Autism

Autistic individuals have a way of thinking and learning that is different from what is considered most common, or “neurotypical.” Autistic children may reach developmental milestones (like speech and language) at a different time or through a different process than do neurotypical children.  Some autistic children benefit from support in the areas of communication, sensory regulation, social interaction, or executive functioning skills in order to more easily engage in meaningful interactions and activities.

Our approach to providing communication supports for children on the autism spectrum involves:


  • Using a neurodiversity-affirming approach to treatment
  • Following the child’s interest to increase engagement
  • Valuing connection over compliance
  • Teaching communication beyond requesting and labeling
  • Providing access to robust AAC
  • Providing gestalt language processing informed treatment
  • Establishing trust by honoring and validating a child’s natural communication
  • Using sensory strategies to help the child attain an optimal state of regulation for learning and communicating

Neurodiversity Affirming Therapy

Neurodiversity affirming therapy centers around supporting, rather than trying to change, the autistic individual. 
​Therapy focuses on providing supports that make it easier to function in a world designed for neurotypical brains. Neurodiversity affirming therapy may look different from traditional therapy. We focus on connection over compliance. You will see the therapist doing more watching, waiting, and following the lead of the child. You will see therapy tailored to the unique interests of the child, and you will see the child’s sensory needs supported. 

Sensory Supports

Research suggests that as many as 90% of autistic individuals experience differences or difficulties with sensory processing. Our sensory system includes the familiar senses: sight, sound, touch, taste, and smell, along with the lesser-known senses of proprioception (force), vestibular (movement), and interoception (internal bodily sensations).

When our sensory systems are not well-regulated, we have difficulty engaging with the environment, communicating, and completing tasks.

​Some autistic individuals need to have their sensory systems supported in order to obtain the optimal regulation needed for learning and communication.

Gestalt Language Processing

Children who use "scripts" (i.e., memorized phrases from favorite videos, movies, etc.), or delayed echolalia to communicate are demonstrating signs of gestalt language processing. This is different from the more familiar analytic language processing, in which a child acquires single words and then combines words into phrases and sentences. A gestalt language processor learns phrases, sentences, or scripts as one unit of meaning and then gradually learns to break down those larger chunks of language into single words. Some gestalt language learners needs assistance to break down these gestalts in order to generate spontaneous, novel word combinations. Many autistic children are gestalt language processors.

Alternative / Augmentative Communication (AAC)

​Some autistic children have difficulty with developing spoken (oral) communication. Many of these children will benefit from using AAC - such as a high-tech speech-generating device - to communicate. AAC should include access to robust vocabulary so that the child can access a variety of words and topics to communicate their thoughts. Using AAC can greatly assist in increasing functional communication, aiding language development, decreasing frustration, and increasing autonomy.