Autism

Neuro-affirming speech-language therapy to support communication, connection, and participation.

Wondering about Autism?

Children can be accurately diagnosed from around 18 months of age. If you’re wondering whether your little one might be on the spectrum, you don’t have to simply wait and see. Starting support early can make a real difference in children’s social skills, language development and confidence.

Recent research shows that children with autism who are offered intensive quality intervention (a natural developmental/ behavioural approach, eg. the Early Start Denver Model, Hanen, Parent-Child Interaction, Floor Time) at or before two years of age are MUCH more likely to develop social skills, stronger spoken language and have a significantly higher IQ than children who start therapy later. Quality early intervention can have life-long benefits. Therapy aims to enhance your child’s capacity for learning, friendships and opportunities.

At Small Talk Therapy, we work from a neuroaffirming perspective. This means we see neurodivergence as a natural and valuable part of human diversity, not something to be “fixed.” Our approach celebrates each person’s strengths, interests, and communication style, while supporting areas that can make daily life easier. We aim to create a safe, respectful space where clients and families feel understood, accepted, and empowered to be themselves.

Early signs

If you answer “yes” to some of the following signs, check further using this free app. If you are still questioning whether your child may have autism, take action. Ask your GP or Plunket nurse to arrange immediate referral to a paediatrician and arrange an assessment with a speech-language therapist. The earlier speech-language therapy starts, the greater the long-term benefits.

Connection & Play

Occasionally avoids or seems less comfortable making eye contact; doesn’t consistently smile back when you smile.
Plays mostly alone or for long stretches by themselves, and/or shows less interest in shared or interactive play.
Rarely uses gestures like waving, pointing to share interest, or showing you things.
Takes little part in turn-taking or back-and-forth play (peek-a-boo, rolling a ball back and forth, looking together at a shared toy).

Sounds & Words

Requires longer than typical to begin babbling or producing varied sounds by around 9-12 months.
By around 18 months, fewer or no meaningful words compared with typical peers (though language varies widely).
Doesn’t consistently respond to their name when called (and hearing has been checked).
May start to use words then stop using them (regression) or may echo sounds/phrases without using them to communicate intent.

Sensory Differences

Either very strong attachment to one object/activity or intensely focused on specific patterns, textures, movements (to the exclusion of social play).
Over- or under-reacts to everyday sensory input (sounds, textures, lights, smells, tastes) in a way that limits comfort or participation.
Shows distress or discomfort when routines change, or seems to prefer things done exactly the same way every time.
Appears less aware of people around them in social situations (even when hearing and vision are okay) or uses interactions primarily to obtain objects rather than share attention.
Quite specific and repetitive pretend play (for example, preferring to line up cars or spin the wheels, rather than driving them around).

Research supports that earlier intervention is linked to better outcomes in social, language and adaptive skills.

For further information about social communication stages, see

babynavigator.com/scgc/

the Aotearoa NZ Autism Guidelines.