Child development
Autism & child development
Start with your child’s interests, comfort and choices. Explore appropriate play, movement and practical support for daily life, shaped with your child, family and relevant professionals.
A connected care plan.
The starting point
Support comfort, motor confidence and participation in activities the child values.
Autistic children and families seeking support with movement, daily routines or participation, including children undergoing a professional assessment where appropriate. Age, sensory preferences, communication, co-occurring conditions and available paediatric expertise guide the individual plan.
Make it personal.
02 / Your planKeep it connected.
03 / Your next stepReview it together.
What would support look like for you?
A clinician guides care. A coach helps your family carry the plan into daily life. Your centre agrees the support available.
Care that fits your everyday life.
A shared plan, shaped around the person and reviewed by their clinician.
Where would you like to begin?
Comfort and predictability+
Activities can be adapted around sensory preferences, familiar routines and clear communication, with space for breaks and the child’s choices.
Play and practical skills+
Suitable movement and play may address coordination, balance or daily tasks identified with the child and their therapists.
Family and school continuity+
Shared goals can help families and educators use consistent, appropriate support, with consent for any exchange of information.
What would you like to know next?
What would the first steps be?↗
- Assessment
Listen to the family and observe the child’s interests, communication and needs without rushing participation.
- Your plan
Agree meaningful goals and sensory accommodations with the child, family and relevant professionals.
- Supported practice
Use manageable play and daily activities, respecting the child’s willingness and need for breaks.
- Review
Review the child’s experience and participation at home or school, then adapt the plan.
How would progress be reviewed?↗
Your clinician chooses measures relevant to your goals. Examples may include:
- Child- and family-chosen participation goals
- Relevant motor or daily-living skills, assessed appropriately
- Comfort, enjoyment and the support needed across settings
Who could support me?↗
- Developmental paediatrician or the child’s treating clinician
- Coach for everyday goals and follow-through
- Paediatric occupational therapist or physiotherapist
- Speech and language therapist or child psychologist when indicated
- Parent or caregiver, with consented school involvement
Your centre confirms which professionals are involved and how you will meet.
How can a coach support our family?↗
Your coach works with you and your child on manageable routines, participation and the barriers your family meets between visits. The team agrees your coach’s involvement and how to stay in touch. Clinical decisions remain with your child’s clinician.
Meet the coaching roleCan we discuss family money pressures?↗
Parents and caregivers can discuss care costs, household priorities and pressures around work. Your coach can help you organise practical questions and explore money habits. This is financial wellbeing education, not advice on financial products.
Explore financial wellbeing supportHow does this fit my existing care?↗
Most goals here concern everyday development and participation. If a child needs hospital care, their communication preferences, sensory needs and familiar supports matter throughout that experience. Following discharge, any return to play or therapy should follow the treating team’s advice and the child’s readiness.
Our referral approachAn interactive service guide. Your choices stay on this page.
Your questions, answered.
Will my child be expected to behave less autistically?
No. Goals should address comfort, access and activities that matter to the child. Harmless differences or self-regulating behaviours are not failures to remove.
What if my child does not want to join an activity?
Their response should be respected. The team can change the environment, offer another activity or pause, rather than forcing participation to complete a session.
Does this replace school support or existing therapy?
No. Any programme should fit the child’s educational and clinical support, with agreed goals and consented communication. A game or movement assessment cannot diagnose autism.
Clinical perspective
Autism is not something this programme aims to cure or normalise. The child’s assent and wellbeing guide participation. Clinical suitability, safeguarding arrangements and appropriate professional availability must be confirmed.
Further reading
Start a conversation
Start with your story.
Find your local centre and discuss what support may be right for you.