At AEIOU, we're committed to research

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Our commitment to research

AEIOU is committed to delivering high-quality early intervention and support for children with autism. AEIOU prioritises research and assessment, both internally and with our external partners.

AEIOU’s Research and Assessment Department was established in response to a growing need to demonstrate the research outcomes of our program and to meet the Australian Guidelines for Good Practice (Roberts & Prior, 2012). We recognise that research is integral to our organisation to deliver high-quality for Evidence-Based Practices.

Research & Assessment

At AEIOU, our research focuses on monitoring and assessing the outcomes of the AEIOU program as well as assessing the impact ASD has not only on children but on families. We aim to:

• Build an evidence base for the AEIOU program;
• Better understand and meet the needs of children and families attending AEIOU; and
• Provide a world-class resource of information on ASD through conferences, seminars, publications and the media.

By assessing children and their families, we gain invaluable information about the strengths and needs of children with autism. This is essential for individualising programs and achieving optimal outcomes for each child and their family. As quality research drives Good Practice Early Intervention (as defined by Roberts & Prior, 2012), high-quality assessment is vital to conducting high-quality research. Assessment is the foundation for our research and is used to develop a database of children's outcomes for both program evaluation and longitudinal research.

Collaborations

Our Research & Assessment team at AEIOU collaborate with external agencies who have both expertise in autism and an interest in research relating to ASD.

AEIOU Research and Innovation Committee
The AEIOU Research and Innovation Committee (ARIC) oversees and facilitates sustainable research that has the potential to benefit both children with autism and their families, and works together to:

• Plan research projects to be undertaken at AEIOU, and coordinate research activities with respect to children and families;
• Support applications for external funding to financially support research activity;
• Assess and review research proposals generated by AEIOU, individuals in the AEIOU Research and Innovation Committee or external institutions;
• Ensure that constructive research relationships are maintained between families of children with ASD, researchers, AEIOU staff and the AEIOU Foundation;
• Make recommendations to the AEIOU Board regarding research projects;
• Monitor and review the progress of research activities undertaken at AEIOU;
• Take into consideration the research priorities endorsed by the AEIOU Board; and
• Communicate and disseminate information relevant to research proposed or undertaken at AEIOU to ARIC.

Griffith University Autism Centre of Excellence (ACE)
AEIOU is proud to partner with Griffith University’s Autism Centre of Excellence (ACE), currently based at the AEIOU Logan Centre. ACE aims to improve the quality of life for children and adults with autism by undertaking research to expand knowledge about autism and autism intervention, supporting learning outcomes–from early childhood to education and employment–and providing training to parents and specialists.

Our current projects

• Staff Training

  Debunking Autism Treatment Myths:

  The persistent use of ineffective practices by parents and professionals in autism early intervention is a serious problem. Conducted with staff at Autism Specific Early Learning and Care Centres (ASELCCs) across Australia, this project aimed to address this issue by increasing staff intention to use and recommend effective practices and decrease their intention to use and recommend ineffective practices. In the study, professional development was delivered to increase staff’s understanding and knowledge of the evidence base behind effective and ineffective practices. This project was funded by the Federal Department of Social Services.

  What were the key findings?

  Training was able to improve staff’s knowledge regarding effective and ineffective treatment practices, and influence their intentions to use these practices. It should be noted that, to ensure that staff maintain their understanding of, and intention to use, effective practices in early intervention for children with autism over time, staff must receive follow-up (e.g. ongoing mentoring).

• Transition Projects

  Transition of children with autism from an early intervention setting to Primary School

  This project explored the perspectives of parents, early intervention staff and school staff on school readiness and transition to school, and identified supports and challenges for children with ASD in mainstream schools. This study was part of a nation-wide collaboration of Autism Specific Early Learning and Care Centres (ASELCCs), funded by the Federal Department of Social Services.

  What were the key findings?

  The most important supports for a successful transition include:

  • > Proactive and open communication between all parties, including early intervention staff, school staff, the child, and their parents;
  • > School factors including supports available and a good understanding of autism;
  • > Parents advocating for their child; and
  • > Acceptance, flexibility, and individualisation.

  The greatest barriers to a successful transition include:

  • > The child’s behavioural and emotional difficulties;
  • > A lack of understanding of autism; and
  • > Lack of support for schools, and resistance from schools to children with autism.

   

  Provision of a Pilot Model to Support Transition of Children with ASD

  A transition program for children moving from AEIOU into Prep was trialled. Conducted in collaboration with the Education QLD Autism Hub, the trial aimed to increase parents’, teachers’, and AEIOU staff’s knowledge and confidence in transitioning children to school following early intervention. The findings informed future transition to school practices for children attending AEIOU centres.

  What were the key findings?

  Children with autism require specialist planning and support to successfully transition to school and is driven by:

  • > Effective collaboration (e.g. between schools, early intervention staff and parents) and early transition planning;
  • > Open communication between all parties involved in a child’s transition;
  • > and Increased resources, such as staffing, to assist with the logistics of transitioning a child with autism into school.

Conducting a research project?

The Autism Research and Innovation Committee (ARIC) defines the research priority areas for research conducted at AEIOU. This means that when we examine research applications that come to AEIOU, they will be evaluated as to whether they fit into the identified priorities and also, when we apply for funding, we will be ensuring that it fits within the following priority areas:

1. Evaluation of the AEIOU curriculum
2. Transition to school topics: Understanding specific child and family issues (including cultural matters) related to aiding children to have the best outcomes when they transition from AEIOU and for AEIOU to deliver more informed early intervention services
3. School readiness issues: Identifying critical skills that are needed for children when they transition to school
4. Comparison between delivery programs: Researching how many hours of intervention provide the best outcomes for individual children
5. Systematic evaluation of specific practices occurring at AEIOU
6. Scientific merit

To propose a research project, or advertise for participants in a study you're currently conducting, please download and submit this form. Once received, the proposal will be discussed with the AEIOU Research and Innovation Committee at its monthly meeting.

If you have an interest in research, and would like to know more about the AEIOU Research and Innovation Committee, please email Dr Ashleigh Bullot.

To read an overview of AEIOU’s Research & Assessment team, view our flyer.

Published studies

Read our Research Articles

For a list of our published studies, click here. If you would like a copy of any of these articles, please email research@aeiou.org.au.

• 2019

  Submitted Feb 2019

  • Perceived Evidence and Use of Autism Intervention Strategies in Early Intervention Providers. Paynter, J., Luskin-Saxby, S., Keen, D., Fordyce, K., Frost, G., Imms, C., Miller, S., Sutherland, R., Trembath, D., Tucker, M., & Ecker U. Research in Autism Spectrum Disorders
    • Continued use of intervention practices that are not supported by quality research is an ongoing challenge in the field of autism. This study investigated early intervention staff’s perception of the evidence-base for a number of treatment practices, their intention to use these practices in the future, as well as their individual attitudes towards these practices, and the source of their information regarding these practices. Overall, staff reported greater use of, and intention to use, evidence-based practices, than they did for the practices that were unsupported by evidence. Staff’s perception of the evidence-base behind a particular practice was linked to their intentions to use this practice.

   

  Published

  • Trembath, D, Westerveld, M., Teppala, S., Thirumanickam, A., Sulek, R., Rose, V., Tucker, M., Paynter, J., Hetzroni, O., Vivanti, G., & Keen, D. (2019). Profiles of Vocalization Change in Children with Autism receiving Early Intervention, Autism Research, 00: 1–13. doi:1002/aur.2075
    • This study examined possible changes in speech and nonspeech vocalisations in children with autism attending a comprehensive early intervention program over 10 months. Results revealed that changes in children’s vocalisations over time followed a waxing and waning pattern, rather than a steady increase, and suggested that looking at the quality of children’s vocalisations (i.e., the ratio of speech to nonspeech vocalisations) provides a more accurate picture of a child’s development than looking at how frequently they vocalise.

  • Paynter, J., Luskin-Saxby, S., Keen, D., Fordyce, K., Frost, G., Imms, C., Miller, S., Trembath, D., Tucker, M., & Ecker U. (2019) Evaluation of a template for countering misinformation—Real-world Autism treatment myth debunking, Plos One 14(1). https://doi.org/10.1371/journal.pone.0210746
    • Misinformation regarding treatments in the public health domain poses significant challenges to evidence-based practice. This study tested strategies for debunking misinformation about autism interventions in the context of professional development training.

• 2018

  • Taylor, A., Beamish, W., Paynter, J., & Tucker, M. (2018). Designing a Model of Practice for Australian Teachers of Young School-age Children on the Autism Spectrum. Journal of International Special Needs Education.
    • A growing number of students on the autism spectrum are enrolling in primary schools, and teachers are increasingly expected to provide high quality education to all students. This paper reports on the design of the first Australian Model of Practice for primary school teachers of students on the autism spectrum in the first year of school. This model of practice is a flexible and highly portable tool that will support decision making regarding teaching methods, and improve professional practice for teachers. This tool will be tested in partnership with teachers, to provide evidence of its applicability in Australian classrooms. 

  • Paynter, J., Davies, M. & Beamish, W. (2018). Recognising the “Forgotten Man”: Fathers’ experiences in caring for a young child with autism spectrum disorder. Journal of Intellectual and Developmental Disabilities. 43(1). doi:10.3109/13668250.2017.1293235
    • This study investigated the experiences of fathers of young children with ASD attending AEIOU. Results revealed that fathers were experiencing elevated levels of parental stress and elevated depressive symptoms. These findings provide further insight into the fathering role, and demonstrate the need for better support for fathers of children with ASD.

• 2017

  • Eapen, V., Grove, R., Aylward, E, Joosten, A., Miller, S., Van Der Watt, G., Fordyce, K., Dissanayake, C., Maya, J., Tucker, M., & DeBlasio, A. (2017). Transition from early intervention program to primary school in children with Autism Spectrum Disorder. World Journal of Clinical Pediatrics, 8; 6(4): 161-179.
    • This study investigated the characteristics that are linked with successful transition and school outcomes in preschool aged children with autism. Key results: Cognitive ability and adaptive behaviour were associated with successful transition to school, including participation in the classroom and being comfortable with the classroom teacher. These factors were also associated with social skills in the classroom, including assertiveness and engagement.
  • Fulton, A., Paynter, J., & Trembath, D. (2017). Gender Comparisons in children with ASD entering early intervention. Research in Developmental Disabilities, 68, 27-34.
    • Currently, a greater number of males are diagnosed with Autism Spectrum Disorder than females. This study sought to investigate the gender differences among young children with ASD, and to better understand the mechanisms by which gender bias may occur. Results revealed no significant gender differences in social, communication or cognitive functioning, as well as level of ASD symptoms. This suggests that gender differences may not be apparent among preschool aged children diagnosed with ASD.
  • Paynter, J., Ferguson, S., Fordyce, K., Joosten, A., Paku, S., Stephens, M., Trembath, D., & Keen, D. (2017). Utilisation of evidence-based practices by ASD early intervention service providers. Autism, 2, 167-180, doi: 10.1177/1362361316633032
    • This study investigated the knowledge and use of strategies, organisational culture, individual attitudes, sources of information and considerations informing intervention choices by early intervention provides for children with autism. Participants reported greater knowledge and use of evidence-based and emerging practices than unsupported practices. Levels of use were linked to knowledge, and some organisational and attitudinal factors.

• 2016

  • Rose, V., Trembath, D., Keen, D., & Paynter, J. (2016). The proportion of minimally-verbal children with ASD in a community-based early intervention program. Journal of Intellectual Disability Research, 60 (5), 464-477
  • Westerveld, M, Trembath, T., & Paynter, J. (2016). A systematic review of the literature on emergent literacy skills of preschool children with autism Spectrum disorder. The Journal of Special Education, 50 (1), 37-48.
  • Taylor, L. J., Eapen, V., Mayberry, M. T., Midford, S., Paynter, J., Quarmby, L., Smith, T., Williams, K., & Whitehouse, A. J. O. (2016). Diagnostic evaluation for autism spectrum disorder: A survey of health professionals in Australia. BMJ Open, 6, doi: 10.1136/ bmjopen-2016-012517
  • Pritchard, M. A., de Dassel, T., Beller, E., Begossian, F., Russo, S., Johnston, L., Paynter, J., & Scott, (2016). Autism in toddlers born very preterm. Pediatrics, 137 (2), e20151949.
  • Taylor, L. J., Eapen, V., Mayberry, M. T., Midford, S., Paynter, J., Quarmby, L., Smith, T., Williams, K., & Whitehouse, A. J. O. (2016). Diagnostic evaluation for autism spectrum disorder: A survey of health professionals in Australia. BMJ Open, 6, doi: 10.1136/ bmjopen-2016-012517
  • Yang, S., Paynter, J, Gilmore, L. (2016). Vineland Adaptive Behavior Scales - II Profile of young children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 46 (1), 64-73.

• 2015

  • Paynter, J. (2015). Assessment of school-aged children with Autism Spectrum Disorders. Journal of Psychologists and Counsellors in Schools, 25, 104-115.
  • Paynter, J. & Fothergill, F. (2015). Conducting assessments with young children with Autism Spectrum Disorders. Australian Clinical Psychologist, 1(2), 14-18.
  • Paynter, J., Riley, E., Beamish, W., Scott, J. G., & Heussler, H. S. (2015). Brief report: An Evaluation of an Australian Autism-Specific, Early Intervention Programme. International Journal of Special Education, 30 (2), 1-7. Available online: https://eric.ed.gov/?id=EJ1094831
  • Trembath, D., Paynter, J., Keen, D., & Ecker, U. (accepted 30/09/2015) “Attention: Myth Follows!” Facilitated communication, parent and professional attitudes towards evidence-based practice, and the power of misinformation. Evidence-Based Communication Assessment and Intervention.
  • Paynter, & Keen D. (2015) Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers. Journal of Autism and Developmental Disorders 45(6): 1614-1623.
  • Westerveld, M, Trembath, T., & Paynter, (accepted 28/09/2015). The emergent literacy skills of children with Autism Spectrum Disorder: A systematic review of the literature. Journal of Special Education.
  • Westerveld, M., Paynter, J., & Trembath, D. Reading instruction for children with ASD: Getting the story Straight (accepted 14/12/2015). Journal of Clinical Practice in Speech Language Pathology