While people on the autism spectrum may share certain common traits, each individual has their own unique profile of strengths, intellectual ability, sensory preferences, motor skills and behaviours, which influence learning, communication and social interaction. Thus, in designing a program of support that will enable an individual on the autism spectrum to learn, develop skills and realise their potential, an individual approach is needed for each person, rather than a ‘one size fits all approach'.

Individual planning is based on a person-centred philosophy of care. Person-centredness is ‘a way of thinking that involves viewing, listening to and supporting a person based on their strengths, abilities, aspirations and preferences, to enable that person to make decisions that will help them to maintain a life that is meaningful to them’. Goal setting should be led by the child and family, with support from practitioners and other people where relevant.

Individual Plans are based on professional assessment of the individual’s capabilities, behaviours, learning styles, support needs, strengths, interests and preferences. This professional assessment is essential for assuring the person’s plan is based on their individual profile to meet their individual needs and aspirations.

Individual Plans should be regularly reviewed for effectiveness and appropriateness, taking into account any change in circumstances, goals and aspirations. Outcomes measurement involves measuring the medium and long-term changes experienced by the person and their satisfaction with those changes. To incorporate outcomes measurement, the plan needs to be clear with what outcomes will be measured, how they will be measured, when and by whom.

Collect details about the individual, their goals, preferences and support needs. This information can be gathered from multiple sources including a review of any previous reports or case notes, and completion of the Five Point Star profile or the Individual Profile (Green Form) with the individual and/or the family or support network.

Conduct any additional assessments required to inform the Individual Plan. This may include assessments related to social/emotional functioning, mental health, behaviour or academic ability. View our list of freely available assessment tools that has been validated for use with Autistic people.

Use information gathered to develop meaningful and functional goals in collaboration with the individual, their family/guardian and their support network, as needed. The goals should be written down and understood by everyone.

Goals should be neurodiversity-affirming, recognising and building on the individual's strengths and interests, and respecting their sensory processing and communication style. Read more about neurodiversity affirming goal setting. Refer to this checklist when setting person-centred goals.

When setting goals, consider the use of evidence-informed approaches such as the SMARTE framework and Goal Attainment Scaling (GAS).

The SMARTE framework outlines how to set practical, concrete actions with an emphasis on tangible outcomes. SMARTE goals are specific, measurable, attainable, relevant, timely and evaluated. View Aspect’s SMARTE goal guide.

GAS is a measurement tool that is used to develop personalised goals (ideally written as a SMARTE goal) that are meaningful and important to the person and then measure how well the person has achieved their expected outcomes. In short, it’s a personalised goal setting tool that serves as its own outcome measure. Download an overview outlining steps to implementing GAS.

The SMARTE framework and GAS can be used together to set personalised, specific goals that use a graded scale for measurement.

Create the plan in collaboration with the individual and or family as well as additional service providers, if relevant. The plan should clearly document the goals, the strategies planned to achieve the goal and the measures that will be used to evaluate the plan.

Execute the Individual Plan as agreed with the individual and/or family. Use the measurement tool to track the individual’s progress towards their goals, and keep the individual and/or family informed.

Individual Plans should be regularly reviewed to ensure that goals remain relevant to the student/participant and continue to support their quality of life. During the evaluation process:

• speak with the individual and significant others to gain an understanding of what has worked well for the participant in relation to their goals and supporting goal progress
• measure the effectiveness of the outcomes and overall progress towards goals.

Reflecting on one’s practice can be done alone or during supervision sessions. Thinking back to practice experiences, critically evaluate them to gain new understandings and so improve future practice.