Autism (ASD) Assessment & Multisensory Learning Support in Belfield
Enhancing Learning for Individuals with Autism Spectrum Disorder.
Who is Impacted by Autism (ASD)?
According to The Royal Children’s Hospital Melbourne, one to two in every 100 Australians is on the autism spectrum. Autism often runs in families, and family members may have similar traits.
People diagnosed with Autism Spectrum Disorder (ASD) usually encounter hurdles in two key areas – social communication and repetitive behaviours. The manifestation of these difficulties can vary significantly with age. The process of assessing Autism relies on the identification of certain behavioural signs, yet many with Autism may try to suppress or mask these signs to better assimilate with their social circles. Autism is often identified in the primary or preschool years, yet for some individuals, it may not be addressed until their teenage years or later. It’s also observed that females with ASD are more likely to be diagnosed at an older age than males.
Defining Autism
Autism, as a developmental disorder, impacts information processing, especially in social situations. It may have diverse effects on a person’s educational advancement, irrespective of their intelligence level. Often, autism is accompanied by conditions like ADHD, dyslexia, and epilepsy, making assessment and diagnosis sometimes challenging and oftentimes delayed. While the educational system may offer additional support, it may not be sufficiently tailored to the individual needs of those with autism due to the variability in presentation and associated issues. This is where targeted educational therapy may play a vital role.
The Multisensory Approach to Learning With Autism/ASD
The usefulness of the multisensory approach for individuals with autism is undeniable. It has garnered considerable research attention and interest across the globe, especially in its utilisation for students with autism.
There is a growing body of research into the usefulness of employing multisensory methods for people with autism, including Jaclyn Smith (“Multisensory Learning and its Effect on Students with Autism” (2019). Education Masters. Paper 367) and Amaal Mustafa (“Investigating the Effect of Multisensory Approach on Improving Emergent Literacy Skills in Children with Autism Disorder.” International Journal of Psycho-Educational Sciences Vol. 7, Issue (1), April –2018).
The following link is an example of how multisensory education is becoming increasingly recognised and implemented for students with Autism.
https://www.structural-learning.com/post/multisensory-learning-in-the-classroom-a-teachers-guide
Enhancing Learning and Development with Multisensory Therapy/Tutoring for Autism/ASD
Mainstream education often fails to effectively engage students with autism and related conditions, as it is primarily designed for the majority. At Neurosensory, our therapists and teachers take an individualised approach that recognises the value of their special interests in fostering engagement and facilitating growth. Our approach combines organic, creative, and structured elements to provide a holistic learning experience.
By demonstrating our appreciation for their interests, we observe an increase in the self-esteem, confidence, and self-expression of our students.
Supporting Students with Autism: The role of our MSL Therapists and Tutors
Our approach involves encouraging them to:
- Create a consistent schedule for every class
- Integrate a student’s interests into lessons and encourage creativity
- Refrain from using sarcasm and popular expressions
- Anticipate where subtle social cues may make it hard to understand fiction
- Allow the students to make choices within the lesson
- Cultivate a trusting setting where the student feels empowered to ask any question, regardless of how straightforward the answer may appear
- Inspire the student to take a break when facing overwhelm-perhaps engaging in a 5-minute table tennis game, a brief run around the garden, or a mini basketball game
Choosing the Right Therapy and Tutoring Options for Autism/ASD
To ensure accessibility, Neurosensory offers two options for supporting individuals with autism, catering to primary, secondary, TAFE, university students, and beyond.
The Benefits of In-Person Therapy/Tutoring and Learning Support
In-person tutoring involves the creation of a welcoming learning environment that is more relaxed than a school classroom. Our therapists understand the importance of routine for those with autism and also how hard it is for them to change ingrained but less effective habits.
Within our learning spaces, we offer a multitude of engaging hands-on materials that go beyond conventional paper and pen activities. We are cognizant of the stress that schooling can impose on students with learning difficulties and disabilities. At Neurosensory, our approach is designed to remove the fear of failure and cultivate a positive mindset. We acknowledge the limitations of concentration and advocate for short breaks accompanied by movement to rejuvenate the mind. By fostering interactivity and creativity in our lessons, we facilitate improved retention of skills and information for our students.
Convenient Online Options for Therapy/Tutoring and Learning Support
We understand that not everyone is able to attend in-person tutoring and therapy due to location, lack of transportation, and other commitments. Our therapists are skilled at providing structure and variety in their sessions. We appreciate that learning is not merely a mechanical process but is based on building personal relationships.
We view every individual who seeks our services as a ‘whole person,’ and we integrate social awareness and language development seamlessly into our sessions. Our online ASD option ensures that students with autism and other disorders can access appropriate interventions from the comfort of their own homes.
If you or a loved one require some learning assistance as a result of an autism diagnosis, our autism tutors are ready and waiting to help.
Assessing Autism Spectrum Disorder in Children and Adults
Autism diagnosis can be a complex process, as there is no single medical test available for conclusive determination. Instead, diagnosis is based on the observation of behavioural symptoms. Many individuals with autism intentionally conceal their symptoms as they attempt to conform to societal expectations. This tendency is especially prevalent among girls and women, often leading to later diagnosis and intervention.
Neurosensory provides screening assessments and can make referrals to psychologists, paediatricians, and psychiatrists if there is a potential autism diagnosis. As a guide, we employ assessments such as the Test of Pragmatic Language (TOPL2) and the Social Responsiveness Scale (SRS). Other professionals may utilise assessments like ADOS-2. It is important to note that new assessments are being developed to account for the fact that some of the older assessments may not identify individuals who are ‘highly functioning’ yet face considerable obstacles in their lives due to masking symptoms.
We stress that we cannot formally diagnose people, but we can refer them to someone who can if our assessment reveals a possible diagnosis.
Common Questions and Answers
If you have concerns regarding the development of yourself or a loved one, it is recommended to consult with your GP for an initial assessment or seek assistance from a paediatrician or psychologist. These professionals can refer you to a team of experts who are experienced in autism assessment, including paediatricians, speech pathologists, psychologists, and psychiatrists.
If you prefer, you can arrange a consultation with us at Neurosensory. During the consultation, we can delve into the concerns you have, conduct screening assessments, provide a preliminary report, and direct you to the appropriate professionals for a formal diagnosis if deemed necessary.
During a child or adult ASD assessment, you may be asked to undergo:
- Consultations (with yourself, your child, and/or with other primary guardians)
- Review of developmental history
- Monitoring your (or your child’s) communication with others
- Diagnostic evaluations (including TOPL-2 and SRS)
Without a doubt, the sooner autism is identified, the better it may be for the individual’s overall well-being. It may significantly boost their self-esteem and understanding, granting them a sense of identity they may have been lacking. Additionally, a diagnosis may be able to streamline the process of obtaining financial assistance and support for families.
Although it is feasible to identify autism in certain children as early as 18 months or even earlier, the typical age for diagnosis is around three years old. Children with a family history of autism, such as a sibling or parent, are more likely to undergo assessment at an earlier stage.
Signs of autism encompass various behaviours, such as: not responding to their name, not engaging in pretend play, avoiding eye contact, struggling to understand emotions, becoming distressed by minor changes, displaying obsessive interests, avoiding or rejecting physical contact, engaging in repetitive movements like hand flapping or body rocking, exhibiting hyperactivity and impulsivity, having a short attention span, displaying unusual sleeping and eating patterns, and showing limited or no social skills.
It is worth noting that the signs of autism can differ greatly among individuals, with some presenting multiple signs and others displaying only a few.
Those with autism often possess a remarkable ability for rote memory, enabling them to memorise substantial amounts of information, including dialogues from movies. The utilisation of a multisensory approach has demonstrated significant success in supporting individuals with ASD.
The Orton-Gillingham multisensory approach helps those with: ADD/ADHD (although not a formal learning disorder), Dyslexia, Dysgraphia, Dyscalculia, Reading remediation (students without a learning disorder), Generalised learning disorders, Maths, and ESL.
Based in Campsie, we are just around the corner from Belfield, Belmore, Ashbury, Canterbury, Croydon Park, Clemton Park, Earlwood, Ashfield and Hurlstone Park.
Encouragement and Nurturing through Autism Learning Support
Extensive studies and research have highlighted that individuals with autism frequently exhibit characteristics such as strong long-term memory skills, meticulousness, adherence to rules, independent thinking, heightened focus (especially when engaged in their interests), and a propensity for visual thinking. At Neurosensory, our ASD-adapted tutoring endeavours to foster and celebrate these attributes, recognising them as integral components of your uniqueness and individuality.
Is NDIS Funding Available for Individuals with Autism?
Certain students with autism may qualify for NDIS funding. We have had numerous students who have successfully funded Neurosensory services through their NDIS plans. Additionally, we can provide assistance with the NDIS application process.
Please let me know if there is anything else you would like to ask about this topic. I’m here to help!
Are You Prepared to Discover the Power of Multisensory Learning?
Neurosensory is dedicated to assisting students in tackling the challenges associated with education and schooling for individuals with ASD. We address issues such as organisation, breaks in routine, varying expectations, and comprehending teacher instructions. Through our multisensory approach, we establish meaningful connections between abstract concepts and tangible, visual models.
This aspect is particularly important for individuals who struggle with processing the intricacies of language, a common challenge among individuals with autism. At Neurosensory, our goal is to empower students of all ages to develop learning and study habits that extend beyond their academic life, as these habits can also contribute to the development of social skills.