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Clicking on a [[Missing]] link like [[This one right here Look at the "This tiddler does not exist" message that is displayed If you have editing rights for this manual, you can switch to [[Edit mode]] and write new local content here.

If you are switched to [[Edit mode]] you will also see the [[Clone and Customise]] button. So it contains all you need to know about our team, support for implementing and using the [[AMBIT training]], and more. Get signposted to the growing community of practice of AMBIT-influenced teams via the signposting site [[www.

And avoid using your browser's 'back' and 'forwards' buttons. It is well worth taking a few minutes to learn [[how to use a tiddlymanual Using the Manual]]!

If you are [[logged in Log in]] and switched to [[Edit mode]] in your own local manual, then clicking a page title will reveal not only the ''"Go To"'' button, but also the [[Clone and Customise]] button: if there is no version of that page already in your own manual, then clicking this button instantly clones a copy of that team's new page into your own manual, so you can build on their good work.

See below for text links - [[your IT system may have blocked access to pictures Organisational support for the technology to run TiddlyManuals]]!! See [[Who is this manual for? Regularly involved in at least one social activity e.

Periodic involvement but inconsistent, attendance, Actively, regularly involved in at least one social activity. Rare involvement or interest in organised activities, usually attends single occasion only. Has been repeatedly asked to leave social activities because of behaviour problems.

This is a measure of the extent of meaningful activity in the young person's life Behaviour and attainment are coded separately. Rate the attendance by the young person in the most recent academic, training or work environment, during the most recent 3-month period for which information is available.

Attending Education, Employment or a Training course for most or all of the working week. Occasionally truants or refuses to attend scheduled activities.

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Missing more time than than attending, and very clear detrimental effect on progress at place of work. Since intellectual ability is recorded elsewhere, do not adjust this rating for perceived ability.


Rate how the young person is functioning in the most recent academic or work environment, during the most recent 3-month period for which information is available.

Good reports from teachers or employers. Working below year level in at least one academic area, working satisfactorily in others.

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Employer recognises certain problems timekeeping, workrate, etc but they do not threaten employment status. Significant academic problems in several areas e.

Consistently working below year level in most areas e. D average if graded. Threatened dismissal from work. Far below year expectations in most academic areas e. Young person excels in at least one area of interest, recognized by others as being talented or exceptionally skilled, e.

Shows talent and persistent interest in at least one area, e. Has some interests, and participates in individual or group hobbies or activities, but has not developed any one area where skills or abilities make him or her stand out.

Has few interests or activities, or moves quickly from one to another without persisting long enough to develop skills; e.

No special interests or activities acknowledged by the young person. Excludes transient conditions e.

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In good physical health, no obvious health problems. Significant health problems requiring medical intervention, monitoring, or adjustment of lifestyle to prevent deterioration, e. In poor health. Suffering from serious condition s ; physically frail.

Very poor health. Suffering from imminently life threatening condition, e. Takes an active interest in maintaining good health and appearance; i. Maintains appearance, self-care to reasonable degree with little or no prompting. Has skills but sometimes refuses or neglects self-care tasks, or has a circumscribed problem that does not affect social functioning seriously, e.

Substantive deficit in self-care in one area that impacts social functioning, e. Includes impairment resulting from congenital conditions, side effects of medication, physical disabilities resulting from accidents, etc. Fully dependent. This item would cover although is not limited to the kinds of problems with social interaction that are commonly observed in pervasive developmental disorders such as the autistic spectrum.

Young person is mature for age, interacts like an older young person, gets along with older peers, seen as 'mature'. Young person is typical for age, similar to peers.

Young person is markedly immature, tends to fit in with younger peers, has regular lapses in social judgement. Social deficit. Widespread social deficit.

Grossly immature, no or minimal ability to respond appropriately, perceived as misfit, rejected by all groups, isolated. Social skills and interaction may be reduced for many reasons. For lilfe-long developmental problems in managing reciprocal relationships such as autistic spectrum difficulties see also item 08 Young person daily life - Social development.

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Young person is likeable, has good social skills, actively enjoys and seeks out interaction with people of all ages. Interacts adequately with most people, adequate social skills in relation to people of all ages.

Engages adequately with most people, has adequate social skills but some difficulties in interaction e.

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Widespread difficulties in interaction, frequently inappropriate social skills, poor understanding of social cues. Serious problems in social skills or interactions, e.

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