Service Self-Assessment

2. Assessment and Care

Focuses on the use of neuro-inclusive tools for assessment and individualised treatment planning

• 1. Appropriate neurodevelopmental screening or assessment tools are used routinely. Short screening tools are available when needed and diagnostic pathways are also in place if further evaluation is required.
• 2. Patients are routinely offered the opportunity to complete a PEACE communication passport These are reviewed with patients as needs and preferences change.
• 3. Both sensory needs and communication preferences are reflected in individual treatment plans. There is evidence of reasonable adjustments being made in treatment delivery.

3. Therapy and Support

Evaluates adaptations in psychological therapy to align with neurodivergent needs

• 1. Communication in therapy is adapted to individual needs and preferences. For example literal language, visual or written options, and extra time to respond.
• 2. Therapy sessions are structured and predictable, with flexibility where needed. Adaptations such as clear agendas, visual information, written summaries, additional processing time, shorter or more frequent sessions, or changes to the environment.
• 3. Additional psychoeducation or support is available where helpful. Supplementary sessions or resources are considered to support understanding of the overlap between neurodivergence and eating disorders and how this may affect treatment.
• 4. Adaptations to are discussed, recorded and reviewed throughout treatment. Adaptations are recorded and feedback is gathered in accessible ways to check if review is required.

4. Sensory and Wellbeing

Addresses sensory-friendly environments and access to sensory tools

• 1. The clinical environment is adapted to reduce sensory stressors. Consider lighting, noise, smells, clutter, furniture arrangement and other features of the environment that may affect sensory wellbeing. Where possible, offer quiet or sensory-friendly spaces and ways to become familiar with the environment before a visit, such as photographs, videos or visual guides.
• 2. Sensory tools are available to support individual sensory needs. Provide or make accessible appropriate tools such as sensory boxes, noise-cancelling headphones or weighted blankets, considering individual needs and safety.
• 3. People are offered information and support to understand their sensory needs. Offer sensory wellbeing workshops, psychoeducation or resources that help people identify sensory needs and useful strategies.
• 4. Sensory needs are assessed and included in individual care plans. PEACE communication passport or other suitable assessment are used and reviewed, with identified sensory needs and agreed adaptations documented in care plans.

5. Eating and Nutrition

Focuses on accommodating dietary sensitivities and nutritional needs

• 1. Meal plans consider dietary sensitivities and sensory preferences, and follow the PEACE menu guidelines. Planning takes account of sensory sensitivities, preferences and routines with the PEACE menu guidelines used as the reference point.
• 2. Dietary adjustments made for sensory sensitivities are documented. Adjustments are are recorded in care plans so they are applied consistently by all staff.
• 3. Patients are involved in nutritional planning and can give feedback on their experience. Provide opportunities to discuss what is working and what could be adapted, and use feedback to inform ongoing nutritional care.

6. Lived Experience

Ensures incorporation of insights and feedback from neurodivergent individuals and their supporting networks

• 1. Neurodivergent people have meaningful opportunities to share their experiences of the service Accessible ways to gather feedback are used, such as conversations, surveys, groups or co-production activities.
• 2. Feedback informs improvements to the service with meaningful opportunities for those with lived experience to take part in design and evaluation. There is a clear process for collecting feedback and acting on it, so people can see that what they share is used.
• 3. Feedback and lived experience insights are used to make tangible improvements. The service records changes made in response to lived experience feedback and, where possible, communicates these changes back to people who contributed.

7. Family, Carers and Community Engagement

Measures involvement of families, carers and community groups in neuro-inclusive support processes

• 1. Families and carers are included in treatment planning and reviews where appropriate. Discuss with patients how family or can can be involved and consider their communication and information needs.
• 2. The service has links with neurodivergent-informed community organisations and support networks. The service has partnerships with local support organisations, or makes it easy for people to find them, for example through leaflets, the website or referral information.
• 3. Specific family support programmes or resources are available. Families and carers can access information, groups or resources, to help them understand autism, eating disorders and how they can support the person in treatment.

8. Clinical Staff Training

Assesses clinical staff training on nuero-inlcusive approaches and the PEACE framework

• 1. PEACE resources are included in induction for relevant staff. key PEACE resources and guidance are available to new staff across relevant eating disorder and neurodevelopmental pathways.
• 2. Staff have access to both neurodiversity-informed training and PEACE training. Offer opportunities such as PEACE huddles, training sessions, workshops or seminars, with training materials readily available.
• 3. The service promotes a neuro-affirming approach to care. Practice recognises neurodivergent strengths and differences, avoids deficit-based assumptions, and reflects neurodiversity-affirming principles in policies, resources and treatment planning.