Changemakers workshop script

The following scripts are for use only for educational purposes.

Workshop Role-Play Script 1

Characters:

• Physiotherapist (PT) – A well-meaning but pathologizing professional using a deficit-based model.

• Parent (Mum) – Concerned about her 3-year-old son’s walking and balance.

• Child (Ethan) – Non-speaking, flaps hands when excited, avoids eye contact.

PT: (Glancing at her notes, then at Ethan, who is flapping his hands and pacing) So, Mum, you said Ethan is having trouble with walking and coordination?

MUM: Yes, he’s almost three, but he still trips a lot and doesn’t seem to keep up with other kids. He also doesn’t jump or run properly.

PT: Right… [brief pause] I’ve been observing him, and to be honest, there are quite a few red flags—not just in his motor skills.

MUM (frowning): Oh? What do you mean?

PT: Well, he’s not really engaging with me or making eye contact. I’ve also noticed the hand flapping and that he’s quite fixated on the toys over there. These are typical signs we see in children with developmental disorders—particularly Autism Spectrum Disorder.

MUM (taken aback): Autism? But I thought this was just about his walking?

PT: It might be more than that. Children with ASD often present with delays in motor development, but also have broader challenges or issues with communication, social interaction, and behaviour. Ethan’s lack of joint attention and repetitive movements are concerning.

MUM (visibly uncomfortable): He’s always been a bit different, but I just thought he was shy or behind.

PT (clinical tone): It’s important not to dismiss these signs. Early intervention is crucial to improve his functioning and help him catch up. I’d strongly recommend a referral to a developmental paediatrician and possibly speech and occupational therapy as well.

MUM: This is a lot to take in…

PT (continuing, without softening tone): I understand, but the earlier we can start addressing these issues, the better chance he has of reaching more typical developmental milestones. We don’t want him falling further behind.

MUM (quietly): Okay… I guess I didn’t expect this.

PT (finishing up): Let me give you some pamphlets. There's a checklist of autism symptoms and some early intervention programs in your area. We can schedule more physio sessions as needed, but we’ll need to take a multi-disciplinary approach from here.

Workshop Role-Play Script 2

Characters:

Physiotherapist (PT) – Warm, respectful, neuro-affirming professional
Parent (Mum) – Concerned about her 3-year-old son’s walking and balance
Child (Ethan) – Non-speaking, flaps hands when excited, avoids eye contact

Ethan is pacing and flapping his hands, clearly engaged with the toys nearby. PT and Mum are seated nearby.

PT: Thanks for coming in today. I’ve had a chance to observe Ethan a little—he seems really curious and engaged with the toys over there.

MUM: Yes, he loves those. He could play with them for hours.

PT: That’s lovely to hear. You mentioned some concerns about his walking and coordination?

MUM: Yes, he’s almost three, but he still trips a lot and doesn’t seem to keep up with other kids. He also doesn’t jump or run properly.

PT: Thanks for sharing that. Every child develops at their own pace, and it’s great that you’re noticing what feels different for Ethan. I’ve noticed he moves with a lot of energy and enthusiasm, and he seems to enjoy exploring the space in his own way.

MUM: He’s always been a bit different, but I just thought he was shy or behind.

PT: Different doesn’t mean wrong—it just means unique. Some children, especially those who are neurodivergent, experience movement, communication, and connection in ways that don’t always match typical developmental patterns. That’s not a problem—it’s something we can understand and support.

MUM: Okay… I hadn’t thought of it like that.

PT: I also noticed that Ethan prefers not to make eye contact and uses hand movements when he’s excited. These can be ways he regulates himself or expresses joy. Some children who are autistic or neurodivergent show these traits, and they’re part of how they experience the world.

MUM: So you think he might be autistic?

PT: Some of the things you’ve described—like his movement patterns, communication style, and sensory preferences—are common in autistic children. If you’re open to it, we can explore this further with a developmental paediatrician. Then we can all learn how to better support and understand him.

MUM: That makes sense. I just want him to be happy.

PT: That’s the most important thing. And with the right support, Ethan can absolutely thrive. We can work together to help him feel confident in his body, explore movement in ways that feel safe and fun, and build on his strengths.

MUM: Okay… I feel a bit better hearing that.

PT: I’m really glad. I can also connect you with some allied health professionals—like speech and occupational therapists—who take a neuro-affirming approach. We’ll work as a team to support Ethan’s development in a way that respects who he is.

MUM: Thank you. That sounds good.

PT: You’re doing a great job advocating for him. Let’s take this step by step, and make sure Ethan feels supported every step of the way.