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Support & resources for childcare & early years providers | Northumberland County Council

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We offer ongoing support and information to current and aspiring early years and childcare providers in Northumberland, including childminders.

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Sleep tips Our Sleep Tips booklet introduces and explains different techniques for you to try that may improve your child’s sleep. It covers ten main topics including bedtime routines, daytime napping, comfort objects and moving bedtime backwards or forwards. It gives lots of illustrated hints and…

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Autism Support Sensory Processing Padlet

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Autism Support Sensory Processing Padlet

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North East Autism Society Family Resources

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North East Autism Society Family Resources

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Family Resources - North East Autism Society

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Made possible from a wealth of experience gathered over four decades serving the North East we’ve created a Family Resources section of our website just for you.
Brought together by our Family Development team, members of our Neurodiversity think tank and from families sending us their tips and advice we’ve put together a bank of free resources to help you, as part of our valued community, to navigate the day-to-day challenges of life.
These are by no means exhaustive in their approach, but instead offer ‘nuggets’ of wisdom or hints and tips that may just be enough to aid with the small victories we all aim for each day.

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Autism Support Service | Northumberland County Council

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The Autism Support Team offer school based support to children and young people in Northumberland with social communication difficulties or a diagnosis of Autistic Spectrum Disorder (ASD).

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SEN Pupils’ Prior Involvement with Services (1)

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Click here for further information and advice

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Click here for further information, advice and resources

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Northumbria Healthcare NHS Foundation Trust

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Our Primary Mental Health Work service is an early intervention and prevention service. We help children and young people up to the age of 18. We also support their families and carers in Northumberland.
We support children and young people experiencing a range of emotional wellbeing and mental health problems such as:

Anxiety including panic, social anxiety and phobias

Habitual behaviours of an obsessive compulsive nature

Low mood and depression

Managing emotions and anger

Poor body image

Self-harm

Difficulty in adjusting to traumatic life events including parental separation, bereavement and bullying

Behavioural issues

Young people come and see us when:

The above issues are moderate in nature

It has not been resolved following initial help at school or at home

When it is having a significant impact on their day-to-day life.

We are also involved in improving mental health support in Northumberland schools as part of the Be you programme.

Treatment

Upon referral, we will carry out an initial assessment. This helps us to understand the nature of your difficulties. We can then identify the best support for you.

If we think our service can help, you may be eligible for treatments. This can vary depending on your personal needs.

It includes evidence-based support like self-help information and one-to-one advice. These will help to:

Challenge unhelpful thoughts

Increase your levels of activity

Help you find solutions through problem-solving and talking therapy. This can be either one-to-one, with parents or as a group.

Your care

Your appointment

After your referral, you will receive an offer of an initial appointment. This will take place over a video call and last around 45 minutes. You will receive instructions to join the call and the name of the clinician you will meet. This assessment appointment will give you the chance to discuss your concerns in detail. We will work with you to agree on what the best way of helping will be.

Your next appointment will offer a treatment appointment. The purpose of this appointment will be to agree on a care plan to inform your treatment and agree on goals to work on during your treatment.

You will always have time and the chance to ask questions. We want you to tell us if you do not understand. Or if you disagree with what we talk about.

Who you might meet

Our team consists of primary mental health workers. They come from a variety of professional backgrounds working with children and young people with moderate mental health needs. The PMHWs are trained to deliver a range of early intervention evidence-based interventions.

The team is also supported by an administration team.

Bringing someone to your appointment

It is very important that you feel supported during your treatment. If you are under 16, a parent/carer should come to the initial appointment. This means we can introduce ourselves and have a brief talk with them. You can then choose to speak alone. Or they can stay to support you.

Clinic details

After your first assessment, appointments can either be online or face-to-face. These would be at one of the below venues. We hold clinics Monday to Friday between 9am and 5pm. Your appointment could take place at one of these venues based on where you live.

Central: Ashington Family Hub, Newbiggin Family Hub, Bedlington Family Hub, Wansbeck Child Health

North: Alnwick Health Centre, Hadston Family Hub, Berwick Family Hub, Alnwick Family Hub

West: Dene Park House, Oaklands Health Centre, Ponteland Primary Care Centre, Hexham Family Hub

South East: Cramlington Health Centre, Blyth Family Hub

During term time, we can see you in school.

Videos

Confidentiality

Everything you say to a member of staff will be confidential. The only exception is if they feel you or someone else is at risk of harm. If this happens, your PMHW worker will talk to you. They will tell you who they need to tell and what details will be shared.

Access to the service

GPs, school staff, social workers, and school public health nurses can refer you to our services. In Northumberland, you can self-refer by calling 01661 864588 or completing this form.

If we think your needs would be best met by another service, we will explain this to you. We will help you to access a more appropriate service. It helps us if you agree to this in your referral. This consent allows us to forward your referral to the best service for your needs.

Support for professionals

We provide advice and support to professionals including:

Telephone consultation and advice

Liaison through the multi-agency early help hub processes

Teaching and training on children's mental health for colleagues supporting children and young people with special educational needs and/or disabilities.

Health or education professionals and social workers with concerns about a child or young person can get in touch by:

Calling 01661 864588 to book a consultation to discuss a possible referral

Using our service referral form (link)

Via the Northumberland Early Help Hub. Click here for the referral form.

We must have consent from the parent, carer or young person for all referrals.

Contact us

Contact us Monday to Friday between 9am and 5pm at:
Ponteland Primary Care Centre,
Meadowfield,

Ponteland,

NE20 9SD

Telephone: 01661 864588

Email: PMHW@northumbria-healthcare.nhs.uk

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Primary Mental Health Work :: Northumbria Healthcare NHS Foundation Trust

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Skip to main content Skip to accessibility tools Our Primary Mental Health Work service is an early intervention and prevention service. We help children and young people up to the age of 18. We also support their families and carers in Northumberland.

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Northumbria Healthcare NHS Foundation Trust Sensory Processing Service

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Children's Occupational Therapy Sensory Processing Service for children and young people living in Northumberland.

This service is delivered by Northumbria Healthcare NHS Foundation Trust and is based at Wansbeck General Hospital.

Our overall aim is to support parents, carers, education staff and other professional groups to understand how sensory processing can impact on daily life.

The service will provide information on how to modify activities and the environment to support participation in activities of daily life for children and young people with sensory processing challenges.

Our amazing senses

Our senses help us to perceive the world and to interact with other people. We have five external senses; these are known as vision, taste, touch, smell and hearing. We have a further three internal senses which are less well known. These internal senses are vestibular, proprioception and interoception.

Tap or hover over the icons to reveal the pop up.

What is Sensory Processing?

For most children the development of their sensory processing occurs as part of our typical development and they learn to respond appropriately to sounds, smells, movement etc.

We all have some sensory processing differences. For example, some of us like very strong tastes and smells and others avoid them. As long as we can manage to take part in the things we want and need to do these sensory processing differences don't matter.

For some children their sensory development is delayed or disordered, and they struggle to take part in everyday childhood activities. For example, they are so distressed by noise they can't go to a friend's party or they hit out when someone brushes up against them as they experience it as painful.

Meet the team

The team consists of a Clinical Specialist Occupational Therapist, Senior Occupational Therapist, and an Occupational Therapy Technical Instructor.

Sandra

Clinical Specialist Occupational Therapist

Sandra graduated from Northumbria University as an Occupational Therapist in 2002. She has experience of working in acute physical and mental health settings before going on to specialise in Paediatrics in 2008.

She has completed further post graduate training in sensory processing and achieved a Master's degree in Developmental Disorders in 2018. Sandra has extensive experience of working with children and young people who have complex health and sensory needs and enjoys supporting individuals to achieve their full potential.

Karen

Occupational Therapy Technical Instructor

Karen started working for Northumbria Health Care in 2004. She has a wealth of experience in working in health care and recently transferred to Paediatrics as an Occupational Therapy Technical Instructor.

Her goal each day is to ensure she delivers high quality care to all the children and families with whom she works. Working in the Sensory Processing Service allows the opportunity to help children and families in the local area. She finds working in the sensory processing team very interesting and rewarding.

Who is this service for?

Children and young people who are experiencing day-to-day difficulties with processing sensory information can access Northumberland's Sensory Processing website for support, strategies, and information.

If additional support is required a referral can be made to the Occupational Therapy service where parents / carers will be offered an initial telephone consultation. Referrals to the service must be completed by an approved professional and meet the following service criteria:

The Service for any child or young person aged 0-18 years, or up to 19 years if still in full time education and living in Northumberland.

Registered with a Northumberland General Practitioner.

Parent/Carer consent has been obtained for the Referral.

Sensory Processing strategies have been trialled to help improve engagement in daily living activities but have not been fully successful and further support is required.

Sensory Processing challenges continue to have a significant and ongoing impact on mental health and/or physical wellbeing in relation to participating in daily living activities.

Children / young people who are receiving support from the Children and Young People's service (CYPS) who require sensory support may be redirected to CYPS to receive support around their sensory processing needs.

How to access?

Children, Young People and Parent/Carers can access sensory processing resource information and online workshops.

Northumberland Children's Occupational Therapy Service

Child Health Centre, Woodhorn Lane, Ashington, Northumberland, NE63 9JJ

01670 564050

Referral Form

To access a parent/carer telephone triage consultation a referral will need to be completed by an approved referrer into the service, such as:

Medical Staff - Paediatric Consultant or General Practitioner.

Health Professionals such as Physiotherapist, Occupational Therapist, Community Nurse, Health Visitor or School Nurse.

Social Worker

High Incidence Needs Team (HINT)

If you have any questions or queries, please do not hesitate to contact the department on 01670 564050.

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About us - Northumbria Healthcare NHS Foundation Trust Sensory Processing Service

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Support and information for parents and carers of children and young people who experience difficulties with processing sensory information.

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Contact your Autism Support teacher to discuss discount for purchasing Widgitonline

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Our curriculum at Robert Ogden School is designed to provide the pupils with portable skills for life, living and work that is developmental, skill and context based and encourages active engagement in learning. It is communication focused and Autism Specific. The curriculum focuses on developing the key skills of communication, cognition, independence, physical development and self-care, all transferrable skills that equip children and young people for life beyond the school.

AIM Curriculum

Pupils learn traditional academic subjects alongside the Communication Education, Life Skills, Personal, Social, Health and Citizenship Education, (PSHCE), Spiritual, Moral, Social, Cultural, Online Safety and British Values they'll need to become confident young adults. At every stage, students have their own timetable, which we plan with them according to their ability, needs and interests. Our curriculum strives to be responsive to each learner, and build on individual strengths and interests. A rolling plan is in place, which supports a balance of stimulating contexts for learning through different learning experiences, themes and subjects. The student's timetable includes support from our resident Speech and Language Therapists, Psychologists, and Occupational Therapist and this can be direct or indirect intervention.

Students with profound learning difficulties are provided with a curriculum specifically designed to meet their needs in connecting and responding.

Students with severe to moderate learning difficulties benefit from a curriculum which promotes life skills and which is highly stimulating.

Learners functioning at age-related equivalencies benefit from an adaptation of the National Curriculum, which emphasises life skills, aspiration and identified need.

Personal, social and emotional development

Physical development

Communication, language and literacy

Mathematical development

Employability and enterprise

Creative development

Knowledge and understanding of the world

16-19 curriculum

This curriculum is highly personalised and encompasses a range of individualised progression pathways to support transition to life beyond The Robert Ogden School.

An important part of our curriculum is Personal, Social, Health and Citizenship Education (PSHCE). We will help your child to gain confidence in all the life skills they need as they grow and learn. And as your child enters key stage 4 they will learn about careers, work experience and (with your consent) sex and relationships.

Education from 5 to 11 years

In our primary department, children are taught in a class group by their own class teacher. Our communication methods include speech, symbols, photographs, objects and signing. We choose the method depending on your child's level of understanding.

Many of our children choose to use the PECS system to communicate, and carry a folder of symbols with them at school. There are PECS folders available in the cafe as well. For example, a child can use the cafe folder to pick out the symbols for "I want", "toast" and "with butter".

Education from 12 to 16 years

In our secondary department, children have a class tutor for English, Mathematics and PSHCE, and specialists for other subjects.

We offer Numeracy, Literacy, Science, History, Geography and Modern Languages. All children at key stage 4 can take externally accredited courses including ASDAN (which includes a range of life skills and academic courses), AQA units and NCFE qualifications and GCSEs. With the latter, students often attend another school or college to help them with their future transition beyond school.

Post-16 education

Our young people follow a pathway which ensures learning is planned alongside the skills your child will find of most benefit in their future life. It will help prepare them for the next transitional stage in their lives and the opportunities and responsibilities of adult life.

The focus is on developing a range of functional skills from communication and IT, to leisure and vocational activities. We make use of our local community's facilities as much as possible to ensure your child's learning is practical as well. They may learn how to set up a bank account, or how to use a bus daily.

We also offer your child vocational and enterprise experience, either in school or with local employers. We have a number of realistic work environments (RWEs) which are designed to offer our young people a taste of 'real' business life.

Where possible, we encourage our students to proceed to mainstream school and further education colleges.

Enterprise

At Robert Ogden School we believe that children and young people on the autism spectrum learn best when activities are functional and meaningful.

We have introduced a strand of the curriculum designed to involve our pupils in gaining skills which they will be able to take forward into adult life. Pupils are offered the opportunity to work in our cafe, the shop and pop up shop or in the garden. Cookery lessons and pottery sessions also feed into this area of school life with pupils making a wide range of items to sell in the shop.

We provide work experience placements internally, for example, working with our maintenance team, as well as externally, such as in local shops, supermarkets, resturants and care homes.

Clubs and activities

At the end of each day pupils can choose from a range of activities such as karaoke club, girls' club, football club, the green club or walking club. During this time children work on targets from the PSHCE curriculum.

Teaching

We provide opportunities which are meaningful, accessible, motivating, contextualised and appropriately challenging to maximise engagement and progress for each child and take the learning opportunities across every aspect of the pupil's day.

We use a combination of teaching methods, which are appropriate and adapt them to support the pupils learning styles and needs within individual classes. Learners are supported to develop their readiness to learn, attention, self-motivation, a 'have a go' attitude and to take risks in their learning. Teaching across the school gives pupils relevant opportunities for learning, and motivates and inspires all pupils to make progress across their learning intentions. This is achieved through structured routines, appropriately paced and motivating activities with assessment for learning firmly embedded across all contexts.

Teaching provides opportunities for pupils to contextualise their learning, working within whole class, small group, individual and independent learning opportunities appropriate to that learner. We personalise the learning and ensure that pupils are given the opportunity to make as much progress as possible. Through this they will be enabled to use their skills in a range of contexts, to become increasingly independent, resourceful and resilient when faced with challenges.

The use of objects of reference, symbol support and Makaton signing are incorporated into the Teaching and Learning to encourage and support understanding. ICT is used to support and enhance learning across all areas of the Curriculum and the pupil's day. We use a range of augmentative or alternative strategies geared to individual need, to promote the ability of learners to communicate successfully, enabling them to respond and interact to their full capacity, to give pupils a voice in their learning. We constantly value our learners' efforts, promoting self-esteem and confidence through specific praise.

Planning

The school works with a rolling plan over three years, working within broad themes which are able to be adapted to the needs and interests of all learners. Medium term plans are tailored to the needs of the specific class, adapting the learning areas and opportunities to their interests, needs and level of learning. Planning supports the learning of individual pupils and is very adaptable to changes to support pupils' learning opportunities and changing experiences.

The learning environment

Learning is promoted through well-organised classrooms and learning environments across the school, which allow pupils to develop their knowledge, understanding and skills across the curriculum and personal needs, and encourages independence, problem solving and contextualisation of learning. This allows them to develop through independent or supported engagement and enquiry and the best use of space and the range of learning resources available. We encourage pupils to take responsibility and to care for their learning environment and resources, and to support the learning of others.

Classroom environments and outdoor learning opportunities are created to support the different range of needs within the class, or individual learning that is taking place. Learning resources which are shared are used across the school to support the individualised learning requirements of all pupils. This allows for pupils in a range of classes to have the resources available to support their interests and learning needs. Where needed pupils have individual workstations which allow for maximum concentration and support pupils who find the world a distracting or disturbing place. Everything we do is through personalised learning and supports pupils as individuals, incorporating their individual needs, interests and ways of learning.

Individual learning plans

The teaching teams have a thorough understanding of each child's point of learning: their interests, strengths and barriers, developmental stage, learning level and medical needs. Each of these areas are used to effectively plan for a range of learning intentions for each pupil which are personalised to that pupils point of learning across the curriculum. These are used across the day by giving continuity and contextualisation, therefore giving breadth of approach and supporting pupils to achieve deep learning.

Continuity is ensured through the use of the personal learning intentions and celebrated through learning journals which capture key achievements which develop into a record of learning for pupils, showing progress from entry to when the learner leaves. These are shared with pupils to encourage them to have pride in their accomplishments. We meet families regularly through Annual Reviews and Review Days. We recognise that parents and carers have a wealth of knowledge about their children and we work with them to identify learning goals for the individual pupil.

To find out more about our curriculum, please contact Jon Mount (Deputy Principal) by telephone: 01709874443 or email.

Timetables

Each academic year the timetables for each class are changed. If you would like a copy of your child's timetable, please contact your child's class teacher and they will send you a copy.

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Our curriculum at Robert Ogden School is designed to provide the pupils with portable skills for life, living and work that is developmental, skill and context based and encourages active engagement in learning. It is communication focused and Autism Specific.

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Click here for further information and resources

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If you google autism and sleep, most of the advice you get is on how to help your Autistic child get sleep. Don't get me wrong, this is great, and my kids certainly have their fair share of sleep struggles! But what strikes me is the lack of resources for Autistic adults struggling with sleep! Autistic sleep problems don't magically go away when we become adults. Many Autistic adults continue to experience insomnia, circadian rhythm disorders, sleep apnea, restless legs syndrome, and more!

So even though sleep issues and autism co-occur at high rates, it is often overlooked in adults. As an Autistic person myself, I understand-both personally and professionally-how difficult this can be for someone. Let's look at the data:

If you want to do more of a deep dive into neurodivergence and sleep issues, you can see my deep dive article on it over here, including tips for improving sleep and working with sleep vulnerabilities.

Autism and Sleep Rundown

Sleep problems are one of the most common co-occurring conditions for Autistics. Here is a rundown of the infographic details: ⁠

50-80% of Autistic children experience sleep disorders (compared to 9-50% of neurotypical children) ( Reynolds et al., 2019 ).

Autistics are more likely to have a circadian rhythm sleep-wake disorder (CRSWDs). Many Autistics have a mutation within the CLOCK gene, which impacts circadian rhythm. Despite this growing body of literature, Autism is rarely considered when a person is diagnosed with CRSWD.

Autistic people are more likely to have a mutation in genes regulating melatonin resulting in a "flat melatonin curve." Thus our bodies often do not feel tired or send the same level of tired cues at night, and we may feel sleepier during portions of the day/upon waking ( Furfaro, 2020).

On average, it takes autistics 11 minutes longer to fall asleep.

Autistic people are more likely to experience insomnia which includes everything from difficulty falling asleep to night waking and early morning rising ( Furfaro, 2020 ).

Autistics are more likely to experience parasomnias, including sleep paralysis (waking but not being able to move), sleepwalking, and night terrors/sleep terrors⁠.

On average, Autistic people spend roughly 15% of their time asleep in REM (while neurotypicals, on average, get 25%). REM sleep is where we consolidate learning and memory and is important for a host of physical and mental health things⁠ ( Buckley et al., 2010 ; Neumeyer et al., 2019 ).

Repetitive behaviors & hyperactivity increase w/ poor sleep (which can make sleep more difficult).

Implications of Poor Sleep

Sleep is foundational for our physical and mental health. Our brains work hard when we sleep! They are storing our new learning and memories in long-term storage; they are detoxing our brains and releasing new neurotransmitters we need to feel refreshed.

Sleep and Neurotransmitters

During sleep, our brains release certain chemicals called neurotransmitters. These chemicals help regulate our mood, help us learn, grow and regulate our sleep-wake cycle. For example, when we're sleeping, our brains release

✦ Serotonin, which helps regulate our mood and makes us feel good.

✦ Acetylcholine, which is important for memory consolidation, learning, and attention

✦ Melatonin, which regulates the sleep-wake cycle and helps us feel sleepy

✦ Growth hormone, which helps the body grow and repair

When we don't get enough sleep, our brains don't get the chance to release these chemicals. And that can lead to a whole host of problems! When we're sleep-deprived, we're more likely to feel grumpy, anxious, and irritable. Plus, it's harder for us to focus and learn new things.

On the other hand, lack of sleep can lead to an increase in the levels of cortisol throughout the day, which is a stress hormone that can contribute to feelings of anxiety and difficulty relaxing. It also disrupts our circadian rhythm.

On the flip side, when we have enough good-quality sleep, it helps to maintain a balance in these hormones, which can improve our mood and overall mental well-being.

The Detoxing Benefits of Sleep

During sleep, the brain not only releases new chemicals, but it also cleans up from the day. It detoxifies certain chemicals, similar to how a cleaning cycle runs during the night while you sleep. If you ever wake up feeling refreshed and ready to start the day, it's likely because your brain was working to clear away certain chemicals and hormones while you slept. This process helps keep the brain and body functioning properly.

One of the main things it's cleaning up is a chemical called adenosine. Adenosine is like a sleepy chemical that builds up in your brain throughout the day. But while you sleep, your brain works to clear it out, so you wake up feeling more alert and less groggy.

Another thing your brain is cleaning up while you sleep is a chemical called glutamate. Glutamate helps with learning and remembering things. But when you're awake, your brain uses a lot of it. So, at night, your brain works to clear away any extra glutamate you don't need so that you're ready to learn and remember new things again in the morning.

Implications of Autism and Sleep

Beyond the typical health risks associated with sleep deprivation, sleep deprivation causes additional struggles for Autistic people, such as increased sensory sensitivities and executive functioning struggles.

Sensory Sensitivities

Sleep and sleep deprivation can have a significant impact on sensory sensitivities. When we are well-rested, our brains are better able to process and filter sensory input, allowing us to better tolerate and manage our sensitivities. Adequate sleep also helps to regulate our emotional responses to sensory stimuli, making us less likely to feel overwhelmed or reactive.

On the other hand, when we are sleep-deprived, our brains are less able to filter and process sensory input, making us more sensitive to stimuli. This can lead to increased feelings of overwhelm and irritability in response to sensory input. Additionally, sleep deprivation can also exacerbate symptoms of anxiety and depression, which can further worsen the experience of sensory sensitivities.

Many Autistic people have heightened sensory sensitivities, so the negative impact of sleep deprivation can be even more pronounced for us. Supporting our sleep can be an important part of managing our sensory sensitivities.

Executive Functioning

When Autism and sleep issues co-occur, this can amplify executive functioning difficulties. Executive functioning includes the ability to plan, organize, and break down complex tasks into smaller tasks. Executive function is controlled by the prefrontal cortex, an area of the brain that is particularly sensitive to lack of sleep.

When we don't get enough sleep, the prefrontal cortex doesn't function as well, leading to difficulties with planning, decision-making, impulse control, and more. This can make it even harder for Autistic people to manage our emotions and executive functioning challenges. This can make daily tasks such as work or school more challenging.

Conclusion

There is a significant overlap between Autism and sleep. Many Autistic people struggle with insomnia, REM sleep disruption, restless leg syndrome, and more. Because of this, sleep screening and treatment should be a part of holistic Autistic care.

If you're Autistic and struggle with getting good sleep at night, I recommend checking out my article on ADHD, Autism, and Sleep. In this guide, not only will you get more information about sleep and neurodivergence, but you will also get loads of resources and strategies to help you get better sleep at night. Read more here.

You can also download the Neurodivergent Sleep Guide, with several workbook pages to help you better understand your sleep.

Buckley, A. W., Rodriguez, A. J., Jennison, K., Buckley, J., Thurm, A., Sato, S., & Swedo, S. (2010). Rapid eye movement sleep percentage in children with autism compared with children with developmental delay and typical development. Archives of pediatrics & adolescent medicine, 164(11), 1032-1037. https://doi.org/10.1001/archpediatrics.2010.202

Furfaro, Hannah (2020). Sleep problems in autism, explained. Spectrum News. https://www.spectrumnews.org/news/sleep-problems-autism-explained/

Neumeyer, A. M., Anixt, J., Chan, J., Perrin, J. M., Murray, D., Coury, D. L., Bennett, A., Farmer, J., & Parker, R. A. (2019). Identifying Associations Among Co-Occurring Medical Conditions in Children With Autism Spectrum Disorders. Academic pediatrics, 19(3), 300-306. https://doi.org/10.1016/j.acap.2018.06.014

Reynolds, A. M., Soke, G. N., Sabourin, K. R., Hepburn, S., Katz, T., Wiggins, L. D., Schieve, L. A., & Levy, S. E. (2019). Sleep Problems in 2- to 5-Year-Olds With Autism Spectrum Disorder and Other Developmental Delays. Pediatrics, 143(3), e20180492. https://doi.org/10.1542/peds.2018-0492
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My Favorite Sleep Helpers:

If you google autism and sleep, most of the advice you get is on how to help your Autistic child get sleep. Don't get me wrong, this is great, and my kids certainly have their fair share of sleep struggles! But what strikes me is the lack of resources for Autistic adults struggling with sleep! Autistic sleep problems don't magically go away when we become adults. Many Autistic adults continue to experience insomnia, circadian rhythm disorders, sleep apnea, restless legs syndrome, and more!

So even though sleep issues and autism co-occur at high rates, it is often overlooked in adults. As an Autistic person myself, I understand-both personally and professionally-how difficult this can be for someone. Let's look at the data:

If you want to do more of a deep dive into neurodivergence and sleep issues, you can see my deep dive article on it over here, including tips for improving sleep and working with sleep vulnerabilities.

Autism and Sleep Rundown

Sleep problems are one of the most common co-occurring conditions for Autistics. Here is a rundown of the infographic details: ⁠

50-80% of Autistic children experience sleep disorders (compared to 9-50% of neurotypical children) ( Reynolds et al., 2019 ).

Autistics are more likely to have a circadian rhythm sleep-wake disorder (CRSWDs). Many Autistics have a mutation within the CLOCK gene, which impacts circadian rhythm. Despite this growing body of literature, Autism is rarely considered when a person is diagnosed with CRSWD.

Autistic people are more likely to have a mutation in genes regulating melatonin resulting in a "flat melatonin curve." Thus our bodies often do not feel tired or send the same level of tired cues at night, and we may feel sleepier during portions of the day/upon waking ( Furfaro, 2020).

On average, it takes autistics 11 minutes longer to fall asleep.

Autistic people are more likely to experience insomnia which includes everything from difficulty falling asleep to night waking and early morning rising ( Furfaro, 2020 ).

Autistics are more likely to experience parasomnias, including sleep paralysis (waking but not being able to move), sleepwalking, and night terrors/sleep terrors⁠.

On average, Autistic people spend roughly 15% of their time asleep in REM (while neurotypicals, on average, get 25%). REM sleep is where we consolidate learning and memory and is important for a host of physical and mental health things⁠ ( Buckley et al., 2010 ; Neumeyer et al., 2019 ).

Repetitive behaviors & hyperactivity increase w/ poor sleep (which can make sleep more difficult).

Implications of Poor Sleep

Sleep is foundational for our physical and mental health. Our brains work hard when we sleep! They are storing our new learning and memories in long-term storage; they are detoxing our brains and releasing new neurotransmitters we need to feel refreshed.

Sleep and Neurotransmitters

During sleep, our brains release certain chemicals called neurotransmitters. These chemicals help regulate our mood, help us learn, grow and regulate our sleep-wake cycle. For example, when we're sleeping, our brains release

✦ Serotonin, which helps regulate our mood and makes us feel good.

✦ Acetylcholine, which is important for memory consolidation, learning, and attention

✦ Melatonin, which regulates the sleep-wake cycle and helps us feel sleepy

✦ Growth hormone, which helps the body grow and repair

When we don't get enough sleep, our brains don't get the chance to release these chemicals. And that can lead to a whole host of problems! When we're sleep-deprived, we're more likely to feel grumpy, anxious, and irritable. Plus, it's harder for us to focus and learn new things.

On the other hand, lack of sleep can lead to an increase in the levels of cortisol throughout the day, which is a stress hormone that can contribute to feelings of anxiety and difficulty relaxing. It also disrupts our circadian rhythm.

On the flip side, when we have enough good-quality sleep, it helps to maintain a balance in these hormones, which can improve our mood and overall mental well-being.

The Detoxing Benefits of Sleep

During sleep, the brain not only releases new chemicals, but it also cleans up from the day. It detoxifies certain chemicals, similar to how a cleaning cycle runs during the night while you sleep. If you ever wake up feeling refreshed and ready to start the day, it's likely because your brain was working to clear away certain chemicals and hormones while you slept. This process helps keep the brain and body functioning properly.

One of the main things it's cleaning up is a chemical called adenosine. Adenosine is like a sleepy chemical that builds up in your brain throughout the day. But while you sleep, your brain works to clear it out, so you wake up feeling more alert and less groggy.

Another thing your brain is cleaning up while you sleep is a chemical called glutamate. Glutamate helps with learning and remembering things. But when you're awake, your brain uses a lot of it. So, at night, your brain works to clear away any extra glutamate you don't need so that you're ready to learn and remember new things again in the morning.

Implications of Autism and Sleep

Beyond the typical health risks associated with sleep deprivation, sleep deprivation causes additional struggles for Autistic people, such as increased sensory sensitivities and executive functioning struggles.

Sensory Sensitivities

Sleep and sleep deprivation can have a significant impact on sensory sensitivities. When we are well-rested, our brains are better able to process and filter sensory input, allowing us to better tolerate and manage our sensitivities. Adequate sleep also helps to regulate our emotional responses to sensory stimuli, making us less likely to feel overwhelmed or reactive.

On the other hand, when we are sleep-deprived, our brains are less able to filter and process sensory input, making us more sensitive to stimuli. This can lead to increased feelings of overwhelm and irritability in response to sensory input. Additionally, sleep deprivation can also exacerbate symptoms of anxiety and depression, which can further worsen the experience of sensory sensitivities.

Many Autistic people have heightened sensory sensitivities, so the negative impact of sleep deprivation can be even more pronounced for us. Supporting our sleep can be an important part of managing our sensory sensitivities.

Executive Functioning

When Autism and sleep issues co-occur, this can amplify executive functioning difficulties. Executive functioning includes the ability to plan, organize, and break down complex tasks into smaller tasks. Executive function is controlled by the prefrontal cortex, an area of the brain that is particularly sensitive to lack of sleep.

When we don't get enough sleep, the prefrontal cortex doesn't function as well, leading to difficulties with planning, decision-making, impulse control, and more. This can make it even harder for Autistic people to manage our emotions and executive functioning challenges. This can make daily tasks such as work or school more challenging.

Conclusion

There is a significant overlap between Autism and sleep. Many Autistic people struggle with insomnia, REM sleep disruption, restless leg syndrome, and more. Because of this, sleep screening and treatment should be a part of holistic Autistic care.

If you're Autistic and struggle with getting good sleep at night, I recommend checking out my article on ADHD, Autism, and Sleep. In this guide, not only will you get more information about sleep and neurodivergence, but you will also get loads of resources and strategies to help you get better sleep at night. Read more here.

You can also download the Neurodivergent Sleep Guide, with several workbook pages to help you better understand your sleep.

Buckley, A. W., Rodriguez, A. J., Jennison, K., Buckley, J., Thurm, A., Sato, S., & Swedo, S. (2010). Rapid eye movement sleep percentage in children with autism compared with children with developmental delay and typical development. Archives of pediatrics & adolescent medicine, 164(11), 1032-1037. https://doi.org/10.1001/archpediatrics.2010.202

Furfaro, Hannah (2020). Sleep problems in autism, explained. Spectrum News. https://www.spectrumnews.org/news/sleep-problems-autism-explained/

Neumeyer, A. M., Anixt, J., Chan, J., Perrin, J. M., Murray, D., Coury, D. L., Bennett, A., Farmer, J., & Parker, R. A. (2019). Identifying Associations Among Co-Occurring Medical Conditions in Children With Autism Spectrum Disorders. Academic pediatrics, 19(3), 300-306. https://doi.org/10.1016/j.acap.2018.06.014

Reynolds, A. M., Soke, G. N., Sabourin, K. R., Hepburn, S., Katz, T., Wiggins, L. D., Schieve, L. A., & Levy, S. E. (2019). Sleep Problems in 2- to 5-Year-Olds With Autism Spectrum Disorder and Other Developmental Delays. Pediatrics, 143(3), e20180492. https://doi.org/10.1542/peds.2018-0492
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My Favorite Sleep Helpers:

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Autism and Sleep Issues: Understand the overlap (Infographic) - Insights of a Neurodivergent Clinician

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If you google autism and sleep, most of the advice you get is on how to help your Autistic child get sleep. Don't get me wrong, this is great, and my kids certainly have their fair share of sleep struggles! But what strikes me is the lack of resources for Autistic adults struggling with sleep!

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Including TEACCH Structure and Routine

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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Northumberland SEND Information, Support and Advice Service

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We are continuing to provide a service during Covid-19. If you have any queries, please contact the service at iass@northumberland.gov.uk or 01670 623555 / 01670 620350.
Northumberland Information, Advice and Support Service
Northumberland Information, Advice and Support Service is a free, confidential and impartial service for children and young people (up to 25 years) with special educational needs or disabilities (SEND), and their parents and carers.

The information, advice and support provided by the service covers the full range of education, health and social care as defined in the SEND Code of Practice 2015. The service is run at 'arm's length' from the Local Authority.

The support the service can offer includes:

Providing a listening ear and practical advice and support with understanding the SEND 'system'.

Information on a range of SEND topics.

Support with preparing for meetings.

Help with exploring the options for a child/young person's SEND provision.

Signposting to other services and groups, including parents group, youth forums and national helplines.

Support for individual children, young people and their parents that empowers them to express their views and wishes and helps them to understand and exercise their rights in matters including SEN processes, exclusion, complaints and SEND appeals.

Training for parents, children and young people, and professionals to increase their knowledge of SEND law, guidance, local policy, issues and participation.

Northumberland Information, Advice and Support Service
We are a self-referral service. Feel free to contact us:

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We are continuing to provide a service during Covid-19. If you have any queries, please contact the service at iass@northumberland.gov.uk or 01670 623555 / 01670 620350. Northumberland Information, Advice and Support Service Northumberland Information, Advice and Support Service is a free, confidential and impartial service for children and young people (up to 25 years) with special educational needs or disabilities (SEND), and their parents and carers.

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Your Internet Explorer 11 browser is not supported by this site. Please upgrade to a recent browser for the best experience. Knowing what causes distressed behaviour can help you to develop ways of dealing with it. You'll find practical information and tips in this section.

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A definition of autism with an overview of communication, behaviours and interests, and sensory processing differences needed for an autism diagnosis.

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Northumberland Recovery College - supporting adults with their mental health and wellbeing 

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Making it REAL programme, which has been delivered in over 80 local authorities. A combination of exciting and developmental Special Treasure Chests and workshops for families and practitioners led to excellent outcomes.

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Contact - for families with disabled children | Contact

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We are Contact, the charity for families with disabled children. We support families, bring families together and help families take action for others.

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The Toby Henderson Trust | Autism charity providing advice & support in Northumberland

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The Toby Henderson Trust is an independently funded charity supporting children and young adults with autism, their families, and carers in the North East.

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How your support can make a difference

Your generosity can change the lives of so many families who use the Alan Shearer Centre. You'll be helping to keep this amazing Centre totally free of charge.

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Although we largely support families, we also work with a number of special schools in the area, in addition to a range of other local charities and community organisations that work with disabled children too.

Pathways 4 All offer a range of services including family-focused events and seasonal parties; supervised youth activities for children, teens and young adults, plus very popular Easter and Summer holiday playschemes.

Pathways 4 All also work with wider family members too, providing family carers with the opportunity to come together for parent-to-parent support at our regular term-time coffee mornings.

We know that having a disabled brother or sister can impact on family life, so we offer support to siblings through social activities just for them.

The majority of our services operated from our specialist play and leisure provision, the Tim Lamb Children's Centre.

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Welcome Making a Difference in Disabled Children's Lives Pathways 4 All is a parent-led charity, providing play and leisure services for disabled children and young people, situated at the Tim Lamb Children's

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Daisy Chain Project | Helping children and families affected by autism

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Daisy Chain is a unique charity which addresses the needs of autistic children and adults spectrum and their families. We provide a range of service and support.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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Happy Faces Prudhoe - Prudhoe Youth Project

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We're on hand to support parents, when they need us. Find answers to your questions in our advice articles, or speak to one of our parenting coaches.

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Total stormbreaks completed

Happy, healthy humans

When the storm rages we teach children to create light, calm and change through movement.

Mentally healthy movement

Embedding mentally healthy movement for every child, everyday

Lifelong healthy habits

Equipping children with sustainable skills and coping strategies to thrive throughout life.

Hope and optimism helps us to see that things can change and we can believe in our potential now and in the future.

© 2020 Stormbreak · Stormbreak CIO is a registered charity in England & Wales (1182771) · Unit 10 Branksome Park House, Branksome Business Park, Bourne Valley Road, Poole BH12 1ED

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Total stormbreaks completed When the storm rages we teach children to create light, calm and change through movement. Embedding mentally healthy movement for every child, everyday Equipping children with sustainable skills and coping strategies to thrive throughout life. Hope and optimism helps us to see that things can change and we can believe in our potential now and in the future.

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Fight Flight Freeze – Anxiety Explained For Teens

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Some autistic children and young people can display behaviour that puts themselves - or someone else - at risk. This is commonly known as a 'behaviour that challenges'. Common examples of this behaviour include:

Physically challenging behaviours - such as hitting, biting, spitting or pulling hair.

Emotionally challenging behaviours - aggressive shouting or using derogatory language.

Self-injurious behaviour - behaviour that harms the individual, such as head-banging, or biting hands or arms.

Pica - which means eating things other than food. This can become self-injurious when an autistic person eats potentially toxic or sharp objects.

Smearing - when an autistic young person smears their faeces on walls or objects.

Pathological demand avoidance (PDA) - this is a behaviour profile within the autism spectrum that is characterised by resistance to everyday demands. What constitutes a demand can look different to every person. Read more about pathological demand avoidance.

Causes

Autistic children and young people experience the world differently to others. Some aren't able to communicate their needs as easily as neurotypical children which can result in anxiety and frustration, and can lead to behaviour that challenges. Other factors could be sensory overload, exhaustion or lack of sleep, pain or illness, or changes to routine or new environments.

All behaviour occurs for a reason. Trying to understanding the cause can help us put in place strategies that will help the young person overcome behaviour that could be impacting negatively on themselves and the people or environment around them.

Support

The Challenging Behaviour Foundation has a lot of information for both parents and professionals to support them with practical advice on how to spot behaviours that challenge and what to do when it occurs.

The national charity Scope also produces information on challenging behaviour.

If, as a parent or carer you are struggling emotionally, your GP may be able to help. It's important to take care of yourself in order to support your child. Other services such as Samaritans are there to listen.

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Some autistic children and young people can display behaviour that puts themselves - or someone else - at risk. This is commonly known as a 'behaviour that challenges'. Common examples of this behaviour include:

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Research suggests autistic people may have different communication styles and preferences to non-autistic people. Communication differences must be present for an autism diagnosis, but these can vary widely between autistic people.

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The children and young people we work with have learning and physical disabilities, autistic spectrum disorders, challenging behaviour and other complex needs. We also support children and young people with health care needs such as: specialist feeding requirements, epilepsy, medication needs and personal care.

We hope that you find our website informative and easy to navigate. It is designed to give you an insight into the outstanding quality of care and support that we strive to deliver. If you would like further information, please don't hesitate to contact us or better still arrange to come and visit us during one of our activity sessions.

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WECAN - We Enable Children with Additional Needs | Hexham, Northumberland

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The children and young people we work with have learning and physical disabilities, autistic spectrum disorders, challenging behaviour and other complex needs. We also support children and young people with health care needs such as: specialist feeding requirements, epilepsy, medication needs and personal care. We hope that you find our website informative and easy to navigate.

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Our job coaches offer one-to-one personalised support for neurodiverse young people, adults, and those with disabilities who are currently in paid employment.

Highly skilled, the team have the know how to help their clients find the skills needed to remain in employment, to navigate change within the workplace and to feel confident as an employee.

We can:

Provide mentoring for one-to-one personalised support

Provide practical teaching to remove any language barriers encountered in work

Offer coaches skilled in Training and Systematic Instruction (TSI)

Begin working with clients at any stage in their employment

Offer 'crisis-point' support

Help within the workplace

Support is accessed via self-referral or as a request from employers.

Support in Employment can often be provided free of charge via government funded Access to Work grant.

To find out more call the team on 0191 375 3941 or email

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Our job coaches offer one-to-one personalised support for neurodiverse young people, adults, and those with disabilities who are currently in paid employment. Highly skilled, the team have the know how to help their clients find the skills needed to remain in employment, to navigate change within the workplace and to feel confident as an employee.

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Welcome to SpLinter Group in Blyth. It's lovely to meet you!

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We want to transform the lives of disabled and disadvantaged people through working opportunities.

At The Hextol Foundation we believe that work is good and that everyone should feel valued.

We provide working opportunities for people who have a learning disability or mental health condition which limits their ability to obtain regular, supported and purposeful work.

Why we do it:
Develop Skills Reduce Social Isolation Build Self-Esteem Gain Confidence
How we do it:

The working opportunities we offer are in our suite of not for profit businesses based in Hexham and Newcastle.

We also provide

 job and employability skills coaching;

 regular social events and activities;

 recognition and appreciation;

 and opportunities to form new friendships.

We are so grateful to all of our funders for the help and support they give. Here are just a few we have received donations from recently...

Would you like improve the lives of disabled and disadvantaged people?

Tel: 01434 605253

Email: [email protected]

Address: 14c Gilesgate, Hexham, NE46 3NJ

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At The Hextol Foundation we believe that work is good and that everyone should feel valued. We provide working opportunities for people who have a learning disability or mental health condition which limits their ability to obtain regular, supported and purposeful work.

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It was in June 2006 that Michael first started at Border Links in Cornhill. He came up with some good ideas for the veggie baskets and enjoyed painting with Billy as well as a trip to York on the train. Michael often entertained the members with his musical ability and played many instruments including the accordion and the organ.

Michael sadly passed away in 2012 but we remember him every year through the Michael Whitehead Achievement award given to a member of Border Links. His sister chooses someone each year who has achieved something in their life that is of major significance to them.

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BORDER LINKS VEGGIE BASKETS ARE BACK!! We're back with gorgeous fresh seasonal vegetables Veggie Bag - £6.00 Mini Veggie Bag - £3.75 1/2 Dozen Eggs - £1.50 Collection only - 1 - 3pm Collect from your local venue Grove Gardens, Berwick-upon-Tweed Cornhill Village Hall Kelso Rugby Club Call 01289

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Beacon Films CIC is a production company of disabled, autistic and neurodivergent filmmakers

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NCC Sensory Impairment Service - Activities for Home, Auditory Memory (PDF 240KB) (1)

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Working Memory - A Guide for SENCOs and Teachers.Dec2015

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Speech and Language UK: Changing young lives

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Speech and Language UK: Changing young lives

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We are Speech and Language UK - we want every child to face the future with confidence. For 1.7 million children in the UK, learning to talk and understand words feel like an impossible hurdle.

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Communication problems have always been considered a core feature of autism. Yet there are substantial and wide-ranging differences in how people with autism communicate. That reflects not only the inherent variability of the condition, but also the complexity of communication itself - encompassing the words we use, the order in which we use them, eye contact, facial expressions, gestures and other nonverbal cues.

Challenges in any of these areas can contribute to the social difficulties individuals on the spectrum experience.
What is social communication?
Social communication may seem like a redundant term. Communication is inherently social: It requires the ability to share - in an appropriate manner - what you feel or want to say, and also to understand and respond to what others are feeling or saying. In neurotypical people, communication disorders can include problems with language, but not with social interaction. People with autism, though, are particularly challenged by communicating in social contexts. Experts use the phrase 'social communication' to emphasize that fact.
When were social communication difficulties first recognized as part of autism?
When Leo Kanner wrote his first paper on autism in 1943, his descriptions of the children he had observed included many problems with social communication. He noted, for example, failure to make eye contact or respond to questions, and a tendency toward obsessive conversation. Since then, language and communication impairments have consistently been part of the concept of autism, but not always a separate criterion for diagnosis.

As researchers have learned more about how language develops in people with autism, perspectives have shifted, more than once, on how and whether to consider language and social interaction as separate or joint problems. For many decades, the focus was on individuals with severe autism, who may have few words, rarely initiate interactions and barely respond. Accordingly, an autism diagnosis called for a marked impairment in conversational abilities. But clinicians began to recognize that people with autism can have strong verbal skills. Initially, those people didn't appear to have any social communication problems either, but the past decade has shown that they are often regarded as 'awkward' in the way they communicate, and make more language errors than their typical peers. The latest thinking acknowledges that language is an integral part of social communication, and that social communication as a whole is a persistent problem for many people with autism.
What sorts of problems with social communication What are pragmatics and prosody? are most common in people with autism?
Individuals on the spectrum have been shown to face challenges with a range of verbal and nonverbal skills, including grammar, the correct use of pronouns and responding when spoken to. Differences in some nonverbal aspects of communication, such as facial expressions and the tempo of speech, may account for what others perceive as 'awkwardness' in people with autism.
Can problems with social communication Where is research on social communication headed? exist outside autism?
As with so many autism features, there is tremendous variability from one person to the next. Still, problems with two aspects of communication stand out: pragmatics and prosody.

Pragmatics is the appropriate use of language in social situations. Examples include being able to stay on topic and take turns in a conversation, ask appropriate questions and use a tone of voice suitable for the setting (for instance, a quieter voice in a classroom versus a playground). Many autism therapies incorporate explicit training on these skills.

Prosody is the rhythm of speech and encompasses aspects of both verbal and nonverbal communication. Carried in the spoken words and the pauses in between, prosody has multiple functions. For one, it conveys pragmatic information. A rising tone, for instance, indicates a question. Prosody also communicates emotion. The question 'What do you mean?' can be positive, negative or neutral depending on how it's spoken; prosody is what alerts a listener to the difference.

Problems with prosody can vary. Some individuals speak in a monotone, whereas others exaggerate high and low pitches so dramatically that listeners find their speech unnatural.

In 2013, the "Diagnostic and Statistical Manual of Mental Disorders" ( DSM-5) added a new diagnosis: social communication disorder (SCD). This condition shares many of the traits common among people with autism, such as difficulty responding to others, using gestures, staying on topic, and making and keeping friends. But individuals diagnosed with SCD do not show repetitive behaviors or restricted interests. Not all researchers agree, however, that SCD should be a separate diagnosis: They argue that there's not enough evidence that SCD is a valid and reliably distinct condition separate from autism.

Clinicians are working to improve therapy for pragmatics because it is broadly relevant to most people on the spectrum. A few researchers are focusing on identifying subtler problems with social communication that make interactions challenging even for individuals with strong language and cognitive skills. New acoustic analysis and motion-capture technologies are allowing for detailed measurement of vocal pitch, among other variables, and of minute movements that make up facial expressions.

Communication between people with and without autism is a two-way problem. Individuals on the spectrum may have communication challenges to address, but their typical peers and conversation partners could do more to meet them halfway by accepting differences in the way they express themselves.

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Social communication in autism, explained

# data[].attributes.attachment_link.description
Communication problems have always been considered a core feature of autism. Yet there are substantial and wide-ranging differences in how people with autism communicate. That reflects not only the inherent variability of the condition, but also the complexity of communication itself - encompassing the words we use, the order in which we use them, eye contact, facial expressions, gestures and other nonverbal cues.

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Click here to go to the website

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What you can do about anxiety

Jump to: See your doctor Talking therapy Try the Molehill Mountain app Medication Try mindfulness Keep a diary Support groups Find out more

See your doctor

Autistic people tell us that going to the doctor can be stressful because they feel that health professionals do not understand their needs. But seeing your doctor when you're experiencing symptoms of anxiety is an important step towards looking after yourself.

Talking therapy

Talking to a therapist can help you find ways to cope with difficult situations, identify techniques to help you relax or support you in your relationships. Clinical trials have shown that cognitive behaviour therapy (CBT) is effective for anxiety disorders in children and young people with autism. Self-help programmes based on CBT can also be effective to help parents and carers or autistic people reduce anxiety.

Try the Molehill Mountain app

Molehill Mountain is an app specially designed to help autistic people understand their anxiety. You can use Molehill Mountain to explore the causes and symptoms of your anxiety. The app lets you track your worries and the situations that trigger your anxiety, get evidence-based daily tips to understand more about anxiety and learn about techniques to try. Find out more about the app and how to download it from the App Store.

Medication

Some people take medication to manage their anxiety and your doctor can discuss options with you. Make sure you always tell the doctor or therapist about your autism because it may affect the treatment you are prescribed and how your doctor communicates with you.

Try mindfulness

A technique that can help those with anxiety is 'mindfulness'. Mindfulness aims to retrain the way you think to help you pay attention to the present moment. It's about listening to and accepting your thoughts and feelings.

Keep a diary

Research shows that uncertainty can be difficult for autistic people. Some people find that keeping a diary helps them understand their anxiety and manage it better. Writing about situations and how they make them feel helps identify the causes and symptoms of their anxiety. Finding a daily routine can make the world a more predictable place and reduce anxiety.

Support groups

Many autistic people find that sharing their experiences with other autistic people helps them feel less anxious. It might be difficult to tell people how you are feeling, but talking to someone can really help you to feel better. If you can't talk to a family member or a friend, contact a support group.

Find out more

Read our leaflet on mental health and autism or download this guide to anxiety in autism from City, University of London.

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Anxiety - Autism | Autistica | Autistica

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Jump to: See your doctor Talking therapy Try the Molehill Mountain app Medication Try mindfulness Keep a diary Support groups Find out more Autistic people tell us that going to the doctor can be stressful because they feel that health professionals do not understand their needs.

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Chatterboxes – Speech and Language Therapy service and constant presence for children that need it, regardless of their level of difficulty or circumstances.

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Chatterboxes provides a high quality Speech and Language Therapy service and constant presence for children that need it, regardless of their level of difficulty or circumstances.

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Fast Facts About Autism (World Autism Awareness Day)

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Everyone has a stim.

I play with my hair while chatting with a friend.

Maybe you bite your nails when you're nervous or bored.

You may tap your fingers or pencil on a desk while you're thinking.

I once knew someone who chewed on sticks of cinnamon bark, and I've noticed some who move their eyes in an unusual way.

I can recognize certain people from far away just by their distinctive movements. We all know someone who has an annoying stim like cracking their knuckles every 5 minutes or repeating a phrase over and over; or a socially unacceptable stim such as nose-picking or biting oneself.

The Definition of Stim

The word stim is short for self-stimulation. It is most commonly associated with autism. My son's neurologist calls it "autistic stereopathy." It is also sometimes called "stereotypy."

The DSM-5 includes stimming as part of the diagnostic criteria for Autism Spectrum Disorder: "Stereotyped or repetitive motor movements, use of objects, or speech." It also says, "Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning." That is the difference between autistic stimming and typical stimming: When the stimming interferes with everyday activities and prevents learning, it is often a symptom of autism.

The Wrong Question

"How do I stop the stim?" That's usually the first question parents ask when a young child discovers stimming. But it's the wrong question.

First of all, no one can stop self-stimulatory behavior completely, because everyone does it anyway! Secondly, even if one stim can be removed, it will be replaced by another - and the next stim may be less preferable that the current one.

The most important reason not to eradicate stimming is that you may cause your loved one to withdraw more and more, and lose your opportunity to encourage healthy interactions.

The Right Question

"Why does my child engage in this behavior?" Seeking to understand the motivation for a behavior is always a great place to start. There are several hypotheses and known causes for stimming:

1. Overstimulation: Stimming can help block out excess sensory input.

2. Understimulation: Stimming helps provide extra sensory input when needed.

3. Pain reduction: Repeated banging of the head or body actually reduces the overall sensation of pain. One hypothesis is that stimming causes the release of beta-endorphins in the body, which then causes a feeling of anesthesia or pleasure.

4. Management of emotions: Both positive and negative emotions may trigger a burst of stimming. We've all seen physical reactions to joy or excitement, such as jumping or hand-flapping. Frustration or anger may intensify a stim to the point that it becomes destructive.

5. Self-regulation: Some stims serve the purpose of soothing or comforting. Many infants learn to suck their thumbs to relax themselves.

I recently read a blog in which a parent asked why her son covered his ears in his sleep. He had learned to cover his ears when his environment was too noisy, and that was soothing to him. So he started covering his ears whenever he needed to comfort himself, especially when falling asleep.

Reasons to Reduce Stimming

Self-stimulation can interfere with learning, interpersonal relationships and social situations. Some types of self-stimulation are self-harming and may lead to infections or require surgical repair.

Self-stimulation may also be a symptom of an ongoing medical problem such as migraines which a person with a disability may be unable to verbalize.

How to Reduce Stimming

Here are some ideas for increasing relationship skills while reducing time spent stimming:

1. Get a medical exam to eliminate the possibility of physical causes for stims, such as ear infections, chronic pain, migraines and retinal detachment.

2. Manage the sensory environment and emotional environment to maximize personal comfort.

3. Vigorous exercise reduces the need to stim, probably because exercise is associated with beta-endorphins just like stimming.

4. Continue interacting while stimming occurs. In his book Communicating Partners, author James MacDonald suggests that individuals with autism tend to perceive the world through sensation and action, while most neurotypicals perceive through thought and language. Once this difference is understood, self-stimulatory behaviors make sense. MacDonald recommends turn-taking activities to engage a child without trying to stop stimming during the activity; the activity will gradually become increasingly comfortable and attractive, naturally reducing the stim.

5. Create a positive association between stimming and relationship-building. One way to use stimming as a productive part of the learning process is to allow stimming as a reinforcer or reward after a period of playful interaction or work. Julia Moor writes in her book Playing, Laughing and Learning With Children On The Autism Spectrum that making time for stimming will allow the child the comfort of being himself, encourage more interactions and actually reduce the total number of hours per day spent stimming.

6. Join the stim! Some treatment programs, including Son-Rise and Floortime, propose joining in the self-stimulatory behaviors as a way to initiate interaction. If a person is spinning plates, then start spinning plates. If a person is rocking back and forth, then rock back and forth right next to the person. My son's preferred stim is to hold up his hand and talk to it, as if looking in a mirror. He thinks it's hilarious when I do that with him!

Stanley Greenspan, author of Engaging Autism and developer of the Floortime method, explains: "Some children become intrigued-they now have a partner in crime, so to speak-and we get some shared attention and relating."

He adds that if you begin to use the gestures so the child, in order to get what she wants, has to gesture purposefully back to you, the can become part of an interaction. "The overall principle is to offer the child experiences that produce the same sort of sensations as the self-stimulatory activity but lead up the developmental ladder of regulation, engagement, and interaction."

In other words, to reduce the stimming, offer a replacement that is more alluring than the stim!
This article was originally published on friendshipcircle.org, the web site of a community organization in Michigan that offers assistance and support for families with special needs. A special needs blog on the site features many articles with tips and ideas for parents of children with special needs.

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Autism and Stimming | Child Mind Institute

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Everyone has a stim. I play with my hair while chatting with a friend. Maybe you bite your nails when you're nervous or bored. You may tap your fingers or pencil on a desk while you're thinking. I once knew someone who chewed on sticks of cinnamon bark, and I've noticed some who move their eyes in an unusual way.

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The word "stimming" refers to self-stimulating behaviors, usually involving repetitive movements or sounds.

Everybody stims in some way. It's not always clear to others.

Stimming is part of the diagnostic criteria for autism. That's not because stimming is always related to autism. It's because stimming in people with autism can get out of control and cause problems.

Stimming isn't necessarily a bad thing that needs to be stifled. But it should be addressed when it's disruptive to others and interferes with quality of life.

Continue reading to learn more about stimming, when it requires management, and where to get help.

Almost everyone engages in some form of self-stimulating behavior. You might bite your nails or twirl your hair around your fingers when you're bored, nervous, or need to relieve tension.

Stimming can become such a habit that you're not even aware you're doing it. For most people, it's a harmless behavior. You recognize when and where it's inappropriate.

For example, if you've been drumming your fingers on your desk for 20 minutes, you take social cues that you're irritating others and choose to stop.

In people with autism, stimming might be more obvious. For example, it may present as full-body rocking back and forth, twirling, or flapping the hands. It can also go on for long periods. Often, the individual has less social awareness that the behavior might be disruptive to others.

Stimming associated with autism isn't always cause for concern.

It only becomes an issue if it interferes with learning, results in social exclusion, or is destructive. In some rare cases, it can be dangerous.

Common stimming behaviors include:

biting your fingernails

twirling your hair around your fingers

cracking your knuckles or other joints

drumming your fingers

tapping your pencil

jiggling your foot

whistling

In a person with autism, stimming might involve:

rocking

flapping hands or flicking or snapping fingers

bouncing, jumping, or twirling

pacing or walking on tiptoes

pulling hair

repeating words or phrases

rubbing the skin or scratching

repetitive blinking

staring at lights or rotating objects such as ceiling fans

licking, rubbing, or stroking particular types of objects

sniffing at people or objects

rearranging objects

A child with autism may spend hours on end arranging toys instead of playing with them. Repetitive behavior may also involve obsessions or preoccupations with certain objects or the reciting of intricate details of a particular subject matter.

Other repetitive behaviors can cause physical harm. These behaviors include:

head banging

punching or biting

excessive rubbing or scratching at skin

picking at scabs or sores

swallowing dangerous items

With or without autism, there's a lot of variation in how often stimming occurs from person to person.

You might crack your knuckles only when you're particularly stressed, or you may engage in this behavior multiple times a day.

For some people with autism, stimming can become an everyday occurrence. It may be difficult to stop. It can continue for hours at a time.

It's not always easy to determine the reason for stimming. It's a coping mechanism that can serve a variety of purposes.

For example, a person with autism may be trying to:

stimulate the senses or decrease sensory overload

adapt to an unfamiliar environment

reduce anxiety and calm themselves

express frustration, especially if they have trouble communicating effectively

avoid certain activities or expectations

If previous episodes of stimming resulted in wanted attention, stimming may become a way to continue getting attention.

A behavior specialist or therapist with autism experience can help you understand the reasons for stimming behavior.

In some cases, stimming is an attempt to ease pain or other physical discomfort. It's also important to determine if what appears to be stimming is actually involuntary due to a medical condition, such as seizures.

If you suspect a medical problem, see your doctor right away.

Stimming doesn't necessarily need to be controlled unless it's causing a problem.

Management may be needed if you answer "yes" to any of these questions:

Has stimming caused social isolation?

Is stimming disruptive at school?

Does stimming affect the ability to learn?

Does stimming cause problems for other family members?

Is stimming destructive or dangerous?

If you or your child is in danger of self-harm, contact your doctor right away. A physical examination and evaluation may reveal existing injuries.

Otherwise, it may be better to manage stimming rather than attempt to completely control it. When working with children, the goal should be to encourage self-control. It shouldn't be to control them.

It's easier to manage stimming if you can figure out the reason behind it. Behavior is a form of communication. Understanding what the person with stimming is trying to say is important.

Evaluate the situation just before stimming starts. What appears to be triggering the behavior? What happens?

Keep the following in mind:

Do what you can to eliminate or reduce the trigger, lower stress, and provide a calming environment.

Try to stick to a routine for daily tasks.

Encourage acceptable behaviors and self-control.

Avoid punishing the behavior. This action isn't recommended. If you stop one stimming behavior without addressing the reasons behind it, it's likely to be replaced with another, which may not be better.

Teach an alternate behavior that helps to meet the same needs. For example, hand flapping can be replaced with squeezing a stress ball or other fine motor activity.

Consider working with a behavior or other autism specialist. They can evaluate you or your child to determine the reasons behind the stimming.

Once the cause is known, they can make recommendations on the best ways to manage the behavior.

Recommendations may include:

intervening during any unsafe behavior

knowing when not to respond

advising other family members on how they can help

reinforcing acceptable behavior

creating a safe environment

suggesting alternate activities that provide the desired effect

teaching self-management tools

working with occupational therapists, educators, and the educational system

seeking medical help when needed

Stimming behaviors can come and go according to circumstances. Sometimes they get better as a child matures, but they can also become worse during stressful times.

It takes patience and understanding, but many people with autism can learn to manage stimming.

Over time, achieving self-control can improve life at school, at work, and in social situations.

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What Is Stimming and How Can It Be Managed?

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The word "stimming" refers to self-stimulating behaviors, usually involving repetitive movements or sounds. Everybody stims in some way. It's not always clear to others. Stimming is part of the diagnostic criteria for autism. That's not because stimming is always related to autism.

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We provide a range of materials for individuals, general first aiders and medical professionals. We use graphic symbols to aid communication and understanding in a variety of settings - from home to hospitals.

We have over 30 years experience in the field of accessible information. The Widgit Symbols are used in education and support services worldwide.

Being able to communicate with someone quickly and clearly when they are in a health emergency is vital to saving lives.

In routine healthcare, clear communication improves the effectiveness of diagnosis and treatment, leading to quicker and more successful recovery.

By providing communication support, Widgit Health aims to improve the inclusion of patients, especially those who have a communication need.

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Widgit Health - Visual support for healthcare

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Widgit Health offers communication support for healthcare and medical professionals

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The Autism Toolbox is a free online resource developed to support the inclusion of autistic learners in Scottish Early Learning and Childcare settings, Primary and Secondary schools.

The Toolbox supports the Scottish Strategy for Autism which aims to build on improvements to autism services and increase access to these.

Coronavirus (Covid 19) - Select 'here' for information and resources to help support learners at home and 'here' for supporting a return to education during COVID 19.

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Welcome The Autism Toolbox is a free online resource developed to support the inclusion of autistic learners in Scottish Early Learning and Childcare ...

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All information on the Website is presented as informational only and is not a replacement for therapy assessment, diagnosis, intervention, or medical advice. The information provided on the Website is provided "as is" without any representations or warranties, express or implied. The OT Toolbox assumes no responsibility for errors or omissions that may appear in the Website.

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Sensory processing issues are difficulties with organizing and responding to information that comes in through the senses. Kids may be oversensitive to sensory input, undersensitive, or both.

What are sensory processing issues? The term refers to trouble managing information that comes in through the senses. These issues, sometimes called sensory processing disorder or sensory integration disorder, can have a big impact on learning and on everyday life.

This guide can answer basic questions about sensory processing issues. You'll also find expert advice, strategies to use at home, and information on the best supports for your child at school.

Snapshot: What sensory processing issues are

In some people, the brain has trouble organizing and responding to information from the senses. Certain sounds, sights, smells, textures, and tastes can create a feeling of "sensory overload." Bright or flickering lights, loud noises, certain textures of food, and scratchy clothing are just some of the triggers that can make kids feel overwhelmed and upset.

There are two types of sensory processing challenges, and many kids experience a mix of the two. One is oversensitivity (hypersensitivity). This leads to sensory avoiding - kids avoid sensory input because it's too overwhelming. The other is undersensitivity (hyposensitivity). This causes kids to be sensory seeking - they look for more sensory stimulation.

Often, kids with sensory processing issues are oversensitive. They try to avoid sensations they find intolerable.

But some kids seek more sensory input, not less. They may want to touch things and feel physical contact and pressure. They may also be undersensitive to pain and have an unusually high tolerance for it. That's why they may prefer playing rough and not understand if they're hurting someone.

Some kids may be both sensory avoiding and sensory seeking. They may be oversensitive to some sensations, and undersensitive to others. A child's reactions can also change from one day to the next, or even throughout the day, depending on the environment or situation.

Sensory processing issues aren't a specific learning disability. But they can still have a large impact on learning.

Sensory processing issues signs and symptoms

What you or your child's teacher might see depends on two things. The first is the trigger - the sensory input that's overwhelming your child. The second is the type of sensory processing challenge your child has.

Kids who are sensory avoiding may react to a wide range of triggers. These can include loud sounds, uncomfortable clothing, crowded spaces, or certain food smells or textures, among others. Whatever the trigger, the reaction can sometimes be extreme.

Here are some other signs you might see in your child:

Is easily overwhelmed by people and places

Seeks out quiet spots in noisy, crowded environments

Is easily startled by sudden noises

Is bothered by bright light

Refuses to wear itchy or otherwise uncomfortable clothing

Avoids touching people or hugging them

Has a strong reaction to the texture or smell of certain foods

Refuses to try new foods and has a very limited diet of preferred foods

Gets upset about small changes in routine or environment and avoids trying new things

Kids who are undersensitive to sensory input have the opposite situation. They often have a need for movement. And they may seek out input like spicy or sour tastes and physical contact and pressure.

Here are some other signs you might see in your child at different ages:

Constantly touches objects

Plays roughly and takes physical risks

Has a high tolerance for pain

Often squirms and fidgets

Is constantly on the move

Invades other people's personal space

Often gets distracted or feels anxious

Is clumsy and uncoordinated

Keep in mind that kids aren't always one or the other. Some kids may be sensory seeking in certain situations and sensory avoiding in others, depending on how that child is coping or self-regulating at the time. That's why it's so important to observe your child's reactions and to try to anticipate what triggers them.

What can co-occur with sensory processing issues

Sensory processing issues aren't a diagnosis on their own. But they often co-occur with two conditions: ADHD and autism. Kids don't have to have ADHD or autism to have sensory processing issues, however.

Some of the signs of ADHD may look similar to the signs of sensory processing issues. Kids with either of these conditions might need to be in constant motion, for instance. But the reasons would be different.

Possible causes of sensory processing issues

Researchers are looking into biological reasons for these issues. Some research suggests they can be genetic. Researchers are also looking into birth complications and other environmental factors. But so far, there's no known cause of sensory processing issues.

ADHD and autism often co-occur with sensory issues. They don't cause them, however.

How sensory processing issues are diagnosed

Sensory processing issues aren't a formal diagnosis, although they used to be diagnosed as "sensory processing disorder." You might hear a professional evaluator say something like, "Your child has trouble processing sensory information."

There are a few tests professionals can use to identify sensory processing issues. These include Sensory Integration and Praxis Tests (SIPT) and the Sensory Processing Measure (SPM) checklist.

Occupational therapists (OTs) are often qualified to identify and create treatment plans for sensory challenges in kids. Other professionals may be able to identify sensory processing issues, too. These include:

How professionals can help with sensory processing issues

There are no medications for sensory processing issues. But there are professionals who can help your child learn strategies to cope with sensory challenges.

OTs often work with kids with sensory issues. They help kids find ways to be less overwhelmed by sensory input. You may have heard of a treatment known as sensory integration therapy. But more often therapists might create what's called a sensory diet.

This is a tailored plan of physical activities. It helps kids learn to calm themselves and regulate their behavior and emotions. And that makes them more open to learning and socializing.

Here are some things that might be included in a sensory diet:

Jumping jacks

Rolling on a therapy ball

Push-ups

Hopping up and down

Climbing ladders and going down slides

At school, your child might be able to get accommodations through a 504 plan. (If your child has an IEP for another issue, it could include accommodations for sensory issues, too.) The teacher may also give your child informal supports.

Classroom accommodations to help kids with sensory processing issues might include:

Allowing your child to use a fidget

Providing a quiet space or earplugs for noise sensitivity

Telling your child ahead of time about a change in routine

Seating your child away from doors, windows or buzzing lights

Allowing your child to take exercise breaks to self-regulate

How you can help your child with sensory processing issues

It's important to find support for you, too:

Key takeaways

Kids with sensory processing issues can be oversensitive, undersensitive, or both.

Occupational therapists can help kids learn to manage their sensory challenges.

Understanding your child's reactions and triggers is key to helping your child cope.

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What is sensory processing disorder, and how does it affect kids? Use this comprehensive guide to understand sensory processing disorder in children.

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Our dedicated sleep service is here to help.

Alongside our Sleep Tips booklet and relevant guides, we also offer one-to-one support. This involves completing an application form for your child and two weeks' worth of sleep diaries which we'll send out to you as long as you come under our criteria for support.

If you need one-to-one support and are a parent/carer or a professional referring a family with their consent to having sleep support, please click the button below to contact the sleep service.

If you have a question or query about our services please email us at [email protected].

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Sleep tips Our Sleep Tips booklet introduces and explains different techniques for you to try that may improve your child's sleep. It covers ten main topics including bedtime routines, daytime napping, comfort objects and moving bedtime backwards or forwards. It gives lots of illustrated hints and tips for putting the...

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A huge range of resources designed to explain and support Autistic Masking and Autistic Burnout from Kieran Rose, The Autistic Advocate

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Neurodiversity Celebration Week aims to bring about worldwide neurodiversity acceptance, equality and inclusion in schools and workplaces.