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Autism Advisory Adelaide

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25.01.2022 A huge welcome to the new members of our little community... Happy Tuesday! We are now able to take your bookings for Therapy. Please get in touch to see if we can help you.

24.01.2022 5 ways to help your child or teen with Executive Functioning challenges 1. Recognise that an inability to initiate a task, plan the process of completing the task or failing to execute it is not laziness, or willful disobedience if executive functioning challenges are at play (even if it may seem like it). Executive functioning challenges are rooted in the brain and can even be seen on an MRI! 2. Teach them that developing these skills is about effort, persistence and... having the right supports in place. Executive functioning skills are built over time and are built through repetition and practice. 3. Model how long it takes you to complete a task. Get a whiteboard marker and scribble over your clock from the time you start, to the end of the allocated period. Its 12pm, I have until 12:30pm to get ready. Let your child watch how you use this time to show how much time things take. Individuals with EF challenges often dont have much time awareness. 4. Get a thorough Neuropsychological Assessment where possible. This assessment is comprehensive will reveal 'hidden gems' about the individual that can be utilised across all the environments in which they gain support. If they have processing challenges, this is critical information for everyone. 5. Check for understanding. Give simple instructions ie Go to your room, grab your shoes, socks and hat. Then follow up with What are the 3 things you are going to get from your room?. Give processing time. This sets the individual up for success. **Quick description for those who are not familiar with what EF is- Executive functioning is an umbrella term for the skills we use to get things done. These skills include things like planning and organization, and are usually engaged and executed through the frontal lobes of the brain. EF challenges may be seen in up to 80% of individuals on the Autism Spectrum.**

23.01.2022 So lets talk a minute about echolalia- what is it and why is it relevant to Autism? Echolalia, put simply, is repetitious speech. It can be phrases, words or parts of words. We can see immediate echolalia (as in Hi Timmy may get a response of Hi Timmy) or delayed (for example, an individual repeating a phrase from a television show like Stop Thomas the other train is coming! in the middle of their recess break). Echolalia usually appears out of context, however it can ...sometimes appear to be used in context. For example, I once had a young fellow I worked with who dropped some of his popcorn on the ground. One of his peers came along and laughed at the event. The fellow replied Stop taunting me!. After dealing with the teasing, I asked how he knew what taunting meant (as a 5 year old). He said Im not sure what it means but that is what my favourite character said when he got teased in the movie I watched. So on the surface- it certainly didnt look like echolalia at first glance! Interestingly enough, research has also started to demonstrate that individuals with Autism tend to start off using chunks of words rather than learning each separate word and their individual meanings. Timmy might know that Timmy, its dinner time means he will eat now, but not necessarily know that Timmy its dinner and time are all separate words with different meanings. Such an interesting subject and its truly quite amazing how the brain works. We are still learning so much about echolalia, but one thing we do know is that it is a form of communication, so be responsive when you hear it

23.01.2022 Morning everyone and happy Friday!! Today I am sharing a resource that is useful for practitioners and parents alike so please take a look! It features breakdowns of available services specifically for children on the Autism Spectrum state-by-state and even some wonderful free resources to use! You can find them at www.kidsonthespectrum.com.au

21.01.2022 HAPPY NATIONAL DOG DAY Whether they are therapy animals, assistance dogs or just loyal companions- they do so much for us! Here are 4 facts about our four-legged friends to celebrate their very own special day!...

20.01.2022 Anxiety takes many forms. It is not always obvious! I feel like for a long time, we've been sold the idea that anxiety is supposed to be this really obvious thing. It's always going to be the 'shy' kid or the adult that is always outwardly hesitant. And it just isn't true. While anxiety can be expressed in the ways above, it can also be expressed through other means (that unfortunately often paint the anxiety sufferer in a negative light). People with anxiety can be found in ...all environments- even those that are fast paced and intense. When it becomes 'all too much', your likely to get the tip of the iceberg. It is a certainty that not many will get a true glimpse of what lies underneath the iceberg. This image perfectly captures what this internal process of anxiety can manifest as outwardly. Take the time to notice the signs. Misconceptions can mean that an individual does not get the assistance they need. All behaviour communicates a need. Picture credit to gozen.com

20.01.2022 This week is Developmental Educators (DE) week- and to help celebrate, Mr C has written us a sign in celebration! Earlier this week I met with Mr C who has been working on his literacy skills, using the Sounds Write Programme. He has done exceptionally well and I have been most impressed with his passion for learning, and motivation for seeking out DE supports. Mr C plans to compose music, so this goal is meaningful for him and will allow him higher levels of participation within the artistic community. Well done, Mr C! You are going doing amazing things with your talents already!

17.01.2022 Hi everyone! Hope you're all having a good weekend however that looks for you. Thought Id talk today about Misophonia. As much as it sounds like something that may be related to Miso soup- it is actually related to hyperacuity and how certain sounds are processed. It was first named in 2001, and the word misophonia is translated from Ancient Greek to mean hatred of sound. Misophonia is seen in about 5% of the typically developing population, but in people with Autism t...his looks closer to 30%. It is a disorder in which sounds trigger an emotional response due to the intensity of the sound during processing. If you were a fly on the wall, it would be easy to say that a person with misophonia is having a response or thought patterns way out of proportion to the situation. But the what is going on inside that persons brain is intolerable. I can actually talk about this, because I can relate! My misophonia is related usually to mouth sounds- chewing gum and dogs licking are two that I have a gut-driven no to. I was speaking with a friend the other day who also has this- and hers are related to cutlery scraping on plates. Others that I have heard of are sniffing, joint cracking, tapping, nail clicking and typing sounds. The closest approximation I could describe to people who dont experience this sensation (and who also grew up before the 2000s) is the sound of nails going down a chalkboard. A person with misophonia is likely to find it extremely hard to cope if they cant leave the room or have the sound stop. Personally, my heart rate starts to rise and I can feel my flight response getting activated. Other people have described it as a tidal wave of negative emotions and rage that distract you from anything else in your environment. Ill never forget the day mum called me after reading an article in the newspaper about it. After explaining what she read, I said YES, this is it!. After thinking I was being strange or unreasonable for so long, it was surreal having it be acknowledged as a thing. Knowing that I had this physiological reaction and now had a name for what I was experiencing, I decided to actually look into it more. According to studies, MRI scans have shown marked differences in the brain structures of people with this disorder in the way their brains react when exposed to these trigger sounds. It appears that fight-or-flight responses through involuntary autonomic arousal have been validated. If you know someone with misophonia, try to minimise exposure to these sounds where possible (and I recognize, it isnt always possible) or give them something to help i.e earphones, headphones. After all, no one can function or learn when they are in fight or flight mode!

15.01.2022 If you’ve met one person with Autism, you’ve met one person with Autism. If you’ve worked in Education, or the Disability sector, or are a parent or friend of someone with Autism, you’ve likely heard this quote before. It is a lovely reminder of diversity, and it exists for a very good reason- to constantly challenge us on what we think we know. Often when we label someone with a disability, difficulty or condition, we bring our assumptions with us about what that label mea...ns or looks like. No one has bad intentions when doing this, it is just a natural human response to take mental shortcuts in an attempt to make the world more simple. We fill in the gaps with our 'best guesses'. The problem that arises when we do this is the impact is has on the person. We stop seeing their individuality, their preferences and how they are different, which can stop them from getting the right support. These supports may be just not be a good fit, or perhaps these supports may be beyond what a person needs and prefers. I challenge you to think of 2 people you know who don’t have a disability. Any 2 random people. Think about their similarities, and their differences. Think about their likes, dislikes and activity preferences. I bet they are very different to one another! Just like being ‘neuro-typical’ doesn’t make any 2 individuals’ preferences or needs the same, having a diagnosis of Autism won't make someone's needs the same either. It doesn’t really make sense to define or make assumptions about someone entirely based on their neurology. What we do know about Autism from research is that Autism always affects 2 main areas; 1) Social Interaction & Communication, as well as 2) Restricted and Repetitive Behaviour. This is where a label becomes useful, as we can start to understand the primary areas in which a person may need support. But how exactly a condition impacts someone and what this looks like will always be very different. Let a label assist you with basic understanding, but don't let it stop there. "If you've met one person with Autism, you've met one person with Autism". Thank you for the post suggestion, Kylie Cook.

15.01.2022 Here is a post Ive been saving up a while.. What on earth is 'PDA'? PDA stands for Pathological Demand Avoidance. Although research in the area in its early stages, PDA is thought to be a distinct profile on the Autism Spectrum. Like all Autism Spectrum Disorders, individuals with PDA have Social and Communication difficulties as well as Restricted & Repetitive Behaviours and Interests. However, the behavioural manifestations of this profile are very different, as are the st...Continue reading

14.01.2022 Why can school be such a tricky place for kids on the Autism Spectrum? School (or Kindergarten) may be the first time that a child with Autism has experienced such an environment. They've gone from the safety and sensory comfort of home, to an environment that can be loud, bright and sometimes plain confusing. I recently attending a training session where the presenter spoke about explaining yourself and the reasons why you do things to young children with Autism. Not a sur...prising concept, but the anecdote she gave really stuck with me. The presenter, *Wendy, was asked to support a young boy named *Jack. Jack was five, and his teacher was confused by his behaviour, saying that sometimes he wouldn't listen and wouldn't follow the rules but seemed to be a nice child. Wendy came in to observe Jack and it quickly became apparent to her that he just needed more information he wasn't getting. The teacher had called all the students down to the floor and said ''Ok everyone, now we are going to work on our Big Book again. Who remembers what we did yesterday with our Big Book?''. Jack replies instantly and accurately. "Hands up next time Jack". Wendy observed this happening multiple times over the course of the day. So why did it happen, and what did Jack need? Up until this little boy went to school, when he was asked a question he was expected to answer it. Wendy goes on to say "So the piece of information everyone else picked up on intuitively was 'raise your hand' when you want to speak. Jack needed to be taught that when someone asks a question to a group, the question is directed at the group at not him personally. It was probably the first time he had encountered a situation like that". So guess what happened after Jack was presented with this information? His hand went up and the calling out stopped. When we examine behaviour, it's so important to assume the best of the people who we support. Most social skills need to be taught to individuals on the Autism Spectrum- if you are in the position to, take proactive step when you notice a skill gap and you could save a lot of confusion and distress. Getting into the mindset of asking yourself "What information could the person be missing in this situation?" is always the best way to go.

13.01.2022 Hugely important consideration in these crazy times we are having. So much is out of our control right now. How the world, and how people's routines used to look may have been discarded. This can be frightening for individuals with Autism, who may rely on that predictability to get them through the day. Be a calm force and emphasise what you can control. That's all you can do. This is a hugely difficult time for everyone, and we can't know how this impacts everyone internal...ly. Wishing you all safety and comfort at this crazy time <3 Sending our thoughts to our Melbourne friends

10.01.2022 If youve met one person with Autism, youve met one person with Autism. If youve worked in Education, or the Disability sector, or are a parent or friend of someone with Autism, youve likely heard this quote before. It is a lovely reminder of diversity, and it exists for a very good reason- to constantly challenge us on what we think we know. Often when we label someone with a disability, difficulty or condition, we bring our assumptions with us about what that label mea...ns or looks like. No one has bad intentions when doing this, it is just a natural human response to take mental shortcuts in an attempt to make the world more simple. We fill in the gaps with our 'best guesses'. The problem that arises when we do this is the impact is has on the person. We stop seeing their individuality, their preferences and how they are different, which can stop them from getting the right support. These supports may be just not be a good fit, or perhaps these supports may be beyond what a person needs and prefers. I challenge you to think of 2 people you know who dont have a disability. Any 2 random people. Think about their similarities, and their differences. Think about their likes, dislikes and activity preferences. I bet they are very different to one another! Just like being neuro-typical doesnt make any 2 individuals preferences or needs the same, having a diagnosis of Autism won't make someone's needs the same either. It doesnt really make sense to define or make assumptions about someone entirely based on their neurology. What we do know about Autism from research is that Autism always affects 2 main areas; 1) Social Interaction & Communication, as well as 2) Restricted and Repetitive Behaviour. This is where a label becomes useful, as we can start to understand the primary areas in which a person may need support. But how exactly a condition impacts someone and what this looks like will always be very different. Let a label assist you with basic understanding, but don't let it stop there. "If you've met one person with Autism, you've met one person with Autism". Thank you for the post suggestion, Kylie Cook.

07.01.2022 What a fabulous week of learning even more about PDA. Thank you very much to Positive PDA UK for organising the event. There is always so much more we can do better. It's great to see people educating others so we can learn and reflect in back in practise.

07.01.2022 Hi everyone. If you can, please take a moment to share this video. This family who are in desperate need of additional funding for AT and SW's. A mother and father washing their teenage daughter should not be seen as 'parental responsibility' and no one should ever have to lie on a public bathroom floor. Please show them your support by sharing this post or following the link below to their page. #fightforabbey

06.01.2022 Hello everyone. Autism Advisory is providing Therapeutic Supports to participants in Adelaide. We specialise in Autism, anxiety and PDA. One of the biggest things we are passionate about is making sure participants receive person centred supports, they feel understood and have an authentic relationship with their provider. It may also be good to note that we also have experience in all the above, including girls with Autism, ADHD and children with Selective Mutism.... Here are just a few things that I may be able to help with Developmental and Behavioural Assessments Building functional life skills under the following; o Social skills o Communication skills o Self care skills o Daily living skills o Community access o Recreation and employment skills Feel free to get in touch if you have any other questions! We can service the following NDIS areas; o Playford Salisbury and Port Adelaide Enfield (East) o Tea Tree Gully o Southern Adelaide o Adelaide Hills o Eastern Adelaide o Western Adelaide

04.01.2022 GIVEAWAY TIME We know that times are tricky for some at the moment, so Autism Advisory Adelaide would like to give away this FREE SENSORY PACK (valued at over $50!!). Perhaps you know an individual that would love this pack, want to gift it to someone but don't have the money to spend or just love a freebie ;) We welcome all entries! To qualify for an entry, all you need to do is: 1. Follow our page... 2. Tag 2 friends you think would also like to enter this giveaway 3. Share this post to your personal page AND that's it If you would like to qualify for an EXTRA draw, please tell us something in the comments about what you would like to know about Autism OR something you want others to know about Autism. GOOD LUCK! Winner will be drawn at random and announced Saturday 2nd of September at 10am. *Free delivery to SA metro residents only*

04.01.2022 Spent the long weekend upskilling in the area of eating and feeding! The 4 day workshop covered a range of strategies and suggestions in regards to assisting children from 2-8 years across 2 main groups- picky eaters and problem feeders (spoiler- there is a big difference!). If any of our regular participants need assistance in this area, please let us know- we would love to help you gain a wider variety of foods at mealtimes.

03.01.2022 #NationalDEWeek2020!

02.01.2022 Congrats Elle Spano!! You are the winner of our FREE SENSORY PACK competition! We hope you are able to put these resources to good use. Thank you to everyone for sharing your thoughts in the comments section. For those who didn't win this time, please hang around as we will be running more competitions later this year (and we hope you may just learn something new here too!). ... Have a great weekend everyone and enjoy the sunshine! -Stephanie

02.01.2022 Can people with Autism have good eye contact? Short answer, yes. Is it difficult for many people with Autism? Also yes. But why is this? Autism is considered a disorder with deficits in social interaction and communication, and differences in restricted and repetitive behaviours. I prefer to use to the replace the word ‘disorder’ with ‘condition’ and remove the deficit language, however as it stands this is the DSM 5 criteria.... As research on Autism has evolved, so to has our understanding of the condition. One observation that has been made (but is not yet formal diagnostic criteria), is that there are significant differences in sensory processing a lot of the time. Which brings us to our initial point- eye contact. The eyes tell us so much. They signal intent, interest, disinterest, sadness, happiness etc. When we take this into account, is easy to see why they can become a point of sensory overwhelm. Many people with Autism report difficulties with eye contact. Another large percentage have had this body language ‘drilled’ into them at a young age. Look at me, you’re being rude! or Look at me, or otherwise I know you are lying. Its easy to see why many people with Autism take the route of forcing themselves to do what is uncomfortable. So, how can you help an individual with Autism who struggles with eye contact? Put simply, let them figure out what is comfortable for them. Allow them to face your body, or look at your nose, or look away if it is too hard. Don’t interpret looking away as disengagement- it may actually indicate the opposite. Encourage them to make eye contact where they feel comfortable to, but never force. Too many people I know sacrifice their capacity to listen to focus on eye contact (even as adults) and it just isn’t necessary.

01.01.2022 Congrats Elle Spano!! You are the winner of our FREE SENSORY PACK competition! We hope you are able to put these resources to good use. Thank you to everyone for sharing your thoughts in the comments section. For those who didn't win this time, please hang around as we will be running more competitions later this year (and we hope you may just learn something new here too!). ... Have a great weekend everyone and enjoy the sunshine! -Stephanie