If you have suspicions that your child’s behaviour is significantly different from that of their peers, you may be considering the possibility that they are neurodiverse.
But do we really understand what that term means?
And how do we work out whether that term applies to our child?
And does having a diagnosis make a difference to every day life?
The short answer to that last question is YES! Addressing concerns and seeking an early assessment and identification of neurodiversity means you can help your child and ensure they get the right kind of support, not only in school but throughout their adult life.
To unpack this specialist field Winchester GP called on the expertise of Dr Tamasine Black, Educational and Child Psychologist and Founder of Tabla Psychology. Read on for her invaluable thoughts. You can contact Tabla directly to learn more and arrange an assessment, or if you would like to discuss with one of our General Practitioners first we are more than happy to make a referral, if indicated. N.B. if you are hoping to claim for the assessment on private insurance, many providers will require a GP referral.
What is neurodiversity?
Neurodivergence is the idea that everyone experiences and interacts with the world around them in many different ways and there is no “correct” way of learning, thinking or behaving. Instead, there is a wide range of ways that people perceive and respond to the world, and these differences should be embraced and encouraged.
The word neurodiversity is often used in the context of ASD (autism spectrum disorder), but it also covers learning difficulties such as dyslexia and dyscalculia, and developmental or neurological conditions, including attention deficit hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD) and conditions of the nervous system, such as Tourette syndrome.
What is ASD?
Autism spectrum disorder (ASD) is a developmental condition caused by differences in the brain that causes people with ASD to behave, interact, communicate and learn in ways that are different to most other people, known as ‘neurotypicals’.
Classic signs of ASD are characteristics that can make life challenging compared to those with a neurotypical brain, such as; problems with personal interaction and social communication, restricted or repetitive behaviours or deep interests in very specific topics.
The abilities of people with ASD can vary significantly. Some may need a lot of help and support in their daily lives, whereas others can live and work with no support.
As children with autism spectrum disorder become adolescents and young adults, they may have difficulties developing and maintaining friendships, communicating with peers and adults, or understanding what is expected of them in school or at work.
Some children show signs of ASD within their first year of life, and in others, symptoms may not show up until they are over two years old, or even later.
Is it estimated that one in 100 children in the UK has a diagnosis of ASD, representing a significant population of the school system.
Is ADHD considered ‘neurodivergent’?
ADHD is one of the most common neurodevelopmental disorders. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may be overly active, have trouble controlling impulsive behaviours or most commonly, have difficulty paying attention, often causing difficulty at school.
It’s normal for children to have trouble focusing, making it tricky to diagnose a child with ADHD. However, a child with ADHD might:
be very fidgety
talk a lot, and often very fast
daydream a lot
forget or often lose things
make careless mistakes or take unnecessary risks
have a hard time resisting temptation
have trouble taking turns or sharing
have difficulty getting along with others
What is Tourette syndrome?
Tourette’s, as it is most commonly known, is a neurodivergent condition that involves unwanted sounds, tics and/or repetitive movements that can’t be controlled. For example, someone with Tourette’s may repeatedly blink their eyes or swear loudly.
Symptoms such as tics usually show up around age six, but can start as early as two and as late as 15.
Boys are about three to four times more likely than females to develop Tourette’s.
There is no cure for Tourette’s, however, treatments are available. Tics often reduce in frequency or become controlled once the child reaches adolescence.
Recognising neurodiversity in children
There’s no single way to characterise neurodivergence in children, due to signs of autism being very varied.
The following are typical of a child who is displaying neurodiverse traits;
no babbling or pointing by the age of 12 months
poor eye contact
no single words by the age of 16 months
no two-word phrases by the age of two years
no smiling or social responsiveness
not responding to their name
fixation on lining up toys or objects, or watching toys move or spin
repeating actions or sound over and over
In older children or adults, signs can include:
low social interaction
the inability to initiate or hold a conversation
lack of social play
repetitive language
intense, focused interest, usually on an object or subject
fixation on certain routines or rituals
difficulty maintaining eye contact
Why is the identification of neurodiversity important in children?
A neurodivergence evaluation, and more importantly, a formal identification, has huge benefits for a child or young person with learning and thinking differences.
It not only helps both the child, and their parents or carers reframe their ‘challenges’ into ‘differences’, but it also means they will be able to access the neurodiversity support they need in a mainstream educational system, as well as find the best way to live a happy, balanced life that works for them.
Taking the opportunity during school years, when differences are most apparent, will help to de-stigmatise the condition, offer a framework to allow the child to think, learn and process information, and empower the child to celebrate their differences, giving them confidence in their education and transition into adulthood.
How does neurodiversity affect learning?
Different kinds of conditions with neurodiversity will need different approaches when it comes to learning.
Most children with any kind of autism spectrum disorder find it difficult to express themselves and may find certain teaching approaches or subjects more difficult, however, they are usually very good at learning and memorising information quickly.
Whereas those with learning difficulties such as dyslexia and dyscalculia, and developmental or neurological conditions, including attention deficit hyperactivity disorder, will need very different kinds of support throughout their school life.
By seeking an early identification of neurodiversity, different teaching methods will be applied in the classroom and learning becomes more accessible.
This may look like recognising the child’s strengths, creating a ‘safe’ environment in the classroom, where children aren’t worried about asking questions, using different teaching styles or giving the child longer in exams or tests.
How does neurodiversity affect a child’s development?
Neurodiverse children are impacted by challenges that affect their ability to communicate, develop and maintain relationships, be comfortable in their surroundings and possibly succeed academically.
All of these factors will have an impact on their general development, but assessment and intervention can be highly effective in helping children with neurodiversity.
A study has shown that early intervention for very young children with ASD – even as young as 18 months – has seen improvements in IQ, language and social skills, showing us that identification of neurodiversity in children is absolutely key.
During these early years, a young child’s brain is still forming, meaning it is more malleable, meaning, treatments have a better chance of being effective in the longer term.
Early interventions not only give children the best start possible but also the best chance of developing to their full potential. The sooner a child gets help, the greater the chance for learning and progress.
How can I help my child with neurodiversity?
As a parent, you’re already doing all you can to help your child grow and learn, but early identification of neurodivergence is absolutely key to accessing the right kind of care and neurodiversity support to help them in their foundational learning.
Recent guidelines even suggest starting developmental intervention as soon as autism spectrum disorder is diagnosed or seriously suspected.
There are developmental milestones you can use to track your child’s development, but without formal training, even the most astute observations from parents and family members can’t determine for sure whether or not a child is neurodiverse.
Another way to help a child with neurodivergence, is to celebrate that it isn’t a disability, but a difference in how the brain works. One paper, by Dr. Helen Taylor, has identified a new theory called “complementary cognition”, that proposes brain-based differences may have been essential for the adaptation of the human species within ever challenging and changing environments. Therefore, someone who is diagnosed with neurodivergence can make hugely positive contributions to society, due to their ability to see things differently.
How Tabla Psychology can help
Although the signs mentioned above are common in children with neurodivergence traits, they can equally be found in neurotypical children, which is why early identification of neurodiversity is key.
We believe that the right identification, intervention, and support enriches the lives of children and families.
If you have any concerns your child may be displaying neurodiverse traits, we offer autism and neurodevelopmental assessment, including ongoing autism-specific support.
Appointments are available in person in Southampton or Richmond, as well as online.
Please click here to contact us or call us on:
Botley Clinic 01489 853444
Richmond Clinic 0203 5826260
Will my insurer pay for a private assessment?
This will depend upon your policy details, but almost universally if an insurer will cover elements of the assessment they will require a referral from a GP as the first step. Winchester GP are very happy to assist with these simply call us on 01962 776010 to book