Ashburner, J., Tomkins, V., Taylor, J., Saggers, B., & Bobir, N. (2025). Mainstream or special education or somewhere in between? What do parents of autistic students want and why? Journal of Research in Special Educational Needs. DOI: 10.1111/1471-3802.7003

Ozdowska, A., Wyeth, P., Carrington, S., & Ashburner, J. (2021). Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing. British Journal of Educational Technology. Advance online publication. https://doi.org/10.1111/bjet.13063

Macdonald, E., Ashburner, J., & Harper-Hill, K. (2021). Using structured teaching strategies in mainstream classrooms: Research to practice. In S. Carrington, B. Saggers, K. Harper-Hill, & M. Whelan (Eds.), Supporting students on the autism spectrum in inclusive schools: A practical guide to implementing evidence-based approaches. Oxfordshire, UK: Routledge Publishing.

Harper-Hill, K., Wilson, W., Armstrong, R., Perrykkad, K., Downing, C., & Ashburner, J. (2021). Sound amplification in school contexts: Implications for inclusive practice. In S. Carrington, B. Saggers, K. Harper-Hill, & M. Whelan (Eds.), Supporting students on the autism spectrum in inclusive schools: A practical guide to implementing evidence-based approaches. Oxfordshire, UK: Routledge Publishing.

Wilson, W.J., Harper-Hill, K., Armstrong, R., Downing, C., Palghat, K., Rafter, M., & Ashburner, J. (2021). A preliminary investigation of sound-field amplification as an inclusive classroom adjustment for children with and without autism spectrum disorder. Journal of Communication Disorders. doi: 10.1016/j.jcomdis.2021.106142

Saggers, B., & Ashburner, J. (2019). Creating learning spaces that promote wellbeing, participation and engagement: Implications for students on the autism spectrum. In H. Hughes, J. Franz, & J. Willis (Eds.), School spaces for student wellbeing and learning: Insights from research and practice (pp. 139-156). New York: Springer Publishing.

Wilson, W. J., Downing, C., Perrykkad, K., Armstrong, R., Arnott, W. L., Ashburner, J., & Harper‐Hill, K. (2019). The ‘acoustic health’ of primary school classrooms in Brisbane, Australia. Speech, Language and Hearing, 23(3), 189-196. https://doi.org/10.1080/2050571X.2019.1637042

Macdonald, L., Trembath, D., Ashburner, J., Costley, D., Haas, K., & Keen, D. (2019). Utilisation of an intervention to support students on the autism spectrum: Examining teachers’ responses to Finished! The On-task Toolkit. Journal of International Special Needs Education, 23(2), 79-91. https://doi.org/10.9782/17-00019

Ashburner J., Saggers, B., Campbell, M. A., Dillon-Wallace, J. A., Hwang, Y., Carrington, S., & Bobir, N. (2018). How are students on the autism spectrum affected by bullying? Perspectives of students and parents. Journal of Research in Special Educational Needs, 19(1), 27-44. https://doi.org/10.1111/1471-3802.12421

Macdonald, L., Trembath, D., Ashburner, J., Costley, D., & Keen, D. (2018). The use of visual schedules and work systems to increase the on-task behaviour of students on the autism spectrum in mainstream classrooms. Journal of Research in Special Educational Needs, 18(4), 254-266. https://doi.org/10.1111/1471-3802.12409

Hwang, Y., Dillon-Wallace, J., Campbell, M., Ashburner, J., Saggers, B., Carrington, S., & Hand, K. (2017): How students with autism spectrum conditions understand traditional bullying and cyberbullying. International Journal of Inclusive Education, 22(4), 391-408. https://doi.org/10.1080/13603116.2017.1370736

Campbell, M., Hwang, Y., Whiteford, C., Dillon-Wallace, J., Ashburner, J., Saggers, B., & Carrington, S. (2017). Bullying prevalence in students with autism spectrum disorders. Australian Journal of Special Education, 41(2), 101-122. https://doi.org/10.1017/jse.2017.5

Kerlen, Y., Wilson, W., Palghat, K., Downing, W., Harper-Hill, K., & Ashburner, J. (2017). Improved signal-to-noise ratio and classroom performance in children with Autism Spectrum Disorder: a systematic review. Research in Autism Spectrum Disorders, 4, 243-253. https://doi.org/10.1007/s40489-017-0111-7

Carrington, S., Campbell, M., Saggers, B., Ashburner, J., Vicig, F., Dillon-Wallace, J., & Hwang, Y. (2017). Recommendations of school students with autism spectrum disorder and their parents in regard to bullying and cyberbullying prevention and intervention. International Journal of Inclusive Education, 21(10), 1045-1064. https://doi.org/10.1080/13603116.2017.1331381

Macdonald, E., Keen, D., Ashburner, J., Costley, D., Haas, K., & Trembath, D. (2017). Piloting autism intervention research with teachers in mainstream classrooms. International Journal of Inclusive Education, 21(12), 1228–1244. https://doi.org/10.1080/13603116.2017.1335355

Hinder, E., & Ashburner, J. (2017). Occupation Centred Intervention in the School Setting. In S. Rodger & A. Kennedy-Behr (Eds), Occupation-centred practice with children (2nd ed., pp. 233-256). West Sussex, UK: Wiley Blackwell.

Ashburner, J., Ziviani, J., & Pennington, A. (2012). The introduction of keyboarding to students with autism spectrum disorders with handwriting difficulties: A help or a hindrance? Australasian Journal of Special Education, 36(1), 32-61. https://doi.org/10.1017/jse.2012.6

Ashburner, J., Ziviani, J., & Rodger, S. (2009). Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school. Research in Autism Spectrum Disorders, 4(1), 18-27. https://doi.org/10.1016/j.rasd.2009.07.002

Ashburner, J., Tomkins, V., Bobir, N., Jones, J., Smith, D., Hautsalo, J., & Swift, E. (2023). Co-design and co-production of a goal setting tool for autistic adolescents and adults. Autism in Adulthood, 5(1), 37-50.

Ashburner, J., Jones, J., Tomkins, V., McLucas, R., Bobir, N., Taylor, J., & Lister, J. (2019). The development and evaluation of a goal setting tool for adolescents and adults on the spectrum (Full report). Brisbane: Cooperative Research Centre for Living with Autism. Available from https://www.autismcrc.com.au/knowledge-centre/reports/goal-setting-tool-adolescents-and-adults-aagst

Jones, J., Rodger, S., Walpole, A., & Bobir, N. (2018). Holding the cards: Empowering families through an ASD Family Goal Setting Tool. Topics in Early Childhood Special Education, 39(2), 117-130. https://doi.org/10.1177/0271121418766240

Rodger, S., O’Keefe, A., Cook, M., & Jones, J. (2012). Parents’ and service providers’ perceptions of the family goal setting tool: a pilot study. Journal of Applied Research in Intellectual Disabilities, 25(4), 360–371. https://doi.org/10.1111/j.1468-3148.2011.00674.

Ashburner, J., Rodger, S., Ziviani, J., Hinder, E., Cartmill, L., White, J., & Vickerstaff, S. (2015). Improving transfer of learning: An innovative co-mentoring program to enhance workplace implementation following an occupational therapy course on autism spectrum disorders. Journal of Continuing Education in the Health Professions, 35(4), 270-277. https://doi.org/10.1097/CEH.0000000000000000

Ashburner, J., Rodger S., Ziviani, J, & Jones, J. (2013). Occupational therapy services for people with autism spectrum disorders: Current state of play, use of evidence and future learning priorities. Australian Occupational Therapy Journal, 61(2), 110-120. https://doi.org/10.1111/1440-1630.12083

Ashburner, J., Tomkins, V., Downing, C., Reitberg, E., Hill J., Copley, J., Bobir, N. (2026) “My Sensory Experiences Tool”: A neurodiversity-affirming therapeutic tool to support the sensory challenges and preferences of autistic children and adults. Occupational Therapy International.  https://onlinelibrary.wiley.com/doi/epdf/10.1155/oti/4779496

Ashburner, J., Rodger, S., Ziviani, J., & Hinder, E. (2014). Comment on: ‘An intervention for sensory difficulties in children with autism: A randomized trial’ by Schaaf et al. (2013). Journal of Autism and Developmental Disorders, 44, 1486–1488. https://doi.org/10.1007/s10803-014-2083-0

Ashburner, J., Rodger, S., Ziviani, J., & Hinder, E. (2014). Optimizing participation of children with autism spectrum disorder experiencing sensory challenges: A clinical reasoning framework. Canadian Journal of Occupational Therapy, 81(1), 29-3. https://doi.org/10.1177/0008417413520440

Ashburner. J., Bennett, L., Rodger S., & Ziviani, J. (2013). Understanding the sensory experiences of young people with autism spectrum disorder: A preliminary investigation. Australian Occupational Therapy Journal, 60(3), 171-180. https://doi.org/10.1111/1440-1630.12025

Rodger, S. Ashburner, J., & Hinder, E. (2013). Letters to the Editor: Reply from Rodger et al. to Response from Bundy et al. to Sensory interventions for children: Where does our profession stand? Australian Occupational Therapy Journal, 60(3), 223-224. https://doi.org/10.1111/1440-1630.12048

Rodger, S., Ashburner, J., & Hinder, E. (2012). Invited Editorial: Sensory interventions for children: Where does our profession stand? Australian Occupational Therapy Journal, 59(5), 337-338, https://doi.org/10.1111/j.1440-1630.2012.01032.x

Rodger, S., Ashburner, J., Cartmill, L., & Bourke-Taylor, H. (2010). Helping children with autism spectrum disorders and their families: Are we losing our occupation-centred focus? Australian Journal of Occupational Therapy, 57(4), 276-280. https://doi.org/10.1111/j.1440-1630.2010.00877.x

Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral and educational outcomes in children with autism spectrum disorder. The American Journal of Occupational Therapy, 62(5), 564-573. https://doi.org/10.5014/ajot.62.5.564

Ashburner, J., Glastonbury, E., Bobir, N., Sanders, D., Swift, E., Rietberg, E., & Hill, J. (2024). In search of a good person-to-job fit: Perspectives of autistic clients, their family members, and employers of a pilot autism-specific employment program. Autism in Adulthood. 7(5), 623-637 DOI: 10.1089/aut.2023.0075

Hill, J., Copley, J., Donovan, S., Ashburner, J., Taylor, J., & Bobir, N. (2024). What supports do autistic adolescents and adults need? Perspectives of self‐reporting adults and caregivers. Australian Occupational Therapy Journal.

Ashburner, J., Bobir, N., & van Dooren, K. (2017). Evaluation of an innovative interest-based post-school transition program for young people with autism spectrum disorder. International Journal of Disability, Development and Education, 65(3), 262-285. https://doi.org/10.1080/1034912X.2017.1403012

Neary, P., Gilmore, L., & Ashburner, J. (2015). Post-school needs of young people with high-functioning autism spectrum disorder. Research in Autism Spectrum Disorders, 18, 1-11. https://doi.org/10.1016/j.rasd.2015.06.010

Harrington, C., Foster, M., Rodger, S., & Ashburner, J. (2013). Engaging young people with autism spectrum disorder in research interviews. British Journal of Learning Disabilities, 42(2), 153-161. https://doi.org/10.1111/bld.12037

Trembath, D., Varcin, K., Waddington, H., Sulek, R., Bent, C., Ashburner, J., … & Whitehouse, A. (2023). Non-pharmacological interventions for autistic children: An umbrella review. Autism, 27(2), 275-295.

Trembath, D., Waddington, H., Sulek, R., Varcin, K., Bent, C., Ashburner, J., Eapen, V., Goodall, E., Hudry, K., Silove, N., Whitehouse, A.J.O. (2021). An evidence-based framework for determining the optimal amount of intervention for children on the autism spectrum. Lancet Child & Adolescent Health, Dec;5(12):896-904.  doi: 10.1016/S2352-4642(21)00285-6. Epub 2021 Oct 19.

Whitehouse, A; Varcin, K; Waddington, H; Sulek, R; Bent, C; Ashburner, J; Eapen, V; Goodall, E; Hudry, K; Roberts, J; Silove, N; Trembath, D, (2020) Interventions for children on the autism spectrum: A synthesis of research evidence. http://hdl.handle.net/10072/422341