Autism & Neurodivergence

Neuro-affirming speech-language therapy supporting communication, participation and belonging.

Assessment & intervention

Every autistic and neurodivergent child has a unique communication profile. Assessment and intervention are tailored to each young person’s strengths, interests, communication style and everyday environments, with practical recommendations that can be implemented across home, school and community settings.

Support may include:

Spoken language (understanding, using language, speech clarity)
Social communication
Developmental profile and play assessment (young children)
Emotional regulation (e.g. Zones of Regulation)
Self-advocacy
Augmentative and Alternative Communication (AAC)
Executive functioning
Visual supports (e.g. visual schedules, Talking Mats®, communication passports)
Environmental adaptations
Parent, teacher and communication partner coaching
School engagement and transition planning

support from infancy to adolescence

We support infants, toddlers, preschoolers, school-aged children and adolescents.

Some children are referred because they are late to talk or communicate differently from their peers. Others come for support with social communication, emotional regulation, executive functioning, AAC, speech clarity or school participation.

Whether queries arise in infancy or during the teenage years, assessment focuses on understanding each young person and their family’s unique communication profile and providing practical recommendations for home, education and community settings.

Early signs of neurodivergence

Some children present with characteristics of neurodivergence from infancy. Seeking support early can make a real difference in children’s social skills, language development, learning potential and confidence. For information about social communication stages, see babynavigator.com/scgc/.

Connection & Play

May make less eye contact than expected or use eye contact differently during interactions.
May prefer independent play or become deeply absorbed in favourite activities or interests.
May use fewer gestures (such as pointing or showing) to share attention with others.
May find back-and-forth social interaction or imaginative play less intuitive.
Often connects through shared interests and may show strong honesty, fairness and loyalty.

Communication & learning

May take longer to develop spoken language or communicate differently from peers.
May stop using words they previously used, or repeat words and phrases (echolalia) as part of communication.
May not consistently respond to their name (after hearing has been checked).
May recognise letters, numbers, logos or written words unusually early (including hyperlexia).
Often demonstrates exceptional memory, strong pattern recognition or deep knowledge of favourite interests.

Sensory experiences & thinking

May experience sounds, textures, lights, movement or other sensory input more or less intensely than others.
May seek predictability, familiar routines or preferred sensory experiences.
May notice visual details and patterns that others overlook, or show strong visual-spatial thinking.
May focus deeply on preferred activities or interests for extended periods.
May approach problems in creative, original or highly detailed ways.

Our approach

We work with a range of neurodivergent presentations, such as Autism, ADHD, FASD, PDA, dyslexia, learning disability, mental health challenges and Tourette syndrome.

Our approach is grounded in a responsive, trauma-informed understanding of child development. We look beyond behaviour to understand the interaction between communication, sensory processing, emotional regulation, relationships and the environments in which children live, learn and participate. Drawing on principles of whakawhanaungatanga, whakamana and neurodiversity-affirming, evidence-informed practice, we work collaboratively to build on strengths, reduce communication barriers and support authentic participation, confidence and connection in everyday life.