email: info@tautoko.org.nz

Therapy Services

TACTICS

Diagnostic Assessment

Intellectual Disability Diagnoses

Providing a diagnosis of intellectual disability sometimes opens the door for services to the families and people with the diagnoses. Generally a measure of cognitive functioning along with a measure of adaptive functioning provides information to allow a clinician to make an informed identification. We provide diagnostic services to identify intellectual disability for those from age 6 to 16 years. We use the Weschler intelligence scale for children - fourth edition (Wisc-IV) to determine cognitive functioning. The Wisc IV is a well researched and world recognised measure and gives a single score as well as index scores for the clinician to determine strengths and weakness in information processing. This assessment takes from one to two and a half hours.

We also use the Adaptive Behaviour Assessment System (ABAS-II) to determine what living and community skills a person has. The ABAS is another well recognised measure that clinicians the world over use when identifying intellectual disability. With this measure we ask the caregivers, teachers....etc if applicable to fill in a questionaire. This takes about an hour. These measures provide useful information when planning programmes and developing skills.

  • The cognitive assessment, the ABAS and reviewing past records may take from 8-20 hours.
  • The cognitive assessment by itself may take from 4-6 hours.
  • The ABAS may take 2-4 hours

Autism Diagnoses

We also provide information to assist in Autistic Spectrum diagnosis. We use the ADI-R-Autism Diagnostic Interview - Revised edition. This is a semi structured interview that is an internationally recognised tool that assists in the diagnosis of an Autistic Spectrum Disorder and gives information when developing programmes. Our experienced professionals can provide information based on observations to further assist in making a good diagnoses.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     

Sensory Assessments

Sensory Processing Disorder (SPD) is a condition that exists when sensory signals don’t get organised into appropriate responses. Pioneering Occupationl Therapist and Neuroscientist A. Jean Ayres, PhD, likened SPD to a neurological “traffic jam” that prevents certain parts of the brain from receiving the information needed to interpret sensory information correctly. A person with SPD finds it difficult to process and act upon information received through the senses, which creates challenges in performing countless everyday tasks.
The assessment includes observations of the person, interviewing significant people in his/her life and recording data using a questionaire. A written report is then produced, including ideas and strategies that aim to meet the person’s individual sensory needs. Time is spent with the person and their support network, training and educating them into how best to use the suggestions and strategies in their everyday life.

Sensory Assessments Used

Standardised Assessments: Winnie Dunn Sensory Profile: Children from 3-10years (caregiver questionaire). Winnie Dunn Sensory Profile: Adolescent/Adults.

Non-Standardised Assessments: Olga Bogdashina Sensory Profile Checklist Revised: Children on the Autism Spectrum. Lawson and Shaw Assessment of Sensory Behaviour: Children.

Costs and times for a Sensory Assessment: Approximately 4 hours assessment and observation, 4 hours report writing, 4 hours strategies and feedback, travel costs, travel time. Total of 10-12 hours at $120.00 plus GST per hour.
 

Who would benefit from a Sensory Assessment and Plan?

People of any age who have difficulty taking in or interpreting sensory information will demonstrate this with problems in:

- daily functioning
- social and family relationships
- behavioural challenges
- regulatory emotions
- self-esteem
- learning

Sensory processing difficulties are common for people with Autism, Aspergers, Intellectual Disability and more. Parents, families, teachers etc. will find it helpful to learn about the practical tips, strategies and recommendations that this assessment will generate. Individuals may gain further understanding of themselves and their behaviour.

Play Therapy

Children naturally use play to communicate, expolre their thoughts and feelings and to make sense of their world. The therapist helps the child work through their issues. Through this process the child developes ego-strength, feels supported, more positive about themselves and finds new coping skills.

Family Therapy

The therapist facilitates communication between family members to help them understand each other better and find their own solutions.

Art Therapy

Art therapy is a form of psychotherapy or counselling, which uses art making. As an art therapist, it is my job to create a safe enviroment for my clients to work through the issues they bring to therapy.

Art therapy is particularly useful for children and adults with Autism Spectrum Disorder (ASD, including Asperger's Syndrome) and intellectual impairment, because it is highly sensory while working on many different levels and is a non- verbal process.

As an art therapist, I use my own knowledge of art materials (pastels, paint,clay, sand tray) to help my clients choose materials they feel comfortable with.

Art therapy is a person-centred therapy, which means the client initiates the art process and interprets the meaning of the art work. Art therapy works on each individual clients level. For some clients the benefits of the therapy may come through exploring colour and texture of the art materials, while other clients may make pictures of thier issues and worries. Reflecting on these images can help them to work through  issues and develop self awareness, self esteem and understanding.

Music Therapy

Music Therapy is the use of music as a therapeutic tool to promote personal growth, development and healing. It has been used effectively for people of all ages with various identified needs/disabilities such as ASD, Intellectual Disabilities, Cerebal Palsy,visual/hearing impairments, emotional difficulties, mental illness, Alzheimer's Disease.....etc. The music therapy process involves identifying the client's strengths and using them to help her/him make changes and achieve specific, non-musical goals. A music therapy session often involves music-making, singing, sounds and movements through improvisation or pre-composed songs to engage clients and encourage active participation. The music therapist uses live music in order to meet where the client is musically.

Music Therapy for People with ASD/Intellectual Disabilities

Music provides a non-verbal form of communication and self expression which can be used therapeutically to make connections with people with ASD/Intellectual Disabilities. Music possesses the following therapeutic characteristics which are believed to facilitate learning and communication (Brunk, 1999):

  • Captivates and maintains attention
  • Structures time
  • Success-orientated
  • Provides a safe place to practice social skills
  • Makes repetition and memorisation enjoyable
  • Can create or emphasise a routine
  • Reflects and adapts to each individual

When music is used in therapy, it provides a non-threatening enviroment for the client to develop non-musical skills (e.g. communication, social and motor skills) as well as addressing emotional and behavioural difficulties.

Individualised Counselling

- Acceptance
- Grief/loss
- Coping with change, separation, moving schools, changing living situations
- Personal issues
- Sexual abuse - preschoolers to adults

Counselling is pitched at the developmental level of the person and supported by social stories, visual strategies and information. Prue works using narrative strength based therapy.

Attachment Work

Helping parent/caregivers strengthen relationships with their children.

Play Skills

- Learn to join in with your child to improve communication (floor time)
- Help your child develop play skills, turn taking and to play alone
- Improve sibling relationships

Creative CBT

Uses stories, drawing and visual strategies to work through anxiety and develop new coping strategies.

Sexual Abuse

(CYFS approved)

Preschoolers - adults.

- Disclosure work
- Assessments for risk
- Play Therapy for preschoolers & children
- Therapy for adolescents - adults
- Therapy for people with intellectual disability
- Court preparation and support
- Sex education

Prue uses drawing, stories, visual strategies and worksheets. Prue works at the developmental level of the person.

Supervision

(Certificate in Supervision WelTec 2002)

Prue has experience in supervising CYFS social workers, ACC counsellors, school counsellors, NGO workers, community workers and youth workers.


The TACTICS Team

Robyn Armour is a registered NZ trained Occupational Therapist. She has had experience in working in both the health and education sectors, working across all age groups. Robyn has experience in working in a classroom setting as well as in people’s homes and work places. For the past 24 years Robyn has focused on working with people on the Autism Spectrum or people with an Intellectual Disability.

Emma Boniface( BA, is a New Zealand Registered Music Therapist  (RMTHNZ). In January Emma moved to the Nelson region to continue her work as a Music Therapist, she is currently working in Special Education. In 2004 Emma gained a Batchelor of Contemporary Music Therapy. In 2009 she was awarded her Masters in Music Therapy. Music Therapy is relatively new in this country, and relatively rare in the  Nelson region. Emma looks forward to offering music therapy to TACTICS and to develop musical relationships for those who choose this type of therapy.As music can be such a highly motivational activity, individuals can develop skills such as turn taking, accepting and making offers, creativity and improvistion in a socially interactive setting.In comparison to music lessons, music therapy is a journey rather than a result, where individuals are supported by the music therapist to work towards their goals in a safe and enjoyable enviroment. Emma has really enjoyed having the opportunity to work in this field and is excited about future opportunities in Nelson.

Prue Burbidge is a Child and Family Therapist (MNZAC.1991.CYFS & ACC approved). Prue has 30 years experience working with preschool children, adolescents and their families/caregivers in both residential and community settings. Prue is a member of NZAC and has worked as a counsellor, child and family therapist. Prue has extensive training in play therapy and family therapy.

Jenny Chiang (BMus; MMTh;RMTh) Jenny is a New Zealand registered Music Therapist who has been providing music therapy services in Wellington since she completed her Masters of Music Therapy at New Zealand School Of Music.Jenny has experience working with people of all ages including young children and adolescents with special needs as well as adults who suffered from Huntington's Disease. Jenny is passionate about using music therapy to help people develop their potential and improve their quality of life.

John Ford (BA hons(1); BSc; Registered Psychologist) has worked in the field of support to people who have either ASD or Intellectual Disability and challenging behaviour since 1988; he loves to support people with complex needs in real life settings and has an interest in the diagnosis of both ID and ASD. John is the consultant on behavioural issues to the New Zealand Prader Willi Association and is completing his PhD by developing a New Zealand model for the support of people who have this syndrome.

Michelle Morum ANZASW (full member), MSW (applied) Honours,BA Sociology and Education. Michelle has 8 years in the disability sector. Her interests are in ethical practice in Social Work and disability support sector . Working with people with Autism Spectrum Disorder. Reflective practice in Social Work. Strengths based approaches. Inclusive and partnership based approaches. Supporting families. Training.

Serena Stace Art Therapist (AthR) and Autism Behavioural Specialist, Master of Art Therapy (2009) La Trobe University, Melbourne, Australia, Paediatrics Registered Nurse (2002-2006), Bachelor of Nursing (2002) Whitireia Community Polytechnic, Porirua New Zealand.

Lynette Steele Social Worker with a Diploma in Social Services, provisional member of ANZASW. I am in the process of completing competency to achieve full membership with ANZASW. I have been employed with Tautoko Services for 6 1/2  years. Prior to this I worked for six years as a teacher aide and respite care with children with special needs.

Rebecca Patchett (BA Hons psych, Dip Teaching (primary), Med (applied ed psych) PG dip (ed.psych) is a registered psychologist with 15 years experience working with children, young people and adults with intellectual disabilities and autistic spectrum issues in educational settings and home settings.Rebecca is qualified to carry out  the ADI-R assessment.

Bas van der Hoeven is a qualified drama therapist who graduated from the University of Utrecht in the Netherlands. Bas is qualified to carry out the ADI-R assessment.