Allied Health Professions Australia

Submission to the Inquiry into the Thriving Kids Initiative

October 2025

Allied Health Professions Australia acknowledges the diverse Aboriginal and Torres Strait Islander peoples of Australia as the traditional owners of the lands upon which we and our members operate. We pay our respects to their Elders, past, present and future, and value their continued custodianship of the lands, waters and seas.

This submission has been developed in consultation with AHPA’s allied health association members.

Allied Health Professions Australia
PO BOX 439, Carnegie VIC 3163
www.ahpa.com.au\ office@ahpa.com.au

About Allied Health Professions Australia and the Disability Working Group

Allied Health Professions Australia (AHPA) is the recognised national peak association for Australia’s allied health professions. AHPA’s membership consists of 30 full member organisations, each representing a particular allied health profession. AHPA collectively represents over 195,000 allied health professionals and AHPA works on behalf of all Australian allied health practitioners.

AHPA’s Disability Working Group (the Working Group) comprises policy and clinician representatives drawn from the range of AHPA’s members that provide services to people with disability including through the National Disability Insurance Scheme (NDIS). The Working Group is therefore informed by the views and experiences of both individual allied health professions and the allied health sector as a whole.

AHPA and its member associations are committed to ensuring that all Australians, regardless of disability, can access safe, evidence-based services to assist them to realise their potential for physical, social, emotional and intellectual development.

Recommendations

Allied Health Professions Australia recommends:

1. Allied health professionals are engaged in the design and delivery of the Thriving Kids initiative through formal and ongoing engagement with the Thriving Kids Advisory Committee.
2. That all children and their families/carers have access to a wide range of inclusive, accessible, and evidence-based allied health services and supports at a level of volume and intensity to support developmental outcomes. Service models must account for the different needs and service structures of regional and rural communities.
3. That new allied health Medicare items reflect the real cost and duration of services for children with developmental delay, support collaborative team-based approaches and family-focused interventions, are not limited by arbitrary annual or lifetime limits, and have referral processes that reflect access pathways.
4. Allied health supports be embedded in mainstream early childhood and school settings nationally to provide consistent access to staff and child-focused capacity building supports, activity and environmental adaptation advice, and to support therapeutic interventions.
5. A robust monitoring framework for Thriving Kids is developed by the Commonwealth and jurisdictions, supported by the establishment of a formal and ongoing monitoring function with allied health sector representation, to ensure that the new program is meeting the needs of children and families.

Introduction

AHPA thanks the House Standing Committee on Health, Aged Care and Disability for the opportunity to respond to this inquiry. Our response focuses on the essential role of allied health services within a future Thriving Kids initiative to support children with developmental delay and disability to optimise their overall development, health and wellbeing.

The allied health sector is Australia’s second largest health workforce, comprising of over 300,000 allied health professions from a range of disciplines such as occupational therapy, social work, physiotherapy, psychology and speech pathology. Allied health professionals play an integral role in working with and supporting children with developmental delay and disability and provide services across a range of settings. They have the scope of practice, training and expertise needed to identify delays, provide comprehensive assessments and diagnosis services, provide access to assistive technology, support capacity building of families, carers and other professionals, and provide tailored evidence-based interventions to meet the unique needs and preferences of individual children. A successful Thriving Kids program will require a focus on improving the accessibility of allied health at all stages, from early identification, to supporting families and the workforce through capacity building, to laying the foundations for development and delivering interventions that address individual needs. To ensure a successful system, AHPA recommends that allied health professionals are engaged in the design and delivery of the Thriving Kids initiative. At minimum there must be a formal mechanism from the sector to directly provide allied health feedback to the Thriving Kids Advisory Committee. AHPA as the peak body stands ready to support this.

AHPA recognises that the early years are a critical development window, laying the foundations for future outcomes for children. The Early Childhood Targeted Action Plan, which supports the implementation of Australia’s Disability Strategy 2021-2031 highlights the necessity to enable “early identification of disability or developmental concerns and develop clearer pathways and timely access to appropriate supports”.^1 To offer children the best start to life and to maximise future outcomes, a Thriving Kids program must provide access to early identification/assessment processes and deliver appropriate supporting interventions. This includes services provided directly by allied health. The extent to which allied health professionals are incorporated in Thriving Kids will play a critical role in determining the success of the new program.

AHPA supports the recommendations of the NDIS review that highlighted the need to develop a comprehensive ecosystem of supports for people with disability.^2 This ecosystem should comprise a wide range of supports including the NDIS, targeted and general foundational supports, and improved supports across community and mainstream settings. We need a coordinated system of well-resourced services to support all children with developmental delay and disability. Adequate supports need to be delivered outside of the NDIS to offer a genuine alternative to the Scheme,^3 and to ensure children do not miss out on achieving developmental outcomes. It is imperative that a nationally consistent framework for Thriving Kids be agreed to, to ensure that all children across Australia can access the necessary supports.

We recommend that appropriate consultation and co-design be undertaken to establish new supports, including Thriving Kids, and that sufficient time is allowed to implement new programs before any changes to existing services and access are made. Changes across the ecosystem should be coordinated and progressed in alignment to support service continuity. For example, no child on the NDIS should be removed from the scheme until appropriate alternative supports are

available under Thriving Kids. This is to minimise the chance that children and families face a gap in services and subsequently miss out on time-limited developmental opportunities. Adequate timeframes also ensure the provider sector is ready to implement the changes.

AHPA notes that Thriving Kids will be designed for children up to age nine. We recommend that consideration be given as to how this program fits within the broader ecosystem of supports to ensure that lifelong support is available to anyone who needs it.

From the information available on Thriving Kids to date, AHPA understands that it will build on mainstream and disability-specific community services to support children and their families. Furthermore, there will be allied health specific Medicare items. It is based on this understanding that we have responded to the terms of reference below.

We encourage the Committee to refer to the submissions being provided by AHPA members, which provide further feedback from the allied health sector and focus on profession specific information.

Response to the terms of reference

1. Examine evidence-based information and resources that could assist parents identify if their child has mild to moderate development delay and support parents to provide support to these children.

Early identification of delays and disability can support earlier intervention and is crucial for better longer-term outcomes. Allied health professionals are well placed to provide information and develop resources to support parents to identify developmental delay. For example, this can include through the provision of information to parent groups within the community or mainstream education settings. The available resources and information should be accessible, evidenced-based and culturally responsive.

Allied health professionals are also well placed to build capacity within parents and families to provide support to children with mild to moderate development delay. Working with families to increase their capacity to support their child’s development is a common part of allied health practice. One of the benefits of this more individualised approach is that those practitioners can work with parents and caregivers to provide support that best reflects the individual needs of the child and their own capacity.

Key consideration should be given to ensuring parents understand the importance of early identification as a support for early intervention and improved longer-term outcomes, understanding how parental concerns are supported by appropriate health professionals, and how effective pathways are established to support parents to connect in to support programs.

2. Examine the effectiveness of current (and previous) programs and initiatives that identify children with development delay, autism or both, with mild to moderate support needs and support them and their families. This should focus on community and mainstream engagement, and include child and maternal health, primary care, allied health, playgroups, early childhood education and care and schools.

Allied health professionals deliver services for children with disability and developmental delay across a broad range of settings such as mainstream education settings, community programs

and primary care settings. Below we outline some details on existing and previous programs and note a range of considerations and recommendations for the future Thriving Kids initiative.

Medicare

The allied health sector is currently funded to deliver a range of allied health services under Medicare, examples include the Better Access Initiative, the Eating Disorders program and the Chronic Disease Management (CDM) program. Several professions also have dedicated Medicare programs to provide access to services such as optometry or diagnostic imaging. In terms of disability-specific Medicare supports, the Complex Neurodevelopmental Disorders and Eligible Disabilities program provides access to both assessment and/or treatment items provided by allied health professions including psychologists, speech pathologists, occupational therapists, audiologists, dietitians, exercise physiologists, optometrists, orthoptists and physiotherapists. It is not yet clear how those items will interact with any new Medicare items developed as part of the Thriving Kids program. New items will need to address the limitations of existing Medicare items including in relation to which allied health professionals are eligible to provide services.

Existing Medicare programs recognise the importance of allied health supports but are impacted by annual and lifetime limits, low rebates and a lack of bulk-billing incentives, lack of funding for travel, barriers to collaborative care and case conferencing, and ineffective referral pathways. These in turn mean that access to Medicare allied health services is highly dependent on the capacity of service users to pay out of pocket costs, may not support effective and accessible team care, and may run out before outcomes can be achieved.

A range of current and recent reviews have identified access barriers and are seeking to provide advice to government to help improve the accessibility of Medicare-funded allied health services. Accessibility will be critical if Medicare-funded allied health services developed as part of Thriving Kids are to reduce demand for the NDIS.

The sector is well placed to provide feedback on the proposal to provide allied health services for Thriving Kids through Medicare. Whilst there are no details available on what this will look like, we have provided some points for consideration to ensure the design of these future allied health supports under Medicare enable program success. These future allied health supports present an opportunity to overcome some of the current challenges experienced with existing Medicare services.

1. Assessment and referral process: It is unclear how the assessment and eligibility process will occur for these items and how referrals will be made to allied health. At present many allied health Medicare items are only accessible following referral from a GP. The involvement of general practice in care pathways is an important way of ensuring continuity of care and coordination but can also result in delays and barriers to access. Allied health professionals play an important role in supporting accurate early identification and assessment. They can help identify concerns, delays and disabilities in children and provide comprehensive assessments to guide the support required to meet each child’s individual needs. Timely access to assessments and interventions are critical to optimising outcomes for children with developmental delay and item structures and referral requirements will need to ensure that access to allied health services is not made unnecessarily difficult. At minimum there should be a range of professionals who can undertake assessments and provide referrals including paediatricians and other relevant health practitioners. Assessment processes should align with the existing

neurodevelopmental disorder items, which recognise that allied health professionals play an important assessment role alongside medical practitioners. Access to therapeutic supports provided by allied health professionals once a need for services has been identified should maximise timeliness and flexibility of access for families. Children typically go through a range of developmental phases, as well as having important transition points, such as between early childhood services and school, that may result in additional support needs. Medicare funding structures should allow families and practitioners to develop the most appropriate plan for their needs, rather than relying on families receiving approval and re-approval.

2. Rebate amount. At present the rebate offered to allied health through Medicare funded items is poorly aligned with the actual cost of service delivery and typical service delivery approaches. For example, the CDM program is based on 20-minute consultations even though many allied health professions deliver services in either 30-, 45- or 60-minute blocks. Consumers are often charged a gap fee as a result. These out-of-pocket costs will potentially render allied health services unaffordable for some families with children with development delay or disability, posing significant concerns around equity. They are also unlikely to attract a workforce that can deliver services under the NDIS, with the result that families continue to preference NDIS access over a Thriving Kids alternative.

3. Service location. There is significant evidence to support that early intervention services for children should be delivered in natural or everyday settings, where appropriate. This includes places where they live, learn and play. Existing Medicare items for allied health do not generally facilitate delivery of services within natural settings. Medicare items developed as part of the Thriving Kids initiative should provide mechanisms and funding to enable best practice delivery of services.

4. Dosage of sessions. Allied health items under Medicare currently have caps on delivery. For example, the Better Access and Chronic Disease program both have annual limits, while the complex neurodevelopmental disorders have lifetime limits on assessment and service delivery that don’t recognise that children may have evolving needs, and may benefit from multiple programs of service at different times during their development. These limits often do not enable an evidence-based delivery of allied health services. Medicare funded allied health services under Thriving Kids must provide sufficient volume of allied health sessions to best support children and their families to optimise outcomes. This should be determined on an individual basis and guided by appropriate professional expertise.

5. Team based care. At present there are limited mechanisms within Medicare funding structures to support team-based, wrap around care. For some children, their needs will be best addressed by therapy from a single allied health profession, but many others will benefit from team-based approaches. Current approaches under Medicare are not enabling effective case conferencing or team-based approaches between allied health professionals and a new and improved approach will be needed with specific Medicare items to facilitate this.

6. Individualised funding for the person. There is extensive evidence to demonstrate the importance of building capacity of the family and carers to improve outcomes as part of early intervention services.^4 Medicare funded sessions are generally restricted in how they

can be delivered and to whom, generally only allowing therapy services to be directly provided to the individual recipient of funding. Consideration should be given to how these items can support both direct therapy and where required, capacity building and coaching of family members and carers.

Mainstream education settings- early childhood services and schools

Allied health professionals are well placed to deliver support services to children with developmental delay and disability within mainstream settings including early childhood services and schools. Within these settings allied health professionals can work across a multi-tiered system of supports, from universal supports to targeted individual support. Specifically, allied health professionals can support the identification of delays in development in this setting and assist in team-based responses. Those responses include providing individualised support, access to assistive technology and environmental and task adaptations. They can also provide systemic interventions including capacity building for educators and other staff.

Despite these opportunities, allied health supports in mainstream settings are often absent or limited and there is significant variability in services and capacity across states and territories. Some states have well established allied health teams within mainstream education settings, whereas others have very little. Even for states with established teams the demand is often greater than the capacity of the teams. Our members report that in the school setting, the inclusion of allied health is often at the principal’s discretion. The result of these issues being that there is significant variance in access dependent on a child’s location. The Disability Royal Commission identified several gaps in evidence-based service provision and supports in mainstream education settings.^5

AHPA recommends that consistent national standards are established that provide a consistent framework for how allied health services can be embedded nationally in mainstream early childhood and school settings, so that all children regardless of their location can access these supports. We argue that this must continue to be complemented with services offered outside of mainstream settings to support development in other areas such as socialisation and family relationships.

We note that consideration must be given to those who do not access mainstream early education or school settings and the impact this will have on the supports available to them. For example, there is evidence that children from Culturally and Linguistically Diverse communities often have lower levels of attendance in early childhood education settings.^6 There is also evidence that shows that autistic children often experience higher rates of school refusal.^7,8

Mainstream health services

There are a range of mainstream health services provided across Australia that deliver supports to children with developmental delay and disability. These include allied health services. Unfortunately, there are often lengthy waitlists for many services, impacting the timeliness of critical allied health assessment and supports.^9

Community services and programs

It is well document that with the transition to the NDIS there were cessations or reductions in many previous disability-specific services and programs within the community.^2,3 Allied health professionals have played integral roles within previous and existing programs and should continue to do so under a new Thriving Kids initiative. Future expansion and development of programs must offer equitable access to services, regardless of location, including a focus on rural

and regional areas. Furthermore, there must be sufficient services and programs to meet the volume of needs. These programs should be evidence-informed and co-designed.

The government will need to recognise that the sector is now structured very differently than it was prior to the NDIS, with the result that workforce distribution and market forces may likely require a re-thinking of how community services and programs are re-established or re-designed in a way that accommodates both NDIS participants and those accessing services outside of the NDIS.

3. Identify equity and intersectional issues, in particular, children who identify as First Nations and culturally and linguistically diverse.

Thriving Kids must address equity and intersectional issues to ensure that all children can access timely, evidence-informed support to best meet their unique needs. The Thriving Kids initiative must be co-designed to ensure that the services meet the diverse needs of different community groups and do not exacerbate equity issues.

AHPA recognises that throughout Australia there are some groups who experience higher developmental vulnerability. The AEDC National Report 2024 found that across Australia 23.5% of children were developmentally vulnerable on one or more domains.^10 The report identified that some groups of children within the population experienced higher rates of developmental vulnerability on one or more domains including First Nations children, children in remote geographic locations, children with a language background other than English, and children from the most disadvantaged socioeconomic communities.^10

There are vast differences in access to appropriate supports across Australia, with some groups experiencing greater challenges in accessing suitable supports in a timely manner. This in turn can impact on long term outcomes. This may be because there is a lack of supports available or because the programs or supports that exist may not be appropriate. For example, they may not be culturally safe or effectively co-designed. AHPA recommends that all Thriving kids services and supports be inclusive, culturally responsive and safe. The workforce delivering the Thriving Kids initiative must have the appropriate training, skills and experience to enable this.

Geographical location can result in significant equity concerns. It is well documented that there are numerous barriers to accessing services for those living in rural and remote areas. Consideration should be given to the creation of locally tailored solutions to improve access to services in these areas. There is a need to build the workforce and services in regional, rural and remote areas. Initiatives such as workforce incentives, funding for travel, delivery of outreach programs and use of technology, where appropriate, should be considered in the development of programs.

AHPA highlights that not all people in Australia are eligible for Medicare funded programs. This has the potential to pose issues if allied health services under Thriving Kids are provided solely through Medicare funded programs.

4. Identify gaps in workforce support and training required to deliver Thriving Kids.

A competent and sustainable workforce is critical to the success of the Thriving Kids initiative. There are a range of professionals who work in mainstream and community settings providing

support to children and their families. These professionals vary in their skills, knowledge, training, expertise, regulation, and scopes of practice. To deliver an effective Thriving Kids program, work should be undertaken to determine who the most appropriate professionals are to provide relevant services. This should refer to evidence frameworks and consideration of what skills, knowledge, scope and capabilities are needed in different roles and workforce models to ensure the best outcomes for children and their families. It should also consider clinical governance structures that ensure appropriate oversight, supervision and support to enable safe and effective service delivery by the whole workforce.

AHPA acknowledges that many workforces, including some allied health professions, have current workforce shortages which can impact on the availability and quality of support available. Furthermore, the Unleashing the Potential of our Health Workforce – Scope of Practice Review identified that in many circumstances the scope of allied health services has been limited, impacting on the effectiveness of services.^11 Addressing workforce shortages and ensuring professionals can work effectively to full scope are imperative in ensuring sustainable programs under Thriving Kids now and into the future.

Allied health professionals, as outlined earlier, are well equipped to deliver training and build capacity in other workforces working with children with developmental delay and disability, such as educators and teachers. In mainstream settings the key roles are held by educators and teachers. Additionally in the community, nurses are often the workforce working closely with children and their families. We recognise that these professionals are integral to a child’s development and outcomes. We also appreciate that these professionals often have significant pressures placed upon them for example by expectations to cover more in already crowded curriculums. There is an identified need for additional support and training for education professionals to support the delivery of Thriving Kids.^12 Allied health professionals can play a supportive role for these professionals by helping to build capacity in these workforces, and supporting adjustments and adaptations of programs, including in mainstream education settings.

There is clear evidence that therapy interventions provided directly by allied health are best practice to achieve outcomes in some circumstances. It is therefore imperative that allied health is directly engaged where the evidence supports this. In some instances, a child will have their needs best met by a single allied health profession. For others, they may require a more comprehensive and collaborative team-based approach. Multidisciplinary collaboration must be built into future programs including provision of funding to support this where it is the most suitable approach. Allied health professionals have extensive experience collaborating with others, including other allied health professionals, to best support the child and family. For example, vision related strategies from one professional may be integrated in other allied health interventions focused on communication or motor development, to maximise outcomes across therapies.

AHPA notes that with the transition to NDIS there were reductions or closures in disability-specific community programs resulting in the privatisation of much of the allied health workforce. AHPA recommends that future programs will need to draw on a range of workforce models to involve allied health providers, including the many experienced professionals who now work in the private sector.

5. Draw on domestic and international policy experience and best practice.

AHPA acknowledges the extensive work undertaken to develop the new Best Practice Framework for Early Childhood Intervention.^13 The application of this Framework should be considered as part the future Thriving Kids initiative. As outlined above, this Framework should be complemented with work to clarify who the most appropriate professionals are to deliver evidence-informed, best-practice services.

Allied health professions regularly work in teams and collaboratively with others. We are very much supportive of the key principle of collaboration and the importance of teamwork in the Framework. There are a range of models of collaborative teamwork, which are identified in the supporting resources for the Framework,^14 and consideration needs to be given to what model is best suited to the unique needs of the child and their family. As the Framework notes, team composition is critical, and individual roles should not work in isolation. Importantly, it is also critical that the workforces have appropriate training, skills and expertise to understand how to apply collaborative models, including key worker/lead practitioner models. Workers in those roles need sufficient experience to understand their own scope and professional boundaries, how to work in a collaborative approach, and how to ensure that they have the right team and supports in place. Appropriate clinical governance structures are also essential to protect children and families as well as practitioners working through collaborative models, particularly where less experienced staff may be involved. To successfully implement this Best Practice Framework, there are a range of structures and supports needed. For example, to enable teamwork, adequate funding must be available to allow collaborative practice. There also needs to be structures in place to foster collaboration across a range of providers, particularly when team members work across different settings/organisations.

AHPA supports the provision of services in everyday/natural settings, where possible. We note that for allied health there are some situations where this may not be suitable, for example where there are specialised equipment items or standardised assessment kits available only in a clinic setting. As above, to facilitate this best practice principle sufficient funding needs to be available to enable practitioners to travel to deliver services in these settings. AHPA highlights that consideration needs to be given to how support can be provided in natural settings without significantly increasing the costs of services to consumers or reducing significantly the volume of services that can be provided. This is particularly important for rural and remote settings where travel can be considerable.

There are a range of other existing national strategies and frameworks such as the Early Years Strategy which should be considered in the development of the Thriving Kids Initiative.

We encourage the committee to refer to the responses from individual allied health professions for more specific guidance about national and international best practice examples for their professions.

6. Identify mechanisms that would allow a seamless transition through mainstream systems for all children with mild to moderate support needs.

The entire ecosystem of supports for people with development delay and disability must be accessible, connected, integrated and coordinated enabling seamless transition for children and families through the range of systems and supports available. Enablers for seamless transitions

include clear referral pathways, mechanisms for continuity of care and information, and shared communication mechanisms.

There are opportunities for streamlining between systems such as via streamlined early identification/assessments processes, coordinated referral pathways and navigation supports. Streamlined early identification/assessment processes, which include input from allied health, should be available across a wide range of settings such as hospitals, maternal and child health programs, general practices, ECEC settings, and schools. The systems need to ensure that those who need additional support are identified early, to maximise the potential benefit of services.

References

1. Commonwealth of Australia. Australia’s Disability Strategy 2021-2031. Early Childhood Targeted Action Plan. 2024. Available from: https://www.disabilitygateway.gov.au/document/3146
2. Commonwealth of Australia, Department of the Prime Minister and Cabinet. Working together to deliver the NDIS - Independent Review into the National Disability Insurance Scheme: Final Report. 2023. Available from: https://www.ndisreview.gov.au/resources/reports/working-together-deliver-ndis/
3. Bennett S, Jessurun M & Orban H. Saving the NDIS. How to rebalance disability services to get better results. Grattan Institute. 2025. Available from: https://grattan.edu.au/report/saving-the-ndis/
4. Early Childhood Intervention Australia. National Guidelines for Best Practice in Early Childhood Intervention. 2024. Available from: https://www.eciavic.org.au/documents/item/1419
5. Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability. 2023. Available from: https://disability.royalcommission.gov.au/publications/final-report
6. Lam B, McMahon T, Beauchamp T, Badu E, Brinkman S. Stronger Starts, Brighter Futures II: Exploring trends to promote the early development of children from culturally and linguistically diverse backgrounds in Australia. Occasional Paper – Number 5. 2024. SSI/Education Futures University of South Australia.
7. Clark, S. School Refusal. Parliament of Australia. Department of Parliamentary Services. Research Paper Series 2022-23. 2023. Available from: https://www.aph.gov.au/About_Parliament/Parliamentary_departments/Parliamentary_Library/Research/Research_Papers/2022-23/SchoolRefusal
8. Aspect. Autism Spectrum Australia. Information Sheet: School refusal. Available from: https://www.aspect.org.au/uploads/documents/Information-Sheets/School_Refusal_information_sheet_March_2025.pdf
9. Imms C, Moore T, Luscombe D, SNAICC authors, Wilson M, Knight S. Review of best practice in early childhood intervention: Review Report. 2024. The University of Melbourne, funded by and provided to the Commonwealth of Australia’s Department of Social Services. Available from: https://www.preci.org.au/submissions-and-papers/

10. Australia Early Development Census (AEDC) National Report 2024. Early Childhood development in Australia. 2024. Available from: https://www.aedc.gov.au/resources/detail/2024-aedc-national-report
11. Cormack M. Unleashing the Potential of our Health Workforce – Scope of Practice Review Final Report. Department of Health and Aged Care. 2024. Available from: https://www.health.gov.au/our-work/scope-of-practice-review
12. Smith C. Can Thriving Kids now save the NDIS? And what are its risks? Australian Association for Research in Education- Blog post. 2025. Available from: https://blog.aare.edu.au/can-thriving-kids-now-save-the-ndis/
13. Moore T, Imms C, Luscombe D, SNAICC authors, Bonyhady B, Dimmock K, Deane K, D’Aprano A, & Kakoschke-Moore S. National Best Practice Framework for Early Childhood Intervention. The University of Melbourne. Commissioned by the Commonwealth of Australia’s Department of Social Services. 2025. Available from: https://www.health.gov.au/our-work/national-best-practice-framework-for-early-childhood-intervention
14. Luscombe D, Moore T, Gavidia-Payne S, Bull K & Bhopti A. Teamwork in early childhood intervention: A practice brief for the National Best Practice Framework for Early Childhood Intervention. The University of Melbourne. Commissioned by the Commonwealth of Australia’s Department of Social Services. 2025.