What We Do?


One-to-One Therapy Sessions

Using research evidence based proven autism interventions  derived from Applied Behaviour Analysis (ABA) and supported with developmental play based learning to address the core challenges of autism, an individualised treatment plan is implemented. Parents/carers play a pivotal role in sessions. Parents are viewed as co-therapists where they are taught strategies and teaching/learning techniques which they can implement as part of their everyday experiences. Therapy is viewed as a natural way to interact and connect with their child through a highly supportive learning environment. Sessions are conducted in Jigsaw’s  fully equipped learning centre which reflects best practice in early intervention autism specific treatment.

Home Visits

If you can’t for whatever reason come to Jigsaw then we will come to you. Home services are an important step in generalising new skills learned at the clinic which address the characteristics of autism. An important part of a home program is to encourage and develop skills and strategies that promote meaningful spontaneous functional communication. We can also help establish structured teaching interventions in your child’s home and give you suggestions and strategies to assist with your child’s independence and the need for less adult dependence.

Teaching Social Skills to Children with ASD in Inclusive Classrooms

At Jigsaw, autism is viewed predominantly as a social communication disorder. Children with autism do not have challenges in solitary environments. The characteristics of autism are manifested when children with ASD are placed in environments that  exceed the child’s skills in regards to their capacity for social relating and communicating with others.  This is why, at Jigsaw, we are an advocate for inclusive practices and believe that children with Autism need to be taught, specifically, social connectiveness and relationship building with their typical developing peer cohort.
This program is usually conducted in the child’s natural educational setting to help develop relationships with typical developing peers. We also work on developing child cognitive and learning skills so they can participate in the routines, and learning experiences in regular classroom settings. This program has been carefully designed to enhance engagement, joint and shared attention, role modelling, communication and social skills.

Consultancy to promote education, advice on inclusive education and knowledge of Autism

In assisting your child with transition to pre-school or school this is a must. For children with disabilities the transition time is approximately 2 years. During this phase  we can train your child’s support staff and give them evidence based best practice in teaching children with autism in Inclusive settings. This will help your child get the most out of his-her day at school. It is also an effective way for your child’s autism treatment to be ongoing and implemented as part of yours child’s Individual Educational Plan. Research shows that a major factor in reluctance to teach kids with autism is because of lack of skills and knowledge in autism. This is where we can help.

Emotional Regulation (Behaviour Management)

Persons with an Autism Spectrum Disorder are at “high-risk” for emotional dysregulation (challenging behaviours). Dysregulating factors include:

  • Problems in social communication
  • Sensory processing differences
  • Problems in social understanding
  • Limited-ineffective regulatory strategies

At Jigsaw we believe in teaching positive replacement strategies.

Parent Training

Workshops provided by Jigsaw under the DSS Package address the key elements of effective early intervention; are Autism specific in focus and content, individualised and have a maximum 6 parents in a group.

Please refer to our Workshop Training page for further details.

Assessments and Evaluation

At Jigsaw we only recommend autism specific assessment tools. Any assessment conducted should lead to functional goals. Assessments that are productive give us information about the child’s autism such that we can plan, make adjustments and directly address the core challenges faced by those with an Autism Spectrum Disorder.

At Jigsaw formal and informal assessments are conducted. Formal assessments include the Childhood Autism Rating Scale (CARS), SCERTS Assessment and Evaluation Manuals (A Comprehensive Educational Approach for Children with Autism Spectrum Disorders), and the Functional Emotional Assessment Scale (FEAS). However, formal testing may not translate into functional goals, therefore, it is recommended that informal assessments such as parent interviews, observations and anecdotal records can give a more accurate result of the child’s strengths and weaknesses. We also need to use a variety of strategies and materials to assess skills in a variety of settings.

At Jigsaw our assessment process is systematically and is at no extra cost to parents. To be effective, assessments need to give us information about the autism and assist with future goal setting and planning of outcomes.

All teaching and learning strategies need to be regularly and effectively evaluated. Any intervention that does not show any change in autism characteristics after 3 months should be re-evaluated and considered whether the treatment plan is right for your child and family.

In determining the effectiveness of any treatment and further recommendations, this is done based on goals around autism curriculum and gains around spontaneous functional communication and emotional regulation capacity. Child and family overall wellbeing, quality of lifestyle and entering formal school are also viewed as positive gains.

Many standardised tests are deficits based and tell us nothing about autism. IQ tests do not tell us if your child has an Autism Spectrum Disorder. The gold standard in assessing for diagnosis is the Autistic Diagnostic Observation Schedule (ADOS). We would strongly recommend that you ask for specific autism assessment tools when seeking diagnosis. Jigsaw can assist in autism diagnosis and uses a combination of  data collection through parent /carer interviews, teacher interviews and autism assessment tools to assist in making an informed diagnosis using the DSM V diagnostic criteria, in consultation with your treating paediatrician.