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Speech and Language Support for Parents and Carers - Speech and Language Link 

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Speech and Language Support for Parents and Carers - Speech and Language Link 

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At Speech & Language Link, we understand that supporting your child’s language learning, alongside everything else that life demands from you, can be challenging. The Parent Portal provides ideas and advice, information and activities for developing your child’s understanding, talking and listening in a way that works for all of your family.

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Parent Portal - Speech and Language Link

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Support your child’s speech and language development with expert advice, activities, and resources in our award-winning Parent Portal.

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Lincolnshire's New Sensory Processing Difficulties Website

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Lincolnshire's New Sensory Processing Difficulties Website

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What is Sensory Processing?

What are our 7 sensory systems -

Auditory Processing -how we hear sound

Tactile processing- how we experience touch

Vestibular processing -how we feel movement

Proprioception -our body awareness

Visual processing -how we see things

Gustatory processing - our sense of taste

Olfactory processing-our sense of smell

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Sensory processing difficulties :: Lincolnshire Children’s Therapy Services

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We all receive and process sensory information continuously throughout the day. For most people this is not a problem but for some children this can cause difficulties with behaviour and concentration, as well as carrying out everyday activities.

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A whole month of fabulous sensory play ideas that kids of all ages will love.
I've previously shared the enormous benefits of sensory play to brain development, and these experiences are not just important for babies and toddlers. Children of all ages benefit from sensory play. Beyond the positive impact upon the brain, sensory play also aids the development of thinking skills and fine and gross motor skills, and it can also act as a great stress reliever.

I personally love sensory play activities as they are simple to set up, generally requiring just a handful of items you'll most probably already have in your home. Yes, some sensory play ideas are messy but by putting in place simple measures to limit your child's play space, the mess can generally be restricted.

For example, try setting the activity up as a sensory bin so that it is contained within a large plastic tub/bin, set up on a mess mat on the floor (we've even used a small blow up pool as a rice play pit), or take it outdoors where the mess won't matter quite so much. Have clean up tools such as a dustpan and brush or wet wipes nearby before you begin to make clean up easier too.

Today I'm sharing 31 Days of Sensory Play Ideas. These ideas are great for days at home or as after school activities. I've sorted the ideas according to which of the five senses is the main focus of the activity (though they, of course, mostly engage all of the senses!). You could work through the list in order, or mix up the days to explore a different type of sensory activity each day. Enjoy!

Sensory Play Ideas for Touch

1. Frozen Dinosaur Eggs

2. Texture Balloon Sensory Play

3. Beach Sensory Play

4. Farm Sensory Play

5. Fluffy Slime

6. Jungle Slime
Related: 5 Games That Develop the Sense of Touch
7. Bubble Bin Sensory Play

8. Digging for Worms Sensory Play

9. Make Silly Putty

10. Rainbow Slime

11. Sparkling Flower Water Play

12. Shaving Cream & Bubble Wrap Play

Sensory Play Ideas for Sight

13. Fizzy Cloud Dough

14. I Spy Sensory Play

15. Slow Motion Sensory Bottle

16. Mermaid Fabric Sensory Board

17. Water Beads Sensory Window Bags

18. Rainbow Chickpeas

19. Exploring Magnet Sensory Play

Sensory Play Ideas for Smell

20. Scented Sensory Bottle

21. Rosemary Rice Sensory Tub

22. Lavender Sensory Rice

23. Scented Rainbow Sensory Science

24. BEST Ever Scented Playdough Recipe

25. Scented Snowflake Soup Sensory Play

Sensory Play Ideas for Sound

26. Don't Ring the Bells! Obstacle Course

27. Rainstick Sensory Bottle (check out the video below for instructions)

28. Exploring Sound Treasure Basket

Taste-Safe Sensory Play Ideas

29. Stuck in the Mud Sensory Activity

30. Edible Glitter Finger Paint

31. Hot Chocolate Cloud Dough

And, if after all of that you are looking for more sensory play-spiration, you might like this collection of the Best Sensory Toys for Kids and 15 Ways to Have Fun with Mud.

Christie Burnett is an early childhood teacher, presenter, writer and the editor of Childhood 101. More importantly, she is a Mum who believes wholeheartedly in the value of children learning through play, the importance of quality early education, and the togetherness of family.

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31 Days of Sensory Play Ideas. Kid Approved! - Childhood101

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A whole month of fabulous sensory play ideas that kids of all ages will love. I've previously shared the enormous benefits of sensory play to brain development, and these experiences are not just important for babies and toddlers. Children of all ages benefit from sensory play.

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What is Liaise?

Liaise is Lincolnshire's Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS).

We provide confidential and impartial information, advice and support to children and young people (0-25 years) with SEN and disabilities, and their parents and carers.

Our staff:

work at arm's length from the local authority and health services

are trained in SEN and disability law

work to national standards, so you know what to expect

We aim to empower families to have the SEND knowledge and understanding they need.

Families, young people can now refer in to our service in two ways, either call 0800 195 1635 or complete an online form.

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What is an Information, Advice and Support (IAS) service?

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Our service is for non-clinical autism enquiries.

Our Specialist Autism Navigators work directly with autistic adults and
parents/carers of autistic people of all ages. Their job is to help you access services and other local support.

This support is non-clinical and includes:

advice

signposting to support groups and services

information about autism and diagnostic pathways

practical support with tasks such as filling out forms or accompanying

individuals going to their first meetings. This support is offered in a way that suits the individual.

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The Virtual Autism Hub is an innovative source of all age autism support to empower autistic people and their parents/carers. We work closely with community groups and organisations to strengthen support for autistic adults, children and young people and parent/carers, increasing the range, breadth and reach of these groups.

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Healthy Minds Lincolnshire- Finger Breathing video

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Healthy Minds Lincolnshire- Finger Breathing video

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Healthy Minds Lincolnshire- Finger Breathing

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Mrs Brader

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Email: SEND@bostonstmarys.co.u

Tel: 01205 362092

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Speech Sound Development - A guide to the development of speech sounds, aged 3-8 years.

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The Mental Health Support Teams (MHST) are a service designed to help meet the mental health and emotional wellbeing needs of children and young people age 5 to 18 years - Contact Mrs Brader for a referral discussion. 

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Mental Health Support Teams (MHST)

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Our Mental Health Support Team (MHST) have a podcast to promote positive mental health for children and young people!

It is available on several platforms including Spotify and Google Podcasts. The #MHSTpodcast includes hints and tips on promoting positive mental health and different ways to get involved with our monthly awareness topics.​​​​​

Topics include

How to show yourself self-love

Health and nutrition

Stress busters

Loneliness

LGBT+ History Month

Listen now and tell us what you think

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Our Mental Health Support Team (MHST) have a podcast to promote positive mental health for children and young people! It is available on several platforms including Spotify and Google Podcasts.

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A range of videos for parents and young people linked to change, anxiety, managing worries and managing feelings.

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Share your videos with friends, family, and the world

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MHST - Podcast link

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Our Mental Health Support Team (MHST) have launched a podcast to promote positive mental health for children and young people! It is now available on several platforms including Spotify and Google Podcasts! The #MHSTpodcast includes useful hints, tips and activities.​​​​​ Click here to listen now on Anchor.fm

Read the podcast descriptions for more information on what the team discuss in each episode. Some topics are aimed specifically at children, young people, parents or professionals.

Tell us your views!

Please fill in our survey so that we can improve our podcasts in the future! We would love to hear your thoughts and ideas. Complete the survey online.

MHST Episodes
24. Wellbeing and pets
There's a saying, "a dog is a man's best friend". Many people with a pet would agree with this wholeheartedly! In this episode, we wanted to look at how pets can support us in meeting the five steps to wellbeing. Kerry and Jasper also join us to talk about how animal assisted therapy is used in our own children and young people services.
Listen to this episode now 23. Winter wellbeing
Winter is a magical season, full of festivities, parties and for some people, gifts! Gift-giving can be great for our wellbeing. However, pressures associated with giving presents can negatively impact how we feel. In this podcast, we discuss the wonderful ways to treat your loved ones, boosting your wellbeing, whilst avoiding some of the worry.
Listen to this episode now
We also have several 'how to' guides, as well as videos to help you create your own festive treats!
Creative CAMHS playlist - YouTube How to guide - origami gift boxes How to make salt dough gift tags How to make pine cone bird feeders 22. Anti-Bullying Week 2022
This edition of the podcast is all about Anti-Bullying Week (14-18 November 2022)! We have been joined by the wonderful Mylie, Phoebie and Kai, who are all pupils from St George's Primary School in Gainsborough. The trio have taken part in our new anti-bullying workshop and have discussed how bullying and being unkind can impact on mental health. They also have some great advice on what you can do if you need support, or someone you know needs support with bullying.
Listen to this episode now 21. Cost of living
This edition of the MHST podcast is aimed at parents/carers and school staff.

We know that a large percentage of children are worried about how the cost of living crisis may impact them and their families. This podcast aims to support adults in having conversations with children and young people to help alleviate some of those worries.

Some credible sources of support are:
The Money Helper Citizens Advice Step Change National Debt Line
Please note, the information is up to date as of October 2022. LPFT does not promote or endorse the use of the organisations, companies and resources mentioned and may amend or update this information at any time. It is designed to highlight a range of support available.
Listen to this episode now 20. World Mental Health Day 2022
In this edition of the podcast, aimed at children and young people, we talk about World Mental Health Day, which takes place on 10 October. The theme of World Mental Health Day 2022 is 'making mental health and wellbeing a priory for all'. Within this podcast, we explore how we can prioritise our mental health, as well as how other countries and cultures prioritise their mental health.
Listen to this episode now 19. Masking
This edition of the podcast is aimed at parents and professionals. During the podcast we discuss masking, how this may look at home and in school, as well as what you can do to support the young person.

The link for additional resources and information discussed within the podcast is: Autistic Spectrum Disorder (ASD) Support.

During this podcast, we'll be using person focused and diagnostic focus language to discuss young people that might have a diagnosis of autism.
Listen to this episode now 18. Exam results
In this edition of the podcast, we discuss exam results and what you can do if you don't get the results you were expecting. We have teamed up with a careers advisor from a further education setting who has shared her advice on the next steps you can take.
Listen to this episode now 17. Maintaining friendships
This month's podcast is aimed at children and young people aged 5 - 18. We discuss healthy relationships, maintaining healthy boundaries within friendships and finding your crowd. We also discuss how friendships can impact your mental health in both positive and negative ways.
Listen to this episode now 16. Loneliness
This edition of the MHST (Mental Health Support Team) podcast is in collaboration with Mental Health Awareness week. Mental Health Awareness Week runs from 9 - 15 May and the theme this year is loneliness. In this podcast, we discuss how loneliness can feel for different people and the steps we can put into place to manage this.
Listen to this episode now 15. Stress Awareness
This episode of the MHST (Mental Health Support Team) podcast is all about stress awareness. Aimed at all ages, Lucy and James explore how stress feels and discuss how stress can actually be helpful!

You can also find some useful tips to manage stress in our MHST Stress Busting Booklet via the following links:
Listen to this episode now 14. Seasonal changes
In this podcast, we talk about the changes we might experience with the weather changing! Lighter and longer days are close by with the clocks going forward last weekend. Listen to our tips which might help this season.
Listen to this episode now 13. Transitioning to university
Moving away from home and starting university can be a big change for many people and it can take time to adjust. The Mental Health Support Team have a special guest in this podcast talking about transitioning to university, the challenges they have faced and the support they have accessed.
Listen to this episode now 12. LGBT+ History Month
The month of February celebrates LGBTQ+ History Month and to mark this important month, the MHST have created this podcast. The podcast is aimed at young people and adults and explores why we celebrate this awareness month and the connection between the LGBTQ+ communities and mental health. We are also joined by special guests, London Drag Queens, Flesh and Bones, who talk about their experiences of growing up within the LGBTQ+ community. They also share some top tips for looking after your mental health.
Listen to this episode now 11. Children's Mental Health Week - 5 steps to wellbeing
This episode of the MHST podcast is all about Children's Mental Health Week and the steps you can take to stay mentally healthy. Aimed at all ages, we discuss the 5 steps to wellbeing and how you can put them into practice in your daily life. This podcast is split into 5 segments so that you can focus on one step for each day of the week.
Listen to this episode now 10. Brew Monday and starting conversations
This is a podcast aimed at parents, carers and professionals to mark 'Brew Monday'. Brew Monday is day to remind us all about the importance of connection, whether that be checking in with ourselves, or those around us especially during these dark winter months. We also share hints and tips for starting conversations with children and young people and creating a safe space to talk about feelings, which we understand can often be a challenge in day to day life.
Listen to this episode now 9. Exploring mindfulness
In our first podcast of 2022, Lucy, Chris and Mel explore what mindfulness is, how it can help us and which ways we can practice this in our daily lives. This podcast is aimed at 10-18 year olds.

The mindfulness 5-4-3-2-1 grounding exercise can be found at www.lpft.nhs.uk/grounding-activity
Listen to this episode now 8. MHST: Christmas wellbeing tips
This edition of the MHST podcast is all about Christmas and how to manage overwhelming feelings during the festive period. Aimed at 5-16 year olds, we discuss different tips and ideas of how to cope over the Christmas period. It also includes the 12 days of MHST Christmas Wellbeing tips! Merry Christmas and Happy New Year from the team!
Listen to this episode now 7. MHST: Body image and self-confidence
This podcast is about body image and self-confidence. We talk about the difficulties when using social media and how it can affect our mental health. This podcast is aimed for teenagers and young people.
Listen to this episode now 6. MHST: Dealing with uncertainty
We all face a lot of uncertainty and change as we go through life. However recently, we have probably had to deal with more uncertainty than normal! This podcast explores how uncertainty can make us feel and ways that we can help manage the uncertainties we may face.
Listen to this episode now 5. MHST: Men's Mental Health Month
November is Men's Mental Health Month. Here at MHST we have taken this opportunity to explore male mental health and the stigma surrounding it. In this podcast we have input from two of our male practitioners. We have also had some incredible and interesting conversations with a young man who is being supported by our service. This young man has also shared some poetry he has been writing.
Listen to this episode now 4. MHST: Seasonal changes
In this podcast we talk about the changes we might experience with the weather changing! Darker mornings and evenings can cause our motivation to lack, but listen to our tips that might help.
Listen to this episode now 3. MHST: World Mental Health Day
World Mental Health Day is on 10th October 2021. You might notice your school celebrating Hello Yellow on 8th October which is a campaign by Young Minds to promote mental health awareness. This year's theme is "Mental health in an unequal world" so in this podcast we are going to talk about mental health for all and how it can affect each and every one of us.
Listen to this episode now 2. MHST: International Day of Podcasts
In this MHST Podcast we are celebrating International Podcast Day! We are thinking about what we enjoy about podcasts and why we enjoy creating our own. We have learnt a lot about podcasts over the last year and share some of our outtakes and "bloopers"!
Listen to this episode now 1. MHST: Suicide Prevention Day - 10 September 2021
This week the Mental Health Support Team would like to raise awareness of World Suicide Prevention Day on Friday 10th September. Join us as we discuss this year's theme 'Creating Hope Through Action' and what we can do in order to create a sense of hope for ourselves and others. Whilst suicide can be a difficult topic to discuss, we want to highlight the importance of raising awareness and encouraging people to seek support if they are struggling. Please note that this podcast has been created for Secondary School age students and above.
Listen to this episode now MHST: Introduction podcast
We know last year has been extremely difficult for everyone, so we the Mental Health Support Team (MHST) have continued to work hard to find creative ways to reach out to the children and young people that we work with.

The MHST is part of Lincolnshire Partnership NHS Foundation Trust which is the mental health and learning disability trust in Lincolnshire. We have created an exciting new podcast for children and young people, which will include hints and tips on promoting positive mental health and different ways to get involved with our monthly awareness topics.

We hope you enjoy listening to our podcasts and we can't wait to hear what you think!

Listen to this episode now
MHST: Party podcast special
Join us to celebrate the launch of our new service!

MHST is now working as a live mental health service in schools to support children and young people with their mental health. Meet the team and hear about our party tricks!

Listen to this episode now
MHST: How to be smart about our New Year's resolutions
As January is coming to an end, how have you been doing with your New Year's resolutions? Join us as we chat about our own resolutions and how we have been keeping on top of them.

Listen to our top tips, like breaking your goals down into small manageable and measurable tasks!
Listen to this episode now MHST: Time to Talk
Join us to chat about the national campaign, Time to Talk, featuring our special guests from the peer support team.
Listen to this episode now MHST: How to show yourself some self-love
Do you need to show yourself some self-love? Join us to hear how we keep on top of managing our own wellbeing and see if you can take any tips to try at home.
Listen to this episode now MHST: Health and nutrition
Does health and nutrition seem to be an extra pressure in your daily life? It doesn't have to be that way! Check out this podcast for easy and fun ways to stay on top of your health and nutrition.
Listen to this episode now MHST: Top tips on getting extra Zzzz
Do you crave getting those eight hours a night? Check out our podcast for useful hints and tips, and say goodbye to counting those sheep at night.
Listen to this episode now MHST: Stress busters
Stress is a normal reaction to daily life pressures, however you are not on our own with dealing with stress. Join us to chat about ways that we 'deal' with stress!
Listen to this episode now MHST: World Book Night
Let's get lost in a story, join us to chat about this national event and how books can have a positive effect on our mental health and wellbeing. We will also discuss the benefits of journaling!
Listen to this episode now MHST: Mental Health Awareness Week
Join us to celebrate mental health awareness week! As this year's theme is nature and the environment, we thought we would talk about how we can use our environment to support with our mental health and wellbeing.
Listen to this episode now MHST: Walk to School Week 17-21 May
Walk to School Week is a really good time to start walking to school a bit more to help improve both our physical and mental health. Join us to talk about the benefits that walking can have on our mental health and helpful hints and tips on what you could do instead if walking isn't your thing.
Listen to this episode now MHST: Carers Week 7-13 June
Join us to talk about Carers Week with our special guests from Young Carers, sharing useful information and helpful hints. We will also discuss the support available for young carers in Lincolnshire.

Carers Week is an annual campaign to raise awareness of caring, highlight the challenges unpaid carers face, and recognise the contribution they make to families and communities throughout the UK. It also helps people who don't think of themselves as having caring responsibilities to identify as carers and access much-needed support.
Listen to this episode now MHST: Loneliness Week 14-18 June
Join us to talk about Loneliness Awareness Week to raise awareness of feeling alone. Within this podcast we talk about how loneliness can be different for everyone and can influence our mental health. We will also include some useful hints and tips on how to combat loneliness.
Listen to this episode now MHST: Mental health over the summer
Join us to talk about how to keep ourselves well over the summer holidays. We know when schools and colleges break up, it is easy to get out of a routine! Listen to our podcast for tips and ideas to stay connected and look after our mental health.
Listen to this episode now MHST: International Day of Friendship (30 July)
Join us to talk about International Day of Friendship to celebrate, appreciate and promote friendships from all backgrounds. We know how much friendship can impact on our mental health both in a positive and negative way, and that the summer holidays can often impact our friendships whether we see our friends more or less.
Listen to this episode now MHST: Top tips for parents and carers to support child mental health and wellbeing over the summer
Join us to talk about supporting your child's mental health and wellbeing over the summer. The MHST invited two very special guests, parent peer support workers, Carla and Janet, to share useful hints and tips to support parents/carers over the summer break.
Listen to this episode now MHST: Getting back to school
Join us this week to talk about the return to school in September after the summer holidays. Returning to school may affect children and young people differently. In this podcast, we talk about how going back to school may feel and some of the changes we might experience. Listen out for our tips that may help you if you are feeling worried or anxious.
Listen to this episode now

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Our Mental Health Support Team (MHST) have launched a brand new podcast to promote positive mental health for children and young people! It is now available on several platforms including Spotify and Google Podcasts!

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Healthy Minds - Emotional Well being support for children and young people up to 19 years old.

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The workshops and groups we deliver are easy to access virtually.

It can be quite scary attending a group or a workshop when you don't know anyone else in the group. If you are worried about coming to a group or workshop there are lots of things we can do to support you.

Here is some feedback from other young people:

It is really good! Everyone is friendly and you learn some really helpful things which you can keep practicing.

I would say that I was worried before I started a group but once you get in to it it's completely fine and you forget about being nervous. From my experience once the session had started I felt more confident in myself

Although the groups and workshops are to support your emotional wellbeing, they are not like attending a lesson in school. They have been proven to have a positive effect on your emotional wellbeing and are there to help you with life's problems before they get too much to handle.

Top three benefits of groups and workshops:

You're not alone and they help you to realise that we all have similar experiences, but cope with them differently

Making new friends and building positive relationships

Groups and workshops include lots of interactive activities, games, quizzes, alongside learning some new skills to manage your emotional wellbeing.

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The workshops and groups we deliver are easy to access virtually. It can be quite scary attending a group or a workshop when you don't know anyone else in the group. If you are worried about coming to a group or workshop there are lots of things we can do to support you.

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Child and Adolescent Mental Health Service (CAMHS)

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CAMHS stands for Child and Adolescent Mental Health Services. We provide support and treatment for children, young people and their families who are experiencing mental health difficulties. We support children and young people aged 0-18 (24 if they have been in the care system) who are experiencing psychological distress and need support with their mental health.

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SEND Local Offer and Lincolnshire Family Hubs

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Our directory supports the Local Offer, Lincolnshire's family hubs and the start for life programme. It provides information on useful local organisations and activities where you live.

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Welcome to the Lincolnshire Family Services DirectoryOur directory supports the Local Offer, Lincolnshire's family hubs and the start for life programme. It provides information on useful local organisations and activities where you live.

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Recognised and supported by the Department for Education (DfE). LPCF is specifically tasked with working alongside the Local Authority and Health to help ensure that the services they plan, commission, deliver and monitor meet the needs of children with Disabilities and Special Educational Needs.

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Events and Workshops for Parents and Carers in Lincolnshire

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Training :: Lincolnshire Children’s Therapy Services

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Select a category to filter the list below.

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Link to Events on Lincolnshire Parent Carer Forum (LPCF)

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Link to Events on Lincolnshire Parent Carer Forum (LPCF)

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Click to find out about the events and workshops for parents hosted by LPCF.

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SEND Review.
"The SEND review sets out government's proposals for a system that offers children and young people the opportunity to thrive, with access to the right support, in the right place, and at the right time, so they can fulfil their potential and lead happy, healthy and productive adult lives"
"The SEND review is a response to the widespread recognition that the system is failing to deliver for children, young people and their families"

LPCF will be exploring these proposals and will be giving parents on the LPCF membership a chance to give your views on them.
Your views will then be fedback to the Government through the LPCF response to the consultation.

Please join LPCF to hear more about them and tell us what you think.

If you are a member of LPCF you will receieve the Invitation through your emails or on the Facebook events page.

If you would like to join the Consultation but have not joined LPCF please sign up here

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SEND Review. "The SEND review sets out government's proposals for a system that offers children and young people the opportunity to thrive, with access to the right support, in the right place, and at the right time, so they can fulfil their potential and lead happy, healthy and productive adult lives" "The SEND review is a response to the widespread recognition that the system is failing to deliver for children, young people and their families" LPCF will be exploring these proposals and will be giving parents on the LPCF membership a chance to give your views on them.

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Family Action SEND services, provide expert, impartial legal advice, practical guidance and emotional support to help children and families navigate the health, social care and education systems and feel empowered to get the help they need.

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SEND information for parents and carers - Family Action

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Special education needs and disabilities (SEND) information for parents can often be hard to find or difficult to access. To help parents and carers we have bought together some useful national information on key topics below. The information below is grouped into categories that the SENDIAS service in your local area would be able to help […]

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Working Together Team - Supporting Families 

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Working Together Team - Supporting Families 

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I have an autistic child

Autism is described as a lifelong, neurological difference of development that can affect the way a person communicates, interacts and processes the world around them.

Autism is a spectrum condition which is different for every person.

Spectrum means that an autistic person may have a wide range of differences and intensities meaning everyone's autism is different and unique to them. Each person will have different strengths, characteristics and difficulties/distresses. It doesn't mean they have something missing, are ill or need 'curing' it's just a different way of being and how we help may need to be different
"When you've met one autistic person, you've met one autistic person"
Some people call it Autism Spectrum Condition (ASC) Other people might say Autistic Spectrum Disorder (ASD) or Asperger Syndrome. Some autistic individuals might say they autistic, autistic person, or they autism, it depends on their preferences.
We are all unique and different in our own ways.
The key to understanding autism is to try to find out how an autistic person is experiencing the world around them, so the more your child can tell/show you, the more we can learn where they might need some extra help.
Where do we start? Let's see what The National Autistic Society has to say in the video below Go to https://www.autism.org.uk/advice-and-guidance/what-is-autism for more information.
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2. Focus on their strengths and interests
Having an autistic child can be worrying, frightening, confusing and exhausting for us and especially for them. We also know through working with schools and families that your children are.........
Make a list, or an All About Me poster, use pictures with your children/young people of things they are excellent at, things they do well. What they are knowledgable and passionate about.
3. Try completing the Paper Chain of Strengths activity with your child/young person created by understood.org.

This is a great visual activity to help showcase their strengths and interests, and it can be on display anywhere as a reminder of how amazing they are! It can also help as a reminder for those times when they are finding something more challenging.

4. Everyone could have a go at filling in the Know Your Normal Toolkit© from Ambitious about Autism to help your child / young person know what 'normal' means for them and other people. 'Differences' are ok!
Ambitious about autism resources
5. You could try completing the Autism Education Trusts Priorities Questionnaire below with your child to help you both find out what they'd like help with.

6. Share everything you learn with your child's family, friends and school if you think it would be useful in helping your child.
Please see the separate sections to find out more on specific topics you're interested in. If you are worried about your child's mental health and wellbeing click on the Healthy Minds or CAMHS tabs for more information, help and advice

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Autism is described as a lifelong, neurological difference of development that can affect the way a person communicates, interacts and processes the world around them. Autism is a spectrum condition which is different for every person. Spectrum means that an autistic person may have a wide range of differences and intensities meaning everyone's autism is different and unique to them.

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Helping your child sleep

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Helping your child sleep
Many children have sleep issues. But for those with autism, sleeping well may be particularly difficult. Here we look at how families can help their child to sleep well.
Sleep disorders

How do you define a sleep disorder?

It's important to consider your own expectations about when and how much a child should sleep.

There are no guidelines on how long a child should sleep.

Most babies do not sleep all night every night until they are around a year old.

Having 'slept through', many babies return to night waking.

Children can't simply go to bed early and wake up late. They won't remain asleep for more than a certain period of time.

How much sleep a person needs can vary considerably.

All children are likely to have brief periods of poor sleep after illness, during holidays and festivals like Christmas or during periods of particular stress such as exams or if somebody close to them is ill. After events such as these, a normal sleep pattern should be established again within a few days.

If your child is regularly unable to sleep or has a period of good sleep which is disrupted, they may have a sleep disorder.

We recommend keeping a sleep diary to record when, where and for how long your child sleeps. This can be a first step in addressing any issues. If your child is at nursery or school, speak to staff so that they know about the problem and can offer support. Approach your GP or social worker too, and ask about a referral to an expert in sleep disorders.

What causes sleep disorders?

The answer to this is likely to be different for every person. Unfortunately, it seems that virtually all children with autism are likely to suffer from disturbed sleep patterns at some point or another, but we don't know why.

Sleep problems can be divided into:

settling problems, where a child has difficulty going to sleep

waking problems, where a child wakes repeatedly during the night

'social cueing' problems, where your child doesn't make the connection between the family going to bed and their own need to sleep

melatonin issues

sensory issues

problems caused by allergy and food sensitivities

hypersomnia - sleeping too much.

Settling and waking problems
Donna Williams, who has written extensively about living with an autism spectrum disorder, describes her fear of falling asleep in her autobiographies:
Sleep was not a secure place. Sleep was a place where darkness ate you alive. Sleep was a place without colour or light. In the darkness you could not see your reflection. You couldn't get 'lost' in sleep. Sleep just came and stole you beyond your control. Anything that robbed me of total control was no friend of mine.
Somebody somewhere, Donna Williams
I was afraid to sleep, always had been. I would sleep with my eyes open and I did this for years. I guess I did not appear to be terribly normal. 'Haunting' or 'haunted' would have been better adjectives. I was afraid of the dark, though I loved the early dawn and dusk.
Nobody nowhere, Donna Williams

These descriptions are subjective and do not necessarily describe the experience for everyone. They do suggest that Donna had more problems with settling than waking. We don't know which problems children with autism are most likely to suffer from although we are aware of children who have problems with both.

In Donna's case her fear of the unknown prevented her sleeping and this may well be true for some children with autism. For most children with autism this is unlikely to be the only explanation. Many children will have disturbed sleep as a result of a number of root causes.

Waking problems may in some cases be a continuation of settling problems - like the child who wakes up to go to the toilet but then finds it difficult to fall asleep again. In very young children waking problems are an indication that they still haven't developed mature sleep patterns. As babies they woke up to feed every couple of hours and this pattern has persisted. In the older child with autism there may be an indication that they suffer from sleep disturbances. This could mean anxiety making it difficult for them to fall into a deep sleep or acute nightmares waking them up.
Social cueing problems
Although many experts would suggest approaches to settling and waking problems which require the parent to gradually give less and less attention to the child, we would suggest that attention is unlikely to be the main motivation for a child with autism. Instead, coping with waking problems may require consistent reassurance on your part and a creative approach to your child's needs.
Melatonin
Children with autism may have difficulty understanding why and when they need to sleep. Problems with 'social cueing' - that is learning why and in what order things should happen - are common in autism and this may mean your child does not make the connection between their family going to bed and their own need to sleep. Some children may find the transition from sleeping in their parent's room to their own room by themselves difficult. This can be related to difficulty with change but also the need for reassurance around bedtime and sleeping.
Sensory issues
This is a hormone secreted by the pineal gland. It has been shown to regulate sleep patterns in animals and that taking melatonin supplements can help to ward off jet-lag. It is also thought that patterns of melatonin secretion may be irregular in children with autism. It isn't that they don't produce it but that they don't produce it at the right times of day.
Food and drink
Children with autism can have significant problems with hypersensitivity to touch, visual stimuli or sound. This can be both distracting and distressing and make the process of falling asleep very difficult. For more on sensory issues, see www.autism.org.uk/sensory
Hypersomnia - sleeping too much
If your child has caffeinated drinks close to bedtime, such as tea, coffee or cola, this might disturb their sleep. Some people with an ASD also have gastrointestinal problems, so they may experience discomfort during or after eating, such as wind or constipation, which might disturb their sleep.

If you keep a sleep diary, you may find that your child sleeps for far longer than you would expect. This is a condition known as hypersomnia. Contact your GP for advice or a referral to a paediatrician.

For some children with autism, their bed or bedroom may simply be a place where they feel comfortable and relaxed. You could try cues or incentives for getting up, eg

Making waking up sessions as gentle and relaxed as possible. One suggestion from the Parent survival manual came from the family who woke their son up by sending their pet cat into his bedroom. This meant he got up in a good mood. You could try doing something similar with your child's favourite toy or glove puppets.

Playing gentle music at around the time your child is waking up.

Using breakfast or other reward as an incentive.

Sticking to the same structured routines each day.

Older children and teenagers are especially likely to have motivational difficulties. They may have very real fears about the day ahead, or be experiencing depression. Excessive sleep in this age group could signify psychological problems and it is important to investigate.

What can we do?

Keep a sleep diary

Sleep diaries can be useful for a number of reasons:

They can help to establish any unusual patterns of sleep.

If you do decide to try any routines, behavioural modifications or dietary changes to help your child to sleep, then a sleep diary will allow you to see if what you're doing is working consistently, sporadically or not at all.

You can show a sleep diary to professionals involved in your child's life, such as teachers, GPs or social workers, to give them a clearer idea of the impact your child's sleep patterns are having on your son or daughter, and on you and your family. People may assume you're exaggerating if you tell them you only get an average of two hours sleep a night but if you can show them charts with times specified they may take more notice.

Certain benefit application forms, for example the one for Disability Living Allowance (DLA), ask you how often you have to get up in the night to help your child. You can send in a copy of the sleep diary to support your application.

A sleep diary can act as a visual reminder for more able children with autism of their disruptive sleep patterns. They can then be used to establish incentives for staying in bed and trying to sleep, eg a gold star for every night when the child doesn't get out of bed plus a small reward if the child doesn't get out of bed for three nights in a row.

For an example of a sleep diary, see page 16 of the National Children's Bureau's Information about sleep.

Establish a routine

Children with autism respond well to routines because they allow them to feel safe and in control. Create a routine that you can use every day and anywhere. If you make playing on a particular climbing frame part of the routine, this will be a problem if you stay overnight somewhere else. Here's an example:

6.00pm: dinner

6.30pm: quiet time

6.45pm: drink

7.15pm: bath

7.25pm: clean teeth

7.30pm: bedtime/sleep

7.30am: waking up/getting up.

A new routine can take time to get used to. It may help to present the routine visually and you could include quite a lot of detail, for example: close the curtains, get into bed, turn the light off, lie down, pull the cover up. It may also be worth setting aside time to prepare for the next day in the routine. This could include getting the school bag ready or making a list/timetable of things that need to be done the next day.

Consider changes to food and drink

Changing bedtime routines can be stressful and if your child is used to having certain drinks or snacks near bedtime, suddenly switching to something different may be counterproductive. However, you could try changing to decaffeinated tea, coffee and cola, or reducing the amount of the food which could be causing wind or constipation.

Alternatively, you could try gently phasing certain foods out over a period of days or weeks so that less and less is consumed overall without anything suddenly being taken away. For example, you could offer one biscuit instead of two, or mix decaffeinated and caffeinated drinks together.

Some people advocate making radical changes to a child's diet like completely eliminating caffeine. We suggest that this is only worth doing if you have already tried a more moderate approach. We also suggest that you visit a dietician before introducing any major changes just to check that you're continuing to offer your child a balanced diet.

Use relaxation techniques

Children with autism may feel particularly anxious around bedtime and not be able to articulate their need to unwind. Relaxation techniques can helpful. Here are some examples.

A few drops of lavender oil to your child's bath.

A gentle foot, hand or scalp massage.

An hour's quiet time before bedtime. Doing a quiet activity could help your child to unwind. It also provides a social cue: if everyone in the house is quiet and relaxed then it is time to get ready to sleep. You could mark the quiet time on a daily timetable so the child knows what to expect and becomes familiar with this routine.

Music.

Gentle exercise, such as yoga.

Gentle lighting in the bedroom.

Time each evening when your child can talk about their day. It may help to have a "worry book"; so your child can write down or draw any concerns before they go to bed.

Rough and tumble play. Although this is the opposite of quiet time, it might be more effective for your child.

Make sleep more comfortable

Your child might find being in bed uncomfortable. Some children are very sensitive to light, sounds, smells and touch. Here are some ideas that could help.

Block out light using dark curtains or black-out blinds.

Reduce noise using thick carpet, shutting doors fully, turning off appliances, and moving your child's bed away from a wall with activity going on on the other side.

Block out noises by letting your child use ear plugs or listen to music through headphones.

Remove labels from bedding and night clothes, or try bedding and nightclothes made from other materials.

Reduce smells coming into the room by closing the door fully, or by using scented oils that you child finds relaxing.

Use a weighted blanket - these are made from thick material with bean-filled pockets - which some people believe can calm children with autism by allowing them to better feel their movements and understand where their bodies are in space.

Remove distractions, such as toys on the bed and pictures on the wall (unless your child finds these relaxing), and consider a different colour on the walls.

For more, see our information about environment and surroundings at www.autism.org.uk/environment

Explain sleep

Children can have difficulty understanding the need for sleep. A social story™ (developed by Carol Gray) could be used to explain this. Here is an example of a social story™ by Carol Gray, taken from My social stories book, Jessica Kingsley Publishers, 2002.

What does it mean when people say, "Time to go to bed"?
All people sleep. Most people sleep on Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday. They wake up each morning. I sleep in a bed. Usually Mom or Dad says, "Time to go to bed." This means it is time to get into bed and go to sleep.

Copyright © Jenison Public Schools and the Gray Center for Social Learning and Understanding 2002
Reproduced by permission of Jessica Kingsley Publishers

For more information, see www.autism.org.uk/socialstories

Visual supports such as flow charts could also be used to explain sleep or children's books that provide the biological explanation for sleep. For more, see www.autism.org.uk/visualsupports

Medication

Medical interventions are typically seen as a last resort in treating sleep disorders in children as they can be habit-forming and they don't always treat the root cause of the problem.

Melatonin supplements are only available on prescription in the UK. For further information you should consult your GP. Some foods are rich in melatonin such as oats, rice, sweetcorn, tomatoes, plums, bananas and brazil nuts, but current research is not clear whether a melatonin-rich diet could be effective in helping children to sleep.

As a general rule it is better to minimise the medication your child is on but at certain times it may be desirable to have a mild sedative to hand, for example, if you are going on holiday and are concerned about the consequences of jet-lag, or if you feel that your child's health is genuinely suffering as a result of their poor sleep. GPs may be prepared to prescribe under these circumstances.

Some parents have found that using medication in tandem with a behavioural approach can help to restore a good sleep pattern. The combination is crucial as without the behavioural intervention when the medical treatment ends the child is likely to return to their old sleep patterns.

Natural remedies

Health food stores offer "natural" remedies which claim to treat insomnia and other sleep disorders. It's important to consider how such products might interact with any other medication you child is taking. If you are thinking of trying a "natural" or "alternative" remedy, you should discuss this with your GP first.

Common problems and possible strategies

David Bramble is a consultant psychiatrist who works for Shropshire CAMHS and specialises in the mental health of children with learning disabilities. He has a longstanding interest in children's sleep problems and works with a number of children with autism and their families. He suggests the following strategies to be tried for common sleep problems: (Taken from the 2006 BILD conference: Valuing good practice in autism)
Children who insist on parent's presence
Graded withdrawal

1. Lie next to child on bed for three nights.

2. Lie on mattress next to bed for three nights.

3. Move mattress closer to door every three nights.

4. Sit on chair in bedroom at door with door open for three nights.

5. Sit outside door whilst still visible to child for three nights.

6. Sit outside door not visible to child for three nights.

7. Sit outside room with door closed for three nights.

Social stories could also be used to reassure your child that they are safe when sleeping/alone.
For night waking
Scheduled awakening

1. From sleep diary see when child wakes up during the night.

2. Set alarm clock for 30 minutes before this.

3. Wake child and allow to fall back to sleep.

4. If child doesn't fall back to sleep try waking 45 minutes before on the next night and experiment until you find the best time.

To ensure your child is sleepy at bed time
Restricting sleep:

1. From sleep diary see average hours of sleep per night.

2. Calculate ninety percent of this and make this the new sleeping time (delay bedtime and/or waking time) - never restrict below five hours.

3. If lying awake occupy in another room until sleepy.

4. Avoid naps in day/oversleeping at weekend.

5. After a week move settling/waking time by 15 minutes - continue until desired pattern of sleep occurs.

Summary

None of these suggestions can be guaranteed to work in themselves. You may find that a combination of them proves most effective. Close examination of your child's sleep diaries is likely to give you the greatest insight into what is causing your child's problems and which solution is most likely to work. When implementing these strategies, problem might get worse before it gets better. However it's important to remain consistent in your approach. Rewarding and praise following a better night's sleep will help to positively reinforce it.

Getting some sleep yourself

Getting proper night's sleep is hugely important. It may have been suggested that you sleep when your child sleeps, but this won't necessarily be convenient and it can be difficult to 'switch off' on demand. By the time you have got your child to sleep, particularly if they needed calming down, you may feel too wound up to sleep yourself.
Safety-proofing
Making your child's room safe can be one of the easiest ways to improve your own sleep. If you know that your child cannot do any harm while you are asleep, it can help you to relax.

In the Parent's Survival Manual author Eric Schopler cites a number of parents who have found creative ways of achieving this. One parent installed a stable door in their child's bedroom. In the evenings after the child had gone to bed but was still awake the parents left the top half of the door open but the bottom half closed. The child stayed in the room but was able to call his parents should anything happen. This meant the parents had time to relax in the evenings before going to bed, could look in on their child without disturbing or distracting him and were able to respond quickly if the child had any accidents. For more, see our information about environment and surroundings at www.autism.org.uk/environment
Getting respite
All parents of children with disabilities are entitled to be assessed to see if they're eligible for respite services. Unfortunately, there's no specified minimum and the amount of provision families receive can vary enormously. If you're not currently receiving any services then you should contact your local social services department and request an assessment of need for your child and a carer's assessment for yourself. For more, see our community care information at www.autism.org.uk/benefits

Further information

What other help is available?
The approaches recommended in some parenting books can often be inappropriate for children with autism for a number of reasons. We also recognise that long term lack of sleep can make it very difficult for parents to effectively implement a behaviour modification programme when their primary agenda is getting back to bed. For this reason we would suggest trying to get someone outside the immediate family to support you during this time.

There are far too few specialists able to help parents of children with autism who have sleep disorders. But there are some and you can contact your GP, social worker or your child's school for help and advice.

You could talk through the issues with an adviser at our Autism Helpline (0808 800 4104, www.autism.org.uk/enquiry).

You may also find that other parents have been in the same position and are able to talk it through with you. Use our Autism Services Directory to find National Autistic Society branches and other support groups in your area: www.autism.org.uk/directory

We also operate a telephone support service called Parent to Parent provided by parent volunteers. Call 0808 800 4106 and leave a message on our 24 hour answer phone. We will call you back as soon as possible at a time that suits you, including evenings and weekends. Alternatively you can use our online enquiry service at www.autism.org.uk/p2p

Useful reading

Betts, D.E and Betts S.W. (2006). Yoga for children with autistic spectrum disorders. London: Jessica Kingsley Publishers ISBN: 978 1 84310 817 7

*Dunn Buron, K. (2003). When my worries get too big: a relaxation book for children with autistic spectrum disorders. Shawnee Mission, KS: Autism Asperger Publishing Company ISBN: 978 1 93128 292 5

Durand, V.M. (1998). Sleep Better! A guide to improving sleep for children with special need s. Baltimore, MD: Paul H. Brookes Publishing ISBN: 1557663157

Gray, C. and White, A.L. (2002). My social stories book. London: Jessica Kingsley Publishers ISBN: 978 1 85302 950 9

Harrison, J., Price, S. and Sanderson, H. (1991). Aromatherapy and massage for people with learning difficulties. Birmingham: Hands On Publishing

Williams, D. (1992). Nobody nowhere. London: Jessica Kingsley Publishers. ISBN: 1853027189

Williams, D. (1994). Somebody somewher e. London: Jessica Kingsley Publishers. ISBN: 9781853027192

If an item is marked *, it is available from the NAS. Please contact:

Central Books
99 Wallis Road
London E9 5LN

Tel: 0845 458 9911 (overseas: 0044 208 525 8810)
Fax: 0845 458 9912 (overseas: 0044 208 525 8879)
Email: nas@centralbooks.com

Contact the NAS directly by emailing publications@nas.org.uk

Order online at www.autism.org.uk/pubs

Contacts

Cerebra Sleep Service
Cerebra is a charity for children with brain-related neurological conditions. They have a team of sleep practitioners covering parts of the UK who can offer help and advice on sleep issues.
Tel: 01267 244210
Email: sleep@cerebra.org.uk
Web: www.cerebra.org.uk

ISIS: Infant Sleep Information Source
The ISIS website gives information about normal infant sleep for parents who wish to make informed choices about infant sleep and night-time care and for health professionals who wish to share evidence-based information with parents about infant sleep. Web: www.isisonline.org.uk

Rompa
Sells weighted blankets and other sensory products.

Tel: 0845 230 1177
Email: sales@rompa.com
Web: www.rompa.com

The Children's Sleep Charity
The Children's Sleep Charity was set up by a sleep practitioner to support parents and children to improve sleep patterns. The charity runs workshops for parents in autism and sleep issues.

Tel: 07912 667676
Email: info@thechildrenssleepcharity.org.uk
Web: www.thechildrenssleepcharity.org.uk

TFH UK
Sells weighted blankets and other sensory products.

Tel: 01299 827820
Email: info@tfhuk.com
Web: www.specialneedstoys.com

Adapted from National Autistic Society - www.autism.org.uk

February 2016

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Skip to content ↓ Many children have sleep issues. But for those with autism, sleeping well may be particularly difficult. Here we look at how families can help their child to sleep well. Sleep disorders It's important to consider your own expectations about when and how much a child should sleep.

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A national, award-winning charity empowering the nation to sleep better.

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A decent night's sleep will help children to learn more effectively and make them less susceptible to minor ailments,

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Dyslexia is a neurological difference and can have a significant impact during education and in everyday life. As each person is unique, so is everyone's experience of dyslexia. It can range from mild to severe, and it can co-occur with other specific learning difficulties.

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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Dyslexia Outreach is part of the Specialist Teaching Team. We work in collaboration with colleagues in other support services We provide training: including the Working Together Team, ECLIPS and the Speech and Language Service: We can be accessed via phone or by email. Our role is advisory and training:

Promoting dyslexia - friendly schools

Supporting parents, teachers, teaching assistants and pupils

Producing and distributing practical guidance for schools and parents

Providing advice regarding Access Arrangements

Target setting

Keeping colleagues in STT up to date with the latest guidance, research and best practice

A telephone helpline offering free guidance and support to schools, parents/carers and students

Supporting "drop - ins" in collaboration with other agencies where staff and/or parents can share and gain information

Liaising with parents and those outside agencies involved in support for dyslexic pupils and their families.

To schools, governors, voluntary organisations and other professional groups

On dyslexia as a learning difference, its causes and how it affects the individual

For teachers and teaching assistants on providing appropriate intervention programmes and strategies

For parents on how to support their child at home and with school work

Raising awareness of dyslexia through whole staff meetings

Access to Dyslexia Outreach is via your child or young person's school, via the helpline or via email. Calls to the mobile numbers are preferred:

North: Odette Read - 07778 534478 South: Jane McWatt - 07717 226448

Who to contact

Contact Name

Odette Read (north of county) / Jane McWatt (south of county)

Contact Position

Dyslexia Outreach Teachers

Telephone

Helpline: North: Odette Read - 07778 534478 Helpline: North: Odette Read - 07778 534478 Helpline: South: Jane McWatt - 07717 226448 Helpline: South: Jane McWatt - 07717 226448

E-mail

dyslexiaoutreach@lincolnshire.gov.uk

Where to go

Name

SEND

Address

Dyslexia Outreach Team
County Offices
Newland
Lincoln
Lincolnshire

Postcode

LN1 1YL
View LN1 1YL on a map Get directions to LN1 1YL

Other Details

Referral required

Not Required

Related Services

Specialist Teaching Team
Speech and Language Therapy, Lincolnshire Community Health Services

Description

The Dyslexia Outreach Service is part of the Specialist Teaching Team (STT). We offer enhanced Outreach Support for Dyslexia. This could include face to face advice and training for whole school, Teaching Assistants, Parents or Carers and Governors.
We work in collaboration with colleagues in other support services including ECLIPS, (Extended Communication and Language Impaired Provision for Students), the Working Together Team (Social Communication, including Autism) and the Speech and Language Service:

Producing and distributing practical guidance for schools and parents

Providing advice regarding Access Arrangements and provision mapping

Keeping colleagues in STT up to date with the latest guidance, research and best practice

A telephone helpline offering free guidance to schools, parents/carers and pupils

Supporting "drop - ins" in collaboration with other agencies where staff and/or parents can share and gain information

Liaising with parents and those outside agencies involved in support for dyslexic pupils and their families.

We provide training:

To schools, voluntary organisations, professional groups on dyslexia as a learning difference, its causes and how it affects the individual

For teachers and teaching assistants on providing appropriate intervention programmes and strategies

For parents on how to support their child at home and with school work

Raising awareness of dyslexia through whole staff meetings

Specific training of teachers in using classroom strategies

Training teaching assistants for small group/1-1 teaching in multi sensory programmes of intervention

Both team members hold the Advanced Diploma in Teaching Pupils with Specific Learning Difficulties (AMBDA) and the PATOSS Practising Certificate.

SEN Provision Type

Targeted

This service is listed for your information. Its inclusion on the Family Services Directory does not imply endorsement, approval or recommendation by Lincolnshire County Council. For more information, go to Terms & Conditions

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Lincolnshire Family Services Directory | Specialist Teaching Team Dyslexia Outreach

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What is Dyslexia Outreach? Dyslexia Outreach is part of the Specialist Teaching Team. We can be accessed via phone or by email. Our role is advisory and training: Promoting dyslexia - friendly schools Supporting parents, teachers, teaching assistants and pupils We work in collaboration with colleagues in other support services including the Working Together Team, ECLIPS and the Speech and Language Service: Producing and distributing practical guidance for schools and parents Providing advice regarding Access Arrangements Target setting Keeping colleagues in STT up to date with the latest guidance, research and best practice A telephone helpline offering free guidance and support to schools, parents/carers and students Supporting ”drop - ins” in collaboration with other agencies where staff and/or parents can share and gain information Liaising with parents and those outside agencies involved in support for dyslexic pupils and their families. We provide training: To schools, governors, voluntary organisations and other professional groups On dyslexia as a learning difference, its causes and how it affects the individual For teachers and teaching assistants on providing appropriate intervention programmes and strategies For parents on how to support their child at home and with school work Raising awareness of dyslexia through whole staff meetings Access to Dyslexia Outreach is via your child or young person’s school, via the helpline or via email. Calls to the mobile numbers are preferred: North: Odette Read - 07778 534478 South: Jane McWatt - 07717 226448

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A Lincolnshire Mental Health based charity who aim to support people to access a range of support services.

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The ADHD Foundation Neurodiversity Charity supports parents and carers so they can understand and meet the needs of their child. With a range of webinars, courses, resources, and our screening service, we help families to know which interventions and adaptations are right for them.

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The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

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The AET is a not-for-profit organisation, led by the National Autistic Society and Ambitious about Autism, and supported by the Department for Education.

We offer an extensive library of free resources for education professionals, leaders and parents on topics such as exclusion, good autism practice and positive relationships, as well as a series of Framework Documents for each education phase:

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Since 2016, this group of young people, ages 15-25, have shared their voices and lived experiences to steer, influence and advise the work we do. As well as advising on AET materials and strategy, Panel members speak at events, co-deliver training and support autism education networks.

Find out how this group of young people are supporting, co-producing and advising the AET.

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Helping you support autistic children and young people since 2007

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NHS guide to autism. Find out what autism is and what the common signs are. Get help and advice if you or your child are autistic.

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Wide range of information about Autism

Advice and guidance about autism and the challenges autistic people and their families face. Topics include what is autism, diagnosis, communication, mental health, education, and more.

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In-depth advice and guidance about autism and the challenges autistic people and their families face. Topics include what is autism, diagnosis, communication, mental health, education, and more.

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Games to help develop your child's communication-skills

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Games to help develop your child's communication-skills

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ADHD Lincs is a registered charity which provides support and information to families and individuals who are living with Attention Deficit Hyperactivity Disorder (ADHD) and associated learning differences.

Each month we offer a packed schedule of in-person and online social meetings and skills workshops specific to living with and supporting ADHD. Please visit our Facebook page to see upcoming events, or contact us for more information to see how we can support you and your family.

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ADHD Lincs is a registered charity which provides support and information to families and individuals who are living with Attention Deficit Hyperactivity Disorder (ADHD) and associated learning differences.

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Sensory Processing for Parents - Resources and Information on SPD

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GriffinOT provides resources and information on SPD for parents and teachers. This includes online sensory processing disorder training packages.

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Selective mutism is an anxiety disorder where a person is unable to speak in certain social situations, such as with classmates at school or to relatives they do not see very often.

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Selective mutism is an anxiety disorder where a person is unable to speak in certain social situations, such as with classmates at school or to relatives they do not see very often.
It usually starts during childhood and, if left untreated, can persist into adulthood.

A child or adult with selective mutism does not refuse or choose not to speak at certain times, they're literally unable to speak.

The expectation to talk to certain people triggers a freeze response with feelings of anxiety and panic, and talking is impossible.

In time, the person may learn to anticipate the situations that provoke this distressing reaction and do all they can to avoid them.

However, people with selective mutism are able to speak freely to certain people, such as close family and friends, when nobody else is around to trigger the freeze response.

Selective mutism affects about 1 in 140 young children. It's more common in girls and children who have recently migrated from their country of birth.

Signs of selective mutism

Selective mutism can start at any age, but most often starts in early childhood, between age 2 and 4. It's often first noticed when the child starts to interact with people outside their family, such as when they begin nursery or school.

The main warning sign is the marked contrast in the child's ability to engage with different people, characterised by a sudden stillness and frozen facial expression when they're expected to talk to someone who's outside their comfort zone.

They may avoid eye contact and appear:

nervous, uneasy or socially awkward

rude, disinterested or sulky

clingy

shy and withdrawn

stiff, tense or poorly co-ordinated

stubborn or aggressive, having temper tantrums when they get home from school, or getting angry when questioned by parents

More confident children with selective mutism can use gestures to communicate - for example, they may nod for "yes" or shake their head for "no".

But more severely affected children tend to avoid any form of communication - spoken, written or gestured.

Some children may manage to respond with a few words, or they may speak in an altered voice, such as a whisper.

What causes selective mutism

Experts regard selective mutism as a fear ( phobia) of talking to certain people. The cause is not always clear, but it's known to be associated with anxiety.

The child will usually have a tendency to anxiety and have difficulty taking everyday events in their stride.

Find out more about anxiety in children.

Many children become too distressed to speak when separated from their parents and transfer this anxiety to the adults who try to settle them.

If they have a speech and language disorder or hearing problem, it can make speaking even more stressful.

Some children have trouble processing sensory information such as loud noise and jostling from crowds - a condition known as sensory integration dysfunction.

This can make them "shut down" and be unable to speak when overwhelmed in a busy environment. Again, their anxiety can transfer to other people in that environment.

When mutism occurs as a symptom of post-traumatic stress, it follows a very different pattern and the child suddenly stops talking in environments where they previously had no difficulty.

Another misconception is that a child with selective mutism is controlling or manipulative, or has autism. There's no relationship between selective mutism and autism, although a child may have both.

Diagnosing selective mutism

Left untreated, selective mutism can lead to isolation, low self-esteem and social anxiety disorder. It can continue into adolescence and adulthood if not managed.

Diagnosis in children

A child can successfully overcome selective mutism if it's diagnosed at an early age and appropriately managed.

It's important for selective mutism to be recognised early by families and schools so they can work together to reduce a child's anxiety. Staff in early years settings and schools may receive training so they're able to provide appropriate support.

If you suspect your child has selective mutism and help is not available, or there are additional concerns - for example, the child struggles to understand instructions or follow routines - speak to a GP and ask them to refer you to a local specialist service for a formal diagnosis.

You can also contact a speech and language therapy clinic directly. Do not accept the opinion that your child will grow out of it or they are "just shy".

Your GP or local integrated care board (ICB) should be able to give you the telephone number of your nearest NHS speech and language therapy service or another specialist service that can help in your area.

Your child may also need to see a mental health professional or school educational psychologist.

The clinician may initially want to talk to you without your child present, so you can speak freely about any anxieties you have about your child's development or behaviour.

They'll want to find out whether there's a history of anxiety disorders in the family, and whether anything is causing distress, such as a disrupted routine or difficulty learning a second language. They'll also look at behavioural characteristics and take a full medical history.

A person with selective mutism may not be able to speak during their assessment, but the clinician should be prepared for this and be willing to find another way to communicate.

For example, they may encourage a child with selective mutism to communicate through their parents, or suggest that older children or adults write down their responses or use a computer. They may watch the child playing or watch a video of them speaking in a comfortable environment.

Diagnosis in adults

It's possible for adults to overcome selective mutism, although they may continue to experience the psychological and practical effects of spending years without social interaction or not being able to reach their academic or occupational potential.

Adults will ideally be seen by a mental health professional with access to support from a speech and language therapist or another knowledgeable professional.

Diagnosis guidelines

Selective mutism is diagnosed according to specific guidelines. These include observations about the person concerned as outlined:

they do not speak in specific situations, such as during school lessons or when they can be overheard in public

they can speak normally in situations where they feel comfortable, such as when they're alone with parents at home, or in their empty classroom or bedroom

their inability to speak to certain people has lasted for at least 1 month (2 months in a new setting)

their inability to speak interferes with their ability to function in that setting

their inability to speak is not better explained by another behavioural, mental or communication disorder

Associated difficulties

A child with selective mutism will often have other fears and social anxieties, and they may also have additional speech and language difficulties.

They're often wary of doing anything that draws attention to them because they think that by doing so, people will expect them to talk.

For example, a child may not do their best in class after seeing other children being asked to read out good work, or they may be afraid to change their routine in case this provokes comments or questions. Many have a general fear of making mistakes.

Accidents and urinary infections may result from being unable to ask to use the toilet and holding on for hours at a time. School-aged children may avoid eating and drinking throughout the day so they do not need to excuse themselves.

Children may have difficulty with homework assignments or certain topics because they're unable to ask questions in class.

Teenagers may not develop independence because they're afraid to leave the house unaccompanied. And adults may lack qualifications because they're unable to participate in college life or subsequent interviews.

Treating selective mutism

With appropriate handling and treatment, most children are able to overcome selective mutism. But the older they are when the condition is diagnosed, the longer it will take.

The effectiveness of treatment will depend on:

how long the person has had selective mutism

whether or not they have additional communication or learning difficulties or anxieties

the co-operation of everyone involved with their education and family life

Treatment does not focus on the speaking itself, but reducing the anxiety associated with speaking.

This starts by removing pressure on the person to speak. They should then gradually progress from relaxing in their school, nursery or social setting, to saying single words and sentences to one person, before eventually being able to speak freely to all people in all settings.

The need for individual treatment can be avoided if family and staff in early years settings work together to reduce the child's anxiety by creating a positive environment for them.

This means:

not letting the child know you're anxious

reassuring them that they'll be able to speak when they're ready

concentrating on having fun

praising all efforts the child makes to join in and interact with others, such as passing and taking toys, nodding and pointing

not showing surprise when the child speaks, but responding warmly as you would to any other child

As well as these environmental changes, older children may need individual support to overcome their anxiety.

Cognitive behavioural therapy

Cognitive behavioural therapy (CBT) helps a person focus on how they think about themselves, the world and other people, and how their perception of these things affects their thoughts and feelings. CBT also challenges fears and preconceptions through graded exposure.

Behavioural therapy

Behavioural therapy concentrates on helping combat current difficulties using a gradual step-by-step approach to help conquer fears.

Techniques

There are several techniques based on CBT and behavioural therapy that are useful in treating selective mutism. These can be used at the same time by individuals, family members and school or college staff, possibly under the guidance of a speech and language therapist or psychologist.

Graded exposure

In graded exposure, situations causing the least anxiety are tackled first. With realistic targets and repeated exposure, the anxiety associated with these situations decreases to a manageable level.

Older children and adults are encouraged to work out how much anxiety different situations cause, such as answering the phone or asking a stranger the time.

Stimulus fading

In stimulus fading, the person with selective mutism communicates at ease with someone, such as their parent, when nobody else is present.

Another person is gradually introduced into the situation and, once they're included in talking, the parent withdraws. The new person can introduce more people in the same way.

Shaping

Shaping involves using any technique that enables the person to gradually produce a response that's closer to the desired behaviour.

For example, starting with non-verbal communication, gradually moving to making eye contact, saying short words and then longer sentences and, finally, 2-way conversation.

Positive and negative reinforcement

Positive and negative reinforcement involves responding favourably to all forms of communication and not inadvertently encouraging avoidance and silence.

If the child is under pressure to talk, they'll experience great relief when the moment passes, which will strengthen their belief that talking is a negative experience.

Desensitisation

Desensitisation is a technique that involves reducing the person's sensitivity to other people hearing their voice by sharing voice or video recordings.

For example, email or instant messaging could progress to an exchange of voice recordings or voicemail messages, then more direct communication, such as telephone or Skype conversations.

You could also record your child at home and encourage them to watch or listen to themselves speaking.

Medicine

Medicine is only really appropriate for older children, teenagers and adults whose anxiety has led to depression and other problems.

Medicine should never be prescribed as an alternative to environmental changes and behavioural approaches. Though some health professionals recommend using a combination of medicine and behavioural therapies in adults with selective mutism.

However, antidepressants may be used alongside a treatment programme to decrease anxiety levels, particularly if previous attempts to engage the individual in treatment have failed.

Advice for parents

Do not pressurise or bribe your child to encourage them to speak.

Let your child know you understand they're scared to speak and have difficulty speaking at times. Tell them they can take small steps when they feel ready and reassure them that talking will get easier.

Do not praise your child publicly for speaking because this can cause embarrassment. Wait until you're alone with them and consider a special treat for their achievement.

Reassure your child that non-verbal communication, such as smiling and waving, is fine until they feel better about talking.

Do not avoid parties or family visits, but consider what environmental changes are necessary to make the situation more comfortable for your child.

Ask friends and relatives to give your child time to warm up at his or her own pace and focus on fun activities rather than getting them to talk.

As well as verbal reassurance, give them love, support and patience.

Getting help and support

Teenagers and adults with selective mutism can find information and support at iSpeak and the Facebook group SM SpaceCafe.

The Selective Mutism Information and Research Association (SMiRA) is another good resource for people affected by selective mutism. There's also a SMiRA Facebook page.

The Royal College of Speech and Language Therapists and the Association of Speech and Language Therapists in Independent Practice can help you find professionals in your area with experience in treating selective mutism.

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Ages and stages

Our guide to the typical stages of speech and language development in babies, children and young people.

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Our guide to the typical stages of speech and language development in babies, children and young people.

Children develop their speech, language and communication skills at different rates. However, knowing what is typical can help you identify speech and language problems early. You can also find out how to help your child learn to talk and understand words.

Our progress checker will provide short questions you can answer to see how your baby or child is getting on with their talking and understanding of words.

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Ages and stages - Speech and Language UK: Changing young lives

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Our guide to the typical stages of speech and language development in babies, children and young people.