Helping Children Learn, Grow and Thrive
Individualised, evidence-based behavioural support for children and families in Zürich.
Autism Therapy is an independent practice providing individualised support grounded in the principles of Applied Behaviour Analysis (ABA).
My work focuses on developing meaningful skills, strengthening communication, promoting independence and helping children participate successfully in everyday life.
I work closely with families, educators and other professionals to develop practical, achievable goals that reflect each child's strengths, needs and priorities.
Autism Spectrum Disorder
Autism spectrum disorder (ASD) is a neurodevelopmental condition characterised by differences in social communication and interaction, alongside restricted or repetitive patterns of behaviour, interests or activities. Differences in sensory processing are also common.
Autism presents differently in every individual. Some children communicate fluently, while others may use limited spoken language or alternative forms of communication. Children may experience challenges with social interaction, flexibility, emotional regulation, learning or everyday activities, while also demonstrating distinctive strengths, abilities and interests.
Understanding each child's individual profile is essential to providing effective, meaningful support.
Prevalence
Autism is identified across all racial, ethnic and socioeconomic groups.
According to the US Centers for Disease Control and Prevention (CDC), approximately 1 in 31 eight-year-old children were identified as autistic across 16 US surveillance communities in 2022.
Reported autism prevalence has increased considerably over recent decades. Improved awareness, broader diagnostic criteria, earlier identification and differences in access to assessment are among the factors contributing to this trend. The extent to which other factors may contribute remains an area of ongoing research.
Signs and Symptoms
The presentation and severity of autism-related characteristics vary considerably between individuals. Early developmental differences may become apparent during infancy or early childhood, although some children are identified later.
Common signs may include differences in social communication, delayed or atypical language development, difficulties with reciprocal interaction, repetitive behaviours, highly focused interests, sensory sensitivities and challenges adapting to changes in routine.
Not every autistic child will display all these characteristics, and individual strengths and support needs may change over time.
Early recognition can help families access appropriate assessment, guidance and support.
Treatment
Autism is a lifelong neurodevelopmental condition. The purpose of intervention is not to cure autism but to support the development of meaningful skills, reduce barriers to learning and participation, and improve quality of life.
Effective intervention should be individualised, developmentally appropriate and responsive to each child's strengths, needs and family priorities.
My practice is grounded in the principles of Applied Behaviour Analysis (ABA), using systematic assessment, evidence-based teaching procedures and ongoing evaluation of progress to develop individualised intervention strategies.
Depending on the child's needs, intervention may focus on:
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Communication and language: Developing functional communication, understanding language and expressing needs, thoughts and preferences.
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Social interaction and play: Supporting social engagement, reciprocal interaction, play skills and participation in shared activities.
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Learning and cognitive skills: Developing attention, imitation, problem-solving, learning readiness and independent learning.
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Daily living and independence: Building practical skills that support autonomy at home, at school and in the community.
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Emotional regulation and behaviour: Understanding the functions of challenging behaviour, developing alternative skills and supporting effective coping strategies.
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Parent and educator guidance: Providing practical strategies to support learning and generalisation across everyday environments.
Intervention goals are functional, measurable and relevant to the child's daily life. Progress is monitored regularly, and teaching strategies are adjusted according to the child's response and evolving needs.
