{"id":31420,"date":"2025-03-13T12:41:39","date_gmt":"2025-03-13T12:41:39","guid":{"rendered":"https:\/\/www.devon.gov.uk\/support-schools-settings\/?page_id=31420"},"modified":"2026-01-21T10:11:53","modified_gmt":"2026-01-21T10:11:53","slug":"flexibility-of-thought","status":"publish","type":"page","link":"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted\/communication-and-interaction-needs\/flexibility-of-thought\/","title":{"rendered":"Flexibility of thought"},"content":{"rendered":"<div class=\"content-heading-quote clearfix \" id=\"block_acf-block-6970a66538aff\"><div class=\"hq-outer\"><h2><span class=\"hq-heading\">What is flexibility of thought? <\/span><span class=\"hq-icon\"><\/span><\/h2><div class=\"hq-intro\"><p>Flexibility of thought is the ability to adapt your thinking to new, changing or unexpected events. It involves being able to think about things in new or different ways and accept changes to familiar routines.<\/p>\n<\/div><\/div><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-6970a66538b5e\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" id=\"Layer_1\" viewBox=\"0 0 60 60\"><defs><style>.cls-1{fill:#222959;stroke-width:0}<\/style><\/defs><g id=\"Group_7793\"><path id=\"Path_2\" fill=\"#f0d85d\" stroke-width=\"0\" d=\"M17.57 2.73h24.27l16.17 16.5v23.01L41.84 60H18.41L1.48 42.24V19.23l16.09-16.5Z\"><\/path><g id=\"question-octagon\"><g id=\"Group_7792\"><path id=\"Path_6596\" d=\"M17.02.55c.35-.35.83-.55 1.32-.55h23.3c.5 0 .97.2 1.32.55l16.48 16.48c.35.35.55.83.55 1.32v23.3c0 .5-.2.97-.55 1.32L42.96 59.45c-.35.35-.83.55-1.32.55h-23.3c-.5 0-.97-.2-1.32-.55L.55 42.97A1.88 1.88 0 0 1 0 41.65v-23.3c0-.5.2-.97.55-1.32L17.02.55Zm2.1 3.2L3.75 19.12v21.75l15.38 15.38h21.75l15.38-15.38V19.12L40.88 3.74H19.13Z\" class=\"cls-1\"><\/path><path id=\"Path_6597\" d=\"M19.57 21.78c-.01.24.08.48.26.65.18.17.41.27.66.26h3.14c.52-.01.95-.41 1.01-.93.34-2.43 2.05-4.21 5.1-4.21 2.61 0 5 1.27 5 4.33 0 2.36-1.42 3.44-3.67 5.09-2.56 1.81-4.58 3.93-4.44 7.37v.8c.03.51.45.92.96.91h3.08c.52 0 .94-.41.95-.93v-.39c0-2.66 1.04-3.44 3.84-5.51 2.32-1.72 4.73-3.62 4.73-7.63 0-5.6-4.85-8.31-10.16-8.31-4.82 0-10.09 2.19-10.45 8.48Zm5.92 21.38c.05 1.96 1.68 3.5 3.64 3.45.07 0 .14 0 .2-.01 2.32 0 3.91-1.46 3.91-3.44s-1.6-3.49-3.91-3.49a3.534 3.534 0 0 0-3.82 3.23c0 .09-.01.17-.01.26Z\" class=\"cls-1\"><\/path><\/g><\/g><\/g><\/svg> <\/div><h3><strong>Identification<\/strong> &#8211; what you may see in the child or young person<\/h3><div class=\"box-content list-col-1\"><ul>\n<li>Has a strong preference for things to be the same.<\/li>\n<li>Changes to rules and routines or unexpected events may be difficult to manage.<\/li>\n<li>Others not following the rules or routines can be difficult to process or manage.<\/li>\n<li>Making choices or decisions can add to feelings of overwhelm.<\/li>\n<li>Prefers to be self-led and\/or direct their focus to areas of their own interest.<\/li>\n<li>Finds it easier to engage in closed-ended tasks.<\/li>\n<li>May be very focused on their own passions, hobbies and interests.<\/li>\n<li>Finds it challenging to work with others on a shared task.<\/li>\n<li>Finds it hard to understand the concept of danger.<\/li>\n<li>Focuses on the here and now.<\/li>\n<li>May be showing signs of school avoidance or have an increase in absences.<\/li>\n<\/ul>\n<\/div><\/div><\/li><\/ul><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-6970a66538c10\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 65 60\"><g data-name=\"Group 1\"><path fill=\"#f0d85d\" d=\"M3 4h59v56H3z\" data-name=\"Rectangle 1619\"><\/path><path fill=\"#222959\" d=\"M4.434.004A4.59 4.59 0 0 0 0 4.736v50.528a4.59 4.59 0 0 0 4.434 4.74h56.132A4.59 4.59 0 0 0 65 55.264V4.736A4.59 4.59 0 0 0 60.566.004Zm1.476 6.31h53.18v47.372h-7.382v-3.155H38.41v3.155H5.91V6.314ZM32.5 18.947a4.748 4.748 0 1 0 4.432 4.738 4.592 4.592 0 0 0-4.432-4.738Zm-11.816 5.53a3.506 3.506 0 0 0 0 7 3.506 3.506 0 0 0 0-7Zm23.633 0a3.281 3.281 0 0 0-2.957 1.745 3.764 3.764 0 0 0 0 3.61 3.281 3.281 0 0 0 2.957 1.745 3.567 3.567 0 0 0 0-7.1ZM32.5 31.578a13.579 13.579 0 0 0-8.526 2.912 10.54 10.54 0 0 0-3.291-.544c-3.559 0-7.391 2.012-7.391 4.513v2.594h38.416v-2.594c0-2.5-3.832-4.513-7.391-4.513a10.548 10.548 0 0 0-3.291.544 13.579 13.579 0 0 0-8.526-2.912Z\" data-name=\"Path 6598\"><\/path><\/g><\/svg> <\/div><h3><strong>Planned<\/strong> provision in school<\/h3><div class=\"box-content list-col-1\"><p><!-- wp:list --><\/p>\n<p>Based on need, some of this provision will be effective.<\/p>\n<ul class=\"wp-block-list\">\n<li><strong>Personalised <a href=\"https:\/\/www.autism.org.uk\/advice-and-guidance\/topics\/communication\/communication-tools\/visual-supports\" rel=\"noopener\">visual supports<\/a><\/strong> are used to support understanding of routines, for example timetables, Now and Next boards, calendars.<\/li>\n<li><a href=\"https:\/\/www.autism.org.uk\/advice-and-guidance\/topics\/communication\/communication-tools\/social-stories-and-comic-strip-coversations\" rel=\"noopener\">Social narratives<\/a> are used to develop a wider view and understanding of situations.<\/li>\n<li><strong>Strategies to manage stressful events are explicitly taught<\/strong>, for example the <a href=\"https:\/\/www.5pointscale.com\/uploads\/7\/9\/4\/7\/7947067\/posterguide_9.25.pdf\" rel=\"noopener\">5-point scale.<\/a> These\u00a0are co-created and practised with the child or young person so that they can be supported to manage stressful events. These might include increased access to intense interests or extra sensory breaks.<\/li>\n<li><strong>Anticipate triggers which may lead to distress<\/strong>. Staff know the child or person well and intervene early to prevent the situation occurring or escalating, using visuals and pre-emptive warnings and support to minimise escalation and distress.<\/li>\n<li><strong>Prepare children and young people for events through rehearsal and role play<\/strong>. Plan opportunities to prepare for planned events outside of the &#8216;normal&#8217; timetable.<\/li>\n<li><strong>Explicitly teach ways to manage change<\/strong>. Change, <a href=\"https:\/\/www.sendco.co.uk\/index.php?view=article&amp;id=5:the-oops-change-in-routine-card&amp;catid=10:autism-resources\" rel=\"noopener\">oops or surprise cards<\/a> on a visual timetable might be used, initially for changes which are positive for the child or young person.<\/li>\n<li><strong>Adults recognise and support both <a href=\"https:\/\/www.autismeducationtrust.org.uk\/sites\/default\/files\/2022-08\/AET-Supporting-autistic-learners-during-micro-transitions.pdf\" rel=\"noopener\">micro<\/a> and macro <\/strong><a href=\"https:\/\/www.autismeducationtrust.org.uk\/resources\/tool-9-supporting-learners-transitions\" rel=\"noopener\"><strong>transitions<\/strong><\/a>. Children and young people and their families are involved in identifying <a href=\"https:\/\/www.autismeducationtrust.org.uk\/blog\/making-transitions-easier-autistic-learners\" rel=\"noopener\">helpful strategies<\/a>.<\/li>\n<li><strong>Exit plans are generated and practised with the child or young person<\/strong>, in anticipation of times when it may be necessary to move away from overwhelming situations or environments. These are reviewed alongside children and young people.<\/li>\n<li><strong>Adapt language to reduce demands<\/strong>. Staff consciously <a href=\"https:\/\/www.lincspcf.org.uk\/DocsResource\/si_id_98_approaches_to_working_with_individuals_with_pda_20210402.pdf\" rel=\"noopener\">adapt their language to reduce the suggestion or perception of demands<\/a>, using declarative language (statements, comments or observations), or rephrasing things to talk about an object rather than a person.<\/li>\n<li><a href=\"https:\/\/www.lincspcf.org.uk\/DocsResource\/si_id_98_approaches_to_working_with_individuals_with_pda_20210402.pdf\" rel=\"noopener\">Deliberate use of indirect communication<\/a> including:\n<ul class=\"wp-block-list\">\n<li>physical prompts (for example tapping shoes instead of saying \u201cPlease put your shoes on\u201d)<\/li>\n<li>visual prompts (pictures or checklists, ensuring the child or young person has an element of choice and control, for instance in the order that things are done rather than a more formal \u2018first this\u2026then that \u2026\u2019 approach)<\/li>\n<li>telling someone else to do something whilst in the child or young person&#8217;s earshot<\/li>\n<li>leaving leaflets or books \u2018lying around\u2019 for the child or young person to pick up out of natural curiosity<\/li>\n<li>communicating using role play or via a third party, for example communicate through a favourite toy or by adopting the persona of a favourite character.<\/li>\n<\/ul>\n<\/li>\n<li><strong>Adults adjust task expectations and reduce demands<\/strong> pro-actively.<\/li>\n<li><strong>Personalised visual supports and <a href=\"https:\/\/www.shamblehurst.co.uk\/wp-content\/uploads\/2020\/04\/task-plans-examples.pdf\" rel=\"noopener\">task plans<\/a><\/strong> are in place to support understanding of the steps needed to complete a task.<\/li>\n<li><a href=\"https:\/\/www.twinkl.co.uk\/teaching-wiki\/teacch\" rel=\"noopener\"><strong>TEACCH<\/strong><\/a><strong> (Teaching, Expanding, Appreciating, Collaborating and Cooperating, Holistic) type approaches<\/strong> are implemented to support engagement in tasks and to develop independence in learning.<\/li>\n<li><strong>Use of role-play to support to support understanding of different perspectives<\/strong>. Role-play, drama and the use of props, for example puppets, optical illusions where a picture can be interpreted in two different ways etc. are used to act out stories to support understanding of different perspectives.<\/li>\n<li><strong>Explicit teaching of strategies to manage feelings of overwhelm<\/strong>. Supportive strategies are explicitly taught, practised and scaffolded into real-life situations. This might include using tools such as <a href=\"https:\/\/nas.chorus.thirdlight.com\/file\/24\/fBWsR5cfBZzPbe5fBtNKfG-z1hg\/NAS_Know Yourself Series_A Guide to Energy Accounting.pdf\" rel=\"noopener\">energy accounting<\/a> or <a href=\"https:\/\/www.5pointscale.com\/uploads\/7\/9\/4\/7\/7947067\/posterguide_9.25.pdf\" rel=\"noopener\">scaling<\/a>.<\/li>\n<li>Access to a distraction free \u2018<a href=\"https:\/\/www.twinkl.co.uk\/teaching-wiki\/workstations\" rel=\"noopener\">work station<\/a>\u2019 to complete tasks. Children and young people are taught how to request and access it appropriately.<\/li>\n<li><strong>Use of the ATTEND Framework to support EBSA<\/strong>. If your child or young person is presenting with school avoidance or you are noticing patterns of absence, use the <a href=\"https:\/\/www.youtube.com\/watch?v=gI27iNldCGw\" rel=\"noopener\">ATTEND Framework<\/a> as an early intervention to identifying needs and managing their concerns around attending school.<\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><\/p>\n<\/div><\/div><\/li><\/ul><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-6970a665398ab\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 76.617 60\"><g data-name=\"Group 1\"><path fill=\"#f0d85d\" d=\"M1.371 3h73v52h-73z\" data-name=\"Rectangle 1638\"><\/path><g fill=\"#222959\"><path d=\"M46.517 13.632h19.154v5.473H46.517Z\" data-name=\"Path 6599\"><\/path><path d=\"M46.517 27.264h19.154v5.473H46.517Z\" data-name=\"Path 6600\"><\/path><path d=\"M46.517 40.896h19.154v5.473H46.517Z\" data-name=\"Path 6601\"><\/path><path d=\"M10.945 13.632h19.154v5.473H10.945Z\" data-name=\"Path 6602\"><\/path><path d=\"M10.945 27.264h19.154v5.473H10.945Z\" data-name=\"Path 6603\"><\/path><path d=\"M10.945 40.896h19.154v5.473H10.945Z\" data-name=\"Path 6604\"><\/path><path d=\"M71.144 0H5.473A5.469 5.469 0 0 0 0 5.455v49.09A5.469 5.469 0 0 0 5.473 60h65.671a5.469 5.469 0 0 0 5.473-5.455V5.455A5.469 5.469 0 0 0 71.144 0ZM5.473 5.455h30.1v49.09h-30.1Zm35.572 49.09V5.455h30.1v49.09Z\" data-name=\"Path 6625\"><\/path><\/g><\/g><\/svg> <\/div><h3><strong>Resources<\/strong> for schools<\/h3><div class=\"box-content list-col-1\"><h3 style=\"text-align: left;\"><strong>Support services<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/childrenandfamilyhealthdevon.nhs.uk\/our-pathways\/neurodiversity\/\" rel=\"noopener\">Neurodiversity &#8211; Children and Family Health Devon<\/a><\/li>\n<li><a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/send\/educational-psychology\/educational-psychology-service\/\">Devon&#8217;s Educational Psychology Service<\/a><!-- \/wp:list --><\/li>\n<\/ul>\n<h3 style=\"text-align: left;\"><strong>Further reading and information<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/www.5pointscale.com\/uploads\/7\/9\/4\/7\/7947067\/posterguide_9.25.pdf\" rel=\"noopener\">The Anxiety Curve and the Incredible 5-Point Scale<\/a><\/li>\n<li><a href=\"https:\/\/www.autismeducationtrust.org.uk\/sites\/default\/files\/2022-08\/AET-Supporting-autistic-learners-during-micro-transitions.pdf\" rel=\"noopener\">Supporting learners during micro-transitions<\/a><\/li>\n<li><a href=\"https:\/\/www.shamblehurst.co.uk\/wp-content\/uploads\/2020\/04\/task-plans-examples.pdf\" rel=\"noopener\">Examples of task plans<\/a><\/li>\n<li><a href=\"https:\/\/www.ldalearning.com\/product\/social-skills\/nurture\/stories-that-explain-book\/admt14158\" rel=\"noopener\">Stories That Explain<\/a> book<\/li>\n<li><a href=\"https:\/\/www.autism.org.uk\/advice-and-guidance\/topics\/mental-health\/autistic-fatigue\/parents\" rel=\"noopener\">Autistic Burnout and Energy Accounting<\/a><\/li>\n<li><a href=\"https:\/\/www.autism.org.uk\/advice-and-guidance\/topics\/resources-for-autistic-teenagers\" rel=\"noopener\">Resources for autistic teenagers<\/a><\/li>\n<li>Introduction to the <a href=\"https:\/\/www.youtube.com\/watch?v=gI27iNldCGw\" rel=\"noopener\">ATTEND Framework<\/a> \u2013 for use when children and young people are at risk of Emotionally Based School Avoidance.<\/li>\n<\/ul>\n<h3 style=\"text-align: left;\"><strong>Resources to share with parents<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/childmind.org\/article\/helping-kids-with-flexible-thinking\/#how-to-help-kids-with-flexible-thinking\" rel=\"noopener\">Helping Kids With Flexible Thinking<\/a> | Child Mind Institute<\/li>\n<li><a href=\"https:\/\/www.nen.org.uk\/sites\/default\/files\/2024-09\/school-transitions-parent-guide-part-1.pdf\" rel=\"noopener\">Information leaflets regarding transitions<\/a>, for parents from Early Years to 16 years | Autism Education Trust<\/li>\n<li><a href=\"https:\/\/www.autismeducationtrust.org.uk\/resources\" rel=\"noopener\">Helpful approaches for parents and carers<\/a> | PDA Society<\/li>\n<li><a href=\"https:\/\/childrenandfamilyhealthdevon.nhs.uk\/more-about-autism\/\" rel=\"noopener\">Understanding autism<\/a>| Children and Family Health Devon<\/li>\n<li><a href=\"https:\/\/parentalminds.org.uk\/\" rel=\"noopener\">Parental Minds<\/a><\/li>\n<\/ul>\n<\/div><\/div><\/li><\/ul><\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":981,"featured_media":0,"parent":31445,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-31420","page","type-page","status-publish","hentry"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-05-11 21:28:41","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31420","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/users\/981"}],"replies":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/comments?post=31420"}],"version-history":[{"count":5,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31420\/revisions"}],"predecessor-version":[{"id":35416,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31420\/revisions\/35416"}],"up":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31445"}],"wp:attachment":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/media?parent=31420"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}