Thesis
Developmental surveillance and identification of Autism Spectrum Disorder in early childhood education settings
Southern Cross University
Doctor of Philosophy (PhD), Southern Cross University
2020
DOI:
https://doi.org/10.25918/thesis.216
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Abstract
Children showing signs of autism benefit from early identification and intervention to take advantage of neuroplasticity and to ensure families are supported. Autism can be reliably detected in children at 18 months of age, however developmental surveillance practices are inconsistent in the community and many vulnerable children are not identified until school age. Early childhood education settings present an opportunity for ongoing developmental surveillance and timely referral of young children to allied health supports. A series of studies was conducted to implement and evaluate a system for identifying young children demonstrating early signs of Autism Spectrum Disorder [ASD] in early childhood education and care centres by: 1) establishing the interrater reliability of early childhood education professionals [ECEPs] to identify key behavioural markers for autism in young children; 2) comparing the utility of current practices of developmental surveillance using a broadband developmental surveillance tool with the specifically targeted Social Attention and Communication Surveillance [SACS-R] tool and 3) exploring the perspectives of ECEPs on the enablers and barriers to routine implementation of developmental surveillance for autism in their practice setting.
Early childhood educators from regional Australian communities received training on how to monitor young children for signs of autism using the SACS-R and the Parents Evaluation of Developmental Status [PEDS] tool and implemented developmental surveillance prospectively with children in their care. Any child identified with a likelihood of ASD by key items, on either measure, were referred for comprehensive developmental assessment and early intervention services if warranted. Outcomes of developmental surveillance in early childhood education settings were compared with results from community health settings to investigate the efficacy of the tool across contexts. Interrater reliability between maternal child health nurses and early childhood education professionals was high. Early childhood education professionals were reliable in their use of the SACS-R and accuracy was found to be high across both health and early childhood settings.
Findings supported the role of ECEPs in the process of early identification and referral of young children who are risk for ASD. Through specific early detection practices in early childhood settings, children who are at risk for autism or other developmental challenges can be referred for specialised assessment, support and intervention at a much younger age in order to maximize developmental potential. Implications are raised for the professional development of ECEPs, practice standards and the development of access pathways to early intervention and the National Disability Insurance Scheme.
Details
- Title
- Developmental surveillance and identification of Autism Spectrum Disorder in early childhood education settings
- Creators
- Beth Mozolic-Staunton
- Contributors
- Michelle Donnelly (Supervisor) - Southern Cross UniversityJosephine Barbaro (Supervisor) - La Trobe UniversityJacqui Susan Yoxall (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- 178
- Identifiers
- 991013046513002368
- Copyright
- © B Mozolic-Staunton 2020
- Academic Unit
- Allied Health and Midwifery; Faculty of Health; School of Health and Human Sciences
- Resource Type
- Thesis