LA TROBE — Olga Tennison UNIVERSITY Autism Research Centre

Olga Tennison Autism Research Centre School of Psychology and Public Health

OLGA TENNISON AUTISM

RESEARCH CENTRE:

Response to the inquiry into the Thriving Kids initiative

ENQUIRIES

Associate Professor Josephine Barbaro Principle Research Fellow,

OTARC, La Trobe University

Victoria, 3086

redacted

OTARC: RESPONSE TO THE INQUIRY INTO THE THRIVING KIDS INITIATIVE

ACKNOWLEDGMENTS

Acknowledgement of Country

OTARC acknowledges that we work on the unceded lands of many traditional Indigenous custodians in Victoria and across Australia. We recognise their ongoing connection to the land and value their unique contribution to our research, to La Trobe University and to wider Australian society. We pay our respects to Elders past and present and thank them for their ongoing care of this beautiful country’s land, skies, and waterways.

Diversity

OTARC is committed to embracing diversity and eliminating all forms of discrimination. We will develop and sustain a culture where access, diversity and inclusivity are recognised, valued and celebrated. OTARC welcomes all people irrespective of neurotype, ethnicity, lifestyle choice, faith, sexual orientation or gender identity.

Lived experience

Our research could not happen without the individual and collective contributions of those with lived experience of neurodivergence, and those who love and care for them. We acknowledge and value their unique expertise. Their perspectives are crucial to our mission to enrich the lives of Autistic people, their families and their carers through high- quality scientific research, innovation and translation and our vision for a world where Autistic people, their families and their carers thrive.

Suggested citation: Barbaro, J., Adams, D., Haschek, A., Abdullahi, I., Philpott-Robinson, K., Blackwell, D., Sadka, N., Mudholkar, A., Francis, M., & Anderson, R. (2025). Olga Tennison Autism Research Centre: Response to the inquiry into the Thriving Kids initiative. La Trobe. Doi: 10.26181/30268192

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OTARC’S RESPONSE TO THE INQUIRY INTO THE THRIVING KIDS INITIATIVE

INTRODUCTION

La Trobe University’s Olga Tennison Autism Research Centre welcomes the opportunity to provide a submission to the House Standing Committee on Health, Aged Care and Disability’s inquiry into the Thriving Kids initiative. Established in 2008, we are the southern hemisphere’s premier Autism research centre. Our vision is to support Autistic people, their families, and carers to thrive. Our mission is to enrich lives through high- quality scientific research, innovation, and translation. This mission is underpinned by a commitment to inclusion, neurodiversity-affirming practice, and the meaningful participation of Autistic voices in shaping our research and practice.

Our research spans the entire lifespan and full spectrum of abilities, with a focus on four key program areas:

Identification and diagnosis: advancing timely and accurate assessment across the lifespan.
Supports and practices for daily living: creating and evaluating evidence-based approaches that enable Autistic people to live meaningful lives.
Educational and vocational engagement: building pathways for successful participation in learning and employment.
Health and wellbeing: understanding and addressing the factors that influence mental and physical health.

Our internationally recognised research influences global perspectives and drives change through public accountability, community engagement, and collaboration with governments and industry. As a leading global research centre, we prioritise working closely with the Autistic community, advocates, and researchers.

We are uniquely positioned to contribute to the Thriving Kids initiative. Our expertise in early identification, evidence-informed educational practices, and whole-of-life wellbeing aligns directly with the inquiry’s focus on ensuring children in Australia have the best opportunity to thrive. By embedding research into practice, training the next generation of professionals, and co-designing with the Autistic community, we seek to empower Autistic children, their parents and carers, and policy makers to deliver better outcomes nationwide.

The following submission presents evidence-based supports and practices to strengthen early identification, parent tools and information, and equitable access to services for developmentally vulnerable children. It showcases parent-led tools, such as ASDetect and universal monitoring through SACS Social Attention and Communication Surveillance, as well as autism-specific programs like CLK-CUES and Bloom, to support mental health and wellbeing. Additionally, it highlights system-wide initiatives, including Victorian Early Assessment Clinic-style clinics, the SENSIBLE Approach, SelfSense, and a Feeding Difficulties framework. We emphasise equity through First Nations and culturally and linguistically diverse (CALD) adaptations and lessons from international best practice. Our recommendations address the Terms of Reference by empowering parents, embedding effective programs in mainstream services, closing workforce gaps, and ensuring seamless, neurodiversity-affirming support pathways.

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IN THIS SUBMISSION

Recommendations ……………………………………………………………………………………………………… 4

ToR 1: Evidence based information for parents ……………………………………………………………… 8

ToR 2: Effectiveness of current (and previous) programs and initiatives …………………………… 9

ToR 3: Equity and intersectional considerations …………………………………………………………… 12

ToR 4: Gaps in workforce support and training required to deliver Thriving Kids …………….. 13

ToR 5: Domestic and international policy experience and best practice …………………………… 18

Contributors ……………………………………………………………………………………………………………… 21

References ……………………………………………………………………………………………………………….. 24

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RECOMMENDATIONS

Recommendation 1: The Federal Government must support state and territory governments to transition from the National Disability Insurance Scheme to the Thriving Kids initiative. This must include:

A detailed transition plan with guidance on the services and support requirements of developmentally vulnerable children and their families to fully meet their needs.
A transition evaluation program to ensure that the actions of the transition plan are being undertaken on time and that suitable, accessible, and affordable supports are in place prior to families being removed from the NDIS. No NDIS supports should be removed from a child without a suitable alternative, and transition plan in place.

Recommendation 2: Work with the Royal Australian College of General Practitioners (RACGP), the Australian College of Rural and Remote Medicine, and other professional bodies to improve the supply and upskill of General Practitioners and relevant healthcare professionals (e.g., Practice Nurses) using the Social Attention and Communication Surveillance (SACS) training program. The aim is to increase capacity and expertise in autism and developmental delay identification and referral, to ensure GPs can utilise the newly proposed Medicare item for bulk-billed three-year-old health checks.

Recommendation 3: Adopt recommendation 38, 6 of the Senate Select Committee on Autism - promote the use of the free ASDectect app by parents, health practitioners and educators. Available in five languages.

Recommendation 4: The Federal Government should adopt Recommendation 38, 4 of the Senate Select Committee on Autism by supporting a national rollout of the Social Attention and Communication Surveillance (SACS) training program for maternal and child health nurses. This would ensure consistent, high-quality early identification of autism and developmental vulnerabilities across all states and territories. To strengthen this approach, the government should also:

Fund professional training modules for maternal and child health nurses, General Practitioners, early childhood educators, and allied health practitioners, integrated into continuing professional development frameworks.
Expand translation and cultural adaptation of the SACS tools through partnerships with First Nations health organisations and multicultural health services, ensuring equitable access.

Recommendation 5: The Federal Government should ensure that autism-specific, evidence-based programs such as CLK-CUES and Bloom are made universally available as part of early childhood and post-

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                   identification/diagnosis pathways in all states and territories.
               These programs provide targeted, scalable supports that address
               mental health, and wellbeing needs often overlooked in early
                support systems:

Parents should be proactively offered access to CLK-CUES in the year prior to school transition, ensuring children enter school ready to learn and thrive.
Bloom should be offered to all families, especially those in the post-diagnosis period, with online delivery ensuring accessibility for families in regional, CALD, and low-income communities.

Recommendation 6: Building on the success of the Victorian Early Assessment Clinic (VEAC), governments should invest in a network of multidisciplinary, neurodiversity-affirming early assessment clinics across all states and territories. These clinics should:

Deliver low-cost or no-cost developmental and diagnostic assessments for preschool children, prioritising families from First Nations, CALD, regional, and low-income backgrounds.
Embed neurodiversity-affirming training for all clinical staff, expanding the skilled workforce.
Operate through hub-and-spoke models linked to regional facilities and community-controlled health services to ensure equitable reach.
Provide localised linkages to available supports and services.

Recommendation 7: The Federal Government should partner with states and territories to integrate the SENSIBLE Approach (Sensory-Informed Best Practices for Learning) into all schools. Adoption would:

Embed sensory-informed practice training into teacher education and professional learning for school staff.
Ensure national consistency by requiring state education systems to adopt the SENSIBLE framework as part of their inclusion and wellbeing strategies.
Expand uptake to non-government schools and early childhood services through professional learning subsidies.

Recommendation 8: Given the negative impact of self-regulation challenges on student learning and wellbeing, as well as their overrepresentation in neurodivergent and trauma-affected students, state and territory governments should fund the expansion of SelfSense through state-based inclusion funding. This expansion would address gaps in educator confidence and reduce reliance on individualised crisis supports by providing professional development and practical skill building for:

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                               1. Teachers and support staff to recognise and respond to self-
                     regulation needs within the classroom context, ensuring timely,
                  coordinated support. This capacity building should include:

training to observe and recognise diverse presentations of self-regulation difficulties in everyday classroom settings,
confidence to implement evidence-based sensory and movement strategies that support all students’ alertness and engagement,
awareness of how neurodivergence and trauma histories can influence self-regulation and learning,
skills to foster their own self-regulation, enhancing professional wellbeing and workforce sustainability, and
integration of whole-classroom approaches that normalise regulation strategies and reduce stigma for developmentally vulnerable children. 2. School leadership and allied health professionals to strengthen collaborative models and sustainable implementation of self-regulation supports, to:
embed occupational therapy expertise within educational settings through co-delivery models,
build shared language and understanding of self-regulation across school communities,
develop capacity to integrate regulation strategies into daily classroom routines and curriculum delivery, and ensure equitable access to self-regulation education for all students, particularly those who are developmentally vulnerable.

Recommendation 9: Given the prevalence and risks associated with feeding difficulties, as well as their overrepresentation in Autistic children, state and territory governments should integrate the Feeding Difficulties Conceptual Framework into their child health and education systems: 1. Professional development and practical skill building for early childcare workers to identify and respond to early signs of feeding difficulties, ensuring timely referral and family support. This capacity building should include:

training to observe and recognise potential feeding challenges in everyday settings,
confidence to engage caregivers in constructive conversations about feeding concerns,
awareness of how neurodevelopmental conditions such as autism can influence feeding behaviours, caregiver experiences, and mealtime dynamics, and

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integration of inclusive, culturally sensitive practices that respect family traditions and food preferences. 2. Professional development and practical skill building for healthcare professionals to strengthen early identification, assessment, and management of feeding difficulties. This capacity building should include:
improve awareness and skills in recognising diverse presentations of feeding difficulties, including those associated with co-occurring conditions such as autism,
improve capacity to initiate timely, supportive conversations with caregivers to build awareness and reduce stigma, and
guidance on reviewing and applying age-appropriate feeding guidelines in ways that are practical, relevant, and culturally responsive.

Recommendation 10: The Nepal SACS adaptation and the broader NAMESTE initiative (UK, India, Sri Lanka, Nepal) demonstrate how non-specialist community health workers can be trained to provide early developmental monitoring and family support. For Australia, this demonstrates that early identification does not always require highly specialised clinicians. The Thriving Kids initiative should:

Pilot a community health worker developmental monitoring model in regional, rural, and CALD communities, equipping non- specialist staff with SACS training and culturally relevant family education tools.
Partner with Primary Health Networks and multicultural health organisations to adapt international workforce innovations for the Australian context.
Establish national evaluation frameworks to measure cost- effectiveness, diagnostic timeliness, and family satisfaction, learning from the NAMESTE project’s international evaluation design.
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TOR 1: EVIDENCE BASED INFORMATION FOR

PARENTS

The most efficient way to support all developmentally vulnerable children is to identify and understand their profile of strengths and needs and provide tailored evidence- based supports within and commence supports within their first 1000 days or <32 months. The NDIS offers a specific program to support young children, the Early Childhood Approach (ECA), but the mean age of children within this program is between 4 and 5 years, far exceeding 1,000 days.¹ One reason for this is that Australian families face significant barriers in identifying developmental vulnerability in their children, including long wait times for diagnostic services, costly assessments and limited access for those living regionally and remotely. These barriers delay access to crucial early supports during the critical period, which we know are linked to better outcomes for children.²

These barriers were the drivers to develop ASDetect.³ ASDetect provides parents access to a free, research-backed tool (app) for structured observation of their child’s development. Based on the Social Attention and Communication Surveillance (SACS) method⁴, ASDetect guides parents through age-appropriate assessments of social communication milestones. Short videos of Autistic and non-Autistic children illustrate each question, supporting parents to recognise subtle behavioural differences that may otherwise go unnoticed. Parents receive both an on-screen result of ‘low’ or ‘high’ likelihood of autism, and a comprehensive email report they can take to their family doctor. This report strengthens conversations in primary care by providing concrete, structured evidence to support appropriate referral.

The research underpinning ASDetect is robust. We validated the SACS method in multiple large-scale community studies, finding a positive predictive value of 83% for autism in children aged 12–24 months.⁵ A level of accuracy unmatched by any other developmental monitoring tool to date. Importantly, while we designed ASDetect to identify the likelihood of autism, children identified with Autistic traits by the app often present with a broader range of neurodevelopmental needs and differences that warrant support. ASDetect therefore acts as a first step in the pathway, empowering parents to advocate for their child while enabling earlier engagement with health and education services.

Since its release in 2016, ASDetect has been downloaded more than 170,000 times and translated into five languages (English, Spanish, Mandarin, Slovak, and Polish). This expansion in languages has improved accessibility for diverse families in both Australia

¹ NDIS data provided by NDIA’s Peter de Natris (2022) ² Vivanti et al (2016); Vinen et al (2018; 2022); Clark et al (2023) ³ https://asdetect.org/ ⁴ Barbaro et al (2022) ⁵ Barbaro et al (2022) — full list of SACS papers available https://www.latrobe.edu.au/otarc/research/autism- detection-diagnosis/social-attention-communication

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and internationally. In 2022 the Senate Select Committee on Autism recommended promoting use of the ASDectect app by parents in their final report.⁶

TOR 2: EFFECTIVENESS OF CURRENT (AND

PREVIOUS) PROGRAMS AND INITIATIVES

Community and mainstream services, such as maternal and child health, playgroups, early childhood education and care, allied health services, and schools, serve as an essential point of contact for families who have concerns about their child’s development. These services are well-positioned to notice early signs of developmental differences. We have undertaken multiple research studies, across various services targeting children experiencing challenges associated with an autism diagnosis. Embedding validated methods and evidence-based programs into these universal settings ensures developmental vulnerabilities are recognised early and addressed within the environments where children learn, play, and grow.

The SACS studies are the foundation of the SACS-R (revised; 11 to 30 months old) and SACS-Preschool (3.5 to 5 years old) training programs on monitoring early social attention and communication behaviours as early signs of autism.⁸ The SACS tools offer a practical pathway leading to the earlier identification of autism and developmental delays in the community. We train maternal and child health nurses, early childhood educators, hand allied health professionals to monitor key social-communication behaviours, embedding developmental monitoring into universal services, such as child health visits, hospital specialists, early childhood education, and preschool.⁹ Our studies show that more 83% of infants identified between 12 and 24 months using the SACS go on to receive an autism diagnosis, and those not diagnosed typically presented with other developmental delays requiring support. By 5-years of age, most (96%) of all Autistic children are identified by the SACS tools.¹⁰ In Australia, the SACS has been used to monitor hundreds of thousands of children 5-years-old and under in the Victorian and Tasmanian Maternal and Child Health (MCH) systems alone, and in hundreds of Allied Health and GP clinics,¹¹ childcare centres, and/or hospitals in every Australian State and Territory, demonstrating its scalability, feasibility and effectiveness in routine care.

⁶ Recommendation 38, Commonwealth of Australia (2022) ⁷ https://www.latrobe.edu.au/otarc/research/autism-detection-diagnosis/social-attention-communication ⁸ Barbaro et al (2010; 2022) ⁹ https://www.latrobe.edu.au/otarc/training ¹⁰ Barbaro et al (2022) ¹¹ Barbaro et al (2021)

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We have translated the SACS into 12 languages,¹² and culturally adapted and disseminated it across more than 20 countries. For example, China has screened more than 1 million babies using the SACS tools. The SACS has also been culturally adapted and disseminated, by and for, First Nations people in Australia and Māori in New Zealand (See ToR 5 for details).

Fund professional training modules for maternal and child health nurses, General Practitioners, early childhood educators, and allied health practitioners, integrated into continuing professional development frameworks.
Expand translation and cultural adaptation of the SACS tools through partnerships with First Nations health organisations and multicultural health services, ensuring equitable access.

CO-DESIGNED, CO-PRODUCED AND CO-DELIVERED AUTISM-

SPECIFIC SUPPORTS FOR MENTAL HEALTH AND WELLBEING IN THE EARLY YEARS

More Autistic children experience mental health challenges and poor wellbeing outcomes compared with their non-Autistic peers. Many of these challenges emerge early, with our work showing that these can even be present during the preschool and primary school years. Supporting good mental health and wellbeing is particularly important during the early years when Autistic children are developing the foundations for their life ahead.

Generic “one-size-fits-all” early supports are often not appropriate for Autistic children. Meta-analyses have consistently shown that standard treatment approaches for anxiety (e.g. Cognitive Behavioural Therapy) have minimal benefit for Autistic children, especially when outcomes are evaluated through self-report. Without providing tailored, autism- specific supports that are relevant and effective for Autistic children, we are allowing the development of mental health or wellbeing challenges that are preventable. Early, evidence-informed, and affirming approaches that recognise the unique developmental profiles of Autistic children are critical to help them thrive.

Examples of autism-specific, evidence-based effective programs developed by our team can be found below.

¹² Japanese, Nepalese, Bangladeshi, Mandarin (China), Korean, Polish, Spanish, Italian, Two languages in Sri Lanka, Two Languages in India, Maori cultural adaptation, Aboriginal cultural adaptation

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CLK-CUES¹³

CLK-CUES is an autism-specific adaptation of the widely used Cool Little Kids (CLK) program.¹⁴ Delivered in six parent-mediated group sessions, it combines CLK with autism-specific content from the UK program Coping with Uncertainty in Everyday Situations (CUES).¹⁵ The program equips parents with practical strategies to address anxiety, including sensory differences, intolerance of uncertainty, and autism-specific presentations of anxiety. A randomised controlled trial with Autistic preschoolers found that CLK-CUES significantly reduced child anxiety post-program, with benefits sustained a year later as children transitioned to school. Importantly, school data showed that children whose parents received CLK-CUES had significantly lower anxiety and significantly lower rates of school refusal compared with controls.

Bloom

Bloom is the first and only parent-group program explicitly designed to improve the wellbeing and quality of life of young Autistic children. Funded by an MRFF grant, Bloom was entirely co-produced among researchers, Autistic-led organisations, and non- Autistic-led autism support organisations. Each of the eight weekly group sessions is co- delivered by an Autistic facilitator alongside an allied health professional. Bloom, therefore, blends lived experience with clinical expertise to ensure safe, neurodiversity- affirming, and practical support. Families can access the program online or in person, making it highly accessible. Early evaluations show strong feasibility and acceptability, with significant improvements in children’s quality of life and mental health, alongside gains in parent wellbeing. Bloom demonstrates how co-production and neurodiversity- affirming practice can deliver meaningful, measurable benefits for Autistic children and their families.

Recommendation 5: The Federal Government should ensure that autism-specific, evidence-based programs such as CLK-CUES and Bloom are made universally available as part of early childhood and post- identification/diagnosis pathways in all states and territories. These programs provide targeted, scalable supports that address mental health, and wellbeing needs often overlooked in early support systems:

Parents should be proactively offered access to CLK-CUES in the year prior to school transition, ensuring children enter school ready to learn and thrive.
Bloom should be offered to all families, especially those in the post-diagnosis period, with online delivery ensuring accessibility for families in regional, CALD, and low-income communities.

¹³ Adams et al (2024; 2025a) ¹⁴ https://www.coollittlekids.org.au/login ¹⁵ https://research.ncl.ac.uk/neurodisability/ourstudies/recentlycompletedstudies/cues/

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TOR 3: EQUITY AND INTERSECTIONAL

CONSIDERATIONS

Intersectional factors influence how children and families access and experience care.¹⁶ First Nations and culturally and linguistically diverse (CALD) communities often encounter systemic barriers to early identification, assessment, and support. Culturally safe, accessible, and responsive approaches are essential to achieving equitable outcomes for all children

Less than 3% of Australian children receive an autism diagnosis before two years of age, despite strong evidence showing that early diagnosis significantly improves outcomes. Long waitlists, high costs, and limited clinician training delay access to diagnosis and support, with disproportionate impacts on CALD and First Nations families

The Victorian Early Assessment Clinic (VEAC), launched under the Victorian Autism Plan¹⁷ in 2023, funded by the Victorian Government. The VEAC is informed by OTARC’s evidence, offering low-cost, multidisciplinary, neurodiversity-affirming assessments for children under 36 months who are likely to be Autistic. The clinic has already engaged with 150 families, completing over 130 comprehensive developmental assessments and providing more than 100 diagnostic reports in its first 18 months of operation, 2 days per week. We also travel to La Trobe University’s regional campuses (Bendigo, Shepparton, Albury/Wodonga and Mildura) to increase access for families in regional and remote areas. As one parent shared:

“The process has been really simple and straight-forward, much less stressful in the fact that we were accessing this assessment on our doorstep, which saved hours of travel and the drama that comes with that.”

The VEAC has created seven new jobs, with all clinical staff receiving training in autism diagnosis and neurodiversity-affirming practice, aligning with our goal to build a skilled, inclusive workforce.

The VEAC demonstrates how State Governments can address systemic inequities in diagnosis, ensuring that children and families, regardless of location, cultural or socioeconomic background, receive timely support.

Unfortunately, demand is outstripping our 2 day per week service, resulting in a 10- month waitlist. Further investments in initiatives like the VEAC, which combine clinical best practices with affordability and accessibility, are necessary for the success of the Thriving Kids initiative.

Recommendation 6: Building on the success of the Victorian Early Assessment Clinic (VEAC), governments should invest in a network of

¹⁶ Adams et al (2025) ¹⁷ Victorian Government (2019)

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                    multidisciplinary, neurodiversity-affirming early assessment clinics
                across all states and territories. These clinics should:

Deliver low-cost or no-cost developmental and diagnostic assessments for preschool children, prioritising families from First Nations, CALD, regional, and low-income backgrounds.
Embed neurodiversity-affirming training for all clinical staff, expanding the skilled workforce.
Operate through hub-and-spoke models linked to regional facilities and community-controlled health services to ensure equitable reach.
Provide localised linkages to available supports and services.

CULTURALLY AND LINGUISTICALLY DIVERSE

Children from culturally and linguistically diverse (CALD) backgrounds face additional barriers to early identification of developmental delays and access to support. Research led by Dr Ifrah Abdullahi, Research Fellow at Olga Tennison Autism Research Centre and the Victorian Autism Specific Early Learning and Care Centre, demonstrates that children of migrant parents in Australia experience higher rates of language difficulties, intellectual disabilities, and autism.¹⁸ These findings directly informed the Fetal Alcohol Spectrum Disorder (FASD) Diagnostic Guidelines for Aotearoa (New Zealand) 2024,¹⁹ which now include recommendations that explicitly consider culture, migration history, and Indigenous status in clinical decision-making. By embedding these insights into diagnostic and support pathways, health systems can ensure that families from CALD communities receive care that is accurate and culturally meaningful. The Thriving Kids initiative should implement similar practices to guarantee that systemic or cultural barriers do not exclude any child.

For an example of national and international First Nations adaptation of SACS please see ToR 5.

TOR 4: GAPS IN WORKFORCE SUPPORT AND

TRAINING REQUIRED TO DELIVER THRIVING KIDS

Across Australia, educators and allied health professionals often report gaps in training and support when it comes to recognising and responding to sensory processing, self- regulation needs and feeding difficulties.²⁰ Strengthening the capacity of educators and practitioners through evidence-based training and frameworks can deliver real benefits for support staff and the developmentally vulnerable children they support.

¹⁸ Abdullahi et al (2020) ¹⁹ Aotearoa (NZ) FASD Guidelines Development Project Team (2024) ²⁰ Philpott-Robinson et al (2024)

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The following three examples demonstrate how evidence-based initiatives can build workforce capacity, embed consistent approaches across systems, and reduce barriers to children’s participation, learning, and wellbeing.

THE SENSIBLE APPROACH (SENSORY-INFORMED BEST PRACTICES

FOR LEARNING)²¹ Children with sensory processing challenges often need supports to access, participate in, and achieve at school.²² The SENSIBLE Approach responds to the widespread impact of sensory processing challenges, which affect 5–14% of children (4–6 years) in the general population²³ and much higher proportions in clinical groups (up to 90% of Autistic children;²⁴ 69% attention deficit hyperactivity disorder ²⁵). In Queensland, our research revealed that teachers in mainstream schools lacked reliable, evidence-based information about how sensory processing influences learning and behaviour, sometimes leading to ineffective strategies.²⁶ Developed in partnership with the Queensland Department of Education, this framework provides a five-phase process, understanding needs, goal setting, strategy selection, implementation, and evaluation, enabling teachers to adapt their classroom environment reliably. The Queensland Department of Education has embedded the SENSIBLE Approach across all Queensland government schools, and more than 575,000 students and 65,000 teachers now benefit from consistent, evidence-based strategies.

Embed sensory-informed practice training into teacher education and professional learning for school staff.
Ensure national consistency by requiring state education systems to adopt the SENSIBLE framework as part of their inclusion and wellbeing strategies.
Expand uptake to non-government schools and early childhood services through professional learning subsidies.

SELFSENSE

Challenges with self-regulation are frequently seen during childhood and adolescence. Failure to support self-regulation needs can negatively impact students’ learning, academic success, social relationships, and contribute to teacher stress.²⁷ SelfSense takes a whole-classroom approach to building the capacity of classroom staff and

²¹ Lane & Leonard (2023) ²² Unwin et al (2024) ²³ Ahn et al (2004) ²⁴ Leekam et al (2007) ²⁵ Parush et al (2007) ²⁶ Lane & Leonard (2023) ²⁷ Southall et al (2025)

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students to understand self-regulation as a foundational skill for learning and inform the implementation of individualised supports within the school context. Rather than targeting only individual students, SelfSense brings teachers and occupational therapists together to co-deliver weekly lessons that help all students notice and adjust their alertness using tailored practical strategies. Piloted in three regional Victorian schools in 2023, the program achieved reductions in disruptive behaviours, such as a 65% decrease in issues with work output.

[T]he class I have is a totally different class this term to last term and I really like to think that being part of the program has kind of been one of the factors that’s led to that – Teacher participant

SelfSense provided school communities with a shared language around self-regulation, as well as the unexpected benefit for teachers who reported placing more importance on their own self-regulation needs after being part of the program. Teachers noted enhanced understanding of how internal states impact learning, increased confidence in responding to diverse student needs, and improved collaboration with allied health professionals. The whole-classroom model reduced stigma by normalising regulation strategies for all students rather than singling out individuals.

we are so focused on the kids, and how they’re regulating their emotions, we sometimes forget that we need to do it as well. So, I found it beneficial personally as well. – Teacher participant

Given the benefits observed to both students and the wider school community, SelfSense has now expanded to additional schools across Victoria. The program addresses an identified gap in workforce capacity by equipping educators and support staff with the skills to recognise and respond to self-regulation needs within the classroom context. By bringing together teachers, support staff and occupational therapists in a collaborative model, SelfSense ensures timelier, coordinated support for students experiencing self-regulation challenges. This whole-classroom approach builds sustainable capacity within schools, enabling educators to implement evidence-based strategies that support all students, particularly those who are developmentally vulnerable, while also addressing the training needs educators report when supporting children’s participation, learning, and wellbeing.

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                               1. Teachers and support staff to recognise and respond to self-
                     regulation needs within the classroom context, ensuring timely,
                  coordinated support. This capacity building should include:

training to observe and recognise diverse presentations of self-regulation difficulties in everyday classroom settings,
confidence to implement evidence-based sensory and movement strategies that support all students’ alertness and engagement,
awareness of how neurodivergence and trauma histories can influence self-regulation and learning,
skills to foster their own self-regulation, enhancing professional wellbeing and workforce sustainability, and
integration of whole-classroom approaches that normalise regulation strategies and reduce stigma for developmentally vulnerable children. 2. School leadership and allied health professionals to strengthen collaborative models and sustainable implementation of self-regulation supports, to:
embed occupational therapy expertise within educational settings through co-delivery models,
build shared language and understanding of self-regulation across school communities,
develop capacity to integrate regulation strategies into daily classroom routines and curriculum delivery, and ensure equitable access to self-regulation education for all students, particularly those who are developmentally vulnerable.

A FRAMEWORK FOR WORKFORCE DEVELOPMENT IN FEEDING

DIFFICULTIES Feeding difficulties affect 20–50% of typically developing children and are even more common in Autistic children (44–89%).²⁸ These difficulties rarely resolve on their own and, without timely support, can lead to malnutrition, poor growth, developmental and cognitive delays, and higher levels of caregiver stress. In Autistic children, feeding difficulties are often more complex, compounding health and developmental likelihood.

Despite the prevalence and impact, Australian practitioners often lack the training and resources to identify and manage feeding difficulties early, resulting in a reliance on growth charts that leads to delayed support.²⁹

²⁸ Benjasuwantep et al., 2013a; Dahl, 1987; Sharp, et al., 2013; Seiverling et al., 2018 ²⁹ Mudholkar et al (2025a)

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General Medical Practitioners (GPs) and Child Health Nurses (CHNs) are generally the first point of contact when parents/caregivers are concerned with their child’s feeding development. While GPs and CHNs may escalate concerns to paediatricians in cases of greater complexity, opportunities for early intervention are often missed. Additionally, with more than 45% of children aged 0–5 years attending childcare in Australia,³⁰ early childcare workers are well placed to notice early feeding concerns and support the child and caregiver in promoting healthy feeding practices. However, their workforce often lacks the training or systemic support to intervene effectively.

The Feeding Difficulties Conceptual Framework³¹ provides a structure for multidisciplinary collaboration, supporting individualised, context-sensitive, family- centred, and inclusive care. In this way, supports are responsive to the diverse realities of families, whether shaped by cultural diversity, geographic location, or systemic barriers. The framework equips early childhood educators, child health nurses, GPs, and paediatricians with the skills to recognise and respond to diverse presentations of feeding challenges including those shaped by cultural diversity, geographic barriers, and systemic inequities and enables more timely, coordinated, and equitable responses. Addressing this workforce gap will be critical to achieving the Thriving Kids Initiative’s aim of ensuring all children are supported to reach their developmental potential.

training to observe and recognise potential feeding challenges in everyday settings,
confidence to engage caregivers in constructive conversations about feeding concerns,
awareness of how neurodevelopmental conditions such as autism can influence feeding behaviours, caregiver experiences, and mealtime dynamics, and
integration of inclusive, culturally sensitive practices that respect family traditions and food preferences. 2. Professional development and practical skill building for healthcare professionals to strengthen early identification,

³⁰ AIHW, 2022 ³¹ Mudholkar et al (2025b)

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                   assessment, and management of feeding difficulties. This
                    capacity building should include:

improve awareness and skills in recognising diverse presentations of feeding difficulties, including those associated with co-occurring conditions such as autism,
improve capacity to initiate timely, supportive conversations with caregivers to build awareness and reduce stigma, and
guidance on reviewing and applying age-appropriate feeding guidelines in ways that are practical, relevant, and culturally responsive.

TOR 5: DOMESTIC AND INTERNATIONAL POLICY

EXPERIENCE AND BEST PRACTICE

SURVEILLANCE (SACS) TRAINING FOR FIRST NATIONS PEOPLES First Nations communities encounter significant challenges in accessing healthcare. To build trust and ensure equity, it is essential to embed cultural responsiveness through co-design and development into developmental monitoring, and diagnostic and support pathways.

Australian Aboriginal and Torres Strait Islander communities

The SACS course was culturally adapted by First Nations trainers at Autism Queensland, enabling A/Prof Josephine Barbaro to train Aboriginal trainers to deliver it in Aboriginal and Torres Strait Islander communities in rural and remote locations. Upon the cultural adaptors’ advice, her delivery respected cultural customs and local knowledge, used storytelling methods, limited literacy demands, split sessions over two half days, incorporated videos, including a short film featuring a young boy called Ned to help families recognise early signs of autism, and involved role play and repeated practice with the SACS tool. We provided culturally tailored resources to ensure accessibility, safety, and practical understanding.

Aotearoa New Zealand

An international example comes from Aotearoa New Zealand, where we adapted the SACS tool for Māori communities in 2024.

“It was important for us to integrate Māori specific knowledge, needs, and perspectives into the training,” says A/Prof Barbaro. “This was done through a lived experience engagement co-production and was essential for the trainings success in New Zealand.”

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In partnership with Te Herenga Waka (Victoria University of Wellington), Associate Professor Josephine Barbaro and colleagues trained more than 320 education and health professionals in early autism identification across Wellington, including a Māori specific training session. The cultural adaptation of the SACS demonstrates how meaningful consultation with First Nations peoples can be in transforming autism identification pathways.

For Thriving Kids, the New Zealand experience serves as a benchmark for how similar principles can be applied by the Australian Government through partnerships with Aboriginal Community Controlled Health Organisations (ACCHOs), Elders, and First Nations health workers.

INTERNATIONAL BEST PRACTICE: NEPAL

In Nepal, we adapted the SACS tool to support local female community health volunteers in improving their knowledge of the signs of autism.³² This adaptation recognises the scarcity of specialist professionals in many regions. The team tailored the training modules to the Nepal context, ensuring that the community health volunteers and families could engage meaningfully with the tool.

The Nepal experience highlights the flexibility and scalability of the SACS approach. By equipping non-specialist health workers with the knowledge and confidence to identify developmental differences, the program closed critical gaps in early autism identification and referral pathways. It also underscored the importance of culturally relevant education for families, as our research found a substantial lack of awareness about autism among Nepalese caregivers.³³

Our work in Nepal has led to a multi-national project (United Kingdom, India, Sri Lanka, and Nepal) – NAMESTE, funded by the National Institute of Health and Care Research (NIHR; ≈ £7M).³⁴ NAMESTE is developing and evaluating care pathways that involve both screening and identification (incorporating the SACS tools) for neurodevelopmental disability in children, followed by family-based supports to help caregivers understand and support their child’s development. Non-specialist community health workers will deliver these pathways, supported through training and supervision.

For Australia, this international model demonstrates how workforce innovation and community-based engagement can help address service gaps, particularly in regional and remote areas, as well as within culturally and linguistically diverse communities. Lessons from Nepal demonstrate that effective early identification does not always require large numbers of highly trained specialists; with the right training, community health workers can significantly extend the reach of early developmental monitoring, thereby supporting the goals of Thriving Kids.

³² Shrestha et al (2022) ³³ Shrestha et al (2021) ³⁴ https://sites.manchester.ac.uk/namaste/

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               developmental monitoring and family support. For Australia, this
               demonstrates that early identification does not always require
                   highly specialised clinicians. The Thriving Kids initiative should:

Pilot a community health worker developmental monitoring model in regional, rural, and CALD communities, equipping non- specialist staff with SACS training and culturally relevant family education tools.
Partner with Primary Health Networks and multicultural health organisations to adapt international workforce innovations for the Australian context.
Establish national evaluation frameworks to measure cost- effectiveness, diagnostic timeliness, and family satisfaction, learning from the NAMESTE project’s international evaluation design.

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CONTRIBUTORS

Associate Professor Josephine Barbaro

A/Prof Barbaro is a Principal Research Fellow and Neurodiversity Affirming Psychologist at the Olga Tennison Autism Research Centre and co-founder of Australia’s first ‘Early Assessment Clinic’ for autism, focusing on children under 3 years old. A/Prof Barbaro’s research interests are in the early identification and diagnosis of autism in infants, toddlers, and pre-schoolers, family health and well-being following a diagnosis, and Neurodiversity Affirming research and practice. Josie pioneered an early detection method for autism known as Social Attention and Communication Surveillance (SACS).

Professor Dawn Adams

Professor Adams is the Olga Tennison Endowed Chair in Autism Research at the Olga Tennison Autism Research Centre. Dawn is an international leader in autism research, with a particular focus on anxiety, mental health and wellbeing. She has a dedicated stream of research focusing on mental health and wellbeing for Autistic students in the school setting. Her current projects focus on school attendance in Autistic young people, strengthening neurodiversity-affirming teaching practices, and developing evidence- informed supports that improve quality of life and mental health outcomes across the lifespan.

Alex Haschek

Alex is the Research Communications and Impact Coordinator at the Olga Tennison Autism Research Centre. Alex leads efforts in research dissemination, impact planning, and stakeholder engagement, ensuring that the Olga Tennison Autism Research Centre’s work reaches and influences both academic and public audiences.

Dr Ifrah Abdullahi

Dr Abdullahi is a Research Fellow at the Olga Tennison Autism Research Centre and the Victorian Autism Specific Early Learning and Care Centre, La Trobe University. Her research focuses on neurodevelopmental and developmental conditions, with a particular emphasis on autism spectrum conditions and intellectual disability. Ifrah`s research is dedicated to advancing equity in autism and intellectual disability, particularly for children from immigrant, refugee, and minority backgrounds. Clinically, she is a senior epidemiologist in perinatal and paediatric epidemiology and infectious diseases, with expertise in population-based data linkage, mortality surveillance, and the early diagnosis and intervention of autism.

Dr Kelsey Philpott-Robinson

Dr Philpott-Robinson is a post-doctoral research fellow at the Olga Tennison Autism Research Centre. Kelsey is an interdisciplinary researcher specialising in scoping review methods, self-regulation and child and adolescent mental health and wellbeing. Kelsey is a registered occupational therapist with clinical experience across public, private and education settings. Kelsey’s current research interests include interdisciplinary school-

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based supports for self-regulation and mental health, effectiveness of self-regulation supports for Autistic and non-Autistic children, conceptual understanding of self- regulation as a construct in health and education, early sensory behaviours in Autistic children and transition pathways for Autistic and non-Autistic school leavers.

Dr Dianne Blackwell

Dr Blackwell is a researcher at the Olga Tennison Autism Research Centre. Di’s expertise lies in emotion regulation, self-regulation, and early developmental supports for Autistic children, grounded in over a decade of paediatric occupational therapy practice. Dr Blackwell’s research has contributed to the development of validated outcome measures and practical tools to support multidisciplinary, inclusive practice across health, education, and early intervention settings.

Dr Nancy Sadka

Dr Sadka is a Research Fellow at La Trobe University’s Olga Tennison Autism Research Centre (OTARC), primarily in the Identification and Diagnosis research program of Autism and Attention-Deficit/Hyperactivity Disorder (ADHD). She is also the Senior Research Associate, the invited academic on the OTARC Data Management Team. Dr Sadka’ current research focuses on the development of ADHDiscovery, a tool to identify early markers of ADHD in toddlers. She works in the space of machine learning and AI to conceptualise a framework to understand early behaviours in AuDHD toddlers which can later be utilised to create individualised support strategies

Dr Asmita Mudholkar

Dr Mudholkar is a senior lecturer and researcher in the occupational therapy program at the La Trobe Rural Health School and a member of the Olga Tennison Autism Research Centre. Dr Mudholkar’s doctoral research investigated the factors associated with the early onset of feeding difficulties in young children and explored practices for their identification and remediation. The findings provided insight into the importance of early identification of feeding difficulties to guide targeted supports.

Maddie Francis

Maddie is the Training Coordinator at the Olga Tennison Autism Research Centre, where she leads the delivery of national and international training in SACS-R+PR for early autism identification, as well as other courses for professionals working with the Autistic community. She has an extensive background as a solicitor and advisor, working with Aboriginal and Torres Strait Islander communities across multiple states in Native Title Law, Cultural Heritage Compliance, and public health, including as Medicare Advisor for all Victorian Aboriginal Community Controlled Health Organisations and coordinating the Koorie Maternity Conference. Madeleine is also the founder and director of NICU Cheer, a charity that supports families of premature and critically ill babies through practical aid and advocacy.

Rob Anderson

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Rob is the Associate Director - Community at the Olga Tennison Autism Research Centre. Rob is a seasoned executive leader with over two decades of experience driving strategic reform, stakeholder engagement, and community impact across disability, health, and research sectors.

Relevant United Nations Sustainable Development Goals

At OT ARC, our research aligns with the United Nations Sustainable Development Goals.³⁵

³⁵ https://www.un.org/sustainabledevelopment/sustainable- development- goals/

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REFERENCES

Note: OTARC researchers are bolded.

Abdullahi, I., Wong, K., de Klerk, N., Mutch, R., Glasson, E. J., Downs, j., Cherian, S., & Leonard, H. (2020). Hospital admissions in children with developmental disabilities from ethnic minority backgrounds. Developmental medicine and child neurology, 62(4), 470–476. https://doi.org/10.1111/dmcn.14348 Adams, D., Malone, S., Dargue, N., Keen, D., Rodgers, J., Simpson, K., Wicks, R., Bullot, A., & Rapee, R. (2024). Prevention and Reduction of Anxiety in Autistic Preschoolers Through an Autism- Specific Parent-Mediated Intervention: A Pilot Randomised Controlled Trial Evaluating Short and Longer Term Outcomes. Journal of autism and developmental disorders. https://doi.org/10.1007/s10803-024-06570-5 Adams, D., Malone, S., Dargue, N., Rodgers, J., Simpson, K., Wicks, R., & Rapee, R. (2025a). Brief Report: School Anxiety, School Attendance and School Refusal/Distress Following an Autism-Specific Parent-Mediated Intervention for Anxiety in Preschoolers. Journal of autism and developmental disorders. https://doi.org/10.1007/s10803-025-06828-6 Adams, D., Malone, S., Lawson, W., Breasley, J., Girdler, S., & Carroll, A. (2025). Autistic People’s Experiences With Mental Health Services: Intersectionality Matters. Neurodiversity, 3. https://doi.org/10.1177/27546330251369785 (Original work published 2025) Ahn, R. R., Miller, L. J., Milberger, S., & McIntosh, D. N. (2004). Prevalence of parents’ perceptions of sensory processing disorders among kindergarten children. The American journal of occupational therapy : official publication of the American Occupational Therapy Association, 58(3), 287–293. https://doi.org/10.5014/ajot.58.3.287 Aotearoa (NZ) FASD Guidelines Development Project Team. (2024). The Fetal Alcohol Spectrum Disorder (FASD) Diagnostic Guidelines for Aotearoa (NZ). Hāpai te Hauora. https://www.tewhatuora.govt.nz/assets/For-health-professionals/Clinical- guidance/Diseases-and-conditions/Fetal-alcohol-spectrum-disorder/Fetal-Alcohol- Spectrum-Disorder-FASD-Diagnostic-Guidelines-for-Aotearoa.pdf Australian Institute of Health and Welfare. (2022, 25/02/2022). Early Childhood Education and Care. Australian Institute of Health and Welfare. Retrieved 15/12/2023 from https://www.aihw.gov.au/reports/children-youth/australias- children/contents/education/early-childhood-education Barbaro, J., & Dissanayake, C. (2010). Prospective identification of autism spectrum disorders in infancy and toddlerhood using developmental surveillance: the social attention and communication study. Journal of developmental and behavioral pediatrics : JDBP, 31(5), 376–385. https://doi.org/10.1097/DBP.0b013e3181df7f3c Barbaro, J., Masi, A., Gilbert, M., Nair, R., Abdullahi, I., Descallar, J., Dissanayake, C., Eastwood, J., Hasan, I., Jalaludin, B., Karlov, L., Khan, F., Kohlhoff, J., Liaw, S. T., Lingam, R., Mendoza Diaz, A., Ong, N., Tam, C. W. M., Unwin, K., Woolfenden, S., … Eapen, V. (2021). A Multistate Trial of an Early Surveillance Program for Autism Within General Practices in Australia. Frontiers in pediatrics, 9, 640359. https://doi.org/10.3389/fped.2021.640359 Barbaro, J., Sadka, N., Gilbert, M., Beattie, E., Li, X., Ridgway, L., Lawson, L. P., & Dissanayake, C. (2022). Diagnostic Accuracy of the Social Attention and Communication Surveillance– Revised With Preschool Tool for Early Autism Detection in Very Young Children. JAMA network open, 5(3), e2146415. https://doi.org/10.1001/jamanetworkopen.2021.46415 Benjasuwantep, B., Chaithirayanon, S., & Eiamudomkan, M. (2013a). Feeding problems in healthy young children: prevalence, related factors and feeding practices. Pediatr Rep, 5(2), 38– 42. https://doi.org/10.4081/pr.2013.e10 Clark, M., Vinen, Z., Vivanti, G., Dissanayake, C., & the Victorian ASELCC team. (2023). Prediction of School-age Outcomes for Autistic Children following Receipt of Group-Early Start Denver Model. Research in Autism Spectrum Disorders. https://doi.org/10.1007/s10803- 023-05993-w

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Commonwealth of Australia. (2022). Services, support and life outcomes for autistic Australians. ISBN: 978-1-76093-383-8. https://parlinfo.aph.gov.au/parlInfo/download/committees/reportsen/024412/toc_pdf/Ser vices,supportandlifeoutcomesforautisticAustralians.pdf;fileType=application%2Fpdf Dahl, M. (1987). Early feeding problems in an affluent society: III. Follow-up at two Years: Natural course, health, behaviour and development. Acta Paediatrica, 76(6), 872-880. https://doi.org/10.1111/j.1651-2227.1987.tb17257.x Lane, A. E., & Leonard, C. (2023). A sensible Approach SENSory-Informed Best practices for Learning Decision-Making Framework Manual. Queensland Department of Education, Brisbane. Leekam, S. R., Nieto, C., Libby, S. J., Wing, L., & Gould, J. (2007). Describing the sensory abnormalities of children and adults with autism. Journal of autism and developmental disorders, 37(5), 894–910. https://doi.org/10.1007/s10803-006-0218-7 Mudholkar, A., Hudry, K., Korostenski, L., Haschek, A., and Lane, A. E. (2025b). Feeding Difficulties in Young Children: A Policy and Practice Framework. Olga Tennison Autism Research Centre, La Trobe University. https://otarc.blogs.latrobe.edu.au/feeding-difficulties-policy- and-practice-framework/ Mudholkar, A., Korostenski, L., Hudry, K., & Lane, A. E. (2025a). Knowledge, attitudes, and practices of professionals working with young children with feeding difficulties. Australasian Journal of Early Childhood, 0(0). https://doi.org/10.1177/18369391251337790 Parush, S., Sohmer, H., Steinberg, A., & Kaitz, M. (2007). Somatosensory function in boys with ADHD and tactile defensiveness. Physiology & behavior, 90(4), 553–558. https://doi.org/10.1016/j.physbeh.2006.11.004 Philpott-Robinson, K., Harscz, K., Blackwell, D., Mallise, C., Leonard, C & Lane, A. (2024). The experiences of occupational therapists supporting children with self-regulation needs: A qualitative descriptive study. Australian Occupational Therapy Journal, 71 (6), 1041-1058. https://doi.org/10.1111/1440-1630.12985 Seiverling, L., Towle, P., Hendy, H. M., & Pantelides, J. (2018). Prevalence of Feeding Problems in Young Children With and Without Autism Spectrum Disorder: A Chart Review Study. Journal of early intervention, 40(4), 335-346. https://doi.org/10.1177/1053815118789396 Sharp, W. G., Berry, R. C., McCracken, C., Nuhu, N. N., Marvel, E., Saulnier, C. A., Klin, A., Jones, W., & Jaquess, D. L. (2013). Feeding Problems and Nutrient Intake in Children with Autism Spectrum Disorders: A Meta-analysis and Comprehensive Review of the Literature. Journal of autism and developmental disorders, 43(9), 2159-2173. https://doi.org/10.1007/s10803-013-1771-5 Shrestha, R., Barbaro, J., & Dissanayake, C. (2022). Changes in Knowledge on the Signs of Autism in Young Children (11-30 Months) among Female Community Health Volunteers in Nepal. Journal of autism and developmental disorders, 52(1), 219–239. https://doi.org/10.1007/s10803-021-04944-7 Shrestha, R., Dissanayake, C., & Barbaro, J. (2021). Caregivers’ knowledge of autism in a local peri-urban community of Nepal: A cross-sectional study in Kirtipur, Kathmandu. Research in Autism Spectrum Disorders, 80, Article 101696. https://doi.org/10.1016/j.rasd.2020.101696 Southall, A., Philpott-Robinson, K., Lane, A. E., Leonard, C., & Bury, S. (2025). Australian teachers’ perceptions of a Co-Taught self-regulation program. International Journal of Educational Research, 131, https://doi.org/10.1016/j.ijer.2025.102612 Unwin, K., Wales, K., Johnson, T., Leonard, C., Dixon, G., English, L., & Lane, A. (2024). Evidence Synthesis and Clinical Recommendations for Supporting School Students With Sensory Processing Challenges: A Rapid Review. The American journal of occupational therapy : official publication of the American Occupational Therapy Association, 78(6), 7806205010. https://doi.org/10.5014/ajot.2024.050766 Victorian Government. (2019). Victorian autism plan. State of Victoria, Department of Health and Human Services. ISBN 978-1-76069-455-5. https://www.vic.gov.au/victorian-autism-plan

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Vinen, Z., Clark, M., & Dissanayake, C. (2022) Social and behavioural outcomes of school aged autistic children who received community-based early interventions. Journal of Autism and Developmental Disorders. 53, 1809–1820. https://doi.org/10.1007/s10803-022- 05477-3 Vinen, Z., Clark, M., Paynter, J., & Dissanayake, C. (2018). School age outcomes of children with Autism Spectrum Disorder who received community-based early interventions. Journal of Autism and Developmental Disorders, 48(5), 1673-1683. https://doi.org/10.1007/s10803- 017-3414-8 Vivanti, G., Dissanayake, C., & the ASELCC Team (2016). Outcome for children receiving the Early Start Denver Model before and after 48 months. Journal of Autism and Developmental Disorders, 46(7), 2441-2449. https://doi.org/10.1007/s10803-016-2777-6

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Submission 187 — Olga Tennison Autism Research Centre — Inquiry into the Thriving Kids initiative

OLGA TENNISON AUTISM

ACKNOWLEDGMENTS

Acknowledgement of Country

Diversity

Lived experience

INTRODUCTION

IN THIS SUBMISSION

RECOMMENDATIONS

TOR 1: EVIDENCE BASED INFORMATION FOR

TOR 2: EFFECTIVENESS OF CURRENT (AND

SOCIAL ATTENTION AND COMMUNICATION SURVEILLANCE (SACS)⁷

CO-DESIGNED, CO-PRODUCED AND CO-DELIVERED AUTISM-

CLK-CUES¹³

Bloom

TOR 3: EQUITY AND INTERSECTIONAL

CULTURALLY AND LINGUISTICALLY DIVERSE

TOR 4: GAPS IN WORKFORCE SUPPORT AND

THE SENSIBLE APPROACH (SENSORY-INFORMED BEST PRACTICES

SELFSENSE

A FRAMEWORK FOR WORKFORCE DEVELOPMENT IN FEEDING

TOR 5: DOMESTIC AND INTERNATIONAL POLICY

ADAPTING SOCIAL ATTENTION AND COMMUNICATION

Australian Aboriginal and Torres Strait Islander communities

Aotearoa New Zealand

INTERNATIONAL BEST PRACTICE: NEPAL

CONTRIBUTORS

Associate Professor Josephine Barbaro

Professor Dawn Adams

Alex Haschek

Dr Ifrah Abdullahi

Dr Kelsey Philpott-Robinson

Dr Dianne Blackwell

Dr Nancy Sadka

Dr Asmita Mudholkar

Maddie Francis

Rob Anderson

Relevant United Nations Sustainable Development Goals

REFERENCES