Autism, or Autism Spectrum Disorder (ASD), is a neurodevelopmental condition that affects how a person communicates, interacts socially, and experiences the world around them.
Because it’s a spectrum, you’ll find that each child presents differently; some might struggle with verbal communication, whilst others may find social cues challenging to read. Sensory sensitivities are common too, and many children have specific interests they’re particularly passionate about.
Signs can appear as early as 12-18 months, though many children receive their formal diagnosis between ages 2 and 3.
That said, some children aren’t identified until they’re older, particularly if their traits are subtle. Parents often notice things like limited eye contact, delayed speech, or repetitive behaviours.
If you’re concerned, it’s worth considering a screening at Tesserae to gain a better understanding of your child.
https://link.springer.com/article/10.1007/s00787-021-01792-9
No, there isn’t a cure, and honestly, many in the autism community wouldn’t frame it that way. Autism is a lifelong neurological difference rather than something to be “fixed.”
What ABA therapy and support can do, however, is help children develop essential skills, manage challenges, and reach their full potential. Early intervention appears to make a meaningful difference in helping children thrive.
https://www.cochranelibrary.com/cdsr/doi/10.1002/
14651858.CD009260.pub3/full?
The earlier you seek support, the sooner your child can access interventions that may help. You can consider coming to Tesserae for a detailed screening and consultation to gain a better understanding of your child.
This is a low stakes and quick way to get an expert’s opinion, and if a formal diagnosis is necessary, we work with an ecosystem of psychiatrists and psychologists that we can refer your child to.
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition characterised by persistent patterns of inattention, hyperactivity, or impulsivity, or some combination of these.
You might notice your child struggles to focus on tasks, can’t seem to sit still, or acts without thinking through consequences. It’s not about lacking discipline; rather, it’s how their brain is wired.
Yes, absolutely.
Research suggests that ADHD and autism co-occur more frequently than we once thought. A child might have attention difficulties alongside the social communication challenges typical of autism.
This makes assessment all the more important, as understanding both conditions helps us tailor support more effectively.
https://www.sciencedirect.com/science/article/pii/S1750946721000349
Most children are diagnosed between ages 6 and 12, when academic and social demands increase and symptoms become more apparent.
However, some children show clear signs earlier, whilst others, particularly bright children who’ve developed coping strategies, may not be identified until adolescence or even adulthood.
Behavioural interventions, such as collaborative ABA therapy offered at Tesserae, structured routines, and environmental modifications can all help.
Parents often find that breaking tasks into smaller steps, using visual schedules, and providing regular movement breaks make a tangible difference.
Some families combine these strategies with medication, whilst others prefer to try behavioural approaches first. There’s no single right path – it depends on your child and your family’s preferences.
Not at all.
Whilst much of our work involves autism and ADHD, we also support neurotypical children who are struggling with behaviour, emotional regulation, screen dependency, or other challenges.
You don’t need a diagnosis for your child to benefit from structured support; sometimes children just need help developing skills their peers seem to pick up more easily.
It’s essentially applying evidence-based behavioural and psychological strategies to help typically developing children who are facing specific challenges.
Perhaps your child has frequent meltdowns, struggles to manage frustration, has difficulty following instructions, or is dependent on excessive amounts of screen time.
These might not indicate a developmental condition , but they’re still areas where targeted support can make family life considerably easier.
The same learning principles that support neurodivergent learners are adapted to a child’s developmental profile and family priorities
Yes, we can.
Challenging behaviour in neurotypical children often stems from difficulties with emotional regulation, unclear boundaries, or simply not having learned more appropriate ways to communicate their needs.
The same principles we use with other children – understanding what triggers behaviour, teaching alternative skills, reinforcing positive choices – work just as effectively here.
We work with families on a range of concerns: persistent tantrums, aggression (hitting, biting, kicking), screen time dependency, difficulty with transitions, problems sharing or taking turns, and separation anxiety.
Sometimes it’s about helping children follow routines, cope with disappointment, or manage their emotions when things don’t go their way. Each situation is different, which is why we start by understanding what’s actually happening in your home.
The core principles are similar – understanding behaviour, teaching skills systematically, using positive reinforcement – but the approach and goals differ.
Neurotypical children often have different learning patterns and may respond more quickly to certain strategies. We also consider typical developmental expectations differently. That said, every child is unique, diagnosed or not, so we personalise our approach regardless.
Absolutely. Many parents think ABA therapy is only for “serious” problems, but the strategies we teach are useful for any child.
Learning how to give effective instructions, use natural consequences, reinforce behaviour you want to see more of, and stay calm during conflicts – these skills make daily parenting less exhausting.
Sometimes parents just need an objective perspective and evidence-based tools to navigate the tricky moments.
There’s no absolute line, but consider frequency, intensity, and impact.
All children have tantrums occasionally, but if your child is having multiple meltdowns daily and it’s affecting family functioning, school, or friendships, that may warrant support.
Similarly, some defiance is developmentally normal, but if you’re constantly battling your child and nothing seems to work, an outside perspective could help.
Trust your instincts. If you’re feeling overwhelmed or nothing you try makes a difference, reaching out is worthwhile.
Yes, and it’s often one of the most effective interventions.
We teach you the same evidence-based strategies we’d use directly with your child, but you implement them during your daily routines. This tends to be more efficient than weekly therapy sessions because you’re addressing behaviour in the moment, across different situations.
Most parents find that once they understand why behaviour happens and have concrete strategies to respond, things improve fairly quickly.
Screen time dependency is increasingly common, and you’re not alone in this struggle. The tantrums happen because screens provide instant, highly stimulating rewards, and taking that away feels intolerable to your child.
We help by creating structured plans to gradually reduce screen time, teaching your child alternative activities they genuinely enjoy, and giving you strategies to manage the inevitable pushback without giving in.
The research is still evolving, but excessive screen time does appear to be associated with attention difficulties, sleep problems, reduced physical activity, and fewer opportunities for developing social skills.
That said, not all screen time is equal. Interactive, educational content is quite different from passive scrolling or gaming.
What concerns us most is when screens replace other crucial activities: physical play, face-to-face interaction, imaginative play, and simply being bored enough to create their own entertainment.
The AAP recommends creating a Family Media Use Plan; for ages 2–5, aim for about 1 hour/day of high-quality content with co-viewing when possible, and avoid screens before bedtime.
The WHO advises no screen time under age 2. Context matters most, watch for interference with sleep, activity, and family life
We work with families to establish clear, consistent boundaries around device use.
This might include creating screen-free zones (like bedrooms or dinner tables), setting specific times when devices are allowed, and gradually increasing the intervals between screen access.
Crucially, we help you fill the gap – what will your child do instead?
We teach you how to introduce alternative activities and manage the emotional fallout that typically comes with reducing something your child has come to depend on.
It depends on severity and duration. Some children who’ve been heavily reliant on screens do show delays in social skills, attention span, or physical development, though these often improve once screen time is reduced and replaced with more varied activities.
The younger the child and the longer the dependency, the more concerned we’d be. Early intervention here, just like with other challenges, tends to lead to better outcomes.
Honestly, it varies. Some families see meaningful change within a few weeks, whilst others need several months of consistent effort. The first week or two are typically the hardest—expect increased tantrums and resistance.
But most children do adjust once they discover other activities can be enjoyable too. Your consistency matters more than any specific strategy we might suggest.
Emotional regulation is the ability to manage and respond to emotions in a socially acceptable way. Some children seem to develop this naturally, whilst others need more explicit teaching.
Your child might struggle because they’re temperamentally more intense, haven’t yet learned coping strategies, or are going through a particularly stressful period.
It’s also worth noting that young children’s brains are still developing; the prefrontal cortex, which governs self-control, doesn’t fully mature until the mid-twenties.
We start by identifying what triggers emotional outbursts and what your child is actually communicating through their behaviour.
Then we teach specific skills: recognising different emotions, using words to express feelings, employing calming strategies like deep breathing or taking a break, and problem-solving when faced with frustration.
It’s gradual work, but most children can learn these skills with consistent practice and support.
Applied Behaviour Analysis (ABA) is an evidence-based approach that looks at how behaviour works and how it’s affected by the environment.
The therapy uses structured teaching methods, positive reinforcement, and careful data collection to help children learn new skills and reduce challenging behaviours.
It’s one of the most researched interventions for autism, though it’s also useful for other developmental conditions.
ABA breaks down complex skills into smaller, manageable steps.
Your child learns each step through repeated practice and positive reinforcement. When they do something correctly, they receive praise, a preferred activity, or another reward.
Over time, these small successes build into larger skills. Sessions are highly individualised and based on your child’s specific goals, whether that’s communication, social skills, self-help, or reducing behaviours that interfere with learning.
Whilst ABA is most commonly associated with autism, the principles can benefit children with other developmental delays, ADHD, learning difficulties, or even neurotypical children who may benefit from the structured support of ABA therapy.
The approach is flexible enough to address various challenges – from toilet training to reducing tantrums to teaching academic skills. What matters is matching the intervention to the child’s needs.
ABA is particularly systematic. Everything is measured, analysed, and adjusted based on data. If an approach isn’t working, we change it rather than persisting with something ineffective.
This evidence-based mindset sets it apart from some other interventions. That said, modern ABA has evolved considerably; it’s much more naturalistic and child-led than older, more rigid approaches some people may have heard about.
At Tesserae, we prioritise collaborative ABA therapy and work closely with other therapists to create the best outcomes for your child.
This varies tremendously. Some children benefit from intensive programmes of 20-40 hours weekly, whilst others do well with just a few hours.
It depends on your child’s age, needs, learning pace, and what other therapies they’re receiving. We work with families to find a balance that’s manageable and effective.
More hours aren’t always better if they lead to burnout for the child or family.
Sessions are tailored to each child, but they generally include a mix of structured teaching and play-based learning.
Your child might work on specific targets – perhaps requesting items, taking turns, or following multi-step instructions – with regular breaks for preferred activities. We aim to make learning enjoyable rather than drill-like.
Parents often observe or participate, as generalising skills to home and community settings is crucial.
Some changes appear relatively quickly – perhaps within weeks – whilst more complex skills take months to develop. Progress isn’t always linear either; you might see rapid gains, then a plateau, then another leap forward.
Regular progress reviews help us track what’s working and adjust as needed. Patience is important, though we understand how eager parents are to see their child succeed.
Absolutely, and we’d encourage it. When parents learn and use ABA strategies at home, skills generalise much more effectively.
We provide parent training so you feel confident implementing techniques during daily routines. After all, you spend far more time with your child than we do; your involvement genuinely makes a difference.
Yes, it’s one of the most extensively researched interventions for autism. Decades of studies suggest that ABA can lead to meaningful improvements in communication, social skills, and adaptive behaviours.
That said, it’s not a magic solution, and what works for one child may not work for another. We view ABA as a powerful tool in the toolkit, best used alongside other supports and always with your child’s wellbeing at the centre.
We believe in progressive, collaborative ABA.
Our name, Tesserae, reflects our philosophy: we’re small tiles in a larger mosaic, working alongside other professionals and families.
We prioritise naturalising learning, respecting each child’s individuality, and avoiding the overly rigid methods that gave early ABA a mixed reputation. Every child deserves to feel at home whilst they learn, and that’s what we’re committed to creating.
Early intervention refers to specialised support services provided to young children (typically under 6 years old) who have developmental delays or disabilities.
These support could be in various forms of therapy, such as,
The aim is to target key skills – communication, social interaction, motor skills, cognitive abilities – during those crucial early years when children’s brains are most adaptable.
Starting early may lead to better long-term outcomes, though every child’s journey looks different.
The early years are when neural pathways develop most rapidly.
During this window, children are particularly responsive to learning new skills.
By addressing developmental challenges early, we can help children build a stronger foundation for future learning.
That said, it’s never too late to start; older children and even adults can make meaningful progress with the right support.
Early intervention is an umbrella term that covers different types of support for young children with developmental needs. This can range from individual therapies to more structured Early Intervention Programs (EIPs):
Individual Therapies (1:1)
Speech & Language Therapy
Occupational Therapy
ABA Therapy
Physiotherapy
Developmental Support
Some children benefit from just one or two therapies, while others may need a more comprehensive plan.
Early Intervention Programs (EIPs)
Small group, classroom-like setting (often a few hours per week)
Focus on socialisation, communication, and school readiness
Designed specifically for neurodivergent children, blending therapy with learning and play
Typically run by a team of therapists and educators
At Tesserae, we believe early intervention works best when it’s collaborative. We see ourselves as one part of the bigger picture, and coordinating across therapies and programs often leads to the best outcomes for children and families.
Trust your instincts.
If your child isn’t meeting developmental milestones – perhaps they’re not babbling by 12 months, not pointing or waving by their first birthday, or not using two-word phrases by age 2 – it’s worth seeking a consultation.
Other signs include difficulty with eye contact, limited interest in playing with others, or unusual repetitive behaviours. Even if you’re unsure, it’s better to check and be reassured than to wait and wonder.
There’s no fixed timeline. Some children need intensive support for several years, whilst others make rapid progress and transition to less frequent sessions.
We regularly review goals and adjust as your child develops. The ultimate aim is to equip your child with skills they can use independently, though ongoing support may be beneficial for some families.
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