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Find out about common signs of autism in young and older children.

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There's a new autism strategy for England - but what do you really need to know about it?
Every five years or so, the Government brings out a new strategy saying how they're going to support autistic people. They started doing this back in 2009, when the Autism Act was passed. The autism strategy has the potential to impact the lives of hundreds of thousands of autistic people and their families. Read on to find out why it's important for autistic people and their families:

1. The strategy outlines the Government's plans to improve your services and support

This covers mental health, diagnosis, employment, education, public understanding and the justice system. The big things they have committed to include:

Investing £10.5 million into finding new ways to reduce diagnosis waiting times for children and young people

Investing £2.5 million into improving the quality of adult diagnostic and post-diagnostic pathways and diagnosis waiting times

Increasing public understanding of autism with a long-term, nationwide initiative

Providing £18.5 million to prevent autistic people from falling into mental health crisis and £21 million to local authorities to help people in mental health hospitals back into the community

Improving understanding by training education professionals, job centre staff and frontline staff in the justice system.

You can find all the commitments here.

2. This strategy has more money than any of the other previous strategies, but it really needs social care to be fixed too.

One of the biggest flaws in previous versions of the autism strategy was the lack of money to make change happen. This time, the Government has committed almost £75 million to the first year of this strategy - this will be put towards developing a public understanding campaign, reducing diagnosis waiting times and increasing crisis support in the community, among other things.

However, we know that the biggest struggle that many autistic people have is getting support from social care. In 2019, we found that over 2 in 3 autistic adults don't get the support they need to carry out everyday things, like going out and about, making meals and paying bills. The strategy doesn't set out specifically what services will be provided to help these people, so it will be really important that every council talks to autistic people in their area to ask them what they need, and then invest in those services.

Social care across the whole of England desperately needs reform and long-term, sustainable funding. On his first day in office, the Prime Minister promised to fix social care. We will continue to campaign until he has delivered on that promise.

3. It's the first autism strategy to include children

Previous strategies have focused only on autistic adults. The National Autistic Society successfully campaigned for this strategy to include children and young people. There are many new commitments as a result, including more training for teachers, a new anti-bullying programme in schools and making sure autistic young people can find supported internships and apprenticeships.

4. The commitments are only until 2022

Although the strategy is supposed to cover five years, the commitments in this new strategy only take us up to 2022. This is because there is a Spending Review scheduled for autumn. The Spending Review sets out how much money the Government plans to spend on public services, usually over a 3- or 4-year period so that government departments can make long-term plans. The Department of Health and Social Care needs to know how much they can spend on the rest of the strategy before they can make any commitments. We will campaign to make sure that the strategy receives appropriate funding for years 2-5. We need your help to do this, so sign up for updates on our campaigns here.

5. Every local council in England needs to implement the autism strategy

The autism strategy is underpinned by legally binding guidance to councils. Each council and NHS body needs to look at the strategy to see how it can improve its local services. Nearly every council has an Autism Lead or an Autism Partnership Board who oversees the carrying out of the strategy. You can make sure the strategy works for autistic people in your area by getting involved with your local Autism Partnership Board through your council. We'll keep working with our campaigners and branch members to make sure that the autism strategy is implemented in local areas. This has been a small snapshot of what the autism strategy includes. If you would like more detail, you can read our news story or the full strategy here.

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Five things you need to know about the Government's new autism strategy for England

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There's a new autism strategy for England - but what do you really need to know about it?

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Picture the scene: your child comes out of school and the teacher says they've behaved like the perfect child all day, but the moment you get home they have a complete meltdown. Your child screams, shouts, lashes out, sulks or generally acts in an unruly manner.
If that scene is familiar to you, you're not alone. This type of behaviour is what some psychologists refer to as 'after-school restraint collapse' and it's not unusual. It happens because your child has been busy managing their emotions all day as they navigate the complexities of school life.

When they get home, that's their safe space to let it all out!

So, now you know what it is, what can you actually do about it? Parents' Toolkit has been speaking to educational and child psychologist Dr Anisa-Ree Moses, for some tips on how to handle these outburst of emotions after-school.

1. Understand how hard school can be for some children

Dr Anisa-Ree Moses says that children can feel emotional, physical and mental exhaustion at the end of the school day. They have been trying to manage a mix of things like learning, social expectations, their own growing social awareness and all the feedback they're getting from teachers and peers.

"When they come out of that environment a pressure valve is released. If kids feel safe to express themselves, they will do so!"

The transition from school to home can also be challenging for some children: "Some kids may have difficulty separating from their parents. It's a relief when they see them, because their parent or carer represents a level of safety, but they're frustrated at the same time - the child wants them but is finding connection difficult at that moment. It's a positive reunion but it's also really emotional and can be hard for some children to channel."

Dr Moses adds that it can be particularly difficult for neurodiverse children who are coping with sensory sensitivities and the effort of containing a lot of emotions. When they come out of school they often can't hold it all in any longer.

For older children, she also says the transition home can be tricky too. They need space and time after school - they might not want to talk to you about it or will go to their room for a bit first.

Dr Moses suggests having a think about what your child needs when they come out of school.
"Do they need to go and run around the school playground a few times and let go for a bit before they walk home? Do they need movement or do they need a healthy snack? Or quiet time alone with no music or no chatting on the way home in the car or bus?"
It will be different for different kids, but Dr Moses suggests trying to be quiet on the walk or ride home.
"Connect with your child. Not by asking 'how was your day?' but through genuine emotional connection. You could say 'I'm so happy to see you, I'm glad we get to go home together, it made me happy coming out of school this way'. Being calm and using supportive words is important for your children."

She adds: "Include some downtime rather than moving straight on to homework or out to a club, so that your child can decompress. They might enjoy their clubs but still feel anxious, so build in downtime first and make their routine clear, visual and written down if they need that. You can also ask them what will help, for example drawing, reading a book or even just relaxing for a bit. Do it with them and help them to see they can do things to support themselves."

"Be understanding of their emotions - help them feel listened to if they want to talk about what's gone on, or be angry."
"You could say 'I can see you're shouting. I can see you want to be really loud, maybe let's go to the park on the way home'. Validate how they feel rather than try and control it. If they are impolite in the moment, come back to that later - talking at that moment won't help."

"Help them feel listened to and respected and make a genuine connection."
Dr Moses says the after-school 'meltdown' is an expression of emotion that often comes out physically. As parents you can recognise and label it so your child can see if for what it is.
"For example, 'I can see you are kicking the bin, I can see you're clenched and red, I can hear you're shouting and that's making me think you're angry, so I want to help you. However, here's not the safest place to do that, let's go to the park, etc.'"

"Build their emotional vocabulary and link it to the emotion - then they can tell you what they're feeling. You can say things like 'I want to help you. I can't do that when you're screaming. Let's take a deep breath, both of us.' Acknowledging it helps children to not feel alone."
With older children, Dr Moses says it's often more about them not wanting to talk or engage in any discussion about school.
"Especially for those who see school and home as two completely separate things. Just encourage them to build their emotional vocabulary, and be interested in what's happening in general in their life."

She adds: "Questions like 'how was your day?' will get a grunt or 'it's fine'. Think about what you are trying to find out. Can you remember an assignment they had or what they were going to be talking about with their friends? And connect by saying 'I'm happy to see you and hope you've had a good day' until they feel ready to come and have a conversation. Then offer yourself as being there, offer yourself as someone who wants to help and is interested in what's going on.

"Help them feel listened to and respected and make a genuine connection."

Dr Moses says your child might also be upset when they come out of school if there were any difficulties that day that weren't addressed, or there's something unresolved that's happened.

If your child's behaviour after school changes or is different to what's usual for them, try and find out if there are things happening during the school day that are affecting them.

"Think about whether you need a home-school communication book, so that you know whether what's been happening in school could trigger what happens at home. Information from school can help parents know how to approach a situation and whether there's something that needs resolving."

Connection is a great way for your child to know they're loved and that you're there for them, no matter what.
It could be snuggling up in bed, reading a book together, playing a quick game, or just having a chat.

Dr Moses suggests thinking about what your morning routine is like: "Is there anything you can build in there that can help them feel connected to you? I know this can be hard, I know how frustrating and annoying school runs can be! Let them know you're looking forward to seeing them later, just for who they are, not for what they've achieved."

She adds: "If your child is finding separation difficult, can you give them a note or something of yours to have in school? For some children, knowing that Mum or Dad is a phone call away and it won't be withheld from them helps them more.

"Also think about whether you have conversations about emotion at home. It's about helping your children with emotional literacy, building resilience and problem-solving skills, as well as building in transitioning - learning how to make things more predictable so that transitions are not as big and scary. Children are better able to manage their emotions if they know what's going to happen."

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Five tips on how to handle the after-school 'meltdown' or 'restraint collapse'

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'After-school restraint collapse' isn't unusual. Your child has been busy managing their emotions all day and when they get home, it's time to let it all out! Here are some expert tips on how to cope as a parent.

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Childhood Trauma and the Brain animation and accompanying educational materials for professionals and carers supporting children and young people.

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Speech and Language UK: Changing young lives

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Speech and Language UK: Information and support

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Speech and Language UK: Help for parents and families

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Dyslexia is a common learning difficulty that mainly causes problems with reading, writing and spelling.
It's a specific learning difficulty, which means it causes problems with certain abilities used for learning, such as reading and writing.

Unlike a learning disability, intelligence isn't affected.

It's estimated up to 1 in every 10 people in the UK has some degree of dyslexia.

Dyslexia is a lifelong problem that can present challenges on a daily basis, but support is available to improve reading and writing skills and help those with the problem be successful at school and work.

What are the signs of dyslexia?

Signs of dyslexia usually become apparent when a child starts school and begins to focus more on learning how to read and write.

A person with dyslexia may:

read and write very slowly

confuse the order of letters in words

be confused by letters that look similar and write letters the wrong way round (such as "b" and "d")

have poor or inconsistent spelling

understand information when told verbally, but have difficulty with information that's written down

find it hard to carry out a sequence of directions

struggle with planning and organisation

But people with dyslexia often have good skills in other areas, such as creative thinking and problem solving.

Read more about the symptoms of dyslexia.

Getting help

If you think your child may have dyslexia, the first step is to speak to their teacher or their school's special educational needs co-ordinator (SENCO) about your concerns.

They may be able to offer additional support to help your child if necessary.

If your child continues to have problems despite extra support, you or the school may want to consider requesting an in-depth assessment from a specialist in assessing specific learning difficulties (SpLD), an educational psychologist or a speech and language therapist.

This can be arranged through the school, or you can request a private assessment by contacting:

Adults who wish to be assessed for dyslexia should contact a local or national dyslexia association for advice.

Read more about how dyslexia is diagnosed.

Support for people with dyslexia

If your child has dyslexia, they'll probably need extra educational support from their school.

With appropriate support, there's usually no reason your child can't go to a mainstream school, although a small number of children may benefit from attending a specialist school.

Techniques and support that may help your child include:

occasional 1-to-1 teaching or lessons in a small group with a specialist teacher

phonics (a way of teaching children to identify and process the smaller sounds that make up words) combined with other techniques

technology like computers and speech-recognition software that may make it easier for your child to read and write when they're a bit older

Schools and colleges must offer support to students with a specific learning difficulty like dyslexia, and have access to specialist staff who are trained in helping students with special education needs.

Assistive technologies such as speech-recognition software, word processors and electronic organisers can be useful for adults, too.

Employers are required to make reasonable adjustments to the workplace to help people with dyslexia, such as allowing extra time for certain tasks.

Read more about how dyslexia is managed.

Support groups

As well as national dyslexia charities such as the British Dyslexia Association (BDA), there are several local dyslexia associations listed on the BDA website.

These are independently registered charities that run workshops and help to provide local support and access to information.

What causes dyslexia?

People with dyslexia find it difficult to recognise the different sounds that make up words and relate these to letters.

Dyslexia isn't related to a person's general level of intelligence. Children and adults of all intellectual abilities can be affected by dyslexia.

The exact cause of dyslexia is unknown, but it often appears to run in families.

It's thought certain genes inherited from your parents may act together in a way that affects how some parts of the brain develop during early life.

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Read about dyslexia, a common type of learning difficulty that can cause problems with reading, writing and spelling.

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Developmental co-ordination disorder (DCD), also known as dyspraxia, is a condition affecting physical co-ordination. It causes a child to perform less well than expected in daily activities for their age, and appear to move clumsily.
This topic is about DCD in children, although the condition often causes continued problems into adulthood.

Find out more about DCD in adults.

Symptoms of DCD

Early developmental milestones of crawling, walking, self-feeding and dressing may be delayed in young children with DCD. Drawing, writing and performance in sports are also usually behind what is expected for their age.

Although signs of the condition are present from an early age, children vary widely in their rate of development. This means a definite diagnosis of DCD does not usually happen until a child with the condition is 5 years old or more.

Find out more about symptoms of DCD in children.

When to seek medical advice

If you're concerned about your child's health or development, talk to a GP or health visitor, or speak to a nurse, doctor or special educational needs co-ordinator (SENCO) at your child's school.

They may refer your child to an occupational therapist, paediatrician, or another health professional who can assess them and try to identify any developmental problems.

Find out more about diagnosing DCD in children.

Causes of DCD

Doing co-ordinated movements is a complex process that involves many different nerves and parts of the brain.

Any problem in this process could potentially lead to difficulties with movement and co-ordination.

It's not usually clear why co-ordination doesn't develop as well as other abilities in children with DCD.

However, a number of risk factors that can increase a child's likelihood of developing DCD have been identified.

These include:

being born prematurely, before the 37th week of pregnancy

being born with a low birth weight

having a family history of DCD, although it is not clear exactly which genes may be involved in the condition

the mother drinking alcohol or taking illegal drugs while pregnant

Treating DCD

There's no cure for DCD, but a number of therapies can help children to manage their problems.

These include:

being taught ways of do activities they find difficult, such as breaking down difficult movements into smaller parts and practicing them regularly

adapting tasks to make them easier, such as using special grips on pens and pencils so they are easier to hold

Although DCD does not affect how intelligent a child is, it can make it more difficult for them to learn and they may need extra help to keep up at school.

Treatment for DCD will be tailored to your child and usually involves a number of different healthcare professionals working together.

Although the physical co-ordination of a child with DCD will remain below average, this may be less of a problem as they get older and develop coping strategies. Some children may continue to have problems.

However, difficulties in school - particularly producing written work - can become much more prominent and require extra help from parents and teachers.

Find out more about treating DCD in children.

Dyspraxia or DCD?

While many people in the UK use the term dyspraxia to refer to the difficulties with movement and co-ordination that first develop in young children, this term is used less often by healthcare professionals.

Instead, most healthcare professionals use the term developmental co-ordination disorder (DCD) to describe the condition.

This term is generally preferred by healthcare professionals because dyspraxia can have several meanings.

For example, dyspraxia can be used to describe movement difficulties that happen later in life because of damage to the brain, such as from a stroke or head injury.

Some healthcare professionals may also use the term specific developmental disorder of motor function (SDDMF) to refer to DCD.

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Developmental co-ordination disorder (dyspraxia) in children

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Read about developmental co-ordination disorder (DCD), also known as dyspraxia, a condition that affects physical co-ordination.

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Symptoms of attention deficit hyperactivity disorder (ADHD)

The symptoms of attention deficit hyperactivity disorder (ADHD) can be categorised into 2 types of behavioural problems:

inattentiveness (difficulty concentrating and focusing)

hyperactivity and impulsiveness

Many people with ADHD have problems that fall into both these categories, but this is not always the case.

For example, around 2 to 3 in 10 people with the condition have problems with concentrating and focusing, but not with hyperactivity or impulsiveness.

This form of ADHD is also known as attention deficit disorder (ADD). ADD can sometimes go unnoticed because the symptoms may be less obvious.

ADHD is more often diagnosed in boys than girls. Girls are more likely to have symptoms of inattentiveness only, and are less likely to show disruptive behaviour that makes ADHD symptoms more obvious. This means girls who have ADHD may not always be diagnosed.

Symptoms in children and teenagers

The symptoms of ADHD in children and teenagers are well defined, and they're usually noticeable before the age of 6. They occur in more than 1 situation, such as at home and at school.

Children may have symptoms of both inattentiveness and hyperactivity and impulsiveness, or they may have symptoms of just 1 of these types of behaviour.

Inattentiveness (difficulty concentrating and focusing)

The main signs of inattentiveness are:

having a short attention span and being easily distracted

making careless mistakes - for example, in schoolwork

appearing forgetful or losing things

being unable to stick to tasks that are tedious or time-consuming

appearing to be unable to listen to or carry out instructions

constantly changing activity or task

having difficulty organising tasks

Hyperactivity and impulsiveness

The main signs of hyperactivity and impulsiveness are:

being unable to sit still, especially in calm or quiet surroundings

constantly fidgeting

being unable to concentrate on tasks

excessive physical movement

excessive talking

being unable to wait their turn

acting without thinking

interrupting conversations

little or no sense of danger

These symptoms can cause significant problems in a child's life, such as underachievement at school, poor social interaction with other children and adults, and problems with discipline.

Related conditions in children and teenagers with ADHD

Although not always the case, some children may also have signs of other problems or conditions alongside ADHD, such as:

anxiety disorder - which causes your child to worry and be nervous much of the time; it may also cause physical symptoms, such as a rapid heartbeat, sweating and dizziness

oppositional defiant disorder (ODD) - this is defined by negative and disruptive behaviour, particularly towards authority figures, such as parents and teachers

conduct disorder - this often involves a tendency towards highly antisocial behaviour, such as stealing, fighting, vandalism and harming people or animals

depression

sleep problems - finding it difficult to get to sleep at night, and having irregular sleeping patterns

autistic spectrum disorder (ASD) - this affects social interaction, communication, interests and behaviour

dyspraxia - a condition that affects physical co-ordination

epilepsy - a condition that affects the brain and causes repeated fits or seizures

Tourette's syndrome - a condition of the nervous system, characterised by a combination of involuntary noises and movements (tics)

learning difficulties - such as dyslexia

Symptoms in adults

In adults, the symptoms of ADHD are more difficult to define. This is largely due to a lack of research into adults with ADHD.

As ADHD is a developmental disorder, it's believed it cannot develop in adults without it first appearing during childhood. But symptoms of ADHD in children and teenagers often continue into adulthood.

The way in which inattentiveness, hyperactivity and impulsiveness affect adults can be very different from the way they affect children.

For example, hyperactivity tends to decrease in adults, while inattentiveness tends to remain as the pressures of adult life increase.

Adult symptoms of ADHD also tend to be far more subtle than childhood symptoms.

Some specialists have suggested the following as a list of symptoms associated with ADHD in adults:

carelessness and lack of attention to detail

continually starting new tasks before finishing old ones

poor organisational skills

inability to focus or prioritise

continually losing or misplacing things

forgetfulness

restlessness and edginess

difficulty keeping quiet, and speaking out of turn

blurting out responses and often interrupting others

mood swings, irritability and a quick temper

inability to deal with stress

extreme impatience

taking risks in activities, often with little or no regard for personal safety or the safety of others - for example, driving dangerously

Related conditions in adults with ADHD

As with ADHD in children and teenagers, ADHD in adults can occur alongside several related problems or conditions.

One of the most common is depression. Other conditions that adults may have alongside ADHD include:

personality disorders - conditions in which an individual differs significantly from the average person in terms of how they think, perceive, feel or relate to others

bipolar disorder - a condition affecting your mood, which can swing from one extreme to another

obsessive compulsive disorder (OCD) - a condition that causes obsessive thoughts and compulsive behaviour

The behavioural problems associated with ADHD can also cause problems such as difficulties with relationships and social interaction.

Page last reviewed: 24 December 2021
Next review due: 24 December 2024

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Attention deficit hyperactivity disorder (ADHD) - Symptoms

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Read about symptoms of attention deficit hyperactivity disorder (ADHD), which are categorised into inattentiveness, hyperactivity and impulsiveness.

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ADHD is not a mental illness or a learning disability, though children and young people with ADHD may also have other conditions or experience mental health problems.

Living with ADHD can be very challenging, for your child as well as for you being their parents and carers. The right diagnosis, treatment and support can make a big difference to your child's learning, life skills and relationships, as well as making family life easier. There is also lots you can do as a parent/carer to help your child manage the things they find difficult.

If your child has been diagnosed with ADHD, there are different ways in which you can help to support them such as:

Children with ADHD are diagnosed and treated by Bolton Child and Adolescent Mental Health Service (CAMHS). NHS Bolton CCG, Bolton CAMHS and other partners such as Educational Psychology and Behaviour Support are currently reviewing the ADHD pathway. This page will contain the pathway and further information for parents and carers once agreed.

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ADHD is not a mental illness or a learning disability, though children and young people with ADHD may also have other conditions or experience mental health problems. Living with ADHD can be very challenging, for your child as well as for you being their parents and carers.

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We all have executive functions that don't fully stop developing until our late twenties. Childhood and adolescence present an opportunity to embed strong skills early on. However, some people need more support than others.

Everyone can benefit from understanding executive function skills, how their brains work, how it affects their learning, performance and behaviour. They can use this information to get work done, regulate their emotions and manage everyday life. There are some groups of people for whom more intensive support to develop good executive function skills can be really beneficial.

People with executive function skills challenges are often bright and able, but seem unable to manage their daily lives. These people are often seen as lazy and unmotivated and people in their community can become increasingly frustrated by their apparent difficulty in doing the 'basic things' in life. Problems with task initiation, time management, planning and organisation, shifting and task monitoring can have a significant impact on their performance. The result can be a person who is isolated from their community (personal, educational or professional) and underperforming in relation to their potential.

There is also a well-established link between poverty, trauma and executive function deficits. This link can translate into people experiencing the challenges described above and also displaying behavioural issues linked to the executive function, and inhibitory control.

People from all backgrounds can benefit from additional support to strengthen their executive function skills.

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What are Executive Functions? Executive functions are a family of top-down mental processes that make it possible to mentally play with ideas; approach unanticipated challenges with flexibility; take the time to think before acting; resist temptations, and to stay focused.

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Signs of childhood deafness | Identifying deafness in children

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Changes in behaviour, becoming frustrated, delayed speech, mishearing and mispronouncing words are signs that may indicate glue ear, mild or progressive deafness

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Sensory Processing Disorder (SPD) is a term used to describe children who struggle to correctly perceive the sensory world around them. The sensory difficulties children with SPD experience may find it difficult to tie shoe laces, write, run and many other childhood activities.

Occupational therapists can assess the difficulties associated with SPD, determine how these are impacting upon the child's ability to function at home, in school and socially. The occupational therapist would be able to provide effective treatment aimed at improving function.

Does your child have any of the following difficulties?

Sensory Processing Disorder can be present in many forms and can often result in behavioural issues as well as functional difficulties. It is common for children within the Autistic Spectrum to experience many complex sensory difficulties. Children with SPD may experience sensory difficulties relating to one or multiple senses. Some of the symptoms of SPD are listed below:

Poor posture

Difficulty controlling movements

Poor handwriting

Dislikes loud noises

Difficulty making friends

Difficulty dressing, eating or sleeping

Frequently throws tantrums or gets upset

Easily distracted

Fidgety

How can these difficulties impact on function?

The difficulties associated with SPD can have a dramatic effect on a child's ability to function and complete everyday tasks that many other children complete with ease. Everyday task refer to activities such as tying shoe laces, writing, engaging in sport, running, playing and making friends.

Home:

Trouble sleeping, eating and getting dressed

Difficulty getting ready in time for school

Finds noisy environments overwhelming

School:

Difficulty making friends

Finds the noisy school environment difficulty to deal with

Finds uniform unbearable to wear

Our occupational therapist can provide assessment and treatment at home or in school depending on your preference. The OT will work together with all involved to set collaborative goals and attempt to develop the sensory difficulties that your child may be experiencing.
What exactly is Sensory Processing Disorder?

The cause of SPD is currently unknown. However research suggests that there may be some hereditary links between parents with the condition and children. However these are unclear and need further research

Children with Sensory Processing Disorder tend to fall into one of two categories: Hypersensitivity or Hyposensitivity. The first is a term used to describe children who are overly sensitive, and often struggle with sleeping, dressing or any form of sensory input. Whereas children who are termed Hyposensitive under-react to stimuli that should otherwise cause them some discomfort, such as pain or heat.

Hypersensitivity

Find clothing unbearable

Over sensitive to light

Finds it difficult to cope in loud environments

May act out in environments with a lot going on (such as supermarkets)

Difficulty sleeping

Hyposensitivity:

May show little or no reaction to pain

Under react to loud bangs or noises

Not distracted by extremely bright lights

Has little or no reaction to itchy material or sharp objects

Occupational therapy treatment available for Sensory Processing Disorder

An occupational therapist can provide effective assessment of how the symptoms of SPD are impacting upon your child's ability to function at home and in school. Following this the therapist would provide effective treatment aimed at improving the difficulties associated with SPD

Improved sensory regulation

Better understanding of the world your child experiences

Improvement in routines and living with SPD

Summary

In summary Sensory Processing Disorder (SPD) is a term used to describe children who struggle to correctly perceive the sensory world around them. Occupational therapists can assess the difficulties associated with SPD, determine how these are impacting upon the child's ability to function at home, in school and socially. Occupational therapists can assess the difficulties associated with SPD, and provide effective treatment to develop sensory processing.

How to arrange to see a paediatric occupational therapist?

If your child has Sensory Processing Disorder (SPD) or you think that they may have some of the symptoms, our occupational therapists can help. Please email office@otforkids.co.uk or call us on 0330 223 0888 for a referral or to simply talk about the concerns you may have for your child.

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Please contact one of our experienced occupational therapists today and we will gladly discuss how we can help and what services we can offer you.

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Sensory Processing Disorder (SPD) is a term used to describe children who struggle to correctly perceive the sensory world around them. The sensory difficulties children with SPD experience may find it difficult to tie shoe laces, write, run and many other childhood activities.

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Types of learning difficulties