Neurodiversity Affirming 'Social Skills' Support for Autistic Children - Part 2: What Is and What Isn't Affirming

In this episode we discuss a range of key considerations to ensure that goals for autistic children's support are Neurodiversity Affirming, useful and relevant to each child. We'll discuss the need for goals that support an autistic child's regulation, connection, and overall well-being. Goals should not only seek to change the skills of a child, but we should instead have goals that aim to change the world around the child. This includes supporting other people's knowledge, perspectives, and skills in supporting and accepting each child, as well as their physical environment. We talk about the importance of meeting an autistic child's sensory and emotional regulation needs before asking for any other goals to be met. Communication goals should not just focus on speech or mouth words, but rather include all forms of communication, whatever is preferred by the child in each moment. Social interaction goals should not be based on changing an autistic child to appear more neurotypical or forcing eye contact. Affirming social goals can exist, if they are aligned with what a child wants. I also share a paragraph that I add to the start of goal summaries or plans, which is an example of how you can introduce Neurodiversity Affirming goals. You're welcome to use and edit it to use for your clients or child: These goals are to be supported when Amelia's sensory and emotional support needs are being met and she is well-regulated. Learning and development will happen better when she is regulated. Amelia's interests and personal preferences are important. We will support her to explore these more in and out of therapy sessions. Interests and fun will be incorporated at all stages of working on the below goals. Amelia's interests will not be used as rewards for doing other, less-interesting things. All communication methods are OK and valid: The goals are to be supported honouring Amelia's preferred communication method/s in any moment. For Amelia this generally includes a mix of using body movements, sounds, some mouthwords, and she is beginning to use her Augmentative and Alternative Communication (AAC) Speech Generating Device. Our priority is connection. We do not push or pressure Amelia to communicate using only speech, if that is not within her abilities. If you found this episode helpful, please share it with a friend, family member or a colleague! Links 📝 Free download for parents - Goal Setting Guide & Workbook: https://playlearnchat.ck.page/c73185e86e 👩‍💻 Webinar for parents - Affirming Goal-Setting for Neurodivergent Children: https://courses.playlearnchat.com/offers/2E3y5pDR/checkout 👩‍💻 Webinar for Allied Health Professionals ‘Affirming Approach to Goal-Setting and Reports’: https://courses.playlearnchat.com/offers/FfxMa9ea/checkout Podcast Link: https://pod.link/1625478932 Website: www.playlearnchat.com Instagram: https://www.instagram.com/play.learn.chat Facebook: https://www.facebook.com/play.learn.chat