Perth, Australia, Aug 27 - Autistic children with mild to moderate developmental delay will transition away from the National Disability Insurance Scheme (NDIS) from mid-2027. Instead, they will be part of a new initiative titled Thriving Kids, which is yet to be fully developed but aims to focus on integrating support through mainstream community-based services.
The shift has sparked concern among parents and professionals questioning whether the new program can offer the same level of support as the NDIS. While the long-term effects of this policy change remain to be seen, the immediate challenge is to establish what constitutes best practice for autistic children.
Understanding Terminology - The announcement has brought confusion regarding the terminology surrounding autism and developmental delay. Disability and NDIS Minister Mark Butler's mention of “mild to moderate autism” doesn't align with current diagnostic language. A more precise expression would have targeted children with developmental delay, which includes many autistic children without encompassing all.
Clarity in language is crucial. Autism is a lifelong neurodevelopmental disorder affecting how individuals perceive and interact with others and their environment. While developmental milestones can evolve, autism remains a constant. Developmental delay refers specifically to lagging development in areas such as motor skills, communication, or cognition. Many but not all autistic children are affected by developmental delay.
Understanding the distinction between autism and developmental delay is vital for effectively addressing the needs of children across the spectrum. For instance, a three-year-old autistic child might experience a mild delay in motor skills impacting their playground activities, whereas a five-year-old might have a moderate language delay affecting their classroom interactions.
Defining Best Practice - Australia's national guideline outlines a principles-based approach for supporting the learning and well-being of autistic children and their families. It emphasizes creating a supportive environment through goal setting, selecting the appropriate supports, monitoring outcomes, and ensuring safety.
The essential needs of autistic children align with those of all children: love, learning opportunities, and strong connections with family and community. When challenges arise, the focus shifts to identifying additional supports that can provide relief.
A Stepped Care Approach - Personalized support for each child and family is crucial. There is no one-size-fits-all approach. The system should use a stepped-care model to deliver personalized support, tailoring intervention based on the child's age, developmental level, strengths, needs, and family circumstances.
For example, if a health professional identifies developmental delay during a routine check-up, the next step would depend on the child's specific needs, whether it involves offering additional information, playgroup integration, or further assessment referrals.
In educational settings, enhancing educator capability to support and include children is often the most effective. Specialist support from speech pathologists, physiotherapists, or psychologists may also be warranted, ensuring that support matches each family’s and child’s unique needs.
Professionals can aid parents in determining if the intervention aligns with their child's needs, preventing potential over-servicing by targeting only necessary levels of support.
The Path Forward - The Thriving Kids program offers a real opportunity to revolutionize support for children with mild to moderate developmental delays, including many who are autistic. With thoughtful development and implementation, it could become the stepped-care model families desperately require. Without careful execution, it risks becoming another policy that misses its mark.
Successful implementation hinges on co-design efforts that include the voices of children and their families, who are best positioned to articulate needs and identify gaps. (The Conversation)
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