THERAPIES

Art therapy “Feedback from around the world misunderstood for years. They are
Used for: A form of expression for those shows that the Brick-by-Brick programme cautious about therapy and many suffer
who find it difficult to communicate is child-led, playful and supports children PTSD symptomology through their
verbally or express their emotions, thoughts to socialise and develop skills. One child adverse experiences of living life as a
and feelings. It can address emotional said they like Brick Club more than their ‘minority’ in a mainly neurotypical world.”
issues that are confusing or distressing. tablet! At Play Included, we are very – Elaine Nicholson, Action for Asperger’s
What’s the thinking? It offers a creative proud of this impact supporting
gateway, enabling the participant to neurodivergent children to have positive DIRFloortime
externalise their thoughts and feelings – social experiences.” – Dr Gina Gomez de Used for: Autistic children and adults,
which they may find hard to express, or la Cuesta, clinical psychologist, founder, and anyone who has challenges in
may not be aware of. It creates an Play Included relating and communicating. DIR stands
opportunity for greater communication, for Developmental, Individual-Differences,
allowing therapists to gain a deeper Counselling (Action for Relationship-Based Model.
understanding of the client’s thoughts, Asperger’s bespoke model) What’s the thinking? Parents/carers are
anxieties and feelings. Used for? Autistic individuals and their coached in how to tailor their play/
History: Art therapy is a relatively young close others. The therapy grew out of an interaction style to match the child’s
discipline, with the term believed to have evaluation of counselling for lives that had individual sensory, emotional and
been coined in the 1940s. become adversely affected by the developmental needs.
Experiences: “We implement AT experience of having Asperger’s Supporting a neurological and
techniques such as image-making or syndrome in a challenging world. emotional sense of safety and
working with clay, to help young people What’s the thinking? Elaine Nicholson of

Which
who have difficulty communicating Action for Asperger’s (AfA) says she
verbally or articulating their thoughts and created the bespoke therapy after her Tailored play: a DIR Floortime
feelings effectively, supporting them to second son was diagnosed with practitioner interacts with a child
express, explore and better manage Asperger’s syndrome to address the way
their emotions.” – Lucy Collings Pettit, the diagnosis highlighted how
Chroma Therapies inadequate psychotherapeutic models

therapy?
were at the time.
Brick-by-Brick Programme “They were lacking in that they were
Used for? For young people, from pre- created by typical thinkers for typical
school to adulthood, who enjoy building thinkers,” she says. “Atypical neurologies
LEGO models and would like support with had to fit into these ill-suited
social communication, friendships and/or psychotherapeutic modalities. The closest
language. fit was Cognitive Behavioural Therapy
What’s the thinking? We know that play (CBT), which wasn’t without problems.”
Parents rate finding therapies that work for their Acceptance and is fundamental to children’s development. History: Nicholson researched and
Commitment Therapy Research has shown that LEGO-based created the therapy as her Master’s 2012
autistic child as high on their list of priorities. Used for: Self-management of sensations, therapy (on which the Brick-by-Brick thesis. “Rainman was the common marker connection allows the child to share their
thoughts and feelings, including anxious Programme is founded) has a positive for autism, sadly,” she says. ideas and expand their higher-level
Autism Eye looks at 19 different approaches, thoughts, low mood, obsessive thoughts, impact on social communication and “Thankfully, autism understanding has thinking, including creativity and
imposter syndrome and stress. emotional wellbeing for autistic young evolved, and we see autism as multi- emotional intelligence.
including the thinking behind them and What’s the thinking? Based on people. Building LEGO models with peers faceted, with every autistic person History: The DIRFloortime model came
Relational Frame Theory, a behavioural in an accepting, fun environment can lead perceived as unique. Our therapeutic from the research and clinical practice of
feedback from practitioners who practise them account of cognition and learning, to many positive outcomes. model is continuously moulded by those Dr Stanley Greenspan, child psychiatrist
Acceptance and Commitment Therapy History: The Brick-by-Brick Programme whom we see through the kaleidoscope and a multi-disciplinary faculty of health
(ACT) focuses on increasing psychological was developed by Play Included, of autism. What works for one individual and education experts.
AAC (Augmentative and commenting (like/don’t like) and flexibility to cope with the rollercoaster of supported by the LEGO Foundation, might not work for another.” This group evolved into the
Alternative Communication) protesting (stop/go away). life by teaching you to identify values and autistic consultants and leading Experiences: “So many autistic Interdisciplinary Council on Development
This includes paper-based AAC, such as History: Paper-based AAC has been committed actions, while also ensuring academics. It is neurodiversity affirming, individuals and their families have been and Learning (ICDL), USA. DIRFloortime
communication books, and electronic around a long time and electronic AAC you develop coping strategies. and represents the latest thinking in is used in at least 101 countries. It has a
AAC, such as iPads, to running software has developed over the past 30 years, History: Developed from the science of collaborative LEGO play, with enhanced broad evidence base that includes two
such as Grid for iPad, and text-to-speech with advances in touch-screen technology human behaviour, including Relational resources to integrate learning through randomised-controlled community trials.
apps such as speech assistant. and eye gaze giving more options for Frame Theory. There have been more than play and encourage playful facilitation. Experiences: “As a sensory-based
Used for: Non-speaking or minimally people needing AAC. 1,000 randomised control trials of ACT, Experiences: “Running Brick Clubs and occupational therapist and play therapist,
speaking children, who may be able to use Experiences: “Giving a voice to autistic involving a huge range of human conditions. using the Brick-by-Brick Programme in the DIRFloortime Model is a joy for me to
it as their voice. It may also be useful for individuals can be life changing. It can Experiences: “We have supported my day-to-day early intervention practice use with families, and even in schools.
children whose speech is not always clear, enable them to talk about their passions people within the workforce, parents, has allowed me to view first-hand the
Giving a voice to The child feels understood, feels happier
or for those who can be situationally mute. and what brings them joy, ask questions children and teenagers to effectively use incredible benefits this type of autistic individuals can and wants to stay interactive in our play.
What’s the thinking? Robust AAC and get clarification when they are ACT. One primary-aged child has gone programme can bring to young people. They quickly gain skills that they enjoy
communication provides access to confused, and tell others when from high levels of elopement, aggression Young people work together to build
be life changing” ‘showing-off’.
vocabulary that supports children to something is wrong and they have pain or and property destruction to self-managing LEGO models – making friends and Parents relax, they have fun while also
communicate a wide range of they are upset.” – Sarah Sweet-Rowley, in the classroom using ACT.” – Risca developing skills, all while having fun.” seeing their child make great progress.” –
communicative functions, including Autism Early Support Solomon, Skybound Therapies – Erin Valente, Hatchlings London Denise Wilson, Connecting Through Play

30 A u t i s m | e y e I s s u e 5 1 2 0 2 3 www.autismeye.com www.autismeye.com A u t i s m | e y e I s s u e 5 1 2 0 2 3 31
 THERAPIES

Early Intensive
Behaviour Intervention Brain balancing:
Used for: Teaching skills to young a girl undergoes
children with developmental delays to NeurOptimal
maximise their quality of life. Neurofeedback
What’s the thinking? Focused on
teaching skills that prevent behaviours
that challenge from developing, such as
Effective Increasing Certified & 5-day family teaching communication and self-
alternative functional skills Experienced focused Intensive advocacy, as well as functional life skills
such as toilet training.
educational and decreasing Behaviour Analysts Behaviour Therapy History: Evidence based, using the
provision challenging Programmes science of human behaviour. It promotes
learning and skill development by
behaviours breaking tasks into small steps that are
easier to learn. As children learn each
step, they’re praised and rewarded.
Experiences: “It’s achieved a significant
improvement in quality of life for the
individual and family. It’s amazing to see
Get In Touch communication increase, whether that be
spoken, signing, or using PECS or iPad
[email protected] www.skyboundtherapies.co.uk Facebook.com/SkyboundTherapies apps. Independent skills and toleration
skills to access more environments have coming together, discussing important Neurofeedback
increased. Toilet training is such an topics affecting the school community, all Used for: Neurofeedback trains the brain
important development! We see an held by our Group Process-trained to be more balanced between its
increase in developing problem-solving facilitators. By engaging in open and parasympathetic and sympathetic
skills, as well as pre-academic skills.” respectful communication, conflicts and systems (the former restores the body to
– Risca Solomon, Skybound Therapies misunderstandings can be addressed, a calm state and prevents it from
promoting group cohesion and harmony. overworking, while the latter prepares the
Group Process It also allows for the exchange of feedback body for a fight-or-flight response). The
Used for: Group Process refers to the and constructive criticism, facilitating therapy is for everyone, sometimes with
Connecting Through Play UK way in which individuals within a group personal growth and development. whole families undergoing training at the
interact, communicate, and make “This has the support of young people same time.
decisions collectively. It involves the who have previously been excluded from What’s the thinking? NeurOptimal

DIRFloortime ®
formal and informal dynamics that
influence the functioning and effectiveness
of a group.
school multiple times before arriving at
TCES, to develop a sense of ownership
and responsibility for their school
Neurofeedback, a patented version of the
therapy, provides immediate auditory
feedback from a computer-based

2-Day Introduction Courses

What’s the thinking? The main purpose community.” – David Coulter, TCES Group programme that assesses brainwave
is to harness the power of collaboration activity. The programme uses real-time
and co-operation to achieve shared Music therapy auditory signals to help the central
goals. When people come together in a Used for: Supporting mental wellbeing. nervous system recognise when brain
group, they bring their diverse The therapy offers individuals a way to activity isn’t at its optimum and learns
With Denise Wilson MSc, ICDL Training Leader knowledge, skills and perspectives, which express themselves when they may not how to improve.
can lead to innovative ideas and be able to find the words. History: Neurofeedback began in the late
enhanced problem-solving. What’s the thinking? To provide a 1950s through the work of Dr Joe Kamiya
16th + 17th October 2023 History: Group Process is a part of the creative outlet for emotional expression in and Dr Barry Sterman. Dr Kamiya was
Therapeutic Education offer at the TCES a non-verbal, fun way. This medium studying consciousness, and discovered
or 4th + 5th March 2024 group of schools, which teach pupils who supports individuals in regulating their that by using a simple reward system
Professionals: £225 (£185) are neurodiverse or have experienced emotions and co-regulating in a safe space. people could learn to alter their brain
Oxford, OX1 3LW
trauma. TCES developed the therapy History: The idea of music therapy goes activity. This was the first EEG
Parents/ Carers: £115 (£85)
Register at : using the template of a process group back thousands of years, while the neurofeedback training. With advances in
and incorporated elements of speech and scientific basis for it emerged in the mid- computer software and brainwave
https:DIRFLOORTIMEOCT23.eventbrite.co.uk or language therapy/occupational therapy to 20th century. monitoring equipment, neurofeedback
https://DIRFLOORTIMEOXFORD2024.eventbrite.co.uk encourage participation. The organisation Experiences: “We implement age- practitioners now have affordable
finds the therapy creates better decision- appropriate techniques, such as precision tools. With 50 years of
making, promotes increased improvised play on instruments or song independent development behind it, the
For further information contact: [email protected] understanding among pupils, and fosters writing, to help young people structure methods have become sophisticated.
a sense of ownership and commitment to feelings and make sense of the world Experiences: “Initially, I trained in
Connecting Through Play Limited shared objectives. around them. It can also be a helpful way neurofeedback as I couldn’t find a local
Company No. 13398690 Registered office address: 3 The Old Estate Yard, High Street, East Hendred, Oxfordshire, OX12 8JY Experiences: “At TCES, we hold weekly of addressing transitions during provider for my autistic sons. My practice
Group Process meetings with all pupils. adolescence.” – Lucy Collings Pettit, has now grown, often by word of mouth,
These meetings consist of class groups Chroma Therapies and now I have helped hundreds of

32 A u t i s m | e y e I s s u e 5 1 2 0 2 3 www.autismeye.com www.autismeye.com A u t i s m | e y e I s s u e 5 1 2 0 2 3 33
 For people on the autism spectrum,
THERAPIES
arts therapies (music therapy, art
therapy and dramatherapy) can be
important for self-expression.
With so many emotions to
people train their brains to become more wider range of regular community facilities.
explore and express, they can
focused and less anxious. I offer remote History: Based on the science of human
hugely benefit from arts therapies support and neurofeedback rentals behaviour with a person-centred
in regulating their emotions in a across the whole UK.” – Fiona Curran, approach. Recommended by the British
safe space. Neurofeedback Brain Training Institute of Learning Disabilities. It was
“Every client gets an individualised developed when people were being
Role-play, image making or
plan. We typically see less anxiety, better moved out from institutions into
making music can help them
emotional regulation, resilience, and community-based settings. It was also
express, explore and better ability to cope with change. Cognitive developed to reduce restrictive practices.
manage their emotions. They can functions improve with emotional Experiences: “Very effective at
process their thoughts, feelings, regulation. Non-verbal children speak, increasing the quality of life for individuals
experiences and relationships pre-school children make friends, with complex disabilities and behaviours
adolescents cope with school, adults get Getting arty: a that challenge. We have seen individuals
effectively – often in the absence
jobs.” – Stuart Black, BrainTrainUK girl undergoes with high levels of self-injurious
of words. occupational behaviours that have reduced

The importance
Occupational Therapy therapy with dramatically. We have seen access to
Used for: Providing support to overcome Autism Oxford community increase significantly through
skill challenges that a person may face in teaching proactive skills such as
activities that are important for them. communication and toleration skills.”
What’s the thinking? A high proportion What’s the thinking? PACT is child-led – Risca Solomon, Skybound Therapies

of arts therapies
of people with neuro differences and focuses on developing
experience sensory processing difficulties understanding and intentional Rapid Prompting
that can have a significant impact on communication through adult-child play, Method (RPM)
daily life at home, school and work. This which is adapted to match the autistic Used for? This is a teaching method for
https://wearechroma.com/
can include issues with executive child’s level of social communication. autistic people who find communicating
functioning – including planning and Parent(s)/carer(s) work with a PACT difficult, with the aim of developing
organisation skills, fine and gross motor practitioner using video footage of the expressive communication and
skills, emotional regulation and sensory adult-child play to help the parent/carer independent skills.
processing. The therapy seeks to address build confidence in setting their own What’s the thinking? The theory behind
those challenges so they can complete goals. These aim to develop their child’s the therapy is that non-speaking and
everyday activities. shared attention, action synchronisation, minimally speaking autistic people are
History: It’s thought that occupational communication and understanding. The intelligent and are capable of learning at
therapy was used for treating patients parent/carer conducts 30 minutes of play age-appropriate levels and expressing
with mental or emotional disorders more daily and is encouraged to use acquired their thoughts, learnings and reasoning if
than 2,000 years ago. skills in daily life. they are taught in ways that take account
Experiences: “As occupational therapists History: PACT is a UK evidence-based of their unique sensory learning profiles.
who are also trained sensory integration programme that originates from research History: RPM was developed by Soma
therapy practitioners, a large part of our on pre-linguistic, pragmatic and Mukhopadhyay, the mother of a non-
work involves helping to understand language development. verbal autistic child, Tito. In 1998, they
someone’s unique sensory profile. We Experiences: “As a PACT practitioner, I were invited to the National Autistic
can then suggest strategies that can have seen young children who appear to Society, which published Tito’s first book,
make participation in daily life easier, and be socially overwhelmed start to enjoy The Mind Tree. They were featured in a
through direct therapy, we can work to and initiate social interaction as the adult- BBC documentary in 2000.
develop sensory processing. child trusting relationship develops. Soma taught Tito by providing
“We also work to improve interoception Children have developed motivation to
awareness. This is a growing area that we understand and use non-verbal/verbal
believe is essential for regulation and communication due to their parent/carer
focuses on noticing our internal body being empowered to validate their child’s
cues and interpreting what they mean, so communicative attempts.” – Sharon
that we can choose the best strategies to Sargeant, Thinking in Shades of Grey
support our regulation.” – Lucy Barton,
Autism Oxford Positive Behaviour Support
Used for: Increasing communication,
Paediatric Autism independence and other functional skills
Communication and decreasing behaviours that challenge.
Therapy (PACT) What’s the thinking? A compassionate
Used for: PACT aims to facilitate the approach to understanding people’s
early stages of language development in reasons for behaviours and proactively
autistic children aged 2 – 10 years. It can working on skill building to enable them to Communicating:
be used by parents/carers or in schools. meet these needs. Therefore, increasing Sue and Chris
It is suitable for autistic children who are the quality of life for the person and their Finnes using
non-verbal, pre-verbal, or have a limited family by reducing behaviours that Rapid Prompting
range of sequenced sentences. challenge and increasing access to a

34 A u t i s m | e y e I s s u e 5 1 2 0 2 3 www.autismeye.com www.autismeye.com A u t i s m | e y e I s s u e 5 1 2 0 2 3 35
 THERAPIES

Introducing TCES
stimulating information and he learned to
spell his responses by pointing to
alphabet letters. He can now type
to establish a consistent and calm night-
time routine and a good night’s sleep.
What’s the thinking? Often, the reason a
SPACE supports parents to begin to
think about the nature of anxiety in
general and accept that this is a
National Online School
independently. Soma has published many child is struggling with sleep is due to biological response acting in overdrive.
books about her method and has a clinic events that have happened during the It then asks them to consider their own Whether a child is failing to access their own school or waiting for a
in Austin, Texas. day that have raised their anxiety. One of responses to their child’s anxious placement at a different school, TCES is here to offer immediate
Experiences: Sue Finnes set up the key principles of sleep therapy is behaviours. Caregivers are taught to
Unlocking Voices in 2014 to support UK looking at the child’s whole 24-hour day combine support and confidence in support for their academic and personal development.
parents after she had seen the success of and implementing bespoke strategies to responding to their child’s communication
RPM with her non-speaking son, Chris. reduce anxiety. of fear. Our expert TCES National Online School team is working with
“RPM was life-changing for us. We History: The development of specific History: The therapy was developed by schools and families to provide a full curriculum plus therapeutic
found that Chris had been sleep strategies for autistic children has Dr Eli Lebowitz of the Anxiety and Mood
underestimated – he was highly only really taken place in recent years, Disorders Program at the Yale Child
support to pupils who are currently not attending school in
intelligent, had deep thoughts and was which is why there are so few specialists. Study Center. person owing to emotionally-based school avoidance or other
highly creative (while still loving Many of the techniques originate from Traditional cognitive behavioural
SEN or SEMH (anxiety) needs.
Teletubbies). RPM improved the quality of sleep specialists who have autistic therapy (CBT) for childhood anxiety works
his life and of our family immeasurably. children and have witnessed challenges directly with children to change their
As well as our own dedicated team who are experienced in
Chris sadly died aged 24 in Feb 2023, first-hand and how they can effectively internal thoughts and behaviours. SPACE,
following a seizure. I will be forever be resolved. on the other hand, was developed to working with children with ASC and SEMH, we also draw on the
thankful that we found RPM and were Experiences: “I’ve successfully helped directly target the interpersonal aspects support of our TCES colleagues in our two special schools, both
able to see Chris’s true personality.” families achieve consistent, high-quality of childhood anxiety – in other words, how
– Sue Finnes, Unlocking Voices caregivers respond to their child’s of which are rated Good with Outstanding features.
expression of anxiety and fear.
Relationship Development Research has found that the best
Intervention (RDI) parental response to children’s fears is About TCES National Online School
Used for? RDI focuses on building social one that combines an acceptance and
and emotional skills. Parents/carers work It’s amazing to see legitimisation of children’s fear with a • Therapeutic education with individual therapy support where
with a certified RDI consultant. belief in the child’s ability to withstand
What’s the thinking? The therapy aims
communication increase, slightly more anxiety than they have until
required to maximise positive learning experiences
to help autistic people form personal whether that be spoken, now. This combination is called Support. • Collaborative assessment to understand child’s academic and
relationships by strengthening the Experiences: “SPACE is most effective
building blocks of social connections.
signing, or using PECS when parents are in some way involved in therapeutic needs
This includes the ability to form an or iPad apps” their child’s anxiety. This could be in the
• Expert team including qualified tutors plus inclusion, therapy, social
emotional bond and share experiences form of a child requiring excessive
with others. Initially, for instance, the goal emotional support, working to reduce the work and education practitioners.
is to build a ‘guided participation’ child’s anxiety by removing stressors, or
relationship between the parent/carer and sleep by decreasing the amount of time it accommodating your child’s requests to • Personalised learning through real time online teaching to meet
the child. takes for their child to fall asleep and avoid anxiety-inducing situations. individual needs
History: The technique’s developer, Dr reducing or eliminating night wakings.” “If a child’s anxiety is impacting the
Steven Gutstein, is a psychologist and – Lindsey Clark, Peaceful Sleep Secrets family, parents or child-parent • Opportunities for social interaction online via class groups
autism specialist. He has published relationship, SPACE can be very helpful.
several books, including Autism SPACE (Supportive It is also useful for children who have and assemblies
Aspergers: Solving the Relationship Parenting for Anxious refused to participate in individual
• Flexible interim or longer-term programmes with immediate start.
Puzzle (2001) and The RDI Book (2009). Childhood Emotions) treatment or are too young to effectively
Experiences: “As an RDI consultant, I’m Used for: A short-term, parent-based do so.” – Erin Valente, Hatchlings London
moved by the first time a parent/carer and intervention to help children overcome TCES National Online School is part of TCES Group, an award-winning provider
child experience emotionally connected problematic anxiety. There is no direct Speech and Language of special education for 24 years.
shared attention. Their relationship child work conducted. Therapy (SaLT)
continues to strengthen as mutual trust What’s the thinking? Childhood anxiety Used for: Developing speech, To start a conversation about how TCES National Online School can support
develops. The parent/carer encourages is social. For example, when infants communication and language skills.
their child’s problem-solving and experience fear, their biologically What’s the thinking? SaLT incorporates your own child or a child you are working with, please get in touch today.
independence through continued programmed response of crying is a wide variety of techniques to develop
reciprocal social interaction, and their intended to communicate to their speech, communication and language.
child develops social motivation from their caregiver. This is adaptive behaviour for For instance, Skybound Therapies often Call: 020 8543 7878
•
positive emotional memories.” – Sharon young mammals who are dependent on uses TalkTools (an oral sensory approach
• Email: [email protected]
Sargeant, Thinking in Shades of Grey caregivers to soothe and protect them. to feeding and speech), tactile cueing
• Visit: TCESNationalOnlineSchool.org.uk
Children with high anxiety experience and standardised assessments of
• Visit: TCES.org.uk
Sleep Therapy ongoing, often inappropriate activation of language among its techniques.
NATIONAL online school
Used for: Sleep therapy takes a deep the fear response, meaning they feel History: With TalkTools, the therapy was TCES is committed to safeguarding vulnerable
dive into your child’s needs and identifies afraid in the absence of a true threat. As developed by looking at the movements children and young people and safeguarding
is the responsibility of us all.
the root cause of their sleep issues. It a result, these children are also needed to make each speech sound. The From the TCES Group
uses specific techniques tailored to each chronically activating the social signalling developers then devised tools and of special schools.
case, with the aim being for every family of fear to their parents and caregivers. techniques to prompt those movements.

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 THERAPIES Charity Registration 1148790

They task-analysed each speech sound context of the situation, to understand that They say this enables them to tailor
and found ways to prompt each required person’s experience. support to the way that many autistic Providing counselling therapy for

movement/skill. As a whole, SaLT has “In our school context, students individuals acquire language, through
lives that have become adversely
affected by the experience of

developed rapidly over recent years – as develop their understanding of ‘expected echoing/copying words or phrases.
autism and Asperger’s syndrome

illustrated in the Experiences section behaviours’ in a range of social situations “Being able to work in a way that is If you are aged 3-100 and either have
au sm/Asperger’s or you are in a close
below in the approaches taken by so they can reflect on their style of truly neurodiversity affirming at Autism rela onship with someone with

Skybound Therapies, Swalcliffe Park interaction and behaviour to ensure they Oxford has been a joy. I can see the
au sm/Asperger’s, then we can help
by in-person (Northamptonshire) or
School and Autism Oxford. can have their voice heard and impact on children, their families and video counselling. A small charge is
requested for this service as we are
Experiences: “We love developing participate meaningfully in the activities their wider networks, when their not funded by the government or the
functional sounds and words in our non- which are important to them.” – Kiran communication profile is better lo ery. We offer family, child, couples
and individual (adult) therapy, though
verbal children! To see the progress Hingorani, Swalcliffe Park School understood. A different way of language children under 16 years of age have
to be seen in person.
using techniques such as TalkTools and Autism Oxford offers SaLT for children learning needs a different type of
tactile cueing is incredible.” – Risca and young people between the ages of 2 support and it is incredibly rewarding to
Solomon, Skybound Therapies and 17. The organization finds that be able to offer this.” – Lucy Barton,
Therapists at Swalcliffe Park, a day autistic children play, learn, communicate, Autism Oxford
and residential school for boys aged develop language, process sensory input Supporting you
10-19 on the autism spectrum, take a and relate to others differently. This Yoga
‘Social Thinking’ approach to SaLT to means they need a different type of Used for? Yoga can improve balance, for today and tomorrow
help students gain a better support from SaLT in order to thrive. flexibility, motor skills and proprioception
understanding of ‘expected behaviours’ The organisation’s approach is (the sense through which we perceive the For further information contact:
01536 266681 or email: [email protected]
in a range of situations. neurodiversity affirming, which means it position and movement of our body). It
‘Social Thinking’ is an approach supports an understanding of autistic can also decrease anxiety and low self- www.actionforaspergers.org
developed by Michelle Garcia Winner and communication styles and autistic social esteem, which helps to promote social
is the process by which we interpret the skills. Its practitioners are trained in the skills and academic outcomes.
thoughts, beliefs, intentions, emotions and Natural Language Acquisition Framework What’s the thinking? Therapeutic yoga 01536 266681 07955442251 [email protected] Autism-Specialist Counselling Centre
9 Darwin House Corbygate Business
Park Priors Haw Road Corby,

actions of another person, along with the and Gestalt Language Processing. focuses on body movements, integrating
(24 hours/7 days) (text messages only) email facility 24/7 Northamptonshire, NN17 5JG

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 THERAPIES A D V E R T I S E M E N T F E AT U R E

breath awareness. These movements

release tension and stress in the body
and develop strength, flexibility and body
Experiences: Lisa Harwood is a teacher
at Teen Yoga who specialises in working
with young people who are on the autism
Transitions Out: our scheme
alignment. This supports the young
person’s mental well-being at a time when
they are experiencing many stressors.
History: Yoga can be adapted to suit
spectrum or have learning disabilities.
She is helping to develop CPD training
for more yoga teachers to share the
therapy with this group of young people.
to nurture students’ futures
children and teenagers regardless of The training is due to be launched early
abilities. Research studies by Kenny next year.
(2002), Mochan (2017) and Beauchemin “Young people feed back to us that
et al (2008) have demonstrated that they enjoy learning about their body,
therapeutic yoga can help young people moving the body into different positions, Having fun:
on the autism spectrum, or with attention improving balance, having fun and feeling participants
deficit hyperactivity disorder (ADHD) or calm and relaxed after the class.” – Lisa in Teen Yoga
attention deficit disorder (ADD). Harwood, Teen Yoga

CONTACTS:
lA
 ction for Asperger’s: www.actionforaspergers.org lP
 ACT Practitioners: www.pacttraining.co.uk/pact-locations
lA
 utism Early Support: https://portal.autismearlysupport.org.uk lP
 eaceful Sleep Secrets: www.peacefulsleepsecrets.com
lA
 utism Oxford UK: https://autismoxford.com lP
 lay Included: https://playincluded.com/en-GB
lA
 utism Thinking in Shades of Grey: https://autismthinkinginshadesofgrey.co.uk lS
 kybound Therapies: www.skyboundtherapies.co.uk
lB
 rainTrainUK: www.BrainTrainUK.com lS
 walcliffe Park School: www.swalcliffepark.co.uk Racing fit: students taking part in
lC
 hroma Therapies: https://wearechroma.com lT
 CES Group: www.tces.org.uk the Green Power project to build
lC
 onnecting Through Play: www.connectingthroughplay.org lT
 een Yoga and specialist Yoga in Schools: www.teenyoga.com; electric racing cars (above), and
lH
 atchlings London: www.hatchlingslondon.co.uk Chrissy Longley, [email protected] taking part in a barbecue (below)
lN
 eurofeedback Brain Training: www.neurofeedbackbraintraining.co.uk lU
 nlocking Voices: www.unlockingvoices.com

Decisions, decisions… it’s all about ‘quality of life’

now and for the future at Swalcliffe Park School,
where preparations for the best transitions for our
students into adult life begin as soon as they join
Hatchlings
S
ometimes life can follow a Our ‘Transitions Out’ planning

London straight path, but more often

than not there are many
starts in Year 6 and continues all
the way through school until the
twists and turns in the road. So, point at which a student leaves,
with this in mind, it’s important that and our ‘Quality of Life’ framework
we do everything we can in school and approach is a critical
to prepare our students for ingredient within this.
SPACE Programme adulthood and their future. We want all our students to have and contacts to ensure our
Supportive Parenting for Anxious Childhood Emotions At Swalcliffe Park, this starts as high aspirations for themselves and curriculum is rich in opportunity
9 weeks online course for parents soon as a young person joins the a knowledge of what they like and experiences and they use their
school because we know that the doing, are good at and where they weekly careers newsletter to keep
best decisions are made after might need some additional everyone up to date with what is
What is SPACE? everyone has acquired all the support. We also want to make happening in and out of school.
Come find out more by joining one of our knowledge, skills and experiences sure they have a broad range of
The SPACE course is an evidence-based, parents- Informative Taster Sessions they need in order to make them. experiences to help them decide
only treatment for anxiety and other related DfE No: what they might like to do in the
problems in children and young people. Dates: Last Tuesday of every month 931/7007 future and, just as important, what
It emphasises promoting child confidence and Time: Tuesday, 2:00pm - 2:30pm CIO Registered they don’t want to do.
coping skills by making sustainable changes in (30 mins – online) Charity No: All of this is done in
parental actions and parent-child 1173113 collaboration with families so there For a copy of the Swalcliffe Park
Principal: is a joined-up approach, with newsletter and information about
interaction patterns.
Robert Piner
We want all our shared expectations around our preparation for adulthood and
In these sessions, you will learn how to manage
child discomfort, increase support, and respond
CEO: Kiran students to have courses and exams, personal careers programme, please visit
For more information contact: Hingorani MEd strengths and opportunities, all of our website, www.swalclifffepark.
to anxiety.
[email protected]
high aspirations which helps to inform careful co.uk. We were delighted to have
for themselves” planning for the future. been recently awarded the Careers
Our dedicated ‘Transitions Out’ kitemark for excellence in this
team have a wealth of knowledge aspect of our work.

40 A u t i s m | e y e I s s u e 5 1 2 0 2 3 www.autismeye.com www.autismeye.com Autism|eye Issue 51

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