Hertfordshire Autism Workforce Development Guide INTRODUCTION The Autism

Hertfordshire Autism Workforce Development Guide

INTRODUCTION The Autism Act gained Royal Assent in 2009 and is the only disability specific Act of Parliament. It sets out guidance and key principles for local authorities to follow and implement. The Hertfordshire All Age Partnership Board was created in 2015 in response to the Act which called for all local authorities to provide autism boards. The board membership includes autistic people, their parents/carers, representatives from private and charitable organisations as well as professionals from Health and the local authority representing children, young people and adults. Autism Spectrum Condition (ASC) is a lifelong developmental condition that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them. It is called a spectrum because there are different levels which affect autistic people differently and some autistic people may have other co-morbid conditions, for example learning disabilities. We know that 1 in 100 people are autistic, some who are ‘high functioning', also known as Asperger’s Syndrome, may never need any support in their day to day living and employment, conversely they may require lots of support to function because they find difficulties understanding some of the rules governing social interaction. At the other end of the spectrum some people who are autistic and also have a learning disability may never be able to live independently. All autistic people share certain difficulties; their condition will affect them in different ways. Structure and routine are often key to the way some autistic people function, often eating the same food at mealtimes or wearing certain clothes on certain days. They can also experience over- or under-sensitivity to sounds, heat, touch, tastes, smells, light or colours. We estimate that there approximately 11410 (7975 adults and 3435 children) people with autism living in Hertfordshire. Not all will require support and may not have a diagnosis, whilst other people will need lifelong support. However, there will be traits that all autistic people will have and accommodations need to be made. Recognising that we will all come into contact with people with autism throughout our working lives, whether it is working with colleagues with autism or providing services to people with autism, we have produced this document to support and guide employers to train their staff teams to have a better understanding and knowledge of the condition. It provides information on how to recognise behaviour and what to do to deliver a positive experience to customers, patients and employees with Autism. Sue Darker, Assistant Director, Adult Social Care Marion Ingram, Operations Director, Specialist Services, Children's Services Lé Ho-Everiste, Independent Chair, HAAAPB

ACKNOWLEDGEMENTS Co–Produced on behalf of the Hertfordshire All Age Autism Partnership Board (2017) by: Thomas Bromyard – HCC, Senior Business Support Officer, Expert by Experience Phillip Hanscombe (RNLD) – HCC, Expert by Experience Maxine Bromyard – Expert by Experience Melanie Peeke - Expert by Experience & ADD-Vance Trainer Deepshikha Thakur – HCT, NHS Consultant, Community Paediatrician, Lead Doctor for Autism in West Hertfordshire John Short – HCC, SEND Strategy: Workstream Lead for Autism Margaret Wilson – HCC, Pathways to Employment Board and All Age Autism Partnership Board Manager Danny Gibb – HCC, Head of Practice Development Based on the Autism Skills and Knowledge List Skills by Skills for Care /Skills for Health (2011) in association with the National Autistic Society

OVERVIEW v The Hertfordshire All Age Autism Partnership Board is committed to supporting employers in the development of a skilled, capable and confident workforce able to engage in a positive and personalised way with people with an autistic spectrum condition. v This document draws together models of best practice, developed by organisations such as Skills for Care, Skills for Health, and the National Autistic Society, to produce a range of guidance, tools and resources to support employers and staff from a diverse range of organisations and agencies, including Education, Criminal Justice, Health and Adult and Children’s Social Care, as well as wider community based organisations and services. It has been co - produced with experts by experience and parents / carers of autistic people. v The information in the guidance can be used in a variety of ways, for example, to shape in-house training packages, to develop e. Learning, to inform staff development strategies and as a tool to support procurement specifications for training. v The guide outlines a hierarchy of learning and underpinning values and attitudes designed to provide appropriate levels of knowledge and skills commensurate with the role and remit of any given employee group; whether it be a shop assistant, librarian or bus driver, having occasional and casual contact with people with autism, or a teacher, health professional, social worker or support worker providing direct services and support to people with an autism spectrum condition. Identification of the relevant learning level for your workforce is further supported by the inclusion of an easy to use self-assessment tool.

THE AUTISM SKILLS & KNOWLEDGE FRAMEWORK Values and Attitudes Underpinning values and attitudes are needed to enable workers to provide people with autism with a service which values their right to: Be Independent. Be regarded and treated as individuals, free from the stigma and the impact of stereotyping. Make choices for themselves. Be treated in an equal and fair way and valued within the communities in which they live. Be treated with respect, dignity and confidentiality. Access specialist support to realise potential. Receive compassionate and non-judgemental support, and to give it in their own roles as parents, carers, workers or volunteers. Be consulted and involved in all decisions made about them regardless of their age or capacity applying the principle of “Nothing about us without us!”. These values must be applied equally to all people with autism regardless of whether they are an adult or a child and should also be extended and applied to family carers and significant others within the individual’s wider network. They should form the foundation of any training or learning intervention.

THE AUTISM SKILLS & KNOWLEDGE FRAMEWORK Basic autism awareness should include: A short section on myth busting – e. g. autism is not an illness, there is no cure, is not a result of inoculation, is not just experienced by people with a learning disability, Rainman is not representative of everyone, and may include some examples of famous people with autism, e. g Chris Packham, Dan Aykroyd, Susan Boyle, Bill Gates and (it’s said) Einstein. The notion of autism as a spectrum, including the fact that it is a life-long condition which initially presents in childhood and remains throughout adulthood. A brief history of autism including the work of Kanner and Asperger in identifying autism. Key characteristics – understanding the main differences found in people with autism (often referred to as the ‘triad of impairments’). Common sensory differences experienced by people who have autism, e. g. Hypersensory sensitivity to light, sound, taste, smell, etc. Common co-occurring conditions including Anxiety, Depression, Obsessive Compulsive Disorder (OCD) and Attention Deficit and Hyperactivity Disorder (ADHD), Learning Disability and their cumulative implications. Basic understanding of the complexity surrounding diagnosis, which includes: Getting a formal diagnosis, reasons for avoiding, or barriers to, diagnosis and the range of diagnoses within the ‘autism spectrum’. Prevalence of autism in the general population. Levels of undiagnosed cases of autism, which is particularly an issue in women and girls. A brief exploration of the potential negative impacts of the lived environment and community responses to autism and the importance of making reasonable adjustments to minimise these impacts particularly when these may be discriminatory. Awareness that some people with autism may need time to process information and to respond, and the importance of respecting the ‘ 8 second rule’ (see glossary).

THE AUTISM SKILLS & KNOWLEDGE FRAMEWORK Intermediate knowledge and Skills The Worker will be able to: COMMUNICATE • Use appropriate communication skills when supporting a person with autism. • Demonstrate an awareness of the underpinning legislative frameworks associated with autism (The Autism Act (2009) and The Care Act (2014) in particular). HAVE AWARENESS • Understand the issues which may arise from co occurrence of mental ill health and autism. • Be aware of the possibility that a person may have undiagnosed autism and account for this accordingly in their interactions with the person. • Provide practical information, guidance and signposting to a range of relevant community and statutory services. • Support families and friends and make best use of their expert knowledge of the person. • Support the development of social interaction skills. PROVIDE SUPPORT • Provide support with transitions and significant life events. • Support people with autism to remain safe in their homes and communities. • Support people with autism to gain and maintain employment (where appropriate) and to live fulfilled lives as participant members of the communities in which they live. RECOGNISE NEEDS • Recognise when a person with autism is experiencing stress and anxiety and support them with this. • Recognise sensory needs and differences of a person with autism and support them with this.

THE AUTISM SKILLS & KNOWLEDGE FRAMEWORK Skills for specialist workers: Diagnosis Assessment Skills Sensory Profiling Strategic planning of service Autism Act 2009 Leadership of Service Delivery Therapeutic Interventions

THE SELF-ASSESSMENT CHECKLIST FOR EMPLOYEES & WORKERS Purpose of the Checklist The purpose of this checklist is to help workers who provide services to people with autism to assess their current skills, knowledge and behaviours and to inform an action plan for development, where necessary. It can also be used to audit and improve the readiness of teams, departments and agencies to provide ‘autism friendly’ services, drawing on the requirements of the Autism Act 2009 and the Equality Act 2010. The checklist is divided into the same four sections for three different types of workers noted above. You should consider how it applies to your specific team or service. Underpinning values and attitudes The underpinning values and attitudes apply to all levels (Levels 1 -3) 1. Basic ‘autism awareness’ This first sections should be completed by all staff and volunteers and have broad community application beyond just health and social care including schools, libraries, transport, employers, post offices, banks and any other community organisation, agency or business that may come in to direct contact with a person with autism. 2. Intermediate knowledge and skills 3. Specialist Development This section is aimed at those staff or volunteers who have a high level of contact with or “high impact” on people who are on the autism spectrum. Examples include GP and hospital receptionists, and non-specialist nurses and doctors. Some other professionals may also need enhanced development; for example, teachers, sensory training for dentists and physiotherapists, etc. Skills for those working in autism-specific services or for ‘autism specialists’ within more generic teams; for example, SENCOs, School Leadership teams, Psychologists, etc.

THE SELF-ASSESSMENT CHECKLIST FOR EMPLOYEES & WORKERS Completing the checklist When completing the checklist as an individual, please consider the support you provide to people on the autism spectrum and assess your current skills, knowledge and confidence levels. Then agree an action plan with your line manager for your personal development needs. When using this checklist as a team, ask yourselves the question “How well do we…? ” for each of the criteria and then plan for necessary changes, which may include changes to policies, systems, processes and/or individual development needs, etc. The checklist should help you focus on the specific way your service might impact particularly on a person with autism; for example, highlighting how information could be provided more clearly or how a sensory issue in the service may be adding to people’s anxieties. What to do after completing the checklist Health and Social Care services may wish to consult the Skills for Care / Skills for Health guidance document Implementing the ‘autism skills and knowledge list’ through staff training and development. It shows where in the health and social care training and education framework to look for relevant skills development and is included in the resource section of this guide. Generic services and community based employers can consult the list of resources included at the end of this document in order to access resources that appropriately meet the learning needs of their staff depending upon the context in which they operate. When developing or commissioning training, or any other form of learning intervention it is strongly recommended that consideration is given to working co -productively with ‘experts by experience’ i. e. people with autism or family carers, both to ensure the validity, accuracy and credibility of content and also to be involved in delivering the training where appropriate and relevant.

THE SELF-ASSESSMENT CHECKLIST FOR EMPLOYEES & WORKERS Underpinning Values and Attitudes: People with autism have a right to: Criteria Met Area for improvement Not Met Action Be independent. Be regarded and treated as individuals. Be free from stigma and stereotyping. Make choices for themselves. Be treated in an equal and fair way. Be valued within their communities. Be treated with respect, dignity and confidentiality. Access appropriate support to help realise their potential. Be treated in a compassionate and non-judgemental way. Be central to all decisions which affect the way they live their lives and to support which is person centred.

THE SELF-ASSESSMENT CHECKLIST FOR EMPLOYEES & WORKERS Basic Autism Awareness should include: Criteria Exploration of autism as a spectrum and lifelong condition. A brief overview of theoretical models developed by Kanner and Asperger in identifying autism. Key characteristics – understanding the main differences found in people with autism (often referred to as the ‘triad of impairments’). Common sensory differences experienced by people who have autism. Common co-occurring conditions. Basic understanding of the complexity surrounding diagnosis, which includes: getting a formal diagnosis, the different diagnoses within the ‘autism spectrum’, and reasons for avoiding and/ or barriers to, diagnosis. Prevalence of autism in the general population. Potential negative impacts of the ‘lived environment’ and common community responses to autism. The importance of making reasonable adjustments for people with autism. Met Area for Improvement Not Met Action

THE SELF-ASSESSMENT CHECKLIST FOR EMPLOYEES & WORKERS Intermediate Knowledge and Skills should include: Criteria Met Area for Improvement Not Met Action Knowledge of underpinning legislation. Knowledge of relevant community and statutory services. Use of appropriate communication skills when supporting a person with autism. Support for families and friends and how to make best use of their expert knowledge of the person. How to recognise when a person with autism is experiencing stress and anxiety and how to support them with this. Recognition of sensory needs and differences of a person with autism, and how to support them with this. How to support the development of social interaction skills. How best to support transitions and significant life events. Understanding of the issues which arise from co-occurrence of mental ill health and other conditions and autism.

THE SELF-ASSESSMENT CHECKLIST FOR EMPLOYEES & WORKERS Intermediate Knowledge and Skills should include: Criteria Met Area for Improvement Not Met Action Understanding of the challenges for people with autism in respect of employment and provision of appropriate support. How to support people with autism to remain safe in their communities. Availability of support with employment. An awareness that a person may have undiagnosed autism and how to respond to this accordingly. Specialist Development should include: Criteria Diagnosis. Assessment Skills. Sensory profiling. Strategic Planning and delivery of services. Statutory Frameworks and duties. Leadership and Service Delivery. Therapeutic Interventions. Met Area for Improvement Not Met Action

GLOSSARY OF TERMS The 8 -second rule – Allow time for the autistic person to process and understand information you are sharing or a question you are asking. Wait up to 8 seconds for a response and then check understanding or ask the same question again. Wait a further 8 seconds and then try asking in a different way. ADHD – (Attention deficit hyperactivity disorder) is a group of behavioural symptoms that include inattentiveness, hyperactivity and impulsiveness. Usually noticed in early childhood. AET - Autism Education Trust. A partnership between Ambitious About Autism, the Autism Alliance and the National Autistic Society, which strives to improve the education of children and young people with autism. Asperger’s Syndrome - Asperger’s Syndrome is a diagnosis on the higher end of the autism spectrum, with people generally exhibiting average or above average intelligence. They may have fewer problems with speech, but experience difficulties with understanding and processing language, and the rules governing social interaction. Autism - Autism is a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them, and their sensory perceptions. Autism Act - The Autism Act 2009 is an Act of the Parliament of the United Kingdom. The Act makes provisions about the needs of adults who have autism. Autism Board (Hertfordshire) - The Hertfordshire All Age Autism Partnership Board was created to meet the requirement from the Autism Act for all local authorities to provide a partnership board for adults. Hertfordshire took the decision to include children as well as adults. Autism Spectrum Condition - Autism Spectrum Condition (ASC) also known as Autistic Spectrum Disorder (ASD) is a term used to describe a number of symptoms and behaviours which affect the way in which a group of people understand react to the world around them. Care Act -The Care Act 2014 is an Act of the Parliament of the United Kingdom. The Act makes provisions to reform the law relating to care and support for adults and support for their carers. Co-occurrence of condition - There are often co-occurring conditions for individuals with a diagnosis of autism that will also impact on their needs. Co – production - Services working together with people who use services and their carers (Experts by Experience), to create a decision or service, which works for them all.

GLOSSARY OF TERMS The Equality Act 2010 - The Equality Act 2010 is an Act of the Parliament of the United Kingdom. The Act makes provisions to legally protect people from discrimination in the workplace and in wider society. Expert by Experience - A person who has a lived and living experience of a condition or disability. HCC - Hertfordshire County Council. The local authority responsible for a range of services, including the support of vulnerable children and adults. Hypersensory Sensitivity and Hyposensory Sensitivity - People with autism may experience some form of increased (hyper) or decreased (hypo) sensory sensitivity, for example in sight, sound, light, smell and/or touch. Kanner - Leo Kanner first referred to autism in 1943 after studying and identifying similar traits in young people’s behaviour. Learning Disability - Reduced intellectual ability and difficulty with everyday activities, e. g. household tasks, socialising or managing money. National Autistic Society - A UK-wide charity that aims to improve the lives of autistic people and their families. Obsessive Compulsive Disorder (OCD) - A mental health condition characterised by obsessive thoughts and compulsive behaviours. RCGP - Royal College of General Practitioners. Reasonable Adjustment - Employers are required under the Equality Act 2010 to make adjustments that are reasonable in order for their employee to overcome any disadvantages caused by their disability, e. g. aids and support such as noisecancelling headphones. What is reasonable depends on factors such as the disability, the size and resources of the employer, and how practicable the changes are. SENCO - Special Educational Needs Co-ordinator. In schools, responsible for ensuring that children with special educational needs and disabilities receive the support they need. Sensory Profiling - The process of identifying a person’s sensory needs. Triad of Impairment - Autism has three fundamental characteristics: Social communication (difficulty processing and using language), social interaction, and social imagination (difficulty with flexibility of thought, i. e. understanding others’ feelings, abstract thought). Workforce Development - Identifies training needs of staff, providing workplace learning in various formats i. e. e. Learning, face-to-face training

USEFUL RESOURCES There are many organisations offering advice and guidance to support people with autism, their carers and professional workers. Here we provide links to some we think you may find helpful. GENERAL The National Autistic Society (NAS) offer advice in all areas of autism for children and adults with a number of on-line information links, free leaflets and low-cost booklets on all sorts of topics aimed at different audiences are also available. Topics covered include employment support, environmental considerations and crime and disorder. Where: http: //www. autism. org. uk HEALTH Information for professional workers including clinicians and care workers NICE Guidelines The National Institute for Health and Care Excellence (NICE) provides national guidance and advice to improve health and social care. The link will take you to information regarding autism. Where: https: //www. nice. org. uk/guidance/qs 51 The Royal College of General Practitioners ( RCGP) Download toolkit specifically for use by GP’s Where: http: //www. rcgp. org. uk/clinical-and-research/toolkits/asd-toolkit. aspx The Royal College of Nursing (RCN) If you are a member of the RCN you can find guidance on autism here Where: https: //www. rcn. org. uk/ Ambitious About Autism have produced a toolkit for autistic people to understand what their ‘normal’ is. Aimed at young adults it allows someone to describe what their normal looks like and to explain to people who may not understand their autism how it effects their everyday life. Where: https: //www. ambitiousaboutautism. org. uk/know-your-normal A short explanatory video can be seen by going to Where: https: //www. youtube. com/watch? v=ZLJACPxcojg

USEFUL RESOURCES CRIMINAL JUSTICE For anyone involved in working with vulnerable people including people with autism who may fall foul of the criminal justice system advice and guidance is available from the following: Hertfordshire police Keep Safe scheme ‘Keep Safe’ is a community safety scheme that aims to support people with learning disabilities including autism to keep safe and get help in an emergency when out and about in Hertfordshire. Where: https: //www. herts. police. uk/Information-and-services/Aboutus/Diversity/Disability/Keep-Safe-scheme. aspx The National Autistic Society For professional workers in the criminal justice system the National Autistic Society have produced a toolkit aimed specifically at them Where: http: //www. autism. org. uk/professionals/others/criminal-justice. aspx They have also produced a booklet for police officers: You can download the booklet from their website autism. org. uk/Autism: a guide for police officers & staff SPORT AND LEISURE PROVIDERS The Hertfordshire Directory Hertfordshire has a variety of facilities for sport and leisure activities. The Hertfordshire directory is a good source of information to see what is available in your area. For more information go to: https: //directory. hertfordshire. gov. uk/kb 5/hertfordshire/directory/home. page The National Autistic Society have produced a booklet giving practical strategies to implement in the delivery of sport and physical activity You can download the booklet from their website autism. org. uk/autism-sportand-physical-activity-booklet

USEFUL RESOURCES EDUCATION Autism Education Trust (AET) Hertfordshire has become an Autism Education Trust (AET) Schools Training Hub and is offering free AET Training to all schools and educational settings. It is also intended that free AET Training will be extended to cover Early Years and Further Education (Post 16) establishments in 2018. The AET approach promotes the use of the AET Standards, Competency Framework and a range of materials. You can find out more about the AET Training being rolled out to all schools in Hertfordshire via http: //www. autismeducationtrust. org. uk/. Hertfordshire schools can also access and request training via the Training-AET@hertfordshire. gov. uk email address. Where: http: //www. autismeducationtrust. org. uk/ and http: //www. aettraininghubs. org. uk/ AET Training Hubs As an introduction to AET Training you can view the short film that can be found at the bottom of the AET home page accessed via the link below. Where: http: //www. aettraininghubs. org. uk/ You can also view the Schools AET Standards and AET Competency framework via: Where: http: //www. aettraininghubs. org. uk/schools/national-autism-standards/ http: //www. aettraininghubs. org. uk/schools/competency-framework/ TRAINING & COACHING The Hertfordshire Directory There a variety of training & coaching providers for people with autism, their parents and carers in Hertfordshire who can be found by visiting the Hertfordshire directory. Where: https: //directory. hertfordshire. gov. uk/kb 5/hertfordshire/directory/home. page

USEFUL RESOURCES EMPLOYMENT Support to find and retain paid employment can be found at the following: Work Solutions Work with adults aged 16+ using the place and train method of supported employment. Eligibility criteria for the service requires individuals to be open and in receipt of a care package from Hertfordshire County Council , currently living in Hertfordshire; anyone in receipt of ESA or Universal Credit with limited ability for work element; have a Learning disability and/or autism, known or once known to Adult Care Services or Mental Health secondary services. Where: http: //www. hertfordshire. gov. uk/worksolutions YC Hertfordshire Have a small team of employment advisers who work with schools and Further Education establishments to help find open paid employment. For young people aged between 16 -25 year old. Using the place and train method of supported employment. Where: https: //www. hertfordshire. gov. uk/microsites/local-offer/preparing-foradulthood/employment. aspx Job Centre Plus All job coaches can provide advice and guidance for job searching. No referral required, however you must make an appointment before attending. You can find your local Jobcentre Plus by going to ‘Local Office Search’ via the following link: Where: http: //los. direct. gov. uk/ Auticon An award-winning multi-national IT and compliance consulting business. All Auticon Consultants are on the autism spectrum. Consultants receive support from trained job coaches. Where: http: //auticon. co. uk/ The Hertfordshire Directory Other providers offering a range of support can be found by visiting the directory. Where: https: //directory. hertfordshire. gov. uk/kb 5/hertfordshire/directory/home. page Hertfordshire Volunteering There a number of opportunities in Hertfordshire that offer voluntary work. For further information go to: Where: https: //www. hertfordshire. gov. uk/About-thecouncil/Volunteering. aspx

USEFUL RESOURCES VIDEO RESOURCES There are many videos available either on the internet which can be useful to understand how autism affects people of all ages. Here are some links below that you may find interesting. You. Tube This short animation is aimed at children and young people to gain an understanding of autism Where: https: //www. youtube. com/watch? v=Rbw. Rr. Vw-Cro This film shows young autistic females explain about their autism and how they have just the same hopes and aspirations as any young person Where: https: //www. youtube. com/watch? v=o. Zh. Z 0 k 1 ly. F 8 The National Autistic Society This film gives adults an understanding of autism Where: http: //www. autism. org. uk/about/what-is/asd. aspx The links to the next 2 films show an every day trip to a local shopping mall can affect someone with autism with sensory issues Where: http: //www. autism. org. uk/get-involved/tmi/about. aspx http: //www. autism. org. uk/get-involved/tmi/film. aspx OTHER INFORMATION Derbyshire County Council Provides a good source of information for professionals and carers as well as those supporting people with autism in the workplace. Where: https: //www. derbyshire. gov. uk/social_health/adult_care_and_wellbeing/disability _support/autism/default. asp

TOP 10 TIPS If you do nothing else…… 1 Explain what is happening and anything that you are about to do; what will happen next, when and why. 2 Routine and familiarity are important to some people with autism, so try to keep things as predictable as you can (but remember people with autism can get bored too!) If things are going to change, give some warning in advance. 3 Be consistent in your actions, and do what you say you are going to do. Back up verbal information, or instructions, in writing. 4 Allow time for the autistic person to process and understand information you are sharing with them or questions that you are asking them. Wait up to 8 seconds for a response and then try again. 5 Language is important. It should be clear and concise; pictures may help. Avoid using open questions, metaphors, language with double meanings and quirky humour. Do not rely on the person with autism understanding nuances of phrase, gesture and body language. Check that the person with autism has understood you, but don’t be patronising. Don’t address the person’s carer and ignore the person themselves. 6 People with autism may have difficulties with social interaction. Be prepared for lack of eye contact, unusual body language, talking at inappropriate times or about inappropriate subjects, or interrupting. 7 8 If the person’s behaviour becomes challenging, consider what may have triggered this, in view of their autism, and react appropriately – don’t be judgemental. Respect repetitive behaviours and special interests – they can be coping mechanisms for autistic people. 9 Remember that the environment around them can cause sensory overload for some autistic people, who can be over- or under-sensitive to light, movement, sounds, smells and touch. Give them space and quiet – keep things calm, stop talking for a time, remove noise sources such as music or fans, and offer to change the lighting level. Avoid physical contact unless you know the person is OK with it. 10 People with autism often rely on their support network – family, friends, carers, and advocates. Remember that these people need support too – ask them what you can do to help. But always remember…. “ If you’ve met one person with Autism, you’ve met one person with Autism”