Child Autism Therapy

In brief

• Child autism therapy focuses on everyday outcomes — communication skills, social skills, daily living and confidence. It is not a “cure”, it is support that helps children and young people join in and learn.
• Choose evidence based options: Speech and Language Therapy (SaLT), Occupational Therapy (OT), parent-mediated / naturalistic approaches, adapted cognitive behavioural therapy CBT for anxiety, and — when trauma is present — EMDR delivered by a child specialist.
• When shortlisting “child autism therapy near me” or “child therapy near me”, check registrations (HCPC, BABCP, BACP, UKCP, EMDR UK), the type of therapy they use, and whether they can work face to face and online.
• Bring school examples (attention, organisation, friendships), notes about sensory inputs, and your priorities; this tailors each therapy session.
• If medicine is discussed, ask about benefits and potential side effects, and how mental health professionals, education and paediatrics will coordinate reviews.

Six-step plan to find child autism therapy near you

1. Decide goals: what matters most — communication skills, social skills, daily living, or anxiety/sleep? Add 2–3 examples from home and school that you want to improve social confidence and participation.
2. Ask school and GP: speak with the SENCO about classroom support and an EHCP when appropriate; ask your GP to summarise history and any medical conditions that affect learning or mood.
3. Shortlist providers: search for child autism therapy near me. Confirm they work with children and young people and can offer both online and face to face appointments.
4. Verify credentials: SaLT/OT on HCPC; psychologists on HCPC/BPS; CBT on BABCP; counsellors on BACP/UKCP; EMDR on EMDR UK. Ask which type of therapy is evidence based for your goals and which mental health professionals will be involved.
5. Agree a plan: frequency, measures (communication, participation, thoughts and feelings, self-care), and who attends (parent and carer). Clarify what the therapy service will do between sessions to help you support your child.
6. Review after 8–12 weeks: note specific wins and obstacles; adapt the plan if progress slows.

What to bring to the first therapy session

• School examples from the last 6–12 months (attention, organisation, friendships, learning).
• Notes on sensory inputs (noise, movement, textures) and calming strategies.
• Letters about any medical conditions; previous assessments.
• Your top three goals for the next 8–12 weeks and what you hope the child receives from therapy.

Questions to ask a therapy service

• Which type of therapy will you use and why is it evidence based for our goals?
• How will parent and carer be included between appointments to support your child?
• How will we measure progress — communication, participation, thoughts and feelings, daily living — and improve social confidence?
• Do you liaise with school and the SENCO? Can you attend an EHCP review face to face if needed?
• If medicine is discussed, who monitors benefits and potential side effects among mental health professionals and paediatrics?

Where to look for providers

Use your Local Council “Local Offer”, ask school for trusted contacts, and look at large charities such as the National Autistic Society for directories and guidance on standards for a safe, quality therapy service.

EMDR in autism: when to consider it

EMDR therapy near me may help when trauma or specific phobias maintain distress. It should be delivered by a clinician experienced with autism who adapts pace, language and sensory inputs. EMDR is not a replacement for communication or daily-living work; it is an additional option when trauma blocks progress.

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Frequently asked questions

Is therapy the same as treatment?

No. Therapy helps everyday functioning — communication skills, self-care, learning and participation — and works alongside education plans and, where relevant, medical care.

How many sessions will my child receive?

It depends on goals and need. Many families review progress every 8–12 weeks and adjust the plan with the clinician.

Do we need a diagnosis before starting?

Not always. Needs-based support can begin while assessment proceeds through school and GP routes.