How can you get your child assessed for a neurodiversity?

Who to Speak to First

Start by speaking with a professional who knows your child, most commonly:

Your GP
A health visitor (for children under 5)
Your child’s school SENCO (Special Educational Needs Co‑ordinator)

Preparing for the Appointment

Helpful steps include:

Write a list of signs or behaviours you have noticed (include examples)
Ask teachers, family members, or carers for their observations in writing to put with yours
Bring notes, a pen, and (if helpful) a friend or partner for support
Focus the appointment specifically on autism concerns and arrange another appointment for any unrelated issues
Write down any questions for your GP and asking what the local referral pathway looks like in your area.

Getting a Referral for an Autism Assessment

Tell the professional that you are concerned about autism and would like to discuss a referral for an autism assessment. If the professional believes your child may be autistic, they will make a formal referral to The Owl Centre.

The assessment process may take time.

Your “Right to Choose”

In England, families have a legal Right to Choose who provides their NHS autism assessment.

This means:

Your GP should offer you a choice of provider
The provider must offer NHS services in England
Some families choose providers with shorter waiting times or more convenient locations

Right to Choose eligibility criteria apply.

ADHD UK have a very helpful list of providers who have signed up to be part of The Right to Choose. Many of these providers assess for both ADHD and autism.

ADHD UK - Right to Choose

What Happens During an Autism Assessment?

Autism assessments involve a team of specialists and may include:

Detailed discussions about your child’s development and day‑to‑day life
Observations of how your child communicates and interacts
Information from people who know your child well (such as teachers)
Structured tools and assessments

At the end of the process, you will receive a written diagnostic report, explaining whether your child is autistic.

Who to Speak to First

Start by speaking with a professional who knows your child, most commonly:

Your GP
A health visitor (for children under 5)
Your child’s school SENCO (Special Educational Needs Co‑ordinator)

Preparing for the Appointment

Helpful steps include:

Write a list of signs or behaviours you have noticed (include examples)
Ask teachers, family members, or carers for their observations in writing to put with yours
Bring notes, a pen, and (if helpful) a friend or partner for support
Focus the appointment specifically on autism concerns and arrange another appointment for any unrelated issues
Write down any questions for your GP and asking what the local referral pathway looks like in your area.

Getting a Referral for an Autism Assessment

Tell the professional that you are concerned about autism and would like to discuss a referral for an autism assessment. If the professional believes your child may be autistic, they will make a formal referral to The Owl Centre.

The assessment process may take time.

Your “Right to Choose”

In England, families have a legal Right to Choose who provides their NHS autism assessment.

This means:

Your GP should offer you a choice of provider
The provider must offer NHS services in England
Some families choose providers with shorter waiting times or more convenient locations

Right to Choose eligibility criteria apply.

ADHD UK have a very helpful list of providers who have signed up to be part of The Right to Choose. Many of these providers assess for both ADHD and autism.

ADHD UK - Right to Choose

What Happens During an Autism Assessment?

Autism assessments involve a team of specialists and may include:

Detailed discussions about your child’s development and day‑to‑day life
Observations of how your child communicates and interacts
Information from people who know your child well (such as teachers)
Structured tools and assessments

At the end of the process, you will receive a written diagnostic report, explaining whether your child is autistic.

Understanding ADHD in Children and Young People

ADHD is a neurodevelopmental condition where the brain works differently to most people. Symptoms usually begin before the age of 12 and affect:

Attention (inattentiveness)
Activity levels (hyperactivity)
Impulse control (impulsivity)

Most children with ADHD show a mix of these traits, though some show mainly inattentive or mainly hyperactive‑impulsive features. ADHD is thought to be under‑recognised in girls, particularly when symptoms are mainly inattentive.

First Steps: Who to Talk to

If you are worried that ADHD may be affecting your child, the NHS advises starting by talking to:

One of your child’s teachers, or
Your child’s school SENCO (Special Educational Needs Co‑ordinator)

Schools can offer classroom support and may help with focus, routines, confidence, and friendships. Older children and teenagers may choose to speak to a teacher themselves.

If concerns continue or support at school is not enough, you may want to make an appointment with your GP.

Before the Appointment

Prepare written notes, including:

Examples of attention, impulsivity, or hyperactivity difficulties
When you first noticed concerns (especially before age 12)
How symptoms affect:

School learning
Friendships
Family life
Emotional wellbeing

Gather school information if available:

Teacher comments or reports
SENCO feedback
Behaviour logs or support plans
Attendance or exclusion information (if relevant)

Provide examples of how symptoms occur in more than one setting (home, school, clubs) – this is essential for the referral.

During the GP Appointment

You may wish to say clearly:

“I’m concerned that my child may have ADHD and I would like to discuss a referral for an ADHD assessment.”

Make sure you:

Explain impact, not just behaviours
(for example, learning difficulties, emotional distress, exhaustion, social problems)
Mention if support at school is not enough
Ask about:

Local ADHD assessment pathways
Expected waiting times
Right to Choose option

GPs are expected to assess the impact of symptoms and refer to specialist services when ADHD is suspected.

What Happens at the GP Appointment

At the GP appointment, the doctor will:

Ask about your child’s symptoms
Discuss how these affect daily life at home and school
Consider whether other conditions could explain the difficulties (such as autism, anxiety, Tourette’s, or learning differences)

Children with ADHD often have other conditions alongside it, such as anxiety, depression, or dyslexia. This does not rule out ADHD.

The GP or SENCO may also suggest a parenting course, local support groups, or practical strategies while next steps are considered.

What Happens During an ADHD Assessment

The assessment usually includes:

Talking with you and your child about symptoms and family life
Questions about early development (walking, speech, learning)
Questionnaires completed by parents, carers, or teachers
Information gathered from school (often via the SENCO)

If your child is diagnosed with ADHD, the specialist will explain what this means and discuss treatment and support options.

Waiting Times and Right to Choose

Waiting times for ADHD assessments can be long—sometimes several months or even years.

You may be able to use the Right to Choose scheme to:

Ask your GP to refer your child to a different NHS provider
Choose a clinic (including some private clinics) that delivers ADHD assessments for the NHS

This can sometimes reduce waiting times, depending on availability.

Right to Choose eligibility criteria apply.

ADHD UK have a very helpful list of providers who have signed up to be part of The Right to Choose.

ADHD UK - Right to Choose

Support While Waiting or Without a Diagnosis

The NHS emphasises that support does not have to wait for a diagnosis.

Helpful strategies may include:

Regular physical activity to focus energy
Clear routines and consistent sleep
Calm, simple instructions given one at a time
Breaking tasks into short chunks with breaks
Praise, encouragement, and reward systems

Schools can make adjustments to support attention, organisation, and behaviour even without a formal diagnosis.

Understanding ADHD in Children and Young People

ADHD is a neurodevelopmental condition where the brain works differently to most people. Symptoms usually begin before the age of 12 and affect:

Attention (inattentiveness)
Activity levels (hyperactivity)
Impulse control (impulsivity)

Most children with ADHD show a mix of these traits, though some show mainly inattentive or mainly hyperactive‑impulsive features. ADHD is thought to be under‑recognised in girls, particularly when symptoms are mainly inattentive.

First Steps: Who to Talk to

If you are worried that ADHD may be affecting your child, the NHS advises starting by talking to:

One of your child’s teachers, or
Your child’s school SENCO (Special Educational Needs Co‑ordinator)

Schools can offer classroom support and may help with focus, routines, confidence, and friendships. Older children and teenagers may choose to speak to a teacher themselves.

If concerns continue or support at school is not enough, you may want to make an appointment with your GP.

Before the Appointment

Prepare written notes, including:

Examples of attention, impulsivity, or hyperactivity difficulties
When you first noticed concerns (especially before age 12)
How symptoms affect:

School learning
Friendships
Family life
Emotional wellbeing

Gather school information if available:

Teacher comments or reports
SENCO feedback
Behaviour logs or support plans
Attendance or exclusion information (if relevant)

Provide examples of how symptoms occur in more than one setting (home, school, clubs) – this is essential for the referral.

During the GP Appointment

You may wish to say clearly:

“I’m concerned that my child may have ADHD and I would like to discuss a referral for an ADHD assessment.”

Make sure you:

Explain impact, not just behaviours
(for example, learning difficulties, emotional distress, exhaustion, social problems)
Mention if support at school is not enough
Ask about:

Local ADHD assessment pathways
Expected waiting times
Right to Choose option

GPs are expected to assess the impact of symptoms and refer to specialist services when ADHD is suspected.

What Happens at the GP Appointment

At the GP appointment, the doctor will:

Ask about your child’s symptoms
Discuss how these affect daily life at home and school
Consider whether other conditions could explain the difficulties (such as autism, anxiety, Tourette’s, or learning differences)

Children with ADHD often have other conditions alongside it, such as anxiety, depression, or dyslexia. This does not rule out ADHD.

The GP or SENCO may also suggest a parenting course, local support groups, or practical strategies while next steps are considered.

What Happens During an ADHD Assessment

The assessment usually includes:

Talking with you and your child about symptoms and family life
Questions about early development (walking, speech, learning)
Questionnaires completed by parents, carers, or teachers
Information gathered from school (often via the SENCO)

If your child is diagnosed with ADHD, the specialist will explain what this means and discuss treatment and support options.

Waiting Times and Right to Choose

Waiting times for ADHD assessments can be long—sometimes several months or even years.

You may be able to use the Right to Choose scheme to:

Ask your GP to refer your child to a different NHS provider
Choose a clinic (including some private clinics) that delivers ADHD assessments for the NHS

This can sometimes reduce waiting times, depending on availability.

Right to Choose eligibility criteria apply.

ADHD UK have a very helpful list of providers who have signed up to be part of The Right to Choose.

ADHD UK - Right to Choose

Support While Waiting or Without a Diagnosis

The NHS emphasises that support does not have to wait for a diagnosis.

Helpful strategies may include:

Regular physical activity to focus energy
Clear routines and consistent sleep
Calm, simple instructions given one at a time
Breaking tasks into short chunks with breaks
Praise, encouragement, and reward systems

Schools can make adjustments to support attention, organisation, and behaviour even without a formal diagnosis.

Specific Learning Difficulties

Specific Learning Difficulties (SPLD) are difficulties affecting one or more aspects of learning (e.g., dyslexia, dyspraxia, dyscalculia). All children learn differently and at different rates but sometimes children may struggle in unexpected areas. For example they might excel at maths but struggle with reading or be good at science but find maths really difficult.

Specific Learning Difficulties are often genetic and run in families. They are neurological and persist throughout life. They can occur even in people who are really bright and excel academically.

Things to Rule out Before Diagnosing a Learning Difficulty

Sight & Hearing: Issues like poor tracking or glue ear can affect learning.
Physical Development: Core strength and fine motor skills matter.
Language: Problems with understanding, grammar, or speech can hinder progress.
Emotional Factors: Anxiety or family stress impacts learning.
Teaching Gaps: Missed instruction can cause setbacks.

Children Specific Learning Difficulties often struggle with executive function skills—planning, attention, memory, and self-regulation.

Celebrate strengths: Focus on what your child does well.
Collaborate with school: Share strategies with teachers for consistency.
Stay positive: Progress takes time—small steps matter.

Being assessed for a specific learning difficulty

Specific learning difficulties are usually not diagnosed by the NHS. Some schools use screening tests to indicate how likely it is that a child has a specific learning difficulty. If the screening test indicates that the child is likely to have one, the school can put in strategies to support them without a diagnosis.

If you choose to pay privately for an assessment, the British Dyslexia Association can help you understand how to do this.

Specific Learning Difficulties

Specific Learning Difficulties (SPLD) are difficulties affecting one or more aspects of learning (e.g., dyslexia, dyspraxia, dyscalculia). All children learn differently and at different rates but sometimes children may struggle in unexpected areas. For example they might excel at maths but struggle with reading or be good at science but find maths really difficult.

Specific Learning Difficulties are often genetic and run in families. They are neurological and persist throughout life. They can occur even in people who are really bright and excel academically.

Things to Rule out Before Diagnosing a Learning Difficulty

Sight & Hearing: Issues like poor tracking or glue ear can affect learning.
Physical Development: Core strength and fine motor skills matter.
Language: Problems with understanding, grammar, or speech can hinder progress.
Emotional Factors: Anxiety or family stress impacts learning.
Teaching Gaps: Missed instruction can cause setbacks.

Children Specific Learning Difficulties often struggle with executive function skills—planning, attention, memory, and self-regulation.

Celebrate strengths: Focus on what your child does well.
Collaborate with school: Share strategies with teachers for consistency.
Stay positive: Progress takes time—small steps matter.

Being assessed for a specific learning difficulty

Specific learning difficulties are usually not diagnosed by the NHS. Some schools use screening tests to indicate how likely it is that a child has a specific learning difficulty. If the screening test indicates that the child is likely to have one, the school can put in strategies to support them without a diagnosis.

If you choose to pay privately for an assessment, the British Dyslexia Association can help you understand how to do this.

What is Tourette Syndrome (TS)?

TS is an inherited neurological condition affecting about 1 in 100 school-aged children, similar in prevalence to autism but is less widely recognised.
Symptoms include tics (involuntary movements or sounds) that will often come and go.
Tics often start around age 6–7 and peak in early adolescence; about 50% of people will improve by adulthood.
Triggers for tics: stress, anxiety, excitement, tiredness, hunger, sensory changes.
Tics can decrease with exercise, distraction, or deep concentration.
Coprolalia (involuntary swearing) is rare—only affects about 10% of people with TS.

Impact of Tourette’s on children

TS is a spectrum condition; symptoms range from mild to severe.
Children may also have sensory issues, anxiety, or co-occurring conditions.
Tics can increase during transitions or stressful events.
Suppressing tics at school often leads to a rebound at home—this does not mean home is the problem.
Tics may cause discomfort or embarrassment, especially in social settings.

Things that can help

Avoid punishing tics—they are involuntary.
Provide safe spaces for children to manage tics discreetly.
Ask for extra support during transition periods (e.g., moving to secondary school).
Encourage simple explanations of Tourette’s to other children to reduce bullying and stigma.
Accept and ignore tics at home and encourage teachers to do the same in school.
Allow time for your child to release tics after school.
Inform teachers about TS to prevent misunderstanding and reduce stigma.
Gentle massage may help if tics cause pain.

Who Can Diagnose Tourette Syndrome?

Tourette syndrome can only be diagnosed by specific healthcare professionals:

Paediatricians
Neurologists
Psychiatrists

Your GP can refer your child to one of these specialists for assessment.

First Steps: Preparing Before Seeing the GP

It is helpful to prepare evidence before asking for a referral.

Keep a Tic Diary

Write down different movements and sounds
Note when they happen, how often, and what seems to trigger them
Record changes over time
Note how long tics have been present (12+ months is important)
Write down how tics affect:
- School
- Friendships
- Emotional wellbeing
- Confidence or behaviour

Video the Tics (If Possible)

Short videos can be extremely helpful, especially if tics fluctuate
This can support the GP and specialist if tics are not visible during appointments.

Seeing the GP and Asking for a Referral

You can say clearly:

“I’m concerned that my child may have Tourette syndrome and I’d like to request a referral for assessment.”

Bring:

Your tic diary
Any videos

What Happens at a Specialist Appointment?

At the specialist appointment:

The clinician will talk with you and your child about symptoms and history
They will observe any tics during the appointment
Diagnosis is clinical, based on observation and history

At the appointment ask:

- Who will the referral go to?
- Are there local specialists?
- What are the expected waiting times?
- Should CAMHS be involved?

In some cases, tests such as MRI, CT, EEG, or blood tests may be used to rule out other conditions, not to confirm TS itself (for example epilepsy, autism, dystonia, or Sydenham’s chorea).

After a Tourette Syndrome Diagnosis

If TS is diagnosed:

The specialist may schedule follow‑up appointments
Or ongoing care may return to your GP and local services
You should receive a copy of the diagnostic letter sent to your GP

It is important to book a GP appointment after diagnosis to discuss:

Treatment options
Local services
School support
Referral to additional services if needed.

Management and Support

Tourette's treatment options are detailed on Tourette's Action.
If tics are painful or severely disruptive, medication may be considered.
Psychological strategies (e.g., relaxation, exercise) can help, though evidence is limited.
Habit reversal therapy (practicing tics before stressful events) may reduce tic severity.

Hampshire CAMHS have some brilliant information on managing Tourette's Syndrome, including a series of 10 videos about the condition.

What is Tourette Syndrome (TS)?

TS is an inherited neurological condition affecting about 1 in 100 school-aged children, similar in prevalence to autism but is less widely recognised.
Symptoms include tics (involuntary movements or sounds) that will often come and go.
Tics often start around age 6–7 and peak in early adolescence; about 50% of people will improve by adulthood.
Triggers for tics: stress, anxiety, excitement, tiredness, hunger, sensory changes.
Tics can decrease with exercise, distraction, or deep concentration.
Coprolalia (involuntary swearing) is rare—only affects about 10% of people with TS.

Impact of Tourette’s on children

TS is a spectrum condition; symptoms range from mild to severe.
Children may also have sensory issues, anxiety, or co-occurring conditions.
Tics can increase during transitions or stressful events.
Suppressing tics at school often leads to a rebound at home—this does not mean home is the problem.
Tics may cause discomfort or embarrassment, especially in social settings.

Things that can help

Avoid punishing tics—they are involuntary.
Provide safe spaces for children to manage tics discreetly.
Ask for extra support during transition periods (e.g., moving to secondary school).
Encourage simple explanations of Tourette’s to other children to reduce bullying and stigma.
Accept and ignore tics at home and encourage teachers to do the same in school.
Allow time for your child to release tics after school.
Inform teachers about TS to prevent misunderstanding and reduce stigma.
Gentle massage may help if tics cause pain.

Who Can Diagnose Tourette Syndrome?

Tourette syndrome can only be diagnosed by specific healthcare professionals:

Paediatricians
Neurologists
Psychiatrists

Your GP can refer your child to one of these specialists for assessment.

First Steps: Preparing Before Seeing the GP

It is helpful to prepare evidence before asking for a referral.

Keep a Tic Diary

Write down different movements and sounds
Note when they happen, how often, and what seems to trigger them
Record changes over time
Note how long tics have been present (12+ months is important)
Write down how tics affect:
- School
- Friendships
- Emotional wellbeing
- Confidence or behaviour

Video the Tics (If Possible)

Short videos can be extremely helpful, especially if tics fluctuate
This can support the GP and specialist if tics are not visible during appointments.

Seeing the GP and Asking for a Referral

You can say clearly:

“I’m concerned that my child may have Tourette syndrome and I’d like to request a referral for assessment.”

Bring:

Your tic diary
Any videos

What Happens at a Specialist Appointment?

At the specialist appointment:

The clinician will talk with you and your child about symptoms and history
They will observe any tics during the appointment
Diagnosis is clinical, based on observation and history

At the appointment ask:

- Who will the referral go to?
- Are there local specialists?
- What are the expected waiting times?
- Should CAMHS be involved?

In some cases, tests such as MRI, CT, EEG, or blood tests may be used to rule out other conditions, not to confirm TS itself (for example epilepsy, autism, dystonia, or Sydenham’s chorea).

After a Tourette Syndrome Diagnosis

If TS is diagnosed:

The specialist may schedule follow‑up appointments
Or ongoing care may return to your GP and local services
You should receive a copy of the diagnostic letter sent to your GP

It is important to book a GP appointment after diagnosis to discuss:

Treatment options
Local services
School support
Referral to additional services if needed.

Management and Support

Tourette's treatment options are detailed on Tourette's Action.
If tics are painful or severely disruptive, medication may be considered.
Psychological strategies (e.g., relaxation, exercise) can help, though evidence is limited.
Habit reversal therapy (practicing tics before stressful events) may reduce tic severity.

Hampshire CAMHS have some brilliant information on managing Tourette's Syndrome, including a series of 10 videos about the condition.

What is Sensory Processing?

Sensory processing is how we receive, interpret, and respond to information from our senses:

You will know about our 5 senses (sight, hearing, touch, taste and smell) but do you know that we have three additional senses?

These are:

Proprioception (body awareness and position)
Vestibular (balance and movement)
Interoception (internal signals like hunger or tiredness)

Some children have difficulty processing one or more types of sensory input, leading to over- or under-reactions to sensory input.

More information

Signs of Sensory Processing Difficulties

Over-responsive: Easily overwhelmed by sounds, textures, lights.
Under-responsive: May not notice pain, temperature, or movement.
Sensory seeking: Craves intense sensory experiences (e.g., spinning, loud noises).

Impact on Daily Life

Affects learning, play, social interaction, and emotional regulation.
Can lead to anxiety, meltdowns, or avoidance of certain environments.

Occupational therapists often use sensory profiles and observation to identify patterns and make a diagnosis.

Strategies for Parents

Prepare in advance: Warn your child about changes or sensory challenges such as going to a busy place.
Create safe spaces: Quiet areas for calming down which children can retreat to if they need to.
Use sensory tools: Weighted blankets, noise-cancelling headphones, sunglasses.
Build resilience gradually: Slowly introduce challenging environments while teaching coping skills.
Encourage self-regulation: Teach calming techniques like deep breathing or “body scans.”
Adapt environments: Reduce clutter, adjust lighting, and manage noise levels.

Interventions need to be based on the child’s sensory profile (e.g., sensory seeking vs. sensory avoiding). It can help to identify triggers and calming strategies by observing your child and choose sensory activities that are safe, enjoyable, and practical for home and fit into your daily life.

Examples of Sensory Diet Activities

Proprioceptive: Jumping on a trampoline, carrying groceries, wall push-ups.
Vestibular: Swinging, spinning in a chair, riding a bike.
Tactile: Playing with playdough, sand, or water.
Calming: Weighted blankets, deep pressure hugs, quiet time in a cosy space.

Integration into Daily Life

Activities can be short (2–5 minutes) and fit into routines.
Combine with transitions (e.g., movement break before homework).

SPD is not currently recognised as a formal, standalone diagnosis by the NHS. It is often part of another condition, for example autism. As part of an assessment for autism, a sensory profile will be created. While not a formal diagnosis, this can support individuals with sensory processing difficulties to get help.

If your child has a physical need and is referred to the Children's Therapy Services for support with this, their Occupational Therapists can also create sensory profiles and help people understand your child's sensory needs.

If you choose to get a private assessment for a diagnosis of SPD, you should find an Occupational Therapist with training in carrying out sensory assessments.

Search for an Occupational Therapist

What is Sensory Processing?

Sensory processing is how we receive, interpret, and respond to information from our senses:

You will know about our 5 senses (sight, hearing, touch, taste and smell) but do you know that we have three additional senses?

These are:

Proprioception (body awareness and position)
Vestibular (balance and movement)
Interoception (internal signals like hunger or tiredness)

Some children have difficulty processing one or more types of sensory input, leading to over- or under-reactions to sensory input.

More information

Signs of Sensory Processing Difficulties

Over-responsive: Easily overwhelmed by sounds, textures, lights.
Under-responsive: May not notice pain, temperature, or movement.
Sensory seeking: Craves intense sensory experiences (e.g., spinning, loud noises).

Impact on Daily Life

Affects learning, play, social interaction, and emotional regulation.
Can lead to anxiety, meltdowns, or avoidance of certain environments.

Occupational therapists often use sensory profiles and observation to identify patterns and make a diagnosis.

Strategies for Parents

Prepare in advance: Warn your child about changes or sensory challenges such as going to a busy place.
Create safe spaces: Quiet areas for calming down which children can retreat to if they need to.
Use sensory tools: Weighted blankets, noise-cancelling headphones, sunglasses.
Build resilience gradually: Slowly introduce challenging environments while teaching coping skills.
Encourage self-regulation: Teach calming techniques like deep breathing or “body scans.”
Adapt environments: Reduce clutter, adjust lighting, and manage noise levels.

Interventions need to be based on the child’s sensory profile (e.g., sensory seeking vs. sensory avoiding). It can help to identify triggers and calming strategies by observing your child and choose sensory activities that are safe, enjoyable, and practical for home and fit into your daily life.

Examples of Sensory Diet Activities

Proprioceptive: Jumping on a trampoline, carrying groceries, wall push-ups.
Vestibular: Swinging, spinning in a chair, riding a bike.
Tactile: Playing with playdough, sand, or water.
Calming: Weighted blankets, deep pressure hugs, quiet time in a cosy space.

Integration into Daily Life

Activities can be short (2–5 minutes) and fit into routines.
Combine with transitions (e.g., movement break before homework).

SPD is not currently recognised as a formal, standalone diagnosis by the NHS. It is often part of another condition, for example autism. As part of an assessment for autism, a sensory profile will be created. While not a formal diagnosis, this can support individuals with sensory processing difficulties to get help.

If your child has a physical need and is referred to the Children's Therapy Services for support with this, their Occupational Therapists can also create sensory profiles and help people understand your child's sensory needs.

If you choose to get a private assessment for a diagnosis of SPD, you should find an Occupational Therapist with training in carrying out sensory assessments.

Search for an Occupational Therapist

It is relatively common for children with a neurodiversity to also have difficulties with speech and language. This can range from the child having no or limited verbal language and needing to communicate using Makaton for example to no obvious signs of a language delay but struggling to understand word play leading to misunderstandings.

Here are some practical tips for you to experiment with to support your child’s speech development.

Foster Open Communication
Encourage all forms of communication—whether through words, gestures, or alternative methods like leading you to an object.

Use Visual Schedules
Visual aids like picture cards and schedules can make a big difference. They help children understand routines and anticipate what’s coming next, reducing anxiety and supporting communication.

Incorporate Structured Play
Games with clear rules—such as board games or puzzles—are excellent for practicing speech. The predictability of structured play can be reassuring and encourage interaction.

Explore Sensory Activities
Sensory-rich experiences like finger painting, sand play, or water games can help children feel more comfortable with different textures and sensations, which can positively influence speech development. Making slime, baking and playing with play dough are all great sensory activities.

Make Music Part of Learning
Songs and rhymes are powerful tools for language growth. Singing together helps children develop rhythm, vocabulary, and confidence—all while having fun.

Enjoy Storytime Together
Reading books with colourful illustrations and simple language is a classic way to boost speech skills. Ask questions and invite your child to join in the storytelling. For older children who might want to read books themselves but struggle, here are some cool books for teens with a low reading age.

Encourage Social Interaction
Group activities provide opportunities for children to learn from peers, build confidence, and practice communication in real-life settings.

Use Visual and Tactile Aids
Flashcards featuring everyday objects or emotions can make learning interactive and enjoyable, helping children expand their vocabulary. You can make your own or buy a set. More ideas on how to expand your child's vocabulary.

Practice Patience and Positivity
Celebrate every milestone, no matter how small. Your encouragement and understanding are key to helping your child progress at their own pace.

Check out our other resources on supporting language development:

Hampshire Happy Talkers

Portage Support Platform

Communication

Speech and language disorders can be assessed by the Children's Therapy Service of through a speech therapy assessment.