Maybe school mornings have become a battle. Maybe your child gets through the day, then comes home with nothing left. Or your teenager has asked to talk to someone who understands them.
You want to help. But a search for “autism therapy” brings up assessments, behavioural programs, counselling and a long list of unfamiliar terms. It can be hard to tell which service answers the question you actually have.
Psychotherapy can help autistic children and teens work through concerns such as anxiety, low mood, stress and relationships. Sessions should take their communication and support needs into account. Psychotherapy is separate from an autism assessment; the goal is not to make someone stop being autistic.
Here is what to ask when you are looking for that kind of support in Ontario.
What does “autism therapy” mean?
It can mean several different things. One clinic might offer diagnostic assessments. Another might provide occupational therapy, speech-language services, a behavioural program or mental health care. Before comparing prices or booking an appointment, ask what the service includes.
At Anchor & Bloom, we offer psychotherapy. The service described here does not include autism assessments, diagnoses, medication or ABA programs.
If you are asking, “Is my child autistic?”, Ontario’s autism assessment and diagnosis guide explains assessment options for children, including the province’s diagnostic hubs. A psychotherapy consultation cannot answer that diagnostic question or establish eligibility for autism funding.
If you are asking, “My child is having a hard time, and we need help,” a psychotherapy consultation may be a useful starting point. You can explain what has been happening and ask whether the clinician can support your child’s needs.
What can psychotherapy help an autistic young person with?
Start with what is bothering your child or teen. Perhaps they worry about school, feel left out, or are struggling after a friendship ended. They might find it hard to tell someone when a situation has become too much.
A teenager dealing with friendship stress might want help putting a boundary into words. A child who worries about appointments might need to know what will happen before they walk through the door. The goals and the way sessions work should make sense for that particular young person.
Some approaches have guidance for specific concerns. For example, NICE recommends considering adapted cognitive behavioural therapy for anxiety when an autistic young person can engage with that approach. It will not suit everyone.
Ask the therapist: “What would you change to make sessions work for my child? And how would we know whether it is helping?”
What should neurodivergent-affirming therapy look like?
You will see the word “affirming” on many websites. It is worth asking what it means in an actual appointment.
Will your child have time to answer? Can they say that something is uncomfortable? What happens if they disagree with a goal, or need a break?
The Autistic Self Advocacy Network describes differences in communication, sensory experience and support needs. Two autistic children may need very different things from the same conversation. A therapist should get to know your child rather than assume a diagnosis tells the whole story.
A few practical questions can tell you more than a label:
- How will you find out what matters to my child? Ask how they can share preferences if speaking is difficult.
- Can we talk about communication before the first session? Explain whether extra time, written information or another option would help, and ask what the clinician can offer.
- What is the room like? Ask about lighting, noise, seating and anything that can be adjusted.
- What happens if my child needs to stop? Ask how the therapist responds to discomfort and includes your child’s wishes in decisions.
NICE’s guidance also discusses sensory sensitivities and visual supports. You do not have to know every possible adjustment before calling. Start with what you already know helps your child.
What if they seem fine at school but are exhausted at home?
“They were fine all day” can be confusing to hear when evenings at home tell a different story. Both observations are worth discussing. Tell the therapist what you notice, when it happens and what your child says about it.
One possible part of that conversation is masking: hiding or adjusting autistic characteristics to meet social expectations. The National Autistic Society explains how masking can be exhausting. That does not mean every difficult afternoon is masking or autistic burnout. There may be several things to understand.
You could begin with: “They get through the day, but afterwards they seem completely worn out. Can we talk about what might be contributing?”
How involved will parents be?
This is a good question to ask before the first appointment. You may be hoping for ideas to try at home. Your teenager may be hoping for somewhere private to talk. Discuss those expectations with the clinician early.
Ask who attends the first session, how caregiver conversations work, and what information will be shared. The therapist should explain consent, privacy and how safety concerns are handled. Individual therapy does not automatically include family sessions or a detailed report after every appointment.
Our guide to parent involvement in child therapy in Ontario goes into these questions in more detail.
Is online or in-person therapy a better fit?
Think about what each option would feel like for your child. Online sessions save the trip, but is there a private place to talk? How do they feel about video calls? Can the clinician support their communication needs through a screen?
For an office visit, ask what the room is like and what to expect on arrival. Knowing where to go and who will meet them may be useful preparation.
Bring your preferences and concerns to the consultation. Together, you can discuss whether either format fits, or whether another service would be more suitable.
Finding autism-informed psychotherapy in Mississauga and Ontario
At Anchor & Bloom, Megan Harvey and Mahima Chauhan work with autistic clients in the following age groups:
- Megan Harvey, Registered Psychotherapist (Qualifying), CRPO #18244: offers individual psychotherapy for children from age 5, teens and adults, including people with developmental disabilities. Her experience includes working with autism, ADHD and OCD. She does not offer couples or family therapy.
- Mahima Chauhan, Registered Psychotherapist (Qualifying), CRPO #20325: supports teens and adults, including autistic teens and adults. Ask about her minimum age and the support you are looking for.
Both offer in-person appointments in Mississauga and virtual psychotherapy across Ontario. A free 15-minute consultation gives you time to ask about fit, communication needs, availability and fees. It is not an autism assessment.
You can also compare our child and teen therapy options or read about neurodivergent-affirming psychotherapy. If you plan to use insurance, check coverage for the clinician’s exact credential before a paid appointment. Our insurance guide explains what to ask.
A few questions to keep beside you when you call
- Have you worked with children my child’s age who have similar communication or support needs?
- What happens in the first session, and how can we prepare?
- How will my child help choose what to work on?
- What can you adjust, and when would you suggest a different service?
- What are the fees, session length and cancellation terms? How will caregivers be involved?
You do not need a perfect explanation before you reach out. “This is what has been difficult, and this is what we hope could feel easier” is enough to start the conversation.
This article provides general information, not an assessment or an individual treatment recommendation. Discuss service suitability with the treating clinician.