FAQs

Autism spectrum disorder (ASD) is a developmental disorder that is often present from early childhood. Individuals with ASD have difficulties with reciprocal social communication and interaction, and can present with restricted, repetitive patterns of behaviour, interests or activities.

Autism can vary for each individual as the presentations of the disorder is placed on a spectrum, and individualised support is required to understand the level of support the participant may need. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) provides more detail of these levels that can help determine the level of support a client may need.

The above table provides an idea of the various levels of autistic presentations an individual may display and how appropriate support may be determined. Each individual who has been diagnosed with autism can present differently and the level of impairments vary according to the characteristics of behaviours. 

Some of the signs may include but are not limited to the following:

• Lining up toys
• Repetitive behaviours (verbal sayings or non-verbal actions e.g., repetitive humming or hand flapping)
• Delayed communication
• Aggressive behaviour
• Lack of interest in other children
• Does not respond to name
• Odd gaze or reduced eye contact
• Predictable and repetitive play skills (e.g., using toys in the same manner and style repeatedly)
• Sensory difficulties (trouble showering, playing on grass or wearing certain materials)
• Seeking sensory stimulation (e.g., repetitively playing with water, touching toys with face or smelling certain objects)

If you have any concerns regarding the above examples, please feel free to contact APSuccess on 1300 939 147 or email [email protected] to discuss this further. Please note these examples are not present in every child but may be symptoms to look out for.

According to the DSM-5, symptoms are typically recognised during the second year of life, approximately from as early as 12 months of age if developmental delays are significant. In some instances, signs are noted later than 24 months if symptoms are less clear. In such cases, these concerns may be addressed with a health professional such as a General Practitioner, Paediatrician, or Psychologist. 

In some cases, a diagnosis of global development delay may be considered more appropriate depending on the child’s presentation, particularly if evidence of developmental delay is present. In these situations, an assessment for autism spectrum disorder may be appropriate for the child at a later age, especially if the developmental delays have not improved over a period of time.

Intellectual disability is a disorder that is present during early developmental stages, and can become particularly evident once a child begins learning within group settings such as childcare or school. Deficits of intellectual functioning can present in, but are not limited to, communication, social playing with peers, difficulties in reasoning, problem-solving, planning, abstract thinking, judgement, academic and practical learning. Intellectual disability can be diagnosed during childhood, particularly as a child enters the first few years of schooling and ongoing reviews would be necessary to determine the appropriate levels of support for the client.

The following examples may be present if you suspect an individual or child has intellectual disability:

• Poor ability to organise day-to-day activity, e.g., scheduling tasks, completing chores, following a plan, completing projects.
• Difficulty in communication with others especially within the same age group, e.g., having difficulties understanding peers, struggling to interact with others in a back-and-forth conversation, using simple words to express meaning when compared to peers, difficulty in emotional regulation.
• Difficulty in social skills such as making friends or maintaining friends, noticing social cues, identifying emotions in others.

• Deficits in problem solving skills, e.g., difficulty with completing school work independently, lack of flexibility when solving problems and difficulty with adapting to change.

• Difficulties managing self-care without prompts, e.g., requires reminders to shower/bath, brush hair, maintain good hygiene and have regular meals.
• Difficulties in academic performance (e.g., reading and writing skills, maths, general knowledge etc.).
• Difficulties managing money, poor ability to save and lack of understanding finances and responsibilities.

Global developmental delay is a diagnosis provided to children under the age of 5. This diagnosis is considered when a child fails to meet expected developmental milestones in a variety of areas. The diagnosis can help identify concerns and provide an early intervention plan for children under the age of 7.

This diagnosis is often considered when there are clear delays but the child may not meet other developmental conditions and used to establish the areas that need improvement in the child’s current abilities. Typically, re-assessment of the child’s abilities is required after a period of time, particularly as a child enters primary school.

Global development delay can look differently in each child. This term is used to indicate when a child takes longer to reach certain developmental milestones compared to other children their age. Some examples of milestones some children may struggle with:

• Learning to walk or talk
• Movement skills (gripping, pulling and pushing objects)
• Difficulty interacting with others socially including: not responding to their name, apprehension when interacting with familiar family members or friends, lack of curiosity in other children their age and difficulty playing with others.
• Difficulty interacting with others emotionally including: limited emotions displayed (e.g. rarely smiles), difficulty calming down when upset and lack of curiosity in/appropriate reaction to other’s emotions, particularly if the other person is upset.

Your child may display predominantly inattention, predominantly hyperactivity-impulsive or a mixture of both symptoms. Children with ADHD may struggle with poor performance in school, lower self-esteem and difficulties in their relationship with others. Please do not hesitate to contact APSuccess on 1300 939 147 or email [email protected] if you have concerns so we can discuss the best path for your children.

Anxiety is often a natural experience people of all ages experience from time to time. In most cases, anxiety is a short-lived reaction to stressful situations, potential worries about upcoming events and concerns about performing tasks to a certain standard. In these situations, anxiety often serves as a useful tool to help you better prepare for challenging situations in the near future. For some others, anxiety can become a chronic, severe and paralysing fear that limits one’s ability to function in day-to-day life.

In young children and adolescents, anxiety can emerge in different forms. Some of the more common symptoms can include:

• Requiring a lot of reassurance
• Expressing worries consistently
• Wanting things to be completed perfectly and become upset when it is not so
• Having difficulty with sleeping
• Avoiding situations, such as social events or school
• Having headaches or stomach aches when placed in stressful situations

Anxiety can come in different forms and it may be important for your psychologist to help identify the exact forms of anxiety your child may experience. Some of the forms of anxiety disorder include:

• Separation anxiety disorder: a child experiencing anxiety when separated from home or a major attachment figure/parent. This could look like persistent and excessive worry, persistent and excessive fear or reluctance to be away from attachment figure. 
• Selective mutism: A child who may use an extremely quiet voice, or not speak at all, in social situations with strangers or peers, but displays no communication concerns in familiar settings such as at home or talking to close family members.
• Specific phobia: refers to a particular fear or anxiety about a specific situation or object. This can include animals, heights, needles, flying or blood, to name a few common issues.
• Agoraphobia: A young person may experience the anxiety regarding leaving the safety of their homes and being out and about in the world. This may lead to a young person deciding to stay home and reduce their interactions with their communities. 
• Social anxiety disorder (social phobia): A child may have specific anxiety involving social situations such as going to school, meeting peers in local park/shops. The social situations are often avoided to reduce embarrassment. 
• Panic disorder: A child may experience anxiety over the thought of having unexpected panic attacks. This may lead them into avoiding interacting with locations/situation where they previously experienced panic attacks. 
• Generalised Anxiety disorder (GAD): A young person may exhibit excessive anxiety and worry about a number of events and activities. The individual finds it hard to control the worry and keep the worrisome thoughts from interfering with attention on tasks. Overall anxiety to multiple things can lead to avoidance of engaging in daily activities such as going to school and completing tasks (e.g. homework). 
• Obsessive compulsive disorder (OCD): A young person can experience obsessions and/or compulsions. Obsessions may include symptoms such as repetitive and persistent thoughts, images or urges. Compulsions include symptoms such as repetitive behaviours or mental acts that the individual feels driven to perform in response to an obsession. 

If your child displays any of the above symptoms, please feel free to contact APSuccess on 1300 939 147 or email [email protected] and we can help you to determine the next course of action.

Depression is a mental health condition where people may experience low mood that can present throughout the day for a period of more than 2 weeks combined with losing interest or pleasure in a variety of previously activities that one enjoyed. In Australia, depression can affect up to 1 in 7 people in their lifetime. Depression can limit a person’s ability to participate in various daily tasks, hinder the growth of relationship with others, reduce work/school productivity as well as negatively affect one’s physical health.

In children and adolescents, their mood may appear to be irritable rather than sad. Symptoms may be physical of nature such as changes in appetite, weight or sleeping patterns and decreased levels of energy. Cognitive symptoms may include feelings of worthlessness or guilt, difficulty thinking, concentrating or inability to make decisions.

In young children and adolescents, depression can be difficult to diagnose at times due to them masking their depression. This means that in some situations, a child may act out or become angry instead of exhibiting low mood. 

Some of the signs of depression in children/ adolescents include:

• Low mood
• Anger
• Feelings of sadness and/or hopelessness
• Socially withdrawing from peers and activities
• Changes in sleeping pattern
• Changes in appetite
• Difficulty with concentration
• Becoming easily tired or fatigue
• Outbursts/crying
• Re-occurring thoughts of death and suicidal ideation

If you have noticed that your child has exhibited a number of the above symptoms consistently for at least 2 weeks, they may be experiencing symptoms of depression. Please consider speaking to them in an open manner about what you have noticed, and ask them if there has been anything that has been bothering them.

Sometimes, having this conversation can be a turning point in assessing if the situation is something that can be addressed by the family, or if it requires you to seek professional help for your child. APSuccess clinicians are experienced in working with families to support their children.

You are welcome to contact us on 1300 939 147 or email at [email protected] and we can provide advice on what are the most appropriate steps for your situation.

If there are concerns regarding your child, we can discuss your child’s history and your concerns, and use these sets of information to find the most appropriate next steps. We will help identify the most appropriate service, such as therapy or assessment for your child.

If your child does not currently have a diagnosis but you would like to explore it, our services do include both intellectual disability and autism spectrum disorder assessment. Having a diagnosis would mean that you may be eligible for additional funding from government institutions. The assessment that APSuccess provides comes with written reports which will provide a thorough understanding of your child’s presentation, history, diagnosis and recommendations. 

Our reports can help you to apply for the National Disability and Insurance Scheme (NDIS) where you may receive funding that can be used to support your child’s needs. NDIS can provide early intervention plans to help assist and support your child through their concerns. Find more information, you can visit the NDIS website: NDIS Eligibility and Early Intervention FAQ

If your child has received a diagnosis of intellectual disability or autism spectrum disorder, please consider applying to the NDIS as both conditions are recognised by the NDIS (List A or List B conditions). You can find more information about eligibility criteria of the NDIS: List A or List B conditions.