BEING AUTISTIC
What is it?
Autism is a neurological difference, meaning autistic brains think and feel differently to non-autistic brains, sometimes referred to as neurotypical or non-neurodiverse.
It sits under the umbrella of neurodivergence and somebody who is autistic, may be called neurodivergent.
Autism often shows in communication types - we know it is not a communication disorder but there can be a distinction in interaction styles and approach.
But what really sits underneath is an overwhelming sense to their safety, which can lead to deep rooted anxiety which can show as -
Unpredictable behaviour
Knowledge in routine
Anger
Masking
Personas/characters
Short/sharp responses
Low tolerance for demands
Shutdown / dissociation
Meltdowns
Isolation
SOCIAL COMMUNICATION
Due to the contrast in autistic to non-autistic brains, they can often find it harder to read social cues, body language and subtle changes in one’s persona, resulting in copied or learnt behaviours, not quite reading the room correctly or missing the importance of instructions at the time they are given. This can be supported by telling your child how you feel as you talk to them, before you get angry for example. They may find eye contact tricky - this might only show in complex or more challenging situations.
Autistic individuals will have a high sense of injustice and will normally only operate in areas they feel confident in and will struggle to conform to anything that goes against their ethics or what they believe is right. This means they may not comply with social norms OR may hold people too intensely to etiquettes.
INTENSITY
Autistic brains are turned up to the max - everything they think and feel is deeply intense. This can be very overwhelming coupled with shouldering the feelings of others too (sometimes known as deeply -feeling kids) and can form a response to a range of feelings and emotions.
It can vary from internalisation, situational mutism, shut down, ‘no sense of empathy’, dissociation, intense periods of sleep to anger and outrage of the situation.
Due to this constant absorption of the world around them, autistic individuals will have high levels of anxiety which may be generalised (perfectionism) but could be specific in social, environment, compulsion or self harm - self injury.
STIMS - SELF STIMULATORY BEHAVIOURS
Another Autistic marker is the presence of ‘stims’. These are repetitive behaviours that are needed to regulate the person. They can be small such as rubbing clothes, biting nails, rubbing feet or fingers together or could be bigger whole body movements like jumping. These can present in the body or be a vocal noise. The noise will differ from each individual but will be done subconsciously, repetitively, often a hum, but could be a song.
Tics - It is worth noting that Tourette’s can present in physical tics as well as the traditional association with involuntary words. This would be diagnosed by a Paediatrician if the repetitive behaviours seem to be causing the person distress, where as a stim (even if new ones appear around times of stress) will see the person relaxing- regulating.
NUMBER RECOGNITION
Not all Autistics have above average number recognition, there is a very high link between Autism and Dyscalculia (learning difficulty in processing numbers) but the Autistic mind will often seek a structured or practical approach to tasks. It could be worth supporting scaffolding the tasks in numbered steps.
SPECTRUM
Autistic Spectrum Condition (ASC) highlights the sliding scales we have just looked at. You can not be more or less severe, or higher or lower functioning. Meeting societal expectations or being able to communicate better with others doesn’t take away the hardship that autistic individuals struggle with on a daily basis.
WHAT CAUSES ASC?
There are other factors but predominately ASC is genetic – so if you think your child may be Autistic – it may be worth looking into family history/characteristics.
WHAT NOW?
First of all, don’t panic! Having autistic traits does not change your child or create a label for them.
It will help you understand how their brain is working, how they will respond in situations and what to expect in response to overwhelming situations. Additionally, it could help unpick how and why they are highly sensitive and can feel like walking on egg shells of unpredictability around them.
You can search the ASC DSM V online to see if your child matches the diagnostic criteria to get a feel of the questions an assessor would look at.
Speak to school - SENDCo (Special Educational Needs & Disabilities Co-ordinator) or class teacher to see if they have seen any of the same attributes. They should have the forms that you can fill in to start a formal assessment or they may suggest speaking to the GPs (depending on school/area).
School should work with you to make reasonable adjustments to allow Quality First Teaching to your child.
NEXT STEPS:
Do they need a diagnosis?
No - you do not need to pursue an autism diagnosis - however, it can help your confidence in navigating the challenges they experience. It can also improve the school’s understanding of the child but they should be meeting the child's needs where they are at regardless of a diagnosis.
A diagnosis will likely help them understand themselves as they grow, increasing self awareness and self confidence and reducing the need for more interventions as they grow and have increased responsibility as an adult.
MEDICATION:
There is no medical treatment for autism - it really is about building self confidence, understanding yourself and making the environment best suited to your needs.
HOW CAN LIGHTHOUSE THERAPY HUB HELP?
We have a multi-dimensional approach to support those with traits of Autism.
Our creative children's therapists work in a low demand approach to build self esteem and look at stabilising their anxiety. They would see the same therapist, in the same room at a protected time.
What if my child doesn’t play?
Our therapy space is based on play therapy and set up with a wide range of tools such as books, lego, puzzles, sand, magnets and games to help a child feel at ease in the room. Additionally, we have a play sofa and rug which holds a lot of sensory feedback. They don't have to utilise the tool kit if they don’t want to or until they feel safe to do so. The approach is low demand and person centred; meaning the therapist will meet the child where they are at with a window of tolerance, interests and communication style.
Our School Support service can help you communicate with school if they are not cooperating or putting in enough support to allow your child to thrive.
Our Family Support Specialist can perform our in-depth “Connecting The Dots on Behaviour” report where we can take a holistic look at the child and their presenting needs, figuring out ways we can support their emotional wellbeing, sensory integration and steps to avoid meltdown or crisis.
Many of the team at The Hub have Autistic children - we know first hand how tricky it can be to navigate, understand and come to terms with.
YOUR CHILD WILL:
Feel heard
Create tools and strategies
Increase self-empowerment
Increase self-awareness
Feel supported in risk taking – when appropriate
FURTHER UNDERSTANDING ON:
Co-morbidities with other neurological conditions is high - if you believe that your child may be autistic it will be important to research other areas too:
Sensory Processing Disorder (SPD)
Dyslexia, Dysgraphia, Dyscalculia, Dyspraxia
Attention Deficit Hyperactivity Disorder (ADHD)
Hypermobility
PICA
Avoidant/restrictive food intake disorder (ARFID)
Obsessive Compulsive Disorder (OCD)
Fetal Alcohol Spectrum Disorder (FASD)
