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 Good Practice Guidelines (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 (Roberts & Prior, 2012) Early Intervention, 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 informatoin relevant to research proposed or undertaken at AEIOU to ARIC.

Autism Cooperative Research Centre (Autism CRC)
We are a key funding partner of the Autism Cooperative Research Centre, the world’s first national cooperative research effort focussed on autism, which takes a whole-of-life approach to Autism Spectrum Disorder, from diagnosis and the early years, to education and adult life. As part of the Autism CRC, AEIOU has contributed to significant studies in ASD research including the ‘National Diagnostic Guidelines for Autism Spectrum Disorder (ASD)’ and the ‘Longitudinal Study of Australian Students with Autism (LASA)’, and advocates for the future strategic directions for autism research in Australia.

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

• Children's Skills

  Subtyping Project – funded by the Australian Federal Government:

  Conducted as part of a nation-wide collaboration of Autism Specific Early Learning and Care Centres (ASELCCs), this study investigates the factors determining a child’s response to early intervention, and seeks to identify sub-groups of children based on these responses. This will assist in targeting interventions based on the skills and characteristics of the child.

• Communication

  Minimal Language Project:

  This project aims to better understand, predict, meaningfully measure, and report spoken language progress and outcomes for children with autism who are minimally verbal. Based on the results of this research, a clinical guideline will be developed for the assessment of, intervention for, and reporting of spoken language progress and outcomes for children who have minimal language skills.

• Parent Perspectives

  Parental Perspectives Project:

  This project explores parents’ understanding of Early Intervention Services for children with autism, and documenting parents’ decision-making processes when choosing an Early Intervention Service for their child. By understanding how parents make these decisions, AEIOU can develop educational material for parents of young children with autism, which will help them navigate the world of early intervention services and make the best decision to support their child.

   

  First Concerns:

  AEIOU aims to identify the nature of parents’ first concerns for their child, prior to receiving the diagnosis of Autism Spectrum Disorder. How old are children when parents first become concerned about their development? What kinds of signs or symptoms raised this concern? What factors are associated with these concerns? The findings will enhance AEIOU’s connection and partnership with parents.

Our past 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 Madonna Tucker.

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.

How families can be involved in our research

If your child is enrolled at AEIOU, you will be invited to participate in a number of research opportunities.

It’s important to note: you are not obliged to participate. You are welcome to opt in, or out, of each opportunity.

There are many ways researchers study autism and, at AEIOU, we use research to help us reflect on our service, and improve what we do. We also use it to add to the understanding of autism and early intervention, and to share this knowledge with individuals, families and the broader community.

The AEIOU Research & Assessment Team assists in organising and conducting assessments with children to inform an evaluation of outcomes. The Autism Research and Innovation Committee (ARIC) acts as the gatekeepers for research both internally and external to AEIOU, and defines the research priority areas for research conducted at AEIOU.

These priority areas, and research areas you can be involved in, include:

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