Making sense of:
Waddington, H., Jordan, P., Scott, E., Minnell, H., Patrick, L., van der Meer, L., Monk, R., Andrew, J. O. W., & Tupou, J. (2023). Community perspectives on support goals for young autistic children: A qualitative investigation. Neurodiversity, 1. https://doi.org/10.1177/27546330231218587
Why is this research important?
Setting goals for therapy is vital. Historically, goals have been set by professionals, with little input from the autistic community. This has led to some goals and therapies being experienced by autistic people as harmful and even traumatic. It is vital that therapy goals are meaningful to autistic children (and other children with developmental delays and/or disabilities) and their families
What did this research aim to achieve?
This research aimed to understand the perceptions of autistic adults, parents and professionals in relation to the types of early intervention goals that should guide therapy for young autistic children.
What did the researchers do?
The research team surveyed 41 autistic adults, 50 parents of autistic children and 31 professionals from Australia and New Zealand about goals for early intervention. They identified themes from survey responses. The research team included two autistic adults, and an advisory group of people with lived experience contributed to the survey development.
What did they find?
The researchers identified five themes related to early intervention goals:
Neurodiversity affirming
Goals should be neurodiversity affirming - focusing on a child's strengths and interests and not be about trying to get them to act more neurotypical. They should not try to change the child, reduce stimming, encourage masking or neurotypical play.
"Intense interests, sensory sensitivities and stimming are just parts of being autistic and don’t need to be changed- stimming and interests don’t harm anyone and can be a coping mechanism or source of joy" (autistic adult)
Change the environment, not the child
Goals should include changing the physical and social environment, and providing accommodations. Underlying contributors to behaviours need to be addressed.
Helping adults to support autistic children
Goals should include coaching and empowering parents and educators and raising community awareness. This should include supporting adults around autistic children with their own physical and mental health, and empowering them to build positive relationships with their children to help them learn. Awareness of neurodiversity and acceptance of differences was also viewed as important.
Quality of life
Goals should support quality of life, communication, independence (which looks different to all), safe self-regulation, and staying safe.
Respect boundaries
Goals should respect boundaries and not force children to do things they do want to do - e.g. forcing neurotypical play styles or social skills. Participants identified that goals around forcing eye contact or imaginative play should not be included in therapy.
Key take aways
Early intervention goals should be neurodiversity affirming and NOT try to change autistic characteristics.
Goals should include upskilling parents, teachers and other adults.
Goals should include making changes to the environment to support safe participation of autistic children.
Raising awareness of the value of neurodiversity in other children including peers and siblings, and in the broader community is an important goal.
"There is also a need for greater community awareness of the fact that autism is not something to be fixed or cured".
Dr Nicole Sharp, Occupational Therapist
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