The Social SPOT - Expression of Interest

The Social SPOT is a social skills group, delivered by Autism SA Allied Health Professionals, incorporating activities from the Konnect series. The Konnect series was developed by Evaleen Whelton of Konfident Kidz, a neurodivergent adult who wanted to develop activities to support children in understanding communication styles.

Konnect is a social program for autistic children. The program is neurodiversity affirming and works to support young people in self-advocacy, connection with others, confidence and social skills. The program encourages young people to develop communication and relationships in a way that is individualised to them.

The program is interactive, engaging and fun, with the facilitators modifying the program to support the individuals present.

Konnect focuses on the unique communication of each individual and works to support young people in developing a sense of self, pride and their autistic identity.

The program outcomes include;

Understanding different styles of communication
Developing self-advocacy skills
Developing healthy boundaries
Working with others
Figurative use of language
Conflict resolution
Developing positive friendships
Developing an understanding of non-verbal communication
Developing strategies to relax

The group contains a maximum of 4 participants and 2 allied health professionals, to ensure that content is individualised and can be easily accessible for all participants. The program will run for 10 weeks and includes a written summary report at the end of the program, to detail your child’s attendance and progress within the group.

This group is ideal for children aged 6-12 years.

Please note that the submission of this form does not guarantee entry into this group. The form determines eligibility for the group and if eligible, our team will be in touch with you as soon as vacancies become available.

Days and Times

Autism SA, Southern Hub, Tonsley: Tuesdays Weekly, 3.45pm - 4.45pm

Autism SA, Northern Hub, Elizabeth : Tuesdays Weekly, 3.45pm - 4.45pm

How much will it cost?

Full program price is $1,726.59 ($153.26 per session + $193.99 for the report).

Please note if using NDIS funding, this will come from your Improved Daily Living Budget.

Please note: Pricing is based on NDIS Price Guidelines and is subject to change as and when the NDIS change their pricing.

The relevant policies are:

T&C's Autism SA NDIS

T&C's Autism SA FFS

Expression of interest

Please complete and submit this form to register your interest in the program.

Participant first name *

Participant last name *

Parent/Caregiver first name *

Parent/Caregiver last name *

Participant birth date *

Email Address *

Phone number: *

Home Address *

Preferred Location to attend the group

Please select your preferred location/s *

Southern Hub, Tonsley (6-8 MAB Circuit, Tonsley)Northern Hub, Elizabeth (1/57 Elizabeth Way, Elizabeth)Either location is suitable

Pre-Group Questions

In the group, your child would be in a room with 3 other children and 2 facilitators. Please consider this scenario when answering the following questions.

The information provided regarding the individual’s skills and support needs is accurate. I understand that inaccurate or missing information may result in the individual being unable to participate in the group, as the structure of support (i.e. number of allied health professionals in the group) is determined based on your responses.

Transitions and Engagement

Is your child aware of their diagnosis? *

YesNo

How does the individual transition in new environments? *

Transitions with an unfamiliar adult with minimal supportRequires initial support from a familiar adult (i.e. parent) to transition into a new environment/roomRequires 1:1 support from a familiar adult consistently each session (i.e. needs a parent in the room)Other

Other, please specify *

How does the individual engage in structured social conversations (with adult support) with 3 similarly aged peers for 10-15 minutes? *

Independently engages and likes to lead discussions with peersEngages with prompts from an adult to participate in conversations (i.e. thinking of ideas/what to talk about)Prefers to socialise and communicate with adults and requires consistent prompting to engage with peersExperiences feeling overwhelmed in small groups with other children and typically chooses not to engage in social conversations

Additional Comments

How does the individual engage in structured group games/play? *

Independently participates in all games (including movement games, question and answer games, role play etc)Engages in any game with support from an adult (e.g. to take turns, to follow instructions)Engages independently but only for preferred activities/activities of their own choiceRequires consistent support from an adult to participate in a group game (i.e. is unsure what to do, experiences challenges with allowing peers to lead)

Additional comments

How does the individual manage being in a room with 3 others peers and 2 adults? *

Independently manages by acknowledging others personal space and boundaries and allowing others to be around themRequires support to understand others body language and how to respond (i.e. personal space)Able to manage being in the same room for short periods of time with adult support to access a break out room as requiredIs not currently able to be in a room with peers for longer than 5-10 minutes even with adult support

Additional comments

Does the individual enjoy handwriting, drawing or table top activities? *

Yes, enjoys all of themYes, but only handwritingYes, but only drawingYes, but only a craft/fine motor activityYes, but only a specific preferred activity of choice or interest (mandatory other box)No, does not enjoy, is unlikely to participate

Regulation

How does the individual manage high levels of excitement or over-arousal? *

Independently regulates when excited or overwhelmedIs able to regulate in a group with peers with adult supportBenefits from 1:1 adult support to move away (i.e. into another room) to regulateRequires long periods of time (i.e. 30 minutes – 1 hour) to regulate themselves

Additional comments

How does the individual manage when something unexpected happens or things don’t go as planned (i.e. run out of time for an activity or losing a game)? *

Able to tolerate and doesn’t seem to be bothered when things are unexpected or don’t go as plannedIs disappointed but able to be supported through their feelings when things are unexpected or don’t go as plannedBecomes overwhelmed and requires 1:1 adult support to manage their feelingsRequires long periods of time (i.e. 30 minutes – 1 hour) to regulate themselves

Additional comments

If anything, what helps the individual to regulate? (tick all that apply) *

Big, fast movements (i.e. running and crashing etc)Breathing activities or blowing bubblesBeing alone in a separate space (i.e. a tent)Using visual toys (e.g. liquid timer or sensory light)Using ear defenders or headphonesHaving time with no demands placed on them (e.g. not being asked questions/to do things)Other

Other, please specify *

Does the individual have a current Positive Behaviour Support Plan?: *

No Yes

If yes, please attach file *

Browse

Does the individual frequently display any of the below? (Please note: this is to allow us to best allocate and support the individual within the group) *

Other, please specify *

Communication

How do they communicate?: (tick all that apply) *

Gestures/ body languageAugmentative and Alternative Communication (AAC) (visuals, pictures, picture cards, speech output device, communication book)Non-speaking (previously referred to as ‘nonverbal’)Echolalia e.g., repetition of words, phrases, sentences the individual has heardSingle words e.g., helpPhrases e.g., help meSentences e.g., I need help pleaseConversations e.g., back and forth talking about a topic with another person

Additional Comments

If the individual uses AAC please detail what they use *

How does the individual understand language? (tick all that apply) *

The individual can understand lots of verbal information spoken by others (e.g. can understand what a teacher says during lessons)The individual can understand information when it is supplemented with visual supports (e.g. visual sequence for the task)The individual can follow one to two step instructions (e.g. find a partner and tell them about one of your favourite things to do at home)The individual benefits from a high level of repetition to understand information and learn new conceptsI am unsure how much language the individual understands

Additional comments