school – Olga Tennison Autism Research Centre

Neuroaffirming care values the strengths and differences of autistic…

Full title: Neuroaffirming care values the strengths and differences of autistic people, those with ADHD or other profiles. Here’s how

We’ve come a long way in terms of understanding that everyone thinks, interacts and experiences the world differently. In the past, autistic people, people with attention deficit hyperactive disorder (ADHD) and other profiles were categorised by what they struggled with or couldn’t do.

The concept of neurodiversity, developed by autistic activists in the 1990s, is an emerging area. It promotes the idea that different brains (“neurotypes”) are part of the natural variation of being human – just like “biodiversity” – and they are vital for our survival.

This idea is now being applied to research and to care. At the heart of the National Autism Strategy, currently in development, is neurodiversity-affirming (neuroaffirming) care and practice. But what does this look like?

Educational and vocational engagement

Meltdowns after school

I am a mum of six. My three youngest all have ASD and have terrible trouble with meltdowns after school. There is a lot of anecdotal evidence of the ‘delay effect’ for children on the spectrum. That being that they hold themselves together and show no behaviour of concern at school but ‘meltdown’ when they return home. My question: is there any research evidence that this exists and what can be done to help?

Educational and vocational engagement

School refusal

What can be done to help a school refuser?

Answer:

The situation that you describe sounds very difficult, and we wish we were in a position to provide specific practical advice. Our team at OTARC includes psychologists, speech pathologists, and parents who are familiar with the type of difficulties your son is experiencing. The problem, however, is that in our experience and as I am sure you would agree, there is rarely a simple fix in these situations. To be in a position to offer specific advice in your situation, we would need to learn a lot more about all of the factors that might be at play and also have capacity to help implement any suggestions or recommendations we might make. Our primary role here at the Centre is to conduct research aimed at improving the supports provided to Autistic children, adolescents, and adults, and our clinical work currently focuses on early diagnosis and supports in the early years.

Neuroaffirming care values the strengths and differences of autistic…

Meltdowns after school

School refusal

Answer:

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