How can Communication and Interaction needs be supported using further cycles of assess, plan, do, review?

• Once concerns about a young person's social communication have been identified, more detailed assessment is likely to be needed to identify the specific areas of concern and potential barriers to learning.
• Assessment over time is needed to assess progress and the effectiveness of any interventions that have been put into place.   
• Warwickshire Educational Psychology service advocate the use of SCERTS as a tool for assessing areas of need, developing intervention and evaluating progress and support. Training in this approach is available.
• Warwickshire County Council also supports school staff to use the AET Progression Tool.
• Additional checklists may also be useful as information gathering tools to identify other areas of concern and to evaluate the environment.  e.g.  Sensory checklist, camouflaging checklist (PDF, 86 KB), checklist for ASD friendly classroom (PDF, 84 KB).
• Assessment needs to take into account the range of possible factors contributing to a young person’s social communication difficulties 
• Functional Behavioural Analysis is a useful approach to understanding behaviour. 
• Specialist Support Service assessment and involvement may support understanding of SEND. 
• Further specialist assessment may be requested from the Coventry and Warwick RISE Neurodevelopmental Service if a diagnosis of Autism Spectrum is being considered.

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