There is so much information about Autism and ADHD on the internet today and numerous books and resources available for parents, professionals and others wanting to learn more on this area. It can be a very overwhelming experience for those families who have just been told their child is autisitc and or has an ADHD. Finding professionals and support people who really understand Autism / ADHD is one of the most important first steps in yours and your child’s journey.
Understanding neurodiversity and working with autistic individuals, children with an ADHD and or AuDHD, is Susanne’s passion and has been since she was a 19 year-old, when she first met a young single mother with three autistic children. Susanne and the SNAA therapists all continue to hold this passion and commitment in assisting children and their families to see neurodiversity as a gift and a special difference, superpower, and not a disorder. SNAA therapists adopts a neuro-affirming and strengths based approach, to build a child's skill cpacity in areas of need, ulimately, to maximise their independence and performance in their everyday activities.
So many of us describe Autism as a linear concept with what we consider ‘lower functioning, severe autistic on one extreme’, and ‘higher functioning or the old term, Asperger's Syndrome, or mild autism’ on the other extreme. It is such a misleading and confusing concept to think if someone is ‘lower functioning’ or severely autistic, that the individual may not have strengths and areas of their development they are capable of achieving, so in other words, incapable of not doing much at all.
At the so called ‘higher functioning’ end, it assumes that the individual are ‘less autistic’, and therefore can cope with so much more and as such, higher expectations can be placed upon them. If we consider Autism in a spherical format instead, and see everyone having areas of development within their brains that are considered as strengths and areas for improvement, we can respect each individual as just that, individuals with strengths and areas of improvement.
Like everyone else, each autistic individual will have a set of traits that are positioned in different areas of the spectrum. They may have strengths that are useful in life such as perception, amazing attention to detail, artistry and creativity, outstanding mathematical and technical abilities, interests or expertise in unique areas, and personality strengths such as loyalty and honesty. Autistic individuals may have traits that create difficulty, such as social communication, or rigidty of thought, that will need support. We need understand what Autism is, but more importantly, understand what Autism is for that individual child.
Likewise with an ADHD. There needs to be a greater understanding of the how incredible children are who can use their hyperfocus to learn intensely and achive outstanding outcomes about a topic of interest, their ability to empathise and connect with others, demonstrating conversational skills and humanity, their resilence, courage, abiltiy to take risks to learn, high energy levels and spontaneity, to maximise enjoyment out of their lives. Children with and ADHD are often misunderstood, especially within a classsroom. This can have detrimental effects on their self-esteem and how they are regarded within their peer group. As team members, it's crucial any challenges an environment can present to a child, it is understood, and any character traits a child may have such as implusivity, it is not punished.
To help the team surroundning the child, the SNAA therapist focuses on facilitating the team’s understanding of your child’s occupational profile. An occupational profile incorporates holistic information about a child, and provides information the child's neurodivergence. It includes information about how Autism / ADHD can impact on that child and their ability to assume various roles within both their home and within the community. Importantly, it also highlights what the child can do, their interests, hobbies, motivators, superpowers and strengths.
SNAA Therapists' initial focus is to build the rapport and therapeutic relationship with your child to help them learn more about how they interpret and process this world. We then aim to develop a long-term relationship with your child, acting as their mentor and advocate where required. This as well as with your support and knowledge of your child, SNAA’s Therapists then use this information to assist the adults surrounding your child to understand his/ her needs, wants and personality.
At the core of the SNAA Therapy model is to ensure the SNAA Therapists are always addressing and monitoring the below three areas:
Your child’s self esteem
How calm they are
Their sense of security in their educational / home environment
We see and believe in the potential that every child has and work hard with you, your family and the educational staff surrounding your special boy or girl in assisting them to fulfil their potential.
SNAA Therapists take pride in their knowledge of Autism and ADHD. We spend the time getting to know your child, celebrating their uniqueness, their neurodivergent profiles, and all they can do. We also understand the difficulties your child may have in the following areas of their development:
Social connection and emotional skills.
Language and the social use of language.
Executive functioning (planning, self-regulation, attention, probelm sovling, organisation, time management skills).
Sensory processing.
Routines, rituals and self care activities.
Play and motor skills.
With this knowledge and understanding of how having an Autism and ADHD can impact on your child’s development and their roles as a child, sibling, student, friend, etc, we strive to assist you and those surrounding your child to understand and appreciate the ‘why’, ‘how’ and ‘what to do’! Examples include learning how to teach your child to:
Greet someone appropriately.
Sit quietly in a classroom setting to listen to a teacher and participate in the curriculum.
Have a go and staying focus to something that may be perceived as boring, hard or non-preferred task.
Cope when change occurs and learning that something different can be a good thing.
Share or wait for a turn when playing with a friend/ sibling.
Know how to enter or exit play appropriately with a group of peers/ friends.
How to cope when expectations are not met or when they don’t get their own way.
Be independent in their self care activities.
Know what to do when something doesn’t feel, move, smell, taste, see or hear the right way
Articulate their emotions and thoughts to another person calmly where possible.
Calm their bodies when stressed.
Know what to do to keep organised, stay on track and problem solve when something tricky occurs.
For diagnostic criteria (information regarding the DSM V criteria for Autism and ADHD) and Autism /ADHD information for theory, definitions and support, please click on the below links:
A National Guideline for the Assessment and Diagnosis of Autism Spectrum Disorder in Australia
Raising Children’s Network - ASD
Evidence-based interventions for autistic children
https://www.adhdaustralia.org.au/
https://www.adhdsupportaustralia.com.au/
https://adhdguideline.aadpa.com.au/
https://www.yellowladybugs.com.au/Resources)
https://reframingautism.org.au/about-autism/)
About Autism and ADHD
Click on a section below to learn more.