Evaluation of Studio G (digital creative arts program) for young adults

Studio G supports young people transitioning to further education and vocational opportunities through mentoring in digital creative arts. Evaluation findings highlighted improvements in motivation, enjoyment, social participation, emotional wellbeing and technical skills, alongside the value of flexible delivery and strong mentor–mentee relationships. This research project was supported by Autism CRC.

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Autism EmployABLE evaluation

This project explored client, family and employer perspectives on an AQ employment support program (Autism EmployABLE) for autistic people. Participants valued its autism-specific understanding, individualised approach, and focus on self-awareness and independence. Reported outcomes included better person-to-job fit, increased confidence and independence, improved outcomes compared with generic disability employment services, and greater employer awareness of the benefits of employing autistic people.

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Support needs of autistic adults survey

This study surveyed 68 caregivers of autistic adolescents and adults who had left school, and 59 autistic adults, to identify support needs after school. Findings highlighted employment, health and wellbeing as the highest priorities, alongside promoting independence, positive social and communication experiences, caregiver support, and autism acceptance.

Introduction of keyboarding to autistic children with handwriting difficulties

This study explored keyboarding as an alternative to handwriting for autistic students in mainstream classrooms who experienced handwriting difficulties. Students generally showed higher motivation for keyboarding, with better average speed, composition length and written quality than handwriting, although these differences were not statistically significant.

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Experiences of bullying at school

Conducted in collaboration with Queensland University of Technology, this study examined face-to-face and cyberbullying among young people aged 11–16. Autistic students were significantly more likely to experience face-to-face bullying than non-autistic students (65% compared with 37.5%). Co-occurring anxiety and depression were associated with increased vulnerability to different forms of bullying. Parents raised concerns about the impacts on school attendance, self-esteem, mental health, social participation, academic performance and behaviour.

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Parent school placement preferences

This study explored parents’ school placement preferences for autistic students, how these aligned with current placements, and the factors influencing their decisions. While mainstream classrooms were the most common preference, around half of parents favoured alternative options. The largest gaps between preferred and current placements were for autism-specific classes within mainstream schools and autism-specific schools. A publication is in preparation.

Adult/Adolescent Goal Setting Tool (AAGST) development and evaluation

The AAGST supports autistic adolescents and adults to identify, develop and prioritise personal goals, helping them participate more actively in planning with schools, disability services and the NDIS. The tool was found to be effective across areas including independent living, further education and training, employment, and social and community participation. The tool was refined based on participant feedback and the research was supported by Autism CRC. This successful and ground-breaking tool is available for purchase on the AQ shop. Learn more about AAGST here.

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Family Goal Setting Tool (FGST) ASD-specific development

The FGST supports collaborative, family-centred planning by helping families identify and prioritise goals. Feedback from families and practitioners highlighted its comprehensive approach, promotion of collaboration, reduced stress during goal setting, and ability to empower families. This tool is available for purchase on the AQ shop. Learn more about FGST here.

Occupational therapy services for autistic people

A survey in relation to services for people on the spectrum was distributed to all registered Queensland occupational therapists. Around half the respondents indicated that they lacked confidence at least some of the time. Autism-specific experience was a significant predictor of confidence.

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Co-mentoring program to enhance workplace implementation of learning

A co-mentoring program was developed with the aim of facilitating workplace implementation of learning following a three-day course for occupational therapists. The benefits of the co-mentoring program included opportunities for information and resource sharing, debriefing, problem-solving, reassurance and implementation of ideas.

Understanding sensory experiences of young autistic people

This study explored autistic adolescents’ sensory experiences through semi-structured interviews and visual prompts. Participants preferred predictable, controllable sensory input and found unpredictable or uncontrollable sensations unpleasant. They also described challenges filtering background sensory input, seeking movement, and managing attention to prominent sensory stimuli.

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Sensory processing clinical reasoning framework development

This project has involved the development of a clinical reasoning framework to guide practitioners in selecting appropriate sensory management strategies, taking into account the evidence, social-ecological validity, cost, and risk.

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My Sensory Experiences Tool (MYSET) development & evaluation

MYSET is a picture-based card-sort tool that helps autistic people communicate their sensory experiences and identify appropriate accommodations. Feedback from practitioners, autistic people and family members highlighted its accessibility across ages and abilities, its ability to capture individual sensory experiences and their impact on daily life, and its value in supporting understanding and developing personalised accommodations. The tool was refined based on participant feedback. This successful and ground-breaking tool is available for purchase on the AQ shop. Learn more about MYSET here.

Optimising telepractice to future proof the delivery of autism services

AQ partnered with Professor David Trembath and Griffith University to identify strategies for optimising telepractice for autistic people and their families. While prompted by COVID-19 disruptions, the project recognised telepractice’s broader potential to improve service access across urban, regional, rural, and remote areas. Findings from three surveys and three case studies informed recommendations for improving staff technology and facilities, preparing participants for sessions, developing a library of practical resources, and providing staff training to support online and hybrid service delivery.

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Remote technologies to extend early intervention services for autistic children in rural areas

This project evaluated the cost, feasibility, and effectiveness of using remote technologies to extend face-to-face early intervention services for families in rural areas. Interviews with families, local service providers, and therapists identified benefits including parent and provider upskilling, reduced travel time and costs, flexible ongoing support at home, and stronger collaboration between team members.