Cart 0
Cart 0
Creating a strong foundation in disability support services.

What is autism?

Autism Spectrum Disorder (ASD or ‘autism’), is a developmental condition that, according to various literature sources, affects from 1 in 70 to 1 in 100 people in Australia. This development condition is able to understood by a child that will not develop and achieve milestones at the same pace as their peers. It impacts communication and social skills, the way in which a person thinks and feels, and how a person interacts with their environment.

          Autism is most commonly identified from two symptoms, those being: Communication: Social and emotional, non-verbal interactions, building and maintaining relationships; Repetitive, not functional, sensory-motor behaviours ‘Stereotopies’, commonly referred to as self-stimulation or ‘stim’, inflexibility and desire for routine, restrictive interests and hyperfocus or hypofocus; These symptoms manifest to create a requirement for supports to assist with daily living.

          This is a life-long disorder in which onset is typically first noticed within a few years of life (generally 12-24 months). Depending on the severity of symptoms, a person will require a varied level of support Categorised by: ‘Requiring support’, ‘Requiring substantial support’, ‘Requiring very substantial support’. There are many treatment options to assist with managing the symptoms of ASD and lessening their severity. Some common options include: Speech Therapy (to assist with communication), Occupational Therapy (to assist with daily living, functional skills, and provide insight and treatment for sensory related co-morbidities), Behavioural Intervention – such as Applied Behavioural Analysis (ABA) Therapy (to assist with reducing harmful behaviours to self and others, increasing instances and quality of communication, reducing repetitive and restrictive behaviours, building complex daily living skills, etc).

 

Is autism just a disorder?

We use the term autism spectrum disorder (ASD) to help us understand that there is a wide range of ways that autism is presented in people. Our overall view of autism has come a long way to reach this understanding. In the 1930s, when children were first receiving diagnoses for autism, many of the behaviours seen were labelled with impolite terms, and it was recommended that these children be locked away in institutions.2 Thankfully, people consistently challenged ideas about autism and continued to provide further insights into this disorder. We may impede further developments like these unless we continue to challenge our understanding of autism.

Many people with autism have unique abilities and talents, such as exceptional memory or a keen eye for detail. They may also have a different way of thinking and processing information, which can lead to new and innovative ideas. However, it is also true that people with autism may face difficulties with social communication, sensory sensitivities, and other challenges that can impact their daily lives. These challenges can be significant, but they do not define a person with autism.

 

What do the terms ‘neurodivergent’ and ‘neurotypical’ mean?

The terms neurodivergent and neurotypical are used to describe differences in neurology and cognitive processing, or the way in which people receive and interpret information.

Neurodivergent refers to individuals whose neurological development and processing differ from what is considered typical or “normal” by society. This includes people with conditions such as autism, attention-deficit hyperactivity disorder (ADHD), dyslexia, Tourette’s syndrome, and other neurological variations.

Neurotypical refers to people whose neurological development and processing are considered typical or “normal” by society. This includes the majority of the population who do not have a diagnosed neurological condition.

In a general sense, people that are considered neurotypical have typically developed ways of thinking and feeling with behaviours that are, for the most part, conventional and socially acceptable. This is in contrast to neurodivergent people, where radically different cognitive and emotional pathways have been developed, leading to an array of behaviours that may looked upon as very different or weird.

However, they are only seen this way from our society’s predominantly neurotypical viewpoint of acceptable behaviour. It is important to note that neurodiversity is a natural and valuable part of human variation, and people with neurological differences can have strengths and abilities that are valuable to society.

 

What is ‘high-functioning’ and ‘low-functioning’ autism?

High-functioning autism (HFA) and low-functioning autism (LFA) are terms that were once commonly used to describe individuals on the autism spectrum based on their level of cognitive and adaptive functioning. HFA is often used to describe individuals with autism who have average to above-average intelligence and good communication skills, but still struggle with social interaction, sensory processing, and other aspects of daily living. LFA is used to describe individuals with autism who have significant cognitive and adaptive impairments, such as difficulty with language, self-care, and social interaction.

The use of these terms to describe people with autism has been a source of controversy in the autism community. Some individuals and organisations argue that the terms are inaccurate, oversimplified, and can be stigmatising. They argue that functioning labels do not accurately capture the wide range of abilities and challenges that individuals with autism can have and can reinforce negative stereotypes and misconceptions about autism.

Others argue that the terms can be useful in describing the level of support that an individual with autism may need and can help guide appropriate intervention and support services. It is important to note that these terms are not in used in the current diagnostic criteria for ASD. Instead, the diagnosis is based on a range of symptoms and their severity.

 

What is the importance of Early Intervention?

Early Behavioural Intervention for children with autism is important because it has been shown to improve outcomes and increase the chances of success in later life. Here are some reasons why:

  1. Brain Development: The brain is most plastic and responsive to intervention during the early years of life. Early Intervention can take advantage of this critical period to help the child develop new skills and learn to communicate effectively.

  2. Social Skills: Children with autism often struggle with social communication and interaction. Early Intervention can teach these skills in a structured and supportive environment, helping the child to connect with others and form positive relationships.

  3. Adaptive Skills: Children with autism may also struggle with self-care, organisation, and other daily living skills. Early Intervention can help the child learn these skills, enabling greater independence and a better quality of life.

  4. Behaviour Management: Early Intervention can also address challenging behaviours such as tantrums, aggression, and self-injury. This can reduce stress and improve the child’s ability to learn and engage with others.

  5. Family Support: Early Intervention can also provide support and guidance for the child’s family, helping them to understand their child’s needs and navigate the challenges of parenting a child with autism.

Overall, early Behavioural Intervention for children with autism can make a significant difference in the child’s development and quality of life. It is important for parents and caregivers to seek out Early Intervention services as soon as possible to give their child the best possible chance for success.

 

What are the benefits of centre-based Behavioural Intervention?

Whilst BBLC provides Behavioural Intervention programs at home, at school, and in the community, our centre-based behavioural therapy can provide the following benefits:

  1. Structured Environment: Centre-based therapy provides a highly structured and controlled environment that can be tailored to the specific needs of the child. This can help them stay focused and engaged in therapy and can improve the effectiveness of the treatment.

  2. Consistency: Centre-based therapy typically involves consistent, intensive therapy sessions that can help the child make significant progress in a shorter amount of time.

  3. Generalisation: Through intensive and structured therapy sessions, children can learn new skills and behaviours that can be practiced and reinforced in other settings, such as at home, school, or in the community. Centre-based therapy can also provide opportunities for children to practice these skills in a variety of contexts, with different people and in different situations, which can help them learn to generalise their behaviour.

  4. Family Involvement: Centre-based therapy often involves family involvement, including parent training and support, which can help parents learn strategies to support their child’s development and generalise skills learned in therapy to the home setting.

Overall, centre-based Behavioural Intervention can be a highly effective therapy for children with autism and can provide a supportive and structured environment that is tailored to their specific needs.

 

If you would like to have a BBLC curated experience for your friend or loved one, please feel free to enquire HERE.