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Question 1: Describe the stages and pattern of development for communication and social interaction.

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Question 1: Describe the stages and pattern of development for communication and social interaction.

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It might be useful to start by defining what communication and social interaction is, what does it mean?

Your course materials discuss stages of development from birth to 8 years.

I need you to give some details for each stage, focussing on communication and social interaction.

For social interactions I want you to describe what happens up to and including age four, giving some information to show how play, speech and language are all related.

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Question 2: Describe the potential effects of autism on the ability to communicate and interact. 

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Question 2: Describe the potential effects of autism on the ability to communicate and interact. 

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You need to describe at least two effects.

You must make clear links between autism and the difficulties this causes with communication and interaction.

Remember to describe, it is not enough to simply outline the general difficulties.

An example might be understanding other peoples body language or adhering to social norms.

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Luke describes the triad of impairments.

AS [autistic spectrum], like I'm going to get scientific here but AS is split up into the Triad of Impairments which is communication, social interaction and theory of mind which used to be imagination but was changed because some AS kids are the most imaginative people you will ever meet so, yes, there is no lack of imagination there.

But theory of mind basically means that you know, you have difficulty seeing other people's perspectives, seeing other people's views and how they think. Social interactions is an obvious one, things like parties, you know big, like gatherings, and crowds as well, and communication is ... kind of ties into that a little bit. Communication is like problems with being too literal. Like people misunderstand us a bit, but say if someone says, like a phrase like, ah I can't think of ... yes, too many cooks spoil the, too many cooks spoil the broth and you know all these weird phases in the English language then if some say hasn't heard them before then they can't work out what they mean, or say if they have forgotten. But a lot of people misunderstand it, because you can still remember, so you might not know, you know might not understand what they mean, but you can still learn these different phrases and things. That is why I don't really have trouble with that so much any more.

What because you learn them?

Yes, exactly. That is the thing. If you have a good memory then you can still learn some of these things and you know to not be so literal. It doesn't mean that you can understand them, but yes, you can still take those in and then the next time someone says it say, then you will know what it means, so you will be able to understand that.

Laurie says the hardest thing about Asperger's is the difficulty she has making friends.

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Life on the Autism Spectrum - Communication, interaction & autism

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Luke describes the triad of impairments. AS [autistic spectrum], like I'm going to get scientific here but AS is split up into the Triad of Impairments which is communication, social interaction and theory of mind which used to be imagination but was changed because some AS kids are the most imaginative people you will ever meet so, yes, there is no lack of imagination there.

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Question 3: Explain the range of difficulties with communication and social interaction associated with autism. 

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Question 3: Explain the range of difficulties with communication and social interaction associated with autism. 

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At least three difficulties should be explained.

Some examples might be: Absence of language and fixations on particular subjects.

Explain how and why these are difficulties.

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#AUTISM AND COMMUNICATION - #Aspergers And Communication | The Aspie World

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Autism and communication impacts people with Aspergers and ASD. This video goes over some details on the issues of communications with people with Autism. Hey guys thank you for watching my video *more stuff below, :)*.

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Question 4: Explain how co-occurring conditions might affect communication and social interaction.

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Question 4: Explain how co-occurring conditions might affect communication and social interaction.

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You need to make reference to at least two co-occurring conditions e.g. Verbal Dyspraxia.

Describe the co-occurring condition and then link this to why it causes difficulties with communication and social interaction.

I cannot accept answers that only describe what the co-occurring conditions are, there needs to be a clear link to why they cause difficulties with communication and social interactions.

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Listen to this story on iTunes, Spotify, iHeartRadio and Google Play, or with Alexa or Google Home. Ask for 'Spectrum Autism Research'
More than half of people on the spectrum have four or more other conditions. The types of co-occurring conditions and how they manifest varies from one autistic person to the next.

These conditions can exacerbate features of autism or affect the timing of an autism diagnosis, so understanding how they interact with autism is important.

Here is what researchers know about the conditions that often accompany autism.

Wh ich traits or conditions commonly accompany autism?
The conditions that overlap with autism generally fall into one of four groups: classic medical problems, such as epilepsy, gastrointestinal issues or sleep disorders; developmental diagnoses, such as intellectual disability or language delay; mental-health conditions, such as attention deficit hyperactivity disorder (ADHD), obsessive-compulsive disorder or depression; and genetic conditions, including fragile X syndrome and tuberous sclerosis complex.

How common are these conditions among people with autism?
It depends on the condition, and estimates vary widely. For instance, between 11 and 84 percent of autistic children also have anxiety. Similarly, serious sleep problems may affect anywhere between 44 and 86 percent of children on the spectrum. Differences in diagnostic criteria and other study variables may explain these wide margins. And the age, sex, race and intelligence quotient of the person being evaluated can all influence whether and when they are diagnosed. For instance, autistic black children are more likely than autistic white children to be diagnosed with intellectual disability. And if a child doesn't speak, mood disorders may be difficult to detect. Certain conditions, such as anxiety, may also look different in people with autism than they do in other people, adding another layer of complexity.

What's more, the tools used to identify the conditions may not work as well in people with autism. Researchers are developing autism-specific scales, such as a depression-screening questionnaire, to help solve these diagnostic puzzles.

What can scientists gain from studying these conditions?
Nearly all conditions that accompany autism can have serious effects on well-being. And some have more severe consequences than autism does.

A better understanding of these conditions could improve quality of life for autistic people. For instance, identifying the genes involved could lead to early detection - and treatment - of the conditions.

"We really need to understand the roots of problems in mood and depression, as well as problems of impulsivity," says Paul Lipkin, director of the Interactive Autism Network at the Kennedy Krieger Institute in Baltimore. "As we identify better understandings of the neurologic roots of these, we can hopefully develop more and better targeted medical treatments for them."

Treating a related condition may also ease autism traits. For instance, treating seizures early may decrease cognitive and behavioral problems in children with tuberous sclerosis complex.

Resolving sleep or gastrointestinal problems may also offer behavioral benefits. Sleep quantity and quality can affect mood and the severity of repetitive behaviors, for example.

How might co-occurring conditions complicate autism diagnosis?
Some autism traits, such as poor social skills and sensory sensitivities, overlap with those of other conditions. For instance, people with autism and those with schizophrenia both have trouble picking up on social cues. When a person presents with one of these common traits, her doctor may simply assign to her the most plausible diagnosis. "It can be very hard to figure out what the root of a behavior is," says Carla Mazefsky, associate professor of psychiatry at the University of Pittsburgh.

ADHD traits may also mask or be mistaken for those of autism - and delay when a child receives an autism diagnosis.

Autism diagnosis may be particularly tricky in people with intellectual disability or severe language delays.

What can studies of co-occurring conditions reveal about the biology of autism?
Some of these conditions may share biological mechanisms with autism. For instance, a study published this year revealed that gene-expression patterns in the brains of people with autism are similar to those in people with schizophrenia or bipolar disorder. People with these conditions may also share genetic variants and traits, such as language difficulties or aggression.

In other cases, the relationship to autism may be multifaceted. For instance, about one in three people with autism has epilepsy - and people with epilepsy are at an eightfold risk of autism compared with the general population. The connection may be partly genetic, but it is also possible that early seizures pave the way for certain autism features.

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Conditions that accompany autism, explained

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Listen to this story on iTunes, Spotify, iHeartRadio and Google Play, or with Alexa or Google Home. Ask for 'Spectrum Autism Research' More than half of people on the spectrum have four or more other conditions. The types of co-occurring conditions and how they manifest varies from one autistic person to the next.

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Question 5: Describe factors that should be considered when communicating with an individual with autism. 

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Question 5: Describe factors that should be considered when communicating with an individual with autism. 

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You must describe at least two factors, do not list or simply outline. You need to describe, give detail.

An example of a factor might be thinking about the individual interests of the person and their individual communication preferences.

Once you have clearly described two factors, you can then list general tips to support communication. See link attached to help you with this.

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Our quick tips may help you to communicate more effectively with an autistic person, whether it's your child, pupil, colleague or friend.

Getting and keeping their attention

Always use their name at the beginning so that they know you are talking to them.

Make sure they are paying attention before you ask a question or give an instruction. The signs that someone is paying attention will be different for different people.

Use their hobbies and interests, or the activity they are currently doing, to engage them.

Processing information

An autistic person can find it difficult to filter out the less important information. If there is too much information, it can lead to 'overload', where no further information can be processed. To help:

say less and say it slowly

use specific key words, repeating and stressing them

pause between words and phrases to give the person time to process what you've said, and to give them a chance to think of a response

don't use too many questions

use less non-verbal communication (eg eye contact, facial expressions, gestures, body language)

use visual supports (eg symbols, timetables, Social Stories) if appropriate

be aware of the environment (noisy/crowded) that you are in. Sensory differences may be affecting how much someone can process.

Avoiding open-ended questions

Keep questions short

Ask only the most necessary questions

Structure your questions, eg you could offer options or choices

Be specific. For example, ask "Did you enjoy your lunch?" and "Did you enjoy maths?" rather than "How was your day?".

Ways to ask for help

If appropriate, give autistic people a visual help card to use to ask for help.

Being clear

Avoid using irony, sarcasm, figurative language, rhetorical questions, idioms or exaggeration as autistic people can take these literally. If you do use these, explain what you have said and be clear about what you really mean to say.

Distressed behaviour

Reactions to "no"

Try using a different word or symbol.

Autistic people may be confused about why you said no. If it's an activity that they can do later on that day or week, try showing this in a timetable.

'No' is often used when someone is putting themselves or others in danger. If it's a safety issue, look at ways of explaining danger and safety.

If you are saying 'no' because someone is behaving inappropriately, you may want to change your reaction to their behaviour. Try not to shout or give too much attention, a calm reaction may help to decrease this behaviour in time.

Set clear boundaries and explain why and where it is acceptable and not acceptable to behave in certain ways.

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Some useful tips and strategies for communicating with autistic people

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Question 6: Explain how to facilitate a person centred approach.

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Question 6: Explain how to facilitate a person centred approach.

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It would be useful to start by defining what a person centred approach is then move on to explain the principles of a person centred approach e.g. working in partnership with the individual.

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Question 7: Describe the potential impact of the environment on communication.

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Question 7: Describe the potential impact of the environment on communication.

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You can refer to individuals with autism who are either hypersensitive of hyposensitive. Ensure you explain what this means in regard to the environment e.g. being under or over stimulated.

You need to refer to the effects of the environment such as temperature, lighting, noise.

You must link this to how the environment can impact on communication.

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Creating autism friendly environments - part 1

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Question 8: Explain how the behaviour and attitude of others can affect the an individual with autism. 

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Question 8: Explain how the behaviour and attitude of others can affect the an individual with autism. 

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You must explain two verbal and two non verbal examples e.g. speaking slowly, imitating behaviour.

Ensure you make reference to to the fact that strategies should be adapted in accordance to the individuals needs and preferences.

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Supporting Autistic Children in the Classroom | National Autistic Society | Twinkl

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Question 9: Identify ways to adapt your own communication to promote positive interaction. 

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Question 9: Identify ways to adapt your own communication to promote positive interaction. 

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You must identify a minimum of two ways to adapt your own communication.

An example might be using active listening skills, such as paraphrasing and not interrupting the individual. You may include supportive strategies such as PECS, sign language and Alternative communication aids.

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Question 10: Identify the purpose of Augmentative and Alternative Communication.

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Question 10: Identify the purpose of Augmentative and Alternative Communication.

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The case studies about Barry and Bex in your course materials are useful here.

Ensure you give a minimum of two purposes e.g. Enabling better access to education.

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Augmentative and Alternative Communication (AAC) is a device used to replace communication or assist communication for those who are non-verbal or who have minimal verbal speech and struggle to get their message across. AAC can provide your child with a voice that they once had or that they have never had. AAC can be used as a temporary device to assist your child whilst they are learning language or can be used to replace communication for those who are unable to develop effective communication skills. There are many types of AAC available ranging from simple (no-tech) to complex (high-tech). Each child is treated individually and an AAC device will be chosen based on their needs and goals.

AAC can help children communicate with others effectively and they can perform many communicative functions such as requesting, commenting and refusing that they may not have been able to do before. Research has shown that AAC helps support and develop your child's use of language.

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Augmentative and alternative communication | Therapy | Services | Speech clinic | SLT for Kids | Speech & Language Therapy, across Manchester & the North West

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Question 11: Describe how different forms of AAC are used to promote communication and interaction. 

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Question 11: Describe how different forms of AAC are used to promote communication and interaction. 

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A minimum of two descriptions must be given e.g. PECS, Visual Cues.

Remember to describe, give detail.

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What is AAC? Augmentative and Alternative Communication

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Question 12: Describe a range of strategies that can be used to support communication and interaction. 

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Question 12: Describe a range of strategies that can be used to support communication and interaction. 

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A minimum of two strategies should be included and described.

These can be any strategies as long as they are relevant and linked to communication and interaction within the context of autism.

An example might be social stories.

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It may be true that I'm not good at eye contact or conversation, but have you noticed that I don't lie, cheat at games, tattle on my classmates or pass judgment on other people?
- Ellen Notbohm, author of international bestseller 'Ten Things Every Child With Autism Wishes You Knew'

How do people on the autism spectrum communicate?

How autistic people on the spectrum communicate is as varied as the experience of autism itself.

Communication is the exchange of information including ideas, needs, desires and feelings. Communication can also be made in written form and includes reading and writing.

One of the core criteria for autism is defined as persistent difficulty with social communication and social interaction.

Many children on the autism spectrum have a difference in their development of speech and language. For some, speech and language may be delayed, disordered or may not develop.

An absence of being able to understand language and express language using words and phrases may be the first indicator that an individual is suspected of having Autism Spectrum Disorder (ASD).

Communication also includes the understanding and use of non-verbal communicative behaviours (eg. eye-contact, and body-use, including personal space as well as gestures).

Types of communication include:

Language: The way we represent information - what words mean and how we put them together.
Receptive - the understanding of language
Expressive - the use of language

Speech: A verbal means of communicating - using sounds to make words.

Non-verbal methods: gesture, facial, expression, eye contact, etc.

Pragmatics: The way in which individuals use language in social situations. It includes following the 'unspoken' rules of conversations including turn-taking.

Some people on the autism spectrum might find it hard to hold a conversation, or even start one. They can also have difficulty understanding facial expressions and inferring communicative intent based on context.

If you're on the autism spectrum and are good at talking, you generally take things literally and mean what you say. You may have been told that you are always very honest. It also may mean that you find it confusing when people use language to hide their feelings or use language in a way that doesn't make their meaning clear.

You might also be great at talking about your favourite topics, enthusiastically sharing lots of detailed information, or pointing out things that neurotypical people might not notice.

There are, of course, challenges for people on the autism spectrum when it comes to communication. These can be minimal - like learning to recognise social cues - or impact significantly, making all forms of communication challenging.

People with autism can also find it hard to filter out less important information and can become overwhelmed if too much information is presented. 'Sensory overload' can even happen through eye contact, which is why many people on the spectrum don't like to make or hold eye contact with others.

And even those who are good at communicating can miss the unspoken aspects of conversation, which can make the world a confusing and isolating place.

How does autism impact communication?

All people with autism experience 'differences' in communication, but the impact of these differences in everyday life varies.

According to Speech Pathology Australia, some children with autism achieve their preschool speech and language milestones, only to be identified as having autism when they start school where the social-communication demands increase.

These children may talk fluently but have significant difficulty with the social aspects of language, such as knowing how to initiate and maintain a conversation, and understanding meaning from other people's body language.

For other children, 'differences' in communication are clearly seen early in life, with children not learning to talk without additional support.

Here are some communication characteristics used to help diagnose autism:

Young children (up to six years)

May be delayed in babbling and using words, may talk less or use speech in a repetitive way. This can include the use of learned phrases or scripts. They may also be slow to respond to their name, or not respond at all, and be unresponsive to social smiling. Some children with autism have difficulty using facial expressions and gestures to communicate. They may be fixated on their own interests and show little ability to share their interests with others.
Learn more

Older children and teenagers (6-16 years)

Communication can be characterised by very limited use of language or they may use it excessively, they may have a 'flat' tone to their voice and repeat certain phrases over and over. They might talk 'at' others rather than having a 'back and forth' conversation, or talk mostly about their topics of interest. In interactions with others, they may not understand facial expressions and non-verbal cues, have difficulty with small talk and have a limited range of responses in social situations. They may also find it difficult to use gestures, facial expressions and eye contact when talking to others.
Learn more

Adults (17 years and over)

Are often similar to teenagers and have difficulty engaging in 'small talk'. People with autism can have a disordered pattern to acquiring language skills. While some individuals develop language and are able to use this independently, others may not develop functional communication and some may not ever verbally communicate.
Learn more

Years before doctors informed me of my high-functioning autism and the disconnect it causes between person and language, I had to figure out the world as best I could. I was a misfit. The world was made up of words. But I thought and felt and sometimes dreamed in a private language of numbers.
- Daniel Tammett, author of Born on a Blue Day about his life with Asperger's syndrome.

There is strong evidence for the benefits of early intervention, beginning as early as possible in the child's life.

There are many therapies designed specifically to build communication and interaction skills. Speech Therapists and Pathologists are the key professionals to assist with assessment and intervention of communication (and swallowing) delays and disorders.

It's important to note that while being delayed to develop speech and language is a common trait of autism, not all children who have delays or difficulties with non-verbal communication are autistic.

An autism diagnosis takes into consideration many other criteria. However, if you are concerned about this don't 'wait and see'. Speak with Speech Pathology Australia on 1300 368 835 or a Speech Pathologist in your area: through local community health centres and not-for-profit organisations, or by calling private practices.

Communication challenges

Communication is not just talking. There are many visual and other cues that help us understand what another person is saying. So, it's not just what someone says that helps us understand them, but how they say it, their facial expression, body language, gestures, eye contact and the context they're saying it in.

People on the autism spectrum have difficulty processing non-verbal cues or may also use non-verbal communicative methods themselves. This means they might not hold eye contact or use body language in expected ways, they may misunderstand or misuse gestures or have a lack of, or different, facial expressions, which can make their social interactions challenging and sometimes confusing.

Echolalia

Many individuals on the spectrum use echolalia, which means they repeat words or phrases over and over, often using them without meaning or using them in an unusual context.

They might repeat the words of familiar people (parents, teachers), or they might repeat sentences from their favourite video.

Individuals may demonstrate immediate echolalia (a repetition of words or phrases straight after they hear them) and delayed echolalia (repeating words and phrases at a later time).

According to The Hanen Centre, there are many reasons an individual might use echolalia for a communicative purpose:

To ask for things - a child might say "Do you want a cookie?" to ask for a cookie, as he's heard others offer cookies this way before.

To start an interaction or keep it going - a child might initiate a game of Hide and Seek by saying a line from the game, like "Ready or not, here I come!".

To draw someone's attention to something - a child might draw attention to something he's noticed by using a line he's heard before to draw attention to something else, like "It's a bird, it's a plane, it's Superman!".

To protest something - if a child imitates "You don't want to wear those pants?" as his parent is getting out his clothes, he might really mean "I don't want to wear those pants".

To answer yes - if a child imitates "Do you want some yogurt?" right after he's been asked that question, he may actually want some yogurt and really mean "yes".

Autism communication strategies

There are a lot of tools that can help people on the spectrum develop their language and communication skills.

A Speech Therapist or Pathologist is the lead professional in the assessment of an individual's understanding and use of language, and can provide information about you or your child's level of language development. They can also provide support planning for intervention, and advise of which strategies can be best use to support the development of communicative skills.

Visual supports

Visual supports are tools that help communicate and build language skills. This can incorporate the use of symbols, photos, written words and objects to help people with autism to learn and understand language, process information and communicate.

Many people on the autism spectrum respond well to visual information and visual information can be processed and referred to over time, whereas spoken communication is instant and disappears quickly.

Visuals can involve communication books or boards that use images and/or words on cards to help the individual learn the word and its meaning. The individual can point to the image when they want to communicate. For example, if they are hungry, they can point to an image of food. As the child learns more symbols and words, they can use them to create sentences and to answer questions. Others can also use them to communicate with the child. The Picture Exchange Communication System can be used in the development of intentional and functional communication. Other forms of Alternative and Augmentative Communication (AAC) are discussed below.

Another autism communication support tool is known as a visual or picture schedule. This helps individuals learn the steps of a routine, like getting ready for bed. A series of pictures shows the steps in order and over time they learn each step.

Visual schedules can also be used to show a person on the spectrum what is happening next or show when there is a change in routine. As people on the spectrum generally don't like change, this can help them prepare for a change and cope with it more easily. This enables the language surrounding change to be more easily understood and allow individuals to refer back to schedules throughout the task and throughout their day.

Augmentative and alternative communication

Augmentative and alternative communication (AAC), helps individuals who cannot talk or are very hard to understand. AAC can be used across all environments and at all times, it's not only for use in therapy. AAC includes:

Sign language

Gestures

Pictures, photos, objects, or videos

Written words

Computers, tablets, or other electronic devices

AAC can help many individuals with autism and can even assist with developing spoken communication.

There are two main types of AAC:

1. Unaided AAC: Unaided AAC systems use hand signs and gestures, either with speech or on their own. Hand signing, such as Key Word Sign, is a form of sign language that can be used to assist with speech. It works by making the sign for a particular word, along with the sound and picture.

2. Aided AAC: Aided AAC systems can be low or high-tech.

Low-tech autism communication strategy - these are usually paper-based and include visual supports like cards and picture books, photos and communication boards. This also includes hand signs. Basically, any tool that isn't electronic is considered low-tech.

High-tech autism communication strategy - there are a range of electronic communication aids. These range from apps you can use on a smartphone or tablet to sophisticated computer systems and hand-held speech generating devices.

Speech generation devices either play pre-recorded words via a switch or button, or sound out text that is typed into them. Using the previous example, a child who is hungry can press the 'food' picture button and the device will say, 'I want to eat'.

While these tools can be used to replace speech, they can also be used to help people develop speech. They do this by helping people to recognise sound patterns and can be used with visual aids to build language skills.

These systems can also help children learn words as they begin to associate the sound and picture with each other. They also help by slowing down communication, giving the child more time to process the information and avoid becoming overloaded.

How to support successful communication with people on the spectrum

DO THIS

Be aware of your communication style and how much spoken language you use. Modify your language if you feel that the individual has not understood, e.g., use clear, simplified instructions, or provide additional processing time before repeating an instruction/ direction

Support individuals to take turns in conversation, or provide additional question prompts if you have misunderstood their message.

Be specific with questions you ask and support understanding of what is not explicitly stated (e.g., making inferences). Change communication to match context or the needs of the listener (e.g. talking differently to a child than to an adult).

Provide specific descriptions of objects/ items
When asking them to do something, break it into 'first this, then that' steps and provide instructions in chronological order. 'First put your shoes on, then pick up your bag'.

Use pictures and written information to compliment instructions/ directions/ conversation/ spoken language.

Communicate with the individual regardless of whether or they are demonstrating inappropriate eye contact and body language

Recognise that repetitive behaviours such as rocking, or flapping, may be used to convey how an individual is feeling, e.g., anxious or excited

Use visuals/ social stories/ social scripts/ visual schedules to support an individual to cope/ adjust to changes in routine.

Provide access to rewards, motivators, or reinforcers after engagement in structured tasks.

AVOID THIS

Using nonliteral or ambiguous meanings of language (e.g., idioms, humour, metaphors, or multiple meanings that depend on the context for interpretation).

Using open ended or rhetorical questions: how are you feeling?

Asking questions that have multiple meanings or multiple responses, and are context dependent.

Using vague or conceptual descriptions - e.g. "he was salty" rather than "he was angry"

Multi-step verbal instructions/ directions particularly when the environment is noisy/ busy or when the individual appears distracted

Ignoring the individual or excluding them from conversations even if they are demonstrating difficulties with non-verbal communication (eye-contact, gestures and body language)

Asking the individual to stop behaviours such as flapping, rocking, or spinning.

Surprises and changing routines without forewarning or appropriate supports to cope with change.

Inhibiting the individual access to preferred activities after engagement in structured tasks or interaction.

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Information about autism communication strategies to help you or your child with common communication challenges relating to the autism spectrum.

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Question 13: Describe the role of specialists in promoting communication and social interaction. 

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Question 13: Describe the role of specialists in promoting communication and social interaction. 

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A minimum of two professionals must be described, remember this means you need to give detail.

Some examples might be GP and Teaching staff, ensure you describe and make links to how they can support communication and social interaction.

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You may meet a number of health professionals in the course of getting a diagnosis for your child or after you have received a diagnosis. Diagnostic teams, which are usually medical, rely on feedback from other professionals to make decisions. Here's a brief introduction to what these professionals do.

Behaviour support team

Behaviour support teams support families by assessing a child's distressed behaviour and introducing a behaviour management programme. A child might be referred to the team by their school, GP or social worker. Your local behaviour support team may have a different name but offer positive behaviour support.

Behavioural optometrist

There is some limited research evidence that coloured overlays could be useful for some autistic people. A behavioural optometrist can carry out an assessment to find the appropriate colours for overlays or lenses.

Clinical team

People are often referred to a clinical team where there are behavioural difficulties. A clinical psychologist looks at what function the behaviour has and may introduce a behaviour management plan. Specialist clinical psychologists may be involved in the process of diagnosis as part of a multi-professional team. They may also offer a follow-up service. To see a clinical psychologist through the NHS, you will need a referral from your GP. Some clinical psychologists practise privately.

Counsellor and psychotherapist

Counsellors and psychotherapists are able to talk through various issues with individuals and families which might arise after receiving a diagnosis. You can get counselling on the NHS through a GP referral. There are also many counsellors working in private practice.

Dieticians provide advice and information on nutrition and diet. Your GP, paediatrician or hospital consultant can make a referral to a dietician. We strongly recommend you consult a dietician before makes any changes to your child's diet. You can find dieticians working privately on the website of  Freelance Dietitians (a specialist group of the  British Dietetic Association).

Educational psychologist

Educational psychologists carry out psychological assessments including learning profiles and needs, usually in educational settings. They offer consultation, advice and support to teachers, parents and to the children, young people and adults concerned. They may be involved in the process of diagnosis as part of a multi-professional team. They may also offer a follow-up service. They are usually employed by local education authorities but some educational psychologists work in private practice.

GP (General Practitioner)

Your GP or family doctorctor can make referrals to relevant, specialist professionals for you. Although responsible for the general health of their patients, GPs do not usually offer specialist advice or treatment.

Health visitor

Health visitors are specially-trained nurses responsible for the promotion of health and development in pre-school children. Concerns about development may be raised with or by a health visitor during routine developmental assessments. Your child may then be referred to other professionals.

Occupational therapist

Occupational therapists are often concerned with the difficulties children have in carrying out everyday activities. They can help with therapeutic techniques, identifying sensory sensitivities, adaptations to the environment, and specialist equipment. They may work for the NHS or social services. Some Occupational Therapists work in private practice.

Outreach worker

An outreach worker can help adults to access opportunities and activities outside their home. This might include assisting your adult child to take part in their favourite sport or attend a college course. Find out more about our charity's outreach services and others in the  Autism Services Directory.

Paediatrician

Paediatricians are experts in the health and development of children, particularly those with developmental disabilities. Paediatricians are often involved in the initial diagnosis of autism and offer follow-up support in some cases. Your GP or another health professional usually needs to refer your child to a paediatrician.

Psychiatrist

Psychiatrists can diagnose autism and may offer a follow-up service. Psychiatrists are often involved where there are behavioural issues or mental health difficulties, and are able to prescribe and monitor medication. To see a psychiatrist on the NHS, you will usually need a referral through a GP or other health professional. There are some psychiatrists in private practice.

SENCO (Special Educational Needs Co-ordinator) / Learning Support Teacher

The SENCO (in England, Northern Ireland and Wales), or Learning Support Teacher (in Scotland) is the teacher in a school or nursery with day-to-day responsibility for SEN (Special Educational Needs). Parents should always be consulted and kept informed of the action taken to help their child and of the outcome of this action.

Social worker and care manager

Social workers and care managers are involved in assessing the care needs of autistic people and their families. They are also involved in arranging services to meet those needs. If you do not have a named social worker or care manager and need urgent assistance from your local social services team, ask to speak to the duty social worker.

Speech and language therapist (SLT)

Speech and language therapists (SLTs) assess speech, language and communication abilities. They can carry out therapy to assist with specific difficulties, and may also be involved in implementing alternative communication systems, such as PECS (Picture Exchange Communication System). They may be involved in the process of diagnosis as part of a multi-professional team. They may also offer a follow-up service. Your GP can refer you to an NHS SLT. Speech and language therapy may sometimes be accessed through your local education authority if it is recognised as an educational need on a child's statement, Individual Education Plan, Education Help and Care Plan, or Coordinated Support Plan. Some SLTs work in private practice.

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You may meet a number of health professionals in the course of getting a diagnosis for your child or after you have received a diagnosis. Diagnostic teams, which are usually medical, rely on feedback from other professionals to make decisions. Here's a brief introduction to what these professionals do.

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Speech and language therapy plays a key role in the identification and treatment of Autism. Some of the main symptoms of Autism include impairments in verbal and non-verbal communication skills as well as difficulties in reciprocal social interaction. Each individual will vary with regards to their level of impairment; some individuals may be unable to speak at all, or have limited speech, as well as difficulties making eye contact, using facial expressions and gestures. Others may be able to speak and have a wide vocabulary but their speech remains repetitive and non-communicative. Other problems that may also be experienced include; difficulties understanding the meaning of words and sentences, intonation problems, and difficulties in initiating or maintaining a conversation.

Speech and Language Therapists play a key role in the evaluation and management of individuals with Autism as they can provide interventions to help improve communication skills. Speech and Language Therapy aims to treat any speech deficits, semantics and pragmatic difficulties. For individuals that are unable to speak, the Speech and Language Therapist can design augmentative and alternative communication systems and devices.

In general, Speech and Language Therapy for children with Autism aims to address the following areas:

attention and listening skills

development of play skills

motivation to communicate

social understanding

understanding of language

expressive communication skills

social skills

non-verbal communication - including means of expression and gestures

conversational skills

concept skills

communicative aids and devices if appropriate

The speech and language therapist will carry out a full assessment of the individual's speech, language and communication skills. An initial assessment will determine the types of difficulties the individual has and also the severity of these difficulties. An initial assessment will also help to decide on what the most appropriate speech and language therapy treatment will be.

Each individual will receive an individualised treatment plan which will be tailored to their specific needs and abilities of the individual. Treatment will focus on what the individual and / their parents or carers want to work on in therapy.

Speech and language therapy is highly beneficial for individuals with autism, their parents / carers and others involved in their care. The speech and language therapist will train parents / carers and other professionals involved in their care to help maximise the individual's communication in their home, educational and social environments.

The Speech and Language Therapist will use a wide variety and combination of approaches to provide individualised treatment for individuals with Autism, ensuring that there is family and teacher involvement throughout.

Speech and language therapy is highly beneficial for individuals with autism and also others involved in their care. Speech and language therapy aims to maximise the individual's communication to their highest potential in their home, educational, work and social environments.

To arrange an assessment with one of our speech and language therapists please contact us by emailing office@asdclinic.co.uk or calling 03300 886 693.

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Speech and language therapy plays a key role in the identification and treatment of Autism. Some of the main symptoms of Autism include impairments in verbal and non-verbal communication skills as well as difficulties in reciprocal social interaction.

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Autism Help - How to Write Social Stories for Kids

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Playing with a Friend #Autism Social Skills Video