC) Requirements: As a CQC-registered provider, we comply with fundamental standards and specific guidance for services supporting autistic people. From 1 July 2022, the Health and Care Act 2022 requires all CQC-regulated providers to ensure that their staff receive training on how to interact appropriately with autistic people (and people with learning disabilities) at a level appropriate to their role. We meet this legal requirement and follow CQC’s guidance “Right Support, Right Care, Right Culture” in service design and delivery.
Autism Act 2009 and National Autism Strategy: We recognise the Autism Act 2009 – the first disability-specific law in England – and its ensuing strategies (e.g. “Fulfilling and Rewarding Lives” and the all-age National Autism Strategy 2021). These mandate improving services and support for autistic adults. Over a decade since the Autism Act, autistic people and their families still report gaps in professional understanding and support, underscoring the need for person-centered, autism-inclusive practice. Our policy aims to address these gaps by implementing the Act’s principles at the care home level.
NICE Guidelines and Quality Standards: We adhere to the National Institute for Health and Care Excellence (NICE) guidance on autism. In particular, NICE Clinical Guideline CG142 (Autism in adults) and related guidelines inform our practices on assessment, support, and management. NICE Quality Standard QS51 (Autism) emphasises that autistic people should have a personalised plan developed in partnership with them (and families or carers where appropriate), be offered coordination of care (e.g. a key worker), and that any behaviours that challenge should prompt assessment of underlying triggers (including health or environmental factors). We incorporate these recommendations to ensure our care is in line with nationally recognised best practices.
SCIE Recommendations: We follow guidance from the Social Care Institute for Excellence (SCIE) on autism. SCIE research highlights that meeting the needs of people with autism requires both a good understanding of autism and a willingness to learn each person’s individual needs, enabling truly personalised support. We implement SCIE’s advice to make services more accessible – for example, adjusting communication methods, allowing extra time, and being mindful of sensory sensitivities (noise, lighting, etc.) during assessments and care planning. SCIE also emphasises that many principles of good autism support overlap with general good care: communicating clearly, being reliable and consistent, getting to know the person as an individual, and showing acceptance. These core practices are embedded in our daily care routines.
Skills for Care/Health Core Capabilities Framework: Our training and staff development draw on the Core Capabilities Framework for Supporting Autistic People, which has informed the national Oliver McGowan Mandatory Training. This framework, co-designed with autistic people and experts, defines the essential knowledge and skills staff need (such as understanding autism, communication, sensory support, positive behavior support, and upholding rights). By aligning with this framework, we ensure our staff are competent and confident in supporting autistic residents.

By integrating these legal requirements and best-practice standards (CQC, Autism Act/Strategy, NICE, SCIE, Skills for Care), this policy ensures a comprehensive, up-to-date approach to supporting people living with autism in our care homes.

Identification and Assessment

Upon admission (or when an existing resident is identified as autistic), we carry out a holistic assessment to understand the person’s needs related to their autism, as well as their overall health and personal goals. This assessment includes:

Autism-Specific Needs: We review the person’s communication abilities and preferences, sensory profile (sensitivities to noise, light, touch, etc.), social interaction style, routines, likes and dislikes, and any known triggers that cause stress or anxiety. We consider any available diagnostic reports or input from specialists (e.g. autism team, psychologists) as well as insights from the individual and family.
Health, Behavioral, and Environmental Factors: Because autistic people may have co-occurring conditions or unique responses to their environment, we check for factors like pain or physical health issues, mental health needs (e.g. anxiety, depression), and environmental stressors. This is important since behavior that challenges can be multi-factorial. In line with NICE guidance, if an autistic person shows signs of distress or challenging behavior, we assess for possible triggers such as physical illness, mental health problems, or changes in their physical/social environment . By identifying root causes, we can address the unmet need rather than just the behavior.
Involvement of Person and Family: The individual is at the center of the assessment process. We use whatever communication method works best for them to hear their views on what support they want. With consent, we also involve family members or carers who know the person well. (Family input can be invaluable; for example, families often serve as “experts” in understanding their autistic loved one’s behaviours and needs.) All assessments are done at the person’s pace – allowing extra time or sessions if needed – to ensure they are comfortable and understood.

Person-Centered Support Planning

Each autistic resident will have a Personalised Support Plan that addresses their identified needs, goals, and preferred ways of being supported. Consistent with NICE Quality Standards, this plan is developed and implemented in partnership with the individual (and their family/carers, if appropriate) along with relevant professionals. Key aspects of our support plans include:

Strengths and Preferences: We take a positive, holistic view – noting the person’s strengths, interests, and what a good day looks like for them. The plan records their preferred daily routines, activities that they enjoy or find meaningful, and how they like to communicate and interact. It also notes anything that is important to the person (personal goals, relationships, faith/culture, hobbies) and important for the person (health needs, safety, skills to develop).
Communication Strategies: The plan details the individual’s communication profile – for example, whether they use speech, sign language, pictures, devices, or other means. It lists effective strategies (e.g. using short sentences, visual supports, giving processing time) and things to avoid (e.g. figurative language, sudden changes) based on what works best for that person. (See Communication section below for more.)
Sensory Profile and Environmental Adjustments: We document any sensory sensitivities or needs – such as hypersensitivity to loud noise or bright lights, or hyposensitivity requiring extra sensory input. The plan specifies environmental modifications or sensory tools the person needs (for instance, having a quiet area available, using dimmable lighting, offering noise-cancelling headphones or weighted blankets for calming input). These measures ensure the individual’s sensory environment is comfortable and not distressing.
Health and Well-being: We include information on the person’s physical and mental health conditions (if any), medications, dietary needs, and sleep pattern. We also include plans for regular health checks and how to support the person in accessing healthcare (with reasonable adjustments such as accompanying them to appointments and informing healthcare providers of any communication or sensory needs). For older autistic residents, we pay particular attention to age-related health needs and how autism may intersect with them (e.g. recognising that some older adults might not have been diagnosed in youth, and ensuring they get the support now).
Triggers and Preventative Strategies: The support plan lists known triggers that may provoke anxiety or behaviours that challenge, as well as proactive strategies to prevent escalation. For example, if a resident becomes distressed by crowded spaces or unplanned schedule changes, the plan will outline steps like providing a structured schedule, advance warnings of any change, or offering a quiet space when overwhelmed. The plan also specifies how to recognise early signs of distress and the best ways to help the person cope (such as a calming activity, use of a communication card to express needs, or engagement in a preferred routine). This element reflects NICE guidance that plans should include preventative actions addressing triggers that might lead to challenging behavior.
Positive Behavior Support Plan (if needed): If a resident has significant behaviours of concern, we use a Positive Behavior Support (PBS) approach. The plan will summarise functional assessment findings (the reasons behind behaviours) and outline individualised strategies to reduce triggers, teach alternative skills, and safely manage incidents. Emphasis is on de-escalation and least restrictive interventions, ensuring that any response to challenging behavior is in the person’s best interest and respects their rights. (Physical intervention or medication for behavior is only used as a last resort, per relevant NICE and DHSC guidance, and always as part of an agreed plan with appropriate oversight.)
Goals and Outcomes: The plan sets personal goals for the individual – these might include developmental goals (like building independent living skills or communication abilities), health goals, or quality of life goals (such as maintaining a family relationship, pursuing a hobby, or participating in community activities). Outcomes are defined in collaboration with the resident (and family), focusing on what they want to achieve. We regularly monitor progress toward these goals.
Coordination and Review: Each resident is assigned a named keyworker (a specific staff member) who takes lead on coordinating their care, ensuring the support plan is followed, and liaising with external professionals. This is in line with best practice that autistic people benefit from a consistent point of contact to coordinate their support . Support plans are living documents – we review them at least annually, and immediately after any significant change in needs or an incident, or at the person’s request. The individual (and family/carers) are involved in reviews. Plans are updated to reflect any new assessments, evolving preferences, or lessons learned about what works better for the person. This continuous review process ensures the plan stays relevant and effective as the person’s circumstances change.

Our personalised planning process reflects the guiding principle that support should be built around the person, not the person fit into a preset service. By engaging the individual and those who know them best, and by integrating professional expertise (e.g. autism specialists) as needed, we strive to create a plan that truly makes sense for that person’s life and helps them achieve their desired outcomes.

Communication Support and Sensory Considerations

Communication: {{org_field_name}} recognises that autistic individuals may have communication styles ranging from fluent speech to using few or no words, and everything in between. Staff are trained to adapt communication to each person’s needs. Key communication strategies include:

Speak clearly and concretely: Staff will use simple, direct language and avoid figures of speech, idioms, or sarcasm that might be misunderstood. We break down instructions or information into smaller, sequential steps to make them easier to process. For example, instead of “it’s time to get ready for bed,” we might say “let’s go to your room, put on pajamas, then brush teeth,” one step at a time.
Allow extra processing time: Autistic people might need more time to understand and respond. Staff are patient and do not rush conversations. After asking a question or giving an instruction, staff will pause and give the person adequate time to respond (recognising that silence or delay does not imply inability or refusal).
Use visual supports: Many autistic individuals benefit from visual cues or written information. We employ tools such as schedules with pictures or icons, social stories, visual choice boards, and gesture/signing as appropriate. Having information in a visual format can help comprehension and reduce anxiety by making expectations clear.
Alternative communication methods: We accept and validate all forms of communication the person uses – not just spoken words. This includes written communication, sign language (e.g. Makaton or BSL), communication apps/devices, picture exchange systems, or body language and behavior. Staff are trained in basic use of augmentative communication systems as needed and will consistently use the person’s preferred method. For residents who do not use speech or have limited speech, we ensure they have access to appropriate communication aids and that these are used across all settings (for example, having a picture menu to choose meals, or a feelings chart to indicate discomfort).
Listen actively and empathetically: We strive to understand the intent behind communication, including behavior. Staff recognise that behavior can be a form of communication – for instance, a person becoming agitated or withdrawing may be communicating pain, fear, or frustration. Instead of reacting negatively, staff treat such signals as prompts to assess what the person is trying to convey or what need is unmet. We also pay attention to non-verbal cues (facial expressions, body language) and respond supportively.
Respect preferences and sensory needs in communication: Some autistic people may find eye contact uncomfortable or verbal communication exhausting. Staff respect these preferences – e.g. not forcing eye contact, conducting conversations in a sensory-friendly space, or communicating via written notes or drawings if the person prefers. We also modulate our own communication style (tone of voice, volume, pace of speech) to suit the individual’s comfort.
Consistency and predictability: We aim for consistency in communication approaches across the staff team. Key information (like daily routines or changes) is communicated in a predictable manner (e.g. using the same visual schedule format each day). Consistency helps reduce confusion and builds trust.

These strategies reflect input from autistic individuals about what they find helpful – for example, many autistic people appreciate when others show patience for their communication preferences, break information into manageable parts, accept all communication forms as valid, and make an effort to bridge any communication gap. Our staff embody these practices in all interactions.

Sensory Environment: We acknowledge that autistic people often experience atypical sensory processing – they may be hypersensitive (overwhelmed by certain stimuli) or hyposensitive (under-responsive and seeking more input) in one or more senses. To create an autism-friendly environment, we implement reasonable adjustments to reduce sensory distress and provide comfort:

Individual Sensory Assessments: As part of support planning, we determine each resident’s sensory profile – identifying specific triggers (e.g. loud sudden noises, fluorescent lighting, certain textures or smells) that cause discomfort or overload, as well as sensory inputs they find calming or stimulating. This personalised knowledge guides our environmental modifications.
Minimising Sensory Overload: We strive to maintain a low-arousal environment in the home. This includes controlling background noise levels (e.g. no loud music/TV unless requested, providing quieter dining and common areas), avoiding harsh or flashing lighting (using natural lighting or soft, adjustable lights), and being mindful of strong odors (cleaning supplies or perfumes) that could be distressing. We also implement “quiet hours” or designate quiet zones where residents can retreat if they are feeling overwhelmed. Visual clutter is minimised to create a calming space. Staff are attentive to signs of sensory overload (covering ears, anxiety, etc.) and will proactively adjust the environment or remove the person to a calmer setting as needed. Such adjustments—allowing more time, finding different ways of communicating, being aware of sensitivities to noise or light—are often crucial to make services accessible to people with autism.
Sensory Aids and Supports: We provide access to sensory aids that can help residents regulate their sensory input. For example, we have items like noise-cancelling headphones or ear defenders for those sensitive to sound, sunglasses or visors for light sensitivity, weighted blankets or lap pads for those who benefit from deep pressure, fidget toys or sensory objects for tactile input, and aroma diffusers for calming scents if the person likes them. The availability of soothing sensory inputs (soft lighting, quiet music, gentle rocking chairs, etc.) can significantly enhance comfort. Each person’s support plan notes which sensory tools are helpful for them, and staff ensure these are available and used proactively (not just in crisis).
Adaptive Design of the Physical Environment: Wherever possible, we adapt the physical setting to meet sensory needs. This can include creating a sensory room or calm space in the home – a room with dimmable lights, comfortable furniture, and sensory materials where a resident can go to relax. We also consider bedroom location and features (for instance, placing an individual who is very noise-sensitive in a quieter part of the building, using blackout curtains if light is an issue, or providing extra soundproofing). Design principles from autism-friendly environments are utilised, such as clear visual signage, neutral color schemes (or the person’s preferred colors if that soothes them), and organised layouts to reduce confusion. Our goal is an environment that can be personalised and adapted to each person’s sensory needs, rather than forcing the person to tolerate a generic setting.
Sensory Activities and Opportunities: We recognise that sensory needs can also include sensory-seeking behaviours or therapeutic benefits from sensory experiences. Where appropriate, we incorporate sensory activities into daily routines – for example, offering a sensory gardening activity (touching soil, smelling plants), art (playing with textures and colors), exercise (heavy work activities that give proprioceptive input), or scheduling time for the person to use a local sensory integration facility if available. For residents who enjoy certain stimuli (like rocking, swinging, water activities, music), we facilitate regular access to those as part of their quality of life. Conversely, we ensure they can avoid activities that are unbearable from a sensory perspective.
Staff Awareness: All staff are educated on the importance of the sensory environment. They understand that seemingly small things (a flickering light or a fire alarm test) can be extremely distressing to an autistic person. Therefore, staff remain vigilant and take measures to adjust or eliminate sensory stressors whenever possible. If a resident is overwhelmed, staff will offer support such as guiding them to a quieter area, using calming techniques (deep breathing, comforting objects), and waiting for the person to recover rather than pressuring them to continue an activity. We treat sensory differences with the same seriousness as any other care need.

In summary, our communication and sensory support efforts are about making the world more understandable and comfortable for the autistic person, rather than expecting them to constantly adapt. We aim to reduce the barriers and frustrations that can arise from communication mismatches or sensory overload. This creates a foundation for the person to engage more fully in activities, build relationships with others, and feel safe and respected in our home.

Supporting Well-being and Behavior

We are committed to supporting the overall well-being of autistic residents, which includes proactively managing any behaviours that may challenge in a positive and respectful manner. Our approach is rooted in understanding that behavior is often a communication of need or distress, and that preventing distress is more effective than reacting to it after the fact. Key elements of our approach include:

Individualised Behavior Support: For each person, we use the information from their assessment and history to understand what situations or factors might lead to anxiety or challenging behavior. We then implement personalised preventative strategies. For example, if a resident becomes anxious in unstructured time, we provide meaningful activities and structure throughout their day. If they are prone to upset by unexpected changes, we use visual schedules and advance warnings for transitions. By addressing triggers identified in the support plan, we significantly reduce the frequency of distress.
Positive Behavior Support (PBS) Framework: We follow PBS principles, which emphasise understanding the function of behaviours and meeting the person’s needs in better ways. If a behavior issue arises, staff will observe and record what happened before, during, and after the behavior (the ABC model: Antecedent, Behavior, Consequence) to identify patterns. We involve professionals (e.g. behavioral specialists or psychologists) if needed to do a functional assessment. The resulting behavior support plan focuses on teaching alternative skills (for example, using a communication card to request a break instead of hitting), making environmental or interaction changes (like providing a quieter space or different staffing if personality clashes occur), and reinforcing positive behaviours. We ensure consistency in following the plan across all staff.
Health Checks and Interventions: We are vigilant that physical or mental health issues can manifest as behavioral changes. If a usually calm resident becomes agitated or a person’s self-injurious behavior increases, we assess for any underlying medical causes or pain (illness, dental pain, etc.) and for mental health needs (such as rising anxiety, depression, etc.). We promptly involve healthcare professionals to address those issues. We also monitor for side effects of any medications that could affect behavior. By treating underlying health problems, behaviours often resolve or lessen.
Trauma-Informed Care: We recognise that some autistic individuals may have past trauma (e.g. from previous care, bullying, or sensory trauma). We approach care with sensitivity, avoiding triggers that could retraumatise (for instance, if someone has had bad experiences with seclusion or restraint, we make every effort to use alternative calming strategies). We build trust through consistency and transparency (explaining what we are doing and why). If a person is in distress, we respond in a calm, reassuring manner to avoid escalation.
De-escalation Techniques: All staff are trained in safe and non-confrontational de-escalation methods. When early signs of agitation are recognised, staff may use techniques such as redirecting to a preferred activity, offering choices (to give the person a sense of control), using a calming communication style, or gently encouraging relaxation exercises if known to help the individual. The emphasis is on intervening early and in a low-key way. We also empower the individual to use their own coping strategies – for instance, some residents might benefit from going for a short walk, listening to music on headphones, or retreating to their room when upset. Our staff support and facilitate these self-management strategies.
Least Restrictive Interventions: In line with the Mental Capacity Act and best practice, if a person’s behavior escalates to a crisis where there is a risk of harm, staff will use the least restrictive intervention possible to keep them and others safe. Physical intervention (restraint) is only used as a last resort and only by staff who are trained and competent, following an approved method, and for the minimum time necessary. Any such incident is thoroughly reviewed afterward with the person (if possible) and the team to learn how to prevent it in future. We much prefer to use proactive and preventive strategies so that such crises are rare. We do not use punitive measures (no seclusion rooms, no deprivation of food or basic rights, no aversive techniques). Instead, any consequences for unsafe behavior are educational or natural consequences (for example, if a person makes a mess, staff will help them understand and participate in cleaning up in a supportive way).
Collaboration with Specialists: We maintain links with external professionals for additional support. This can include community learning disability or autism specialist teams, psychiatry (for medication reviews when needed, e.g. if considering medications for coexisting conditions or severe anxiety), speech and language therapists (for communication issues tied to behavior), or occupational therapists (for sensory-related behaviours). If a resident is known to exhibit severely challenging behavior, we seek input to ensure our strategies are robust and in line with current best practice (such as the NICE guideline NG93 on challenging behavior service design). We also follow any local protocols for positive behavioral support and notify the appropriate authorities if required (e.g. CQC notifications in case of serious incidents).
Supporting Emotional Well-being: Beyond managing negative incidents, we focus on promoting positive emotional well-being which naturally reduces challenging behaviours. We provide engaging activities and opportunities for success to boost self-esteem. We encourage social interaction in whatever form the person is comfortable (be it one-on-one interactions, group activities, or online communities) to reduce isolation. For older adults, we are mindful of life transitions (like retirement from work or day programs) that could affect mental health and ensure appropriate meaningful replacements or routines are in place. We watch for signs of loneliness or depression and respond proactively (perhaps connecting them with an autism-friendly social group or arranging reminiscence sessions if they enjoy those). The person’s happiness and quality of life is the ultimate barometer – when these are maintained, challenging behaviours often diminish.
Risk Management: Each support plan includes a risk assessment and crisis plan for behaviours that challenge. This details any known safety risks (e.g. if a person tends to wander off, or might self-harm, or has specific triggers like fire alarms) and how to mitigate them. The crisis plan outlines exactly what steps to take if early de-escalation fails – who to call for help, preferred calming strategies, any emergency medication prescribed (as a last resort, like PRN anxiety medication) and the conditions for its use, and how to ensure everyone’s safety. Staff review these plans regularly and practice drills if necessary (for example, knowing how to calmly evacuate an autistic resident during a fire alarm who may be terrified by the noise). All risk/crisis plans are made in the best interest of the person and with input from them and their representatives as much as possible.

Through these measures, we aim to minimise distress and behavioral crises by understanding the person deeply and supporting them proactively. When behavioral challenges do occur, we treat the situation with compassion and problem-solving, not blame. Our focus is on “What is this behavior telling us? How can we help this person better?” rather than “How do we make them stop?” This positive, person-centered approach to behavior ensures the safety of all while respecting the rights and dignity of our autistic residents.

Staff Training and Development

{{org_field_name}} recognises that well-trained, knowledgeable staff are the cornerstone of providing high-quality support to people with autism. Therefore, we have robust requirements and programs for staff training and continuous development in this area:

Mandatory Autism Training: All staff, including care assistants, nurses, activity coordinators, ancillary staff, and managers, must undergo training on supporting people with autism, as required by law. In accordance with the Health and Care Act 2022 and CQC regulations, we ensure that every staff member receives training in how to interact appropriately with autistic people (and people with learning disabilities) at a level appropriate to their role. This includes new employees (as part of their induction) and existing employees (through mandatory training sessions or certified courses). We utilise the Oliver McGowan Mandatory Training program (or an equivalent program meeting the same standards), which was developed nationally and is built on the Core Capabilities Framework. This ensures our training content is up-to-date, evidence-based, and consistent with national guidelines, having been co-designed by autistic people, family carers, and experts.
Training Content: Our autism training curriculum covers a comprehensive range of topics to equip staff with both knowledge and practical skills. Key areas include:
- Autism Awareness and Understanding: Characteristics of autism across the spectrum; how autism may present differently in each individual (including differences in communication, social interaction, sensory processing, and behavior). We stress that autism is a spectrum with diverse presentations, and there is no singular “autistic profile.” For instance, some individuals may have additional learning disabilities while others do not, some may be very articulate while others are non-speaking – staff learn to avoid assumptions based on one’s appearance or verbal ability. This module addresses myths and emphasises seeing the person beyond the label.
- Neurodiversity and Strengths-based Perspective: Understanding autism in the context of neurodiversity – that autistic people have differences that should be respected, and focusing on individual strengths and abilities, not just challenges. This helps staff adopt a positive, accepting attitude rather than a deficit-focused view.
- Communication Strategies: Detailed training on communicating effectively with autistic individuals (as described in the Communication section). Staff practice techniques like using visual supports, simplifying language, active listening, and interpreting non-verbal cues. Role-playing scenarios are used to build confidence in real interactions.
- Sensory Awareness: Training includes simulation exercises or case studies to help staff appreciate sensory sensitivities (for example, experiencing a room with loud chaotic noises to mimic overload). We cover strategies to modify environments and provide sensory support, aligned with what is in our Sensory Considerations section. Staff learn to identify signs of sensory distress and appropriate interventions.
- Positive Behavioral Support: Staff receive training in understanding behavior as communication, functional assessment basics, and how to implement Positive Behavior Support plans. They learn proactive and reactive strategies, de-escalation techniques, and safe crisis management (including any approved physical intervention techniques, taught in accordance with legal and ethical standards). Emphasis is on preventing challenging behavior by meeting needs and changing triggers, rather than punitive approaches. Staff also learn about the importance of consistency and teamwork in behavior support.
- Autism and Aging: Since we support older adults, we include content on the unique considerations for older autistic people. This covers how autism traits might interact with aging (e.g. sensory changes like hearing or vision loss can compound sensory issues, or how routines might be disrupted by age-related health conditions). We also highlight that many older adults might have been misunderstood or undiagnosed for most of their lives, and could have developed coping strategies or anxiety from past lack of support. Training encourages empathy for these life experiences and instructs staff on adjusting support for age-related needs (for example, supporting transitions into care, managing dementia if it co-occurs with autism, etc.).
- Legal and Ethical Context: Staff are educated on the legal rights of autistic people – including the Equality Act 2010 (duty to provide reasonable adjustments for disability), Mental Capacity Act (supporting decision-making and best interests, avoiding unlawful deprivation of liberty), and safeguarding responsibilities. They also learn about the Autism Act and national strategy goals, CQC expectations, and NICE/SCIE guidelines we are following. This gives them a framework to understand why our practices are set up the way they are and the importance of compliance.
- Communication with Families and Other Professionals: Recognising the value of collaboration, staff learn how to effectively engage with family members, advocates, or external professionals in supporting an autistic resident. This includes respecting the family’s knowledge of the person while maintaining confidentiality and the person’s autonomy, as well as knowing when and how to seek advice from specialists.
- Reflective Practice and Ongoing Learning: We instill an attitude of continuous learning – autism research and best practices evolve, and staff are encouraged to stay curious, ask questions, and reflect on their interactions to continually improve. We provide resources (articles, e-learning, workshops) to reinforce learning over time.
Competency and Evaluation: Training is not a one-off event; we ensure that staff demonstrate competency in supporting autistic people. Following training sessions, we use methods like quizzes, practical assessments, or direct observation to verify understanding. New staff might shadow experienced staff before working independently with an autistic resident. We also assess staff performance in key areas during supervision and annual appraisals – for instance, reviewing how well they communicate or handle challenging situations with autistic residents. If gaps are identified, additional coaching or training is provided. The CQC has indicated they will check not only that training was delivered, but that staff are applying it and have the right skills and attitudes. Therefore, we maintain records of training and also monitor on-the-job practice to ensure training translates into high-quality care.
Refreshers and Updates: All staff attend regular refresher training (at least annually or bi-annually) on autism to keep knowledge fresh. Additionally, when there are updates in best practice or new guidelines (for example, updated NICE guidance, or the government’s forthcoming Code of Practice on the mandatory training), we update our training content and brief staff promptly. We might use team meetings, newsletters, or external courses to disseminate new learning.
Specialised Training: Depending on roles, some staff receive more specialised autism training. For instance, nurses might get training on autism and mental health or complex health needs; activity staff might learn specifically about autism-inclusive activity planning; managers may undertake leadership training in creating autism-friendly services. We also encourage and may sponsor advanced qualifications or certifications in autism (such as diplomas or university modules in Autism Studies) for interested staff, as this builds our service expertise.
Involvement of Autistic Individuals in Training: Wherever possible, we involve autistic people in the training process – for example, using training materials or videos created by autistic trainers, or inviting an autistic speaker (with lived experience) to talk to staff. This helps staff gain insights directly from those who experience our support, aligning with the principle of co-production.
Culture of Learning and Empathy: Beyond formal training, we cultivate a daily culture where staff learn from each other and from the residents themselves. We encourage staff to share successful strategies or challenges in supporting individuals so that the whole team can learn and provide consistent care. We remind staff to always empathise and put themselves in the shoes of the autistic person – echoing the simple but powerful message from a family carer: “Treat the person the way you’d like to be treated yourself.”. This ethos underpins all training and practice.

Through comprehensive training and a commitment to continuous development, we ensure our workforce has not only the knowledge, but also the understanding, patience, and creativity needed to support people with autism effectively. Well-trained staff are essential to achieving the positive outcomes described in this policy.

Partnership with Families, Advocates, and External Agencies

Supporting an autistic person is often a team effort that extends beyond our care home. We are dedicated to working collaboratively with families, representatives, and other professionals to ensure holistic support:

Involving Families and Carers: We acknowledge that families (or long-time carers) have deep knowledge of the autistic person’s history, communication nuances, and what works or doesn’t work. With the resident’s consent (and always respecting their rights and privacy), we actively involve families in care planning and review meetings. We keep open lines of communication – providing regular updates on the person’s well-being and listening to any concerns or suggestions families have. When a resident cannot easily communicate their needs, input from those who know them best is invaluable. For example, a parent might explain the meaning behind a certain behavior or advise on the person’s daily routine preferences, which helps us tailor our support. We treat families as partners in care while ensuring the resident remains at the center of all decisions. If there are no family members involved, we encourage the person to identify another trusted representative (like a close friend) to be involved if they wish.
Advocacy: We respect the right of autistic people to have an independent advocate when needed. If a resident has difficulty expressing their wishes or has no family to represent them (or if there are conflicts of interest), we will facilitate access to advocacy services. This could include professional advocates (such as those from local advocacy charities or an Independent Mental Capacity Advocate for significant decisions under the Mental Capacity Act). Advocates are invited to important discussions and help ensure the person’s voice is heard in decisions about their care, especially if decisions are complex (like moving to the home, medical treatments, or behavioral interventions). One of the priority areas identified for older autistic adults is the importance of advocacy and having someone to speak up for their rights and preferences. We wholeheartedly support that principle.
External Healthcare and Specialist Support: Autistic adults, like anyone, may need to access various health and social care services. We work proactively with external agencies to coordinate support. For healthcare: we liaise with GPs for annual health checks (noting that autistic people can have health disparities), with psychiatrists or psychologists for mental health support or behavioral input, with speech & language therapists for communication aid assessments, and occupational therapists for functional and sensory assessments. We ensure that whenever a resident attends external appointments or is admitted to hospital, reasonable adjustments are advocated for – e.g., informing the hospital about the person’s autism, sensory needs (perhaps arranging a quieter waiting area or first appointment of the day to avoid crowding), and communication method. A staff member or familiar person will accompany the resident if possible to help them navigate unfamiliar settings and reduce anxiety. We follow up after any external appointments to update our care plans accordingly.
Community and Social Support Services: Many autistic individuals benefit from structured day activities, employment, or community engagement. We collaborate with day centers, autism drop-in groups, supported employment programs, educational institutions (for younger adults), or community Autism Hubs if available. Where a resident is interested and it’s appropriate, we help them access these wider opportunities. This might involve helping with transportation, preparing the external providers about the person’s needs, and adjusting our routines to accommodate those engagements. If the person prefers solitary or home-based activities, we respect that while ensuring they aren’t socially isolated (for instance, we might facilitate online social groups or bring activities into the home that align with their interests).
Transition Planning: Transitions can be particularly challenging for autistic people. We put careful planning into any major transitions: when a new resident moves into our care home, and if a resident moves out (e.g., to another service or a hospital or back to the community). For admissions, we offer a gradual transition where possible – visits to the home beforehand, a phased move (day visits progressing to overnight stays), and providing information in advance (like photos of the home, a “welcome” visual guide or social story about living here). We also prepare existing staff and residents to welcome the person. Similarly, if a resident is transitioning out (say, to live in more independent housing or another facility), we coordinate with the new provider, share our knowledge and the support plan (with consent), and arrange for overlap visits or staff cross-training to make the move as smooth as possible. We also help the resident prepare emotionally for change, using tools like visual countdowns or extra counselling sessions. Following NICE and research insights, good transition planning reduces anxiety and prevents crises that could otherwise occur during changes in living situation .
Multi-Disciplinary Reviews: We periodically hold multi-disciplinary team (MDT) meetings for each autistic resident, especially if their needs are complex. These meetings might include our care staff, the person (and family/advocate), social worker or care manager, healthcare professionals (like community learning disability nurse, psychologist, etc.), and any other service provider involved. The aim is to review progress, ensure everyone’s efforts are aligned, and problem-solve any issues collectively. By having all parties share information, we provide joined-up care rather than working in silos. This is in the spirit of the Care Act 2014 and Autism Strategy emphasis on cooperation between services.
Family Support and Education: We acknowledge that families might also need support and understanding regarding autism. We offer informational resources to families about autism if they’re interested (for example, explaining aspects of autism that might be new to them or connecting them with local support groups for relatives of autistic adults). We maintain an open-door policy for families to ask questions or express concerns. If a family is struggling to adjust to their loved one’s needs or behaviours, we can arrange joint meetings or training sessions to help them better understand strategies we use, so that there’s consistency between home (if the person goes home on visits) and our care home.
Transparent Communication: Whether with families, advocates, or professionals, we practice transparency. If incidents occur or if the person’s needs change, we inform the relevant people promptly (while always considering the resident’s privacy preferences). Conversely, we invite input – if a family member notices something (e.g., the resident seemed unhappy during their last visit), we take that seriously and investigate how we can improve things. We see feedback as a gift that can help us improve our service.

Working in partnership ensures that the autistic person is surrounded by a supportive network that shares knowledge and works toward common goals. It helps create continuity between different aspects of their life (home, healthcare, community) and leverages the strengths of each partner – be it the family’s personal insight or a specialist’s expertise. Through collaboration, we can address the whole person’s needs in a way no single service acting alone could.

Monitoring, Quality Assurance, and Review of Policy

To ensure that this policy is effectively implemented and truly benefiting our residents, we undertake regular monitoring and quality assurance activities:

Care Plan Audits: We periodically audit a sample of autistic residents’ support plans and records to ensure they reflect the guidelines in this policy (e.g. presence of communication strategies, sensory profiles, behavior support plans, evidence of person’s involvement). We check that plans are up to date and that reviews have been conducted in a timely manner. If we find any gaps, we address them promptly (for example, providing refresher training to keyworkers on developing personalised plans if needed).
Observation and Feedback: Supervisors and managers conduct observations of staff interactions with autistic residents to ensure approaches align with training and policy (e.g. that staff communicate clearly and patiently, utilise visuals, handle sensory issues appropriately, etc.). We also solicit feedback from the residents themselves (in whatever form is meaningful for them – could be through keyworker discussions, surveys in easy-read format, or advocate feedback) about how they feel living here: Do they feel understood? Are their needs met? Similarly, we get input from families on their satisfaction with how we support their loved one. Positive feedback is celebrated and any concerns are taken as learning opportunities for improvement.
Incident Reviews: Any incidents related to autistic residents (such as behavioral crises, complaints, or health emergencies) are reviewed through a lens of “Was our support as per policy, and what can we learn?” For example, if someone had a meltdown, we examine if a trigger was missed or if support strategies in the plan were not followed, then update practice accordingly. We maintain incident logs and analyse them for patterns – if incidents cluster at certain times or with certain triggers, we adjust staffing or routines. Our goal is continuous improvement to reduce negative incidents and enhance quality of life.
Key Performance Indicators (KPIs): We may track specific indicators of quality for autistic residents: such as number of staff who have completed autism training (aiming for 100%), frequency of challenging behavior incidents over time, number of residents engaged in community activities, health outcomes (e.g. completed annual health checks), etc. These KPIs help us measure the effectiveness of this policy in practice. For instance, an overall decrease in incidents or an increase in positive engagement would indicate our strategies are working.
Compliance with External Standards: We stay alert to inspections or feedback from external bodies. CQC during its inspections will assess how we meet the needs of autistic people – including checking staff training records, observing care, and possibly speaking to autistic residents or their families. We use the CQC’s own guidance and any assessment tools (like their “Quality of life” tool for LD/autism services) to self-assess our performance. If an inspection or audit identifies areas for improvement, we develop and action plan to address them swiftly. Additionally, we aim to implement any new recommendations from NICE or SCIE as they are released, keeping our care model current.
Policy Review: This policy document itself will be reviewed at least annually, or sooner if there are significant changes in legislation or best practice guidelines (for example, once the Government publishes the anticipated Code of Practice for the autism training requirement, or if NICE updates their autism guidelines). The review will involve gathering input from staff (to see if any parts are hard to implement or need clarification) and considering feedback from residents and families. We ensure the policy remains comprehensive and applicable to our service’s evolving context. Any revisions will be approved by senior management and communicated/trained out to all staff.
Inclusive Quality Improvement: Whenever possible, we involve autistic residents and/or their advocates in our quality improvement efforts. For example, we might have a resident forum or a subgroup of our council where autistic individuals can voice what is working or not working for them in the home. Their lived experience is the ultimate indicator of our success. We also keep an eye on broader outcomes – are our autistic residents achieving their personal goals? Are they happy and thriving? This aligns with the principle that the quality of life of the people we support is the most important outcome. If we find that outcome lacking, we know we must do better and adjust our strategies.

Accountability: The Home Manager is responsible for ensuring this policy is implemented. They will champion autism-friendly practices, monitor compliance, and report on progress to the organization’s upper management. Staff at all levels are expected to be familiar with the policy and uphold its standards. We foster an environment where staff can raise concerns or suggestions related to autism support without hesitation – for instance, if a staff member notices a particular sensory issue in the environment, they are encouraged to flag it so it can be resolved.

Through diligent monitoring and willingness to learn and adapt, we will keep improving our service for people with autism. Our aim is to be recognised as a service where autistic adults and older adults are truly understood, valued, and supported to live rewarding lives. We believe that by following this policy and the principles within, and by continuously aligning with NICE, SCIE, and CQC standards, we can achieve positive outcomes and uphold the trust placed in us by those we care for and their families.

Sources: The development of this policy was informed by key guidance and research, including CQC’s regulatory guidelines for autism support , the Health and Care Act 2022 training requirements, NICE Quality Standards for Autism , SCIE best practice recommendations , and input from autistic individuals and family carers (via resources like the National Autistic Society and research on autism in adulthood). This ensures our policy is grounded in current best practice and the real experiences of people with autism.

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