Research Programs At Autism Queensland

Optimising telehealth to future proof the delivery of autism related services

AQ was pleased to have the opportunity to partner with Professor David Trembath and Griffith University in a project to optimise the use of tele-practice as part of the delivery of services. The overarching aim of this project was to contribute to optimal telepractice service delivery for autistic individuals and their families. While the acute need for this project arose from Covid-19 related disruption, it has long been recognised that telepractice has the potential to play a valuable role in the delivery of services across urban, regional, rural, and remote areas. The suggestions for optimising telepractice, collected across three surveys and three case studies, was synthesised to a set of key strategies. The strategies focused on ensuring that AQ staff had access to adequate equipment, internet access, software, IT ‘how to’ guides and support access, and quiet, private spaces for staff to engage in tele-practice. The need for participants to be adequately prepared for the tele-practice sessions was also highlighted. Other recommendations included the development of a library featuring examples of teaching strategies, video modelling, and telepractice activity examples for use by staff and participants. In-house AQ staff training to support the transition from face-to-face to online delivery and hybrid models was also recommended.

The use of remote technologies to extend early intervention services for autistic children in rural locations

This project aimed to evaluate the costs, feasibility and efficacy of services delivered through remote technologies to extend face-to-face services. Clients from rural areas who have received face-to-face early intervention services were provided with a follow-up service using remote technologies. Interviews with families, local service providers and therapists explored the advantages and disadvantages of providing a service remotely. Parents, service providers and the ASD-specialist perceived remote technologies to be beneficial in:(a) upskilling of parents and local service provider;(b) reducing cost, time and travel;(c) flexible, regular, ongoing support, (d) enabling families to access support from home, and (e)enhancing connections between team members.

The Introduction of Keyboarding to Autistic Children with Handwriting Difficulties: A Help or a Hindrance?

This study explored the utility of using keyboarding as an alternative to handwriting for autistic students from mainstream classrooms who experienced handwriting difficulties. The students’ motivation was generally rated as much higher for keyboarding than for handwriting. The group mean scores for keyboarding speed, and length and quality of keyboarded compositions were greater than comparable group mean scores for handwriting, but the differences did not reach statistical significance.

The experiences of autistic students of bullying at school

This study was conducted in collaboration with the Queensland University of Technology. Parent and student surveys addressing face-to-face and cyber bullying were sent to families of young autistic people aged 11 to 16 years. Students on the spectrum were found to be significantly more likely to be bullied face-to-face than students not on the spectrum (around 65% compared to 37.5%). Students with co-occurring anxiety disorders were more likely to report face-to-face victimization and were more troubled by both face-to-face bullying and cyberbullying, while students with co-occurring depression were more likely to report cyber victimization. Parental concerns included the impact of victimisation on school attendance, self-esteem, mental health, social participation, academic performance, and behaviour.

Parent preferences as regard types of school placement

This study aimed to explore 1) parents’ school placement preferences, 2) the extent to which students attend the school placement type preferred by their parents, 3) the impact of student characteristics on their parents’ school placement preferences, and 4) parent’s reasons for their preferred school placement. Regular mainstream school classrooms placements were the most preferred placements. However, around half of respondents preferred an option other than a regular mainstream classroom. The most notable differences between parent-preferred school placement options and current school placements were that parents preferred autism-specific classes in mainstream schools and autism-specific schools. A publication on this study is currently being prepared.

Understanding the sensory experiences of young autistic people: A preliminary investigation

This study employed semi-structured interviews augmented by visual cues to investigate the sensory experiences of autistic adolescents. The participants shared a preference for predictable and controllable sensory input, whereas unpredictable and uncontrollable sensations were perceived as unpleasant. A difficulty filtering extraneous sensory input, high levels of movement seeking and an over-focus on salient sensory input were also described.

Development of a sensory processing clinical reasoning framework

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 where relevant, risk.

The development and evaluation of My Sensory Experiences Tool (MYSET)

My Sensory Experiences Tool (MYSET®) is a picture-based card-sort tool designed to support conversations with autistic people about their sensory experiences with a view to enabling better understanding and accommodation of their sensory challenges. We gathered the perspectives of 18 professional practitioners, five autistic individuals, and four family members through semi-structured interviews and focus groups. The participants perceived that MYSET® enabled the gathering of individualised qualitative information about the person’s sensory experiences. MYSET® was also perceived to be accessible to people ranging in age from 5 years to adulthood and people with abilities ranging from mild intellectual disability to average/high IQ. The tool facilitates conversations about the links between the person’s sensory responses and their daily life experiences. A key perceived outcome of MYSET® was the enhancement of others’ capacity to understand and accommodate the autistic person’s sensory challenges. The tool was refined in response to participant feedback. MYSET® enables the gathering of detailed, individualised qualitative data on the sensory experiences of an autistic person and the collaborative design of accommodations that are compatible with their lifestyle.

Occupational Therapy Services for Autistic People: Current State of Play, Use of Evidence and Future Learning Priorities

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.

An innovative co-mentoring program to enhance workplace implementation following an occupational therapy course on autism

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.

The Development of an ASD-Specific Family Goal Setting Tool

This goal setting tool was developed by Autism Queensland’s former Senior Occupational therapist, Judy Jones. Four themes emerged with both mothers and practitioners, suggesting the tool facilitated (a) a comprehensive approach, (b) collaboration, (c) goal prioritisation, and (d) reduction in stress of goal setting. Practitioners also described the tool as empowering families and enabling family-centred practice. Please see information on website about this tool.

The development and evaluation of a goal setting tool for autistic adolescents and adults (research supported by the Autism CRC)

People on the spectrum often have difficulty articulating their goals, due to social and communication difficulties and social anxiety and this can impact on their capacity to actively engage in the planning processes of organisations such as the National Disability Insurance Agency, schools and disability services providers. The Adolescent/Adult Goal Setting Tool was found to be effective in assisting autistic adolescents and adults to develop and prioritise their goals in a range of areas such as independent living, tertiary education and training, employment, and social and community activities.

Read the report

Online Adolescent/Adult Goal Setting Tool

Following the Covid-19 pandemic, there were many requests by therapists to use the AAGST online. The R & D team is currently working on evaluation of a prototype of an online version of this tool.

Evaluation of Studio G digital creative arts program for young adults on the autism spectrum (research supported by the Autism CRC)

Autism Queensland’s Studio G Program aims to support young people in their transition to post-secondary school education and/or vocational opportunities. Young people with ASD are paired with skilled mentors with industry experience in digital creative arts, with the aim of enhancing their technical skills and social engagement. Findings included positive impacts on mentees’ motivation and enjoyment, social participation, emotional wellbeing, and skill development; and an appreciation of the program flexibility and the high-quality mentor-mentee relationships.

Read the report

Autism EmployABLE: Perspectives of clients, family members and employers of Autism Queensland’s autism-specific employment program

The perspectives of clients, family members and employers were explored in regard to their perceptions of the helpfulness of the program, aspects that could be improved, and the impact of employment on clients’ wellbeing. Program features that were valued by participants included the high level of understanding of autism, the individualised and person-centred approach, the support of clients to better understand themselves, and the way the program fostered client independence. Perceived outcomes of the program included achievement of good person-to-job fit, enhanced client confidence and independence, superior outcomes compared to generic disability employment services, and increased employer awareness of the benefits of hiring autistic people.

Survey of support needs of autistic adults

This study involved two anonymous online surveys including a survey for caregivers of autistic adolescents and/or adults, and a survey for self-reporting autistic adults. A total of 68 caregivers of adults or autistic adolescents who had left school, and 59 self-reporting adults completed the surveys resulting in 127 responses. Quantitative data from both surveys showed that the highest support needs were for supporting participation in employment and supporting health and wellbeing. An analysis of the responses to the open-ended questions revealed six categories of support needs: employment, promoting independence, supporting positive social and communication experiences, supporting health and wellbeing, caregiver support, and promoting autism acceptance.