Autism

Language use, characteristics, severity levels, behaviour concerns, impact on families, suicidal ideation, therapies, autistic adults, social workers support families, social workers supporting adults, practice approach, screening tools.

Four sections follow:

1. Background Material that provides the context for the topic

2. A suggested Practice Approach

3. A list of Supporting Material / Reference

4. Appendix 1: National Autism Strategy (an Australian Government publication)

5. Appendix 2: Use of protective behaviours by Autistic Children

6. Appendix 3: Homeschooling

7. Appendix 4: Teaching Social Skills

8. Appendix 5: Guidelines for supporting the learning, participation, and wellbeing of autistic children and their families

Feedback welcome!

Background Material

Preamble – a note about language

There is currently disagreement among professionals (such as teachers, therapists, researchers, and clinicians) about the most appropriate and respectful way to refer to individuals with disabilities in general, and those with autism, in particular.  The disagreement revolves around using person-first language or identity-first language.  Supporters of person-first language feel it is important to emphasize the person rather than the disorder or disability.  These people promote the use of terms such as, "person with autism". The alternative is identity-first language, i.e. using terms such as “autistic people”.  Those supporting this approach view autism as a central and important part of their identity (not an addition to it) and take pride in it. Identity-first language suggests that autism is a different way of seeing and interacting with the world, rather than an impairment or a negative thing.  It highlights the strengths autistic people, e.g. honesty and loyalty, attention to detail, visual perception, creative and artistic talents, mathematical and technical abilities (Carter, 2025; Raising Children Network, 2022; Taboas et al., 2023; Wooldridge, 2023). 

The material that follows uses both person-first and identity-first language, depending on the approach taken in the various articles cited.  This acknowledges the different opinions and positions on autism language and recognises that people have personal preferences and individual rights on how they are described.  A recent review found identity-first and person-first language are used by different autism stakeholder groups in the US, Australia and the United Kingdom (Taboas et al., 2023).

Introduction

Most of the information that follows looks at the impact of autism on children and families, although a section specifically on autism and adults is covered later.  Readers will find some of the points raised about children can also be applied to adults.  The topic “Neurodiversity” elsewhere on this website (check the ‘contents’ button) has more information about adults and autism.

What is autism?

Autism is a lifelong developmental disability that affects how a person communicates with and relates to other people. It also affects how they make sense of the world around them.  It is a spectrum condition, which means that, while all people with autism share certain difficulties, autism will affect them in different ways. Some people with autism are able to live relatively independent lives but others may have accompanying learning disabilities and need a lifetime of specialist support. People with autism may also experience over- or under-sensitivity to sounds, touch, tastes, smells, light or colours (APS, 2021; Department of Health, UK, 2015).

Raising Children Network (2024) expands on this definition by considering three key characteristics of autistic children together with other characteristics that may be present.

1.  Difficulty interacting and communicating with others                For example, children might:

• not use eye contact to get someone’s attention

• not use words or gestures to communicate

• be confused by language and take things literally.

2.  Narrow interests         For example, children might collect only sticks or play only with cars.

3.  Repetitive behaviour                  For example, children might:

• make repetitive noises like grunts, throat-clearing or squealing

• do repetitive movements like body-rocking or hand-flapping

• do things like flicking a light switch repeatedly.

Other characteristics

Autistic children might also be under-sensitive or over-sensitive to taste, touch, sight and sounds. For example, they might:

• be easily upset by certain sounds

• eat only foods with a certain texture

• seek vibrating objects like the washing machine

• flutter fingers to the side of their eyes to watch the light flicker.

Autistic children have these characteristics because their brains have developed differently from other children’s brains.  Early signs of autism usually appear before children are 2 years old.  In toddler years signs of autism become more noticeable as children are expected to start talking and playing with other children.  Signs of autism in older children and teenagers might become noticeable when children have difficulty adjusting to new social situations in the school environment – for example, understanding and following instructions, making friends, and having age-appropriate interests.  Diagnosis involves a multidisciplinary team: a paediatrician, a psychologist, a speech pathologist and sometimes a psychiatrist. It might also include other professionals, like an occupational therapist (Raising Children Network, 2024).

Levels of autism

Until recently it was not uncommon to refer to low-functioning and high-functioning people when describing those with autism (Carter, 2025).  Rudy (2023) explains why these labels are no longer used, in keeping with the approach of the DSM-5.  The DSM-5 uses levels to diagnose the severity of impairment and to indicate the level of support an autistic person requires:

• Level 1, formerly known as high-functioning autism, is the mildest form. People with level 1 autism may be described as having "low support needs".

• Level 2 is the middle level of autism. People with level 2 autism require substantial support.

• Level 3, formerly known as low-functioning autism, is the most intense form of autism. People with level 3 autism may be described as having "high support needs."

People with level 3 autism experience significant challenges in social communication, extreme difficulty coping with change, and other behaviors that reflect intense autism traits and impacts on function.  They rarely initiate social interactions and may have minimal response to social overtures from others. These challenges make it very hard for people with level 3 autism to complete day-to-day tasks, like taking care of themselves or working.

People with level 1 autism have low support needs.  They are often able to function far more independently than those with more intense autism traits. They too have challenges with social communication, but typically have strong language skills. These difficulties with social communication, or narrowly focused / repetitive behaviors, can cause significant interference in day-to-day functioning. They can be rigid or inflexible and have difficulty with transitioning between activities.  By definition, autistic people with low support needs still require support. Without support people with level 1 autism can have noticeable challenges, including problems with organization and planning, that hamper their ability to be self-sufficient.

Rudy (2023) concludes: “Regardless of the autism level, the person's need for support can vary for many reasons and may be inconsistent from one day to the next. For example, the same child may need minimal support in the home, significant support at school, and a great deal of support in a new, unstructured social situation.  Functioning labels do not recognise this and often lead to discounting the abilities of people with level 3 autism while overlooking the need for support for people with level 1 autism … Autistic adults say functioning labels are misleading and harmful and increase the stigma and misperceptions of autism.”

Common behaviour concerns

Children with ASD demonstrate delays and differences across two main areas of functioning (APS, 2021):

1. Social interaction and communication          Some children with autism have little if any speech.  Those who do have language skills often find it difficult to communicate effectively, e.g. they may say odd or inappropriate things, make blunt or impolite comments, talk about a specific topic for long periods of time with no awareness that others have lost interest, or say things that are not relevant to the current conversation.  Non-verbal communication can be difficult, such as making eye contact and understanding facial expressions and hand gestures.  People with autism often tune out when others are talking to them, or appear not to listen, especially when the conversation does not involve their favourite topic of interest.

2. Behaviour and interests   People with autism can have a very narrow or unusual set of interests, or they may play in a repetitive way. They may know everything about a certain topic and talk about it constantly, want to watch the same television show over and over, or focus their play on a single toy.  Some children with autism engage in unusual behaviours, such as hand-flapping or rocking, which is usually a sign of excitement or agitation. Many experience difficulties coping with change but do better when they are prepared ahead of time for changes in routine.

The Raising Children Network site (2024) suggests the following are common behaviour concerns for those interacting with autistic children (link: https://raisingchildren.net.au/autism/behaviour).

Aggressive behaviour        Autistic children sometimes express their emotions through aggressive behaviour, sometimes directed towards objects or other people. For example, they might hit or kick people or throw objects.  Sometimes the aggressive behaviour is directed towards themselves. An example is head-banging. Appendix 2 is a summary of an article (Butler et al., 2025) exploring why autistic children use potentially harmful behaviours.  It includes three case studies as examples of supporting children with sensory needs, in their social interactions, and when managing change.

Appointments      Many autistic children and teenagers have social and communication difficulties, a preference for routines and sensory sensitivities. This means that appointments with unfamiliar people in unfamiliar, busy or noisy places are often challenging for them

Meltdowns            Meltdowns happen when autistic children and teenagers feel completely overwhelmed, lose control of their behaviour, and find it very hard to calm themselves. Meltdowns are a sign of distress and might include behaviour like rocking, crying, hitting or withdrawing. 

Bullying                   Autistic children and teenagers are particularly vulnerable to bullying, especially in mainstream schools. This is because neurotypical peers can struggle to understand autistic children’s ways of communicating and interacting. 

Stimming                Stimming is repetitive body movements or noises, e.g. hand and finger movements, body movements, posturing, visual stimulation, repetitive behaviour, chewing or mouthing objects, and listening to the same song or noise over and over.  Stimming seems to help some autistic children and teenagers manage emotions and cope with overwhelming situations. 

Wandering             Many autistic children wander or run off, even when being supervised.  They might want to avoid noise, go to a favourite place, avoid something they’re scared of, seek a sensory stimulus like water, feel in control, be chased. 

Impact on families

The literature highlights a number of family stresses associated with raising children with ASD (McCafferty & McCutcheon, 2020).

Behavioural issues              Inappropriate, challenging and disruptive behaviours impact on families, e.g. parents report stress and psychological symptoms such as anxiety.  This can have a long-term impact on families comparable to PTSD.  Morris et al. (2018) suggest families can find hospital visits especially difficult behaviour-wise because of the slowness with which diagnoses of problems occur and the extended time they have to spend waiting.

Feelings of loss and grief                    It is “usual” for the family to grieve the loss of the “normal” child while coming to terms with it both emotionally and practically.  Therefore practitioners need to consider the complex emotions and processes of grief, which will be unique to each individual and potentially different for mothers and fathers.  

Appreciation of strengths                  Loss and grief can be offset by reflecting on the strengths autistic people can bring to society: honesty and loyalty, attention to detail, visual perception, creative and artistic talents, mathematical and technical abilities.

Bi-directional nature of attachment               Children with autism are more likely to experience higher levels of stress, anxiety and attachment insecurity.  Mothers of children with autism need support in improving their mental health and parenting practice.

Future related worries      Mothers of children with autism usually present with clinically significant levels of stress.  Future-related worry can be a significant factor.  Interventions should focus on the socio-emotional impact of parenting a child with autism rather than focusing on behaviours.  Taking a strengths-based approach when working with families with autism has been identified to be crucial in promoting positive coping strategies and encouraging resilience

Social isolation     Research identifies mothers of disabled children to be on the edge of society, with many experiencing isolation, loneliness and poor physical and mental health.  The marginalization of both mother and child becomes amplified.

Stigma   There is an ongoing negative stigma associated with autism.  Pressure comes from family and others believing that a child’s behaviour simply requires more effective discipline.  (Morris et al. (2018) point out this is a particular problem in hospital waiting areas.)  Older people in particular can question the autism diagnosis.  Practitioners need to be aware of these “blame narratives”.  Being mindful of this “relational power” underpins anti-oppressive practice.  Skills of empathy are essential to convey an understanding of the lived experiences of the families.  On the other side, parents of children with autism often report a positive outlook, one that is important in life and an increased understanding of themselves.  Kinnear et al. (2016) elaborate on the impact of stigma on families in their article.  They examine its impact on behaviours, rejection, isolation, as well as the public perceptions of autism.

Impact of role specialisation            Caregiver demands can increase stress, especially for mothers.  On the other hand, employment can have a positive impact on mental health as it is seen as offering respite from caregiving.  Recent studies show that mothers of a child with autism are more likely to experience higher levels of stress than any other group.  Morris et al. (2018) suggest this stress can be both physical (exhaustion) and financial.

Therapies and services

Therapies and supports for autistic children include behavioural, developmental, family-based, medical and alternative therapies.  Some therapies and supports are based on or combine others.  Behavioural and developmental therapies and supports seem to help the most although arguments are emerging from parents with autistic children that alternative to applied behaviour analysis (ABA) therapies should be promoted and are included below for information and consideration.  Therapies are most helpful when there is family input (Raising Children Network, 2024: in particular see https://raisingchildren.net.au/autism/therapies-services).

Behavioural therapies and supports              Behavioural therapies and support for autistic children use specialised, structured techniques to help children learn new behaviours and skills. These therapies and supports are generally referred to as Applied Behaviour Analysis (ABA) approaches.  Examples include Discrete Trial Training (DTT), Early Intensive Behavioural Intervention (EIBI), incidental teaching, Pivotal Response Treatment (PRT), and Positive Behaviour Support (PBS). Note, however, that there has been recent discussion (e.g. Leaf et al., 2022; Zawisz, 2022) suggesting ABA approaches may not be suitable for everyone and should be considered in a context of person-centred practice.

Developmental therapies and supports        Developmental therapies and supports work on autistic children’s skills for forming positive, meaningful relationships with other people. They also help children learn social, communication and daily living skills in everyday and structured settings.  Examples of developmental therapies and supports include the Developmental Social-Pragmatic (DSP) model, DIR/Floortime, and responsive teaching.

Combined therapies and supports                  Some therapies and supports combine elements of behavioural and developmental therapies and supports, e.g. Early Start Denver Model, SCERTS Model, TEACCH.

Family-based therapies and supports           Family-based therapies and supports for autistic children emphasise the idea that families should be involved in deciding on and using therapies and supports for their children because autistic children do best when their families are supported. An example of a family-based therapy is ‘More Than Words’ (https://raisingchildren.net.au/autism/therapies-guide/more-than-words-)

Therapy-based supports                    Therapy-based supports focus on specific skills or difficulties. They can include speech pathology, occupational therapy, psychological therapy, psychiatric therapy, and physiotherapy.  It is important to choose therapists who are experienced in working with autistic children.

Medical therapies and supports     Medicines can sometimes help autistic children, particularly when children have behaviour, emotional and learning challenges that interfere with their health and wellbeing, ability to learn and progress, daily life and the daily lives of their family.  Medicines might help with aggressive behaviour, anxiety, obsessive behaviour, hyperactive behaviour or overactivity, seizures, sleep problems and tics.

Aerobic exercise          In a systematic review and meta-analysis of randomised controlled trials (12 studies involving 482 children) involving children under 18 years with autism spectrum disorder and co‑occurring anxiety, attention difficulties or sleep problems Zhang et al. (2026) found exercise can be a helpful, non-medication option for reducing anxiety and attention difficulties in children with autism spectrum disorder.  Aerobic activities and regular, frequent exercise sessions may be particularly useful for managing anxiety.

ABA Alternatives (Neurodiveristy MB, 2024)

1.     Love and accept your child for exactly who they are right now.

2.     Listen to Autistics!  When Autistic people are trying to express how and why ABA is harmful, or trying to share their personal experiences, listen.  Our lived experiences are more valuable than textbooks written by neurotypical academics.

Potential challenge	Affirming supports
Emotional dysregulation	·       Occupation therapy to improve interoception and learn emotional regulation strategies. ·       Counselling to further develop co-regulation and self-regulation strategies.
Sensory issues	·       Occupational therapy (OT) to help identify the sensory issues and offer strategies for management. ·       Provide tools and accommodations for the person's sensory needs. ·       Acknowledge, and be respectful of, the fact that everyone's sensory experiences are different, and everyone's sensory needs are valid.
Challenging behaviours	·       Adult education to help the adults in the person's life better understand Autism and Autistic needs. ·       Dig down to find the underlying causes of challenging behaviours and address those instead of the surface behaviours.
Communication	·       Offer and engage with various modes of communication.

Potential difference	Why it may not need to change	Comments
“Nonfunctional” play	·       As long as play is safe, it is functional. ·       Autistic and neurodivergent children may play differently from others. ·       Play is important and there is no one correct or appropriate way to play!	·       As long as play is safe, it is "functional". ·       Autistic and neurodivergent children may play differently from others. ·       Play is important and there is no one correct or appropriate way to play! The definition of play is "an activity engaged in for enjoyment and recreation.”
Social skills	·       Depending on the individual's goals and desires, Autistics may not need social skills "training" or therapy groups. ·       It's very important to understand the difference between mutual respect and the dominant neurotype expecting the minority neurotype to conform to their communication style. ·       Differences are not deficits.	Often "social skills" for Autistic people looks like "how to behave as neurotypically as possible.” In other words, how to not be yourself. This is essentially teaching Autistics to mask, suppress, and hide their Autism for the primary purpose of making neurotypical people feel more comfortable. Masking causes stress and anxiety and is harmful for Autistics.
Stimming	·       As long as a stim is not harmful to anyone, it is an important tool for self-regulation. Plus, stimming can be fun! ·       Never try to discourage or stop a stim unless it is dangerous, in which case an alternative should be provided. ·       Stimming is important.	What is stimming?  Stimming is self-stimulatory behaviour and is often a way that Autistics regulate our emotions. It can be calming, it can be enjoyable, and sometimes it can signal to others that something is wrong. Stimming can be extremely important for many Autistic people and should not be prevented unless it is harmful or dangerous.

Autism and adults

To date research on autism has focused predominantly on children, and the paucity of adult-focussed research means that little is known about the experience of autistic adults.  The small, existing body of research investigating autistic adults’ experiences identifies specific, on-going needs which may require social work support and access to adult care services throughout a person’s life course.  Society assumes that as children progress towards adulthood, they become more autonomous and less vulnerable; however for some autistic people, this is not the case.  For young people education provides support and meets some of their needs, but beyond school age the level and immediacy of support changes significantly.  There can be an expectation of independence and autonomy with which many adult people with ASD find difficulty (Rodgers et al., 2019).

Worries and experiences of adults with autism

Uncertainty about the future           The main concerns related to non-specific worries about what may, or may not happen in the future, and whether individuals will be able to cope with any change or periods of unpredictability.  Not knowing can be distressing.

Support                   Support reduces in adulthood, with many adults receiving most of their support from family members, rather than external social care agencies.  This support may change with change in family members’ circumstances.  This was compounded by a fear of having to seek professional support because it can be difficult for people with autism to share their difficulties with someone else.  This partially arises through fear of not being believed or treated seriously by professionals. 

Diagnosis               A diagnosis may enable self-awareness, but it raises questions about whether to share the diagnosis with others as it may influence access to opportunities either personally or professionally.

Living circumstances         This theme includes work, finances, residence, independence and government policy, e.g. worry about maintaining a house to the standard expected by others, change in income as one ages, finding and fitting into employment.

Relationships—romantic, social, familial and professional    Negotiation skills are necessary in relationships.  This raises concerns around the ability to communicate effectively and worries about misinterpretation of what is said.  Autism also makes relationships more difficult because individuals are aware of differences in their social abilities which may make it difficult to form new relationships, leaving them concerned about possible future isolation.

Health    Mental health is a concern (depression and anxiety), as it places pressure on the person and loved ones.  Future deterioration in health is a concern (Rogers et al., 2019).

Employing individuals with autism

In 2017 Scott et al. conducted research on 59 individuals with autism who did not have an intellectual disability and were working in open employment.  (The individuals do not represent the entire autism spectrum.)  The findings suggest that an adult with autism provides benefits to employers and their organisations without incurring additional costs. 

The study set out to confirm or challenge previous findings around employing autistic adults.  Previous research suggested that adults with autism face specific difficulties including promoting themselves in an interview, difficulty adjusting to new work environments and routines (including sensory sensitivities in the workplace), remembering and following instructions, planning and multi-tasking, communicating effectively and socially interacting with co-workers.  In contrast, findings also suggested adults with autism may perform well in tasks that require systematic information processing, a high degree of accuracy in visual perception, precise technical abilities, increased concentration for long periods of time and a high tolerance for repetitive tasks. Employees with autism may also possess other qualities attractive to employers, including trustworthiness, reliability, integrity, attention to detail and low absenteeism (Scott et al., 2017).

The findings from the Scott et al. study (2017) indicated a gap in remuneration ($1.65 less, likely attributable to underemployment or part-time work for employees with autism) but no significant difference between people with autism and their colleagues in regard to weekly employment, supervision and training costs.  This contradicts the oft-quoted employer concern that hiring people with a disability will lead to increased costs for supervision, training and accommodation.

Employees with autism demonstrated above standard workplace performance when compared to their counterparts with regard to increased attention to detail, work ethic and quality of work. These outcomes point to qualities which are attractive to employers and common among people with autism, such as reliability, integrity and consistent accuracy in performance. Findings from this study revealed that the employees with autism were at least as productive as employees without autism, challenging the assumption that hiring an individual with autism, results in an employee with lack of work skills and reduced productivity.  Challenges that arise with individuals with autism can be ameliorated by structuring and adapting work tasks, direct communication, and understanding individual support needs.  Moreover employers noted the positive impact employing an adult with autism had on the workplace culture, particularly through the addition of new and creative skills, the increase in autism awareness and a conscious positive shift in workplace inclusion (Scott et al., 2017).

Suicidal ideation among autistic people

Because they struggle to live in a world not built for them, autistic children are 28-times more likely to have suicidal ideation or attempt suicide.  While 42% if autistic adults reported suicidal ideation, 18% reported suicide attempts.  These percentages are much higher than the equivalent percents for nonautistic people: 4.8% (suicide ideation) and 0.7% (suicide attempts).

Reasons for suicidal behaviour among autistic individuals

Negative experiences – exclusion, unemployment, poor physical health, and social problems, and the need to mask to fit in with the community – cause autistic people to have a greater chance of acquiring mental health problems.  If not treated, autistic individuals could be more likely to die by suicide.  Other risk factors for suicide-related behaviour include depression, experience of trauma or abuse, impulsivity, problems with executive functioning and emotional regulation, gender dysphoria, bullying, and eating disorders.

Warning signs

Autistic people may exhibit warning signs.  They may behave differently than they usually would.  Other signs include quick withdrawal, lack of words to discuss distress, increased symptoms of anxiety and/or depression, suicidal feelings and/or plans, lack of hope, comments regarding no purpose in life, sleeping issues, feeling trapped, taking risky actions, major mood changes, more substance use, giving away special objects.  Frequently autistic people who are at imminent risk of suicidal behaviour have at least two wanting signs.

Protective factors

Many of the protective factors for the general population are risk factors for autistic people, e.g. higher education and employment are not protective factors for autistic people.  More research is needed regarding protective factors for autistic people.  Connection with family and community can help such as having a role that provides purpose and meaning, as could dog ownership, indoor living plants requiring looking after, recognising and accepting a person’s lived experience as worthwhile, receiving mental health care from clinicians who are trained in helping autistic people 

Suicide prevention treatment

Successful suicide prevention approaches that work with the general public may not work with autistic people, e.g. suicide helplines (because concerns are not taken seriously), CBT (it can be difficult to change their thinking), discussing the value of life because life has been difficult, and using a strengths-based approach as an autistic client can believe that their strengths and positive attributes have no helped.

Methods to treat suicidal ideation of an autistic client include:

• Believe what the client says.  The client might show emotions that are opposite to what people usually have in a crisis, e.g. they might laugh when they contemplate suicide.

• Use a response such as “I see you’re struggling” or ask “Are you struggling?” 

• Validate the client’s experience.

• Never downplay what the client is going through

• Do not get irritated with clients’ perseveration.

• Create an autism-adapted safety plan with the client, written in the client’s own words that lists steps a person can take to be safe.

• Have the client crate a “Reasons for Living’ document.

• Permit the client more time to talk.

• Use logical, not emotional, words.

• Describe positive coping skills and explain their usefulness.

• Keep in regular contact via phone and email.

• Hold extra therapy sessions if possible.

• Encourage the client to participate in activities that would bring them joy and meaning.

• Encourage the client to join a support group of other autistic people who experience suicidal thoughts.

• Connect the client with social groups of autistic people.

• Connect the client with people who help autistic people find employment.

Social workers and autism

Knowledge and training

A review by Corden et al. (2022) found only moderate levels of autism knowledge, training and self-efficacy among healthcare professionals.  The authors suggest this lack of knowledge impacts on providing appropriate healthcare for autistic individuals, e.g. referring autistic people for diagnosis and ongoing support, both relating to autism itself and co-occurring conditions.  This potentially puts autistic people at risk of not receiving adequate healthcare.  This finding is of concern, as many autistic people across the lifespan report significantly lower physical- and mental health-related quality of life than their non-autistic counterparts.

Supporting families with an autistic child

It is important to understand the impact on parents that care for a child(ren) with autism, so as to better appreciate how to respond in a more integrated, targeted, cost-effective manner and in a way that best supports parents.  Three themes are central to improving the mental health of parents (McCafferty & McCutcheon (2020).

1.     Access to social support with similar parents      Support groups have been identified as crucial in providing a refuge from the “otherness” which families experience, providing parents with a safe place to reframe their ideas of autism, family and identity.  They can empower parents to see they, not necessarily others, have the resources to best support their children.   However, practitioners should look to expand social support beyond support groups to the natural social network.

2.     Professional training in skills development       

3.     Gaining knowledge regarding autism            Strategies are needed to teach parents to effectively cope with the stress as well as the daily challenges of managing the family as well as managing the behaviours.  A common barrier is created by healthcare providers’ inadequate knowledge of autism and misconceptions. Yet social workers should have this knowledge and should be taking a systemic approach to encourage all family members, including extended family, to make use of educational resources about autism.

Expanding on point 2 above, APS (2021) suggests the following as ways parents can support children with autism:

Use the child’s strengths                 Harness the child’s skills (e.g. honesty and loyalty, attention to detail, visual perception, creative and artistic talents, mathematical and technical abilities) to motivate and stimulate learning and communication with others by showing interest in their activities.  It will help foster interaction and communication.

Use the child’s special interests to increase motivation in other areas     Use the often-small number of intense interests as a springboard for strengthening parental engagement with the child, for expanding the child’s interests and increasing the child’s motivation for other activities.

• Share their interests—play alongside the child, make observations about what parent and child are doing, encourage taking turns and sharing delight.

• Gradually include minor variations in the play to help expand your child’s imagination and tolerance for minor changes.

• Incorporate their special interest, toy or game into other activities, e.g. counting, learning colours, social stories.

Use visual aids and reminders   Create activity boards or step-by-step reminders, use written words, photos or pictures to describe the steps.

Where possible prepare the child for changes to daily routines, different teachers, anything out of the usual.

Involve the child in social activities           Consider a range from social skills groups specifically developed for children with autism through to social- and activity-based groups such as Scouts and Guides. Appendix 3 discusses an approach to teaching social skills to autistic children.

Supporting autistic adults

A greater level of awareness is beginning to unfold for adults with autism, so now more than ever social workers need to know how to assist people with autism to access different types of support and to stay well in their communities.  The recommendation is for social workers to adopt a person-centred, strengths-based approach.  It is important not to make any assumptions with autism (Department of Health, UK, 2015).  The Department of Health, UK (2015) has a number of suggestions for supporting an adult with autism.  These are included in detail in towards the end of the Practice Approach section immediately below. 

Practice Approach

Introduction

Appendix 5 at the end of this post suggests 17 guidelines for social workers and others to follow when supporting the learning, participation and wellbeing of autistic children and their families. 

Considering the increasing rise of children diagnosed with autism and the rising number of parents experiencing stress, a number of parents clearly need support. Early intervention is a globally recognized framework, and social work practitioners are ideally placed to identify the potential stresses and respond quickly and effectively. This presupposes a knowledge of the stressors involved and supports that are available.  Training in autism, the associated stresses, and available interventions should be available to all social work practitioners (McKenzie & McCutcheon, 2020).

Letlhakwane and Smit (2018) suggest ecological and strengths-based perspectives are relevant when supporting people with autism.  The ecological perspective looks at the individual and how they interact with their environment, i.e. how they adjust to be more comfortable in a given situation, how needs match with available resources, how the person fits into different hierarchies they experience, and, more specifically, how comfortable the person is where he or she lives, works, recreates, etc.  It is important for social workers to help family members to locate and utilise the resources available in their communities; such resources will help the family to cope and manage the situation they are in.

The strength-based approach is a process whereby a clients’ abilities or capabilities are perceived as resources which can be used to help them move forward towards problem solving and growth. Although people with children living with autism are constantly faced with enormous challenges and difficulties, they should be seen as people who carry the solutions to their problems or have an idea of where to begin in trying to solve those problems. The social worker should always work with them and not for them, so the person and parents are empowered and well informed (Letlhakwane & Smit, 2018).

Morris et al., (2018) suggests social workers with a background in autism can provide quality patient and family-centred care by:

• Building a therapeutic relationship.

• Providing individualised support.

• Facilitating communication between the child/family and the medical team.

• Advocating for the person’s/family’s needs.

• Assisting the family/person with service navigation.

• Consulting with experts to improve service delivery.

Strategies

Become educated around autism: readings, short courses, webinars, discussion with other social workers; become aware of misconceptions.

Where possible utilise the person's strengths: honesty and loyalty, attention to detail, visual perception, creative and artistic talents, mathematical and technical abilities

Be aware of the behaviours that are of concern to others and be able to make suggestions to deal with them (Raising Children Network, 2024):

• Aggressive behaviour – stay calm, use few words (e.g. ‘sit down’), move the person to a safe place, distract with another activity, use praise, ultimately seek professional help especially if restraint is necessary.

• Attending appointments – prepare the child, uses social stories, gradual introduction to the area.

• Meltdowns – discuss what overwhelmed feels like and what to do (e.g. take a break, breathing exercises, leave early to avoid crowds, use headphones).

• Bullying – talk to the person pointing out what is happening and why is should not happen; talk to the school/employer about their approach; reward positive behaviour.

• Stimming – understand why stimming occurs and accept it as necessary for the person.

• Wandering – put strategies in place to manage wandering, e.g. holding hands, physical barriers, tracking app, alarms on doors.  Establish an emergency plan and share it with friends, neighbours and relevant community organisations.

Be aware of the ways autism can impact on families and, using an ecological and strengths-based approach, problem solve with family members around ways to manage the stresses that occur as a result of autistic behaviour.

• Behavioural issues – see the dot points immediately above as well as

o   Use the person’s strengths and special interests

o   Use visual aids and reminders

o   Prepare the person for changes

o   Encourage involvement in social activities

• Loss and grief – this will be unique to individuals; see the topic “grief and loss” on this website, available via the “Contents” tab

• Attachment issues – education around attachment may be appropriate; see the topic “attachment” on this website, available via the “contents” tab

• Socio-emotional impact – approach this using a strengths-based model, discussing coping strategies that are working and building on these

• Isolation, loneliness and physical/mental health issues – use an ecological and strengths-based approach to address these issues; the topics “loneliness” and “mental health” elsewhere on this website may help; access via the “contents” tab

• Stigma – demonstrate empathy and convey an understanding of the lived experience of families; explore strategies to use when people experience stigma and stereotyping

• Stress – this topic is discussed elsewhere on this website; access via the “contents” tab.

Prepare a brief summary of the therapies listed above that can be used with autistic people (behavioural, developmental, combined, family-based, therapy based and medical).  Find specialists in the local area who use these therapies. 

Be aware of the worries and experiences of adults with autism; feel confident one can work through these with the person:

• Uncertainty about whether they will cope in the future

• Concern about support structures changing or stopping

• Impact of a diagnosis on others and employment

• Able to maintain employment, financial security, a place to live, independence

• Maintaining relationships – romantic, social, family and professional

The Department of Health, UK (2015) suggests five strategies to use when supporting adults with autism.

1.  Communicate clearly

Advance contact and setting            People on the spectrum like the feeling that events are well planned: contact them to ask where and when to meet; ask them to set an agenda or to pre-plan the meeting—make a list of the things they want to discuss.  Have a clear cut-off time to end the meetings.  Ensure the meeting place is quiet / calm, avoiding sensory overload.

Build trust             Be punctual.  Be consistent in dress, meeting place, appearance, and perfume.  Do not sit face-to-face.  Check with the person about pace—too much information can result in anxiousness.  Be open, honest, realistic about what is achievable and what is not.

Communication styles       Consider processing time.  Avoid jargon.  Ask questions using short sentences; too many open questions may make the person feel overwhelmed.  Take time to get to know how the person understands.

Talking and listening          Be comfortable with silence; this allows the person time to think and consider.  Do not paraphrase too much as it can cause confusion.  Let the person dictate the flow of conversation.  Offer to write things down, to make a summary of the meeting.  Do not provide too many options.  Keep conversation factual.  Body language (e.g. facial expressions) may not be understood.

2.  Support Caregivers (including family members)

Identity                   There can be stigma attached to the word ‘carer’ and to family members.  Carers of those with autism may have autism themselves and they may be parents too—sometimes of children who have autism.  Carers must be included in the assessment of those eligible for care.

Recognition, validation     Recognise any pre-existing support carers have been supplying, consciously or otherwise. By doing so, the carer of an adult with autism can have their own needs taken into account, rather than vicarious needs via the person with autism.  The future of their loved one when they are no longer able to care can be a very significant anxiety for carers. It is important to emphasise that it is best to put these plans into place while they are still around to input and provide their expertise.  Some carers will have had negative experiences of services—acknowledge this and work towards building trust.

Self-help, having a life        Carers want and need to gain or maintain the ability to be employed outside of their caring role. Assist carers to initiate their own support groups and activities/pastimes/employment.

A recent systematic review of 31 studies focusing on the effectiveness of interventions aiming to improve the mental health and wellbeing of parents of adolescents who have been diagnosed with a neurodevelopmental condition (Costa e Silva et al. 2025) found:

• Mindfulness-based interventions (meditation, mindful daily activities, body scan, awareness activities, breathing techniques, acceptance strategies) saw a reduction in parental stress levels and an increase in an individual’s capacity to practice mindfulness in their everyday lives but had mixed results for depressive symptoms and anxiety. 

• Psychoeducation-based interventions (acceptance strategies, behaviour activation, problem-solving training, coping training, and positive parenting) showed an increase in self-efficacy and a reduction in depressive symptoms.

• There were no conclusive results for therapeutic-based interventions (ACT and CBT).

 Recommendations for practice included:

• Support for the parents of autistic and/or ADHDer adolescents is important to aid their own mental health and wellbeing and that of their adolescent children.

• Practitioners who work with these parents may want to recommend mindfulness and psychoeducation interventions as these show some promise.

3.  Intervene in a crisis

Prepare and pre-empt       Try to get to know the person in advance: read their file, check they agree with consulting other professionals, carers, etc.  Look for positives in their history.  Research/ask about the person’s coping strategies and what works in a crisis.  This will help them move through the current crisis.

Finding solutions, acknowledging aims        Put into practice quick problem-solving skills when a person with autism isin a perceived crisis. With autistic people, this will probably involve working together and slowly breaking down the problem into different parts. Uncertainty, the unknown, unplanned things that are not part of an autistic person’s routine can, for some with autism, feel terrifying.  Follow through on joint plans and be very clear about what has been agreed upon. Be committed to the things planned with the person and be open about contingency plans in case what has been planned does not eventuate. Planning for uncertainty is essential, for example, if a respite option falls through.

4.  Work to reduce stress

Day-to-day stress                 Autistic adults may feel stressed a lot of the time.  Social workers need to have a grounded appreciation of the person’s (sometimes constant) stress levels and not be dismissive of these. Remember to recognise that change and uncertainty can cause trauma for a person with autism.  

Do not assume anything about the person                    Plan multiple, short and focused visits to gather information to build a profile of the person and what keeps them well. Be comfortable with a strengths-based approach through this. The challenge is to access their knowledge about themselves on their terms. Ask the person what they love doing, what really motivates them.  Be prepared to navigate your way around unusual and diverse issues.

Planning with the adult    Plan with the person and/or their main carer to put into place what will act as a stress reducer in the situation ahead—‘prepare for the worst, and hope for the best’.  Make two or more plans simultaneously so that if plan A fails, plan B has run alongside it concurrently and will kick in.

The person’s hobbies, interests      Some adults have a particular interest or hobby that can be a source of comfort and can be utilised if the person is or may experience anxiety.  Tailor such interests for when the person is out and about, planned or otherwise.

5.  Advocate when necessary      

System navigation               Adults with autism have varying degrees of ability with reading and writing. Some may struggle to interpret and process letters or things in writing. Consequently, on some occasions, social workers will need to support them to process information to do with appointments, services, systems, and be a navigator through some systems for them.  Systems can be structurally discriminatory, and workers should overcome these barriers on behalf of the person. 

Challenging           Challenge many things as part of advocacy.  Abilities of diplomacy and overcoming discrimination will be necessary to challenge in a positive way.  Part of the advocacy role is to encourage the involvement of people with autism and their carers in the shaping and commissioning of support services.

Representing the person                    If the autistic person is unable to represent themselves, in order to give a true picture of them and their views the social worker will need to be able to explain their personality and character, their desires, and how autism may affect them (positively and negatively), whether they have other associated issues or additional (dis)abilities that are relevant.  Be up-to-date on national and other relevant policy.  Be aware of the perceptions and politics of autism that are present in the community and among professionals.

-----------------------------

The topic “neurodiversity”, located elsewhere on this website - locate via 'contents' tab - refers to autism from time to time and may be worth reading if more information is required.  The slide on the left is a brief summary of the some of the material covered in that post.

Supporting Material / References

Resources

Screening tools

The following sites offer information about instruments that will provide further information and screening for autism.  The list is not meant to be exhaustive.

https://www.autismtas.org.au/about-autism/what-is-autism/autism-assessment-tools/

https://autism.org/screening-assessment/

https://novopsych.com.au/assessments/diagnosis/autism-spectrum-screening-questionnaire-assq/

https://www1.racgp.org.au/newsgp/clinical/australia-develops-world-s-most-effective-autism-s

https://www.autism.org.uk/advice-and-guidance/topics/diagnosis/diagnostic-tools/all-audiences

https://www.latrobe.edu.au/news/articles/2022/release/highly-effective-autism-screening-tool

https://embrace-autism.com/autism-tests/

Social Workers Toolbox: https://www.socialworkerstoolbox.com/category/disability-disorders/autism/

This site is a list free social work tools and resources (with links) across multiple areas.  The resources for autism include the following:

• Live journey through autism: A guide to safety

• Autistic spectrum disorder 

• Brothers, sisters and autism

• Sensory strategies: Teenager information pack

• Sensory processing and self-regulation

• Understanding and managing difficult feelings in autism

National Autism Strategy (DSS: Australian Government: Department of Social Services, 2025).  See Appendix 1.

For the more than 290,000 Autistic people living in Australia, there are significant barriers to living a fulfilling life compared to a neurotypical person.  Too many Autistic people face obstacles to receive good education, obtain a fulfilling job, or receive the healthcare they need, caused by a lack of understanding of autism in Australian society, or ineffective supports for Autistic people to help them achieve their goals.  Autistic people experience some of the poorest outcomes of any cohort across a range of life domains, including 2-3 times greater risks of premature mortality than the general population.

The Strategy’s commitments are built on three pillars: social inclusion; economic inclusion; and diagnosis, services and supports.

References

APS: Australian Psychological Society.  (2021). Autism spectrum disorder in children.  https://psychology.org.au/for-the-public/psychology-topics/autism-spectrum-disorder-in-children

Bishop-Fitzpatrick, L., Dababnah, S., Baker-Ericzen, M., Smith M., & Magana, S. (2019). Autism spectrum disorder and the science of social work: A grand challenge for social research.  Social Work Mental Health, 17(1), 73-92.  doi:10.1080/15332985.2018.1509411

Butler, K., Helprin, H., MacDonald, J. B., & Tamiakis, L. (2025) Understanding why some Autistic children use potentially harmful behaviours. Melbourne: Australian Institute of Family Studies. https://aifs.gov.au/sites/default/files/2025-12/2512-PHB-use-by-autistic-children.pdf

Carter, K. (2025, April 2).  How to ensure you are using the correct language and terminology around autism.  Social Work News.  https://www.mysocialworknews.com/article/how-to-ensure-you-are-using-the-correct-language-and-terminology-around-autism 

Cleaver, S. (2026). Teaching social skills to children with autism: Essential strategies for success.  ABA (Applied Behaviour analysis) Masters Programs.  https://abamastersprograms.org/aba-techniques-social-skills-autism/

Corden, K., Brewer, R., & Cage, E. (2022). A systematic review of healthcare professionals’ knowledge, self-efficacy and attitudes towards working with autistic people.  Review Journal of Autism and Developmental Disorders, 9, 386-399.  https://doi.org/10.1007/s40489-021-00263-w 

Costa e Silva, M. R. D. V., Gaigg, S. B., Benjamin, L. & Bogosian, A. (2025).  Interventions to improve parental mental health and psychological well-being in parents of adolescents with a diagnosis of ASD and/or ADHD: A systematic review. Research in Autism, 126, 202649.  https://doi.org/10.1016/j.reia.2025.202649  

Department of Health (UK). (2015).  A manual for good social work practice: Supporting adults who have autism.  https://www.gov.uk/government/publications/learning-resources-for-social-work-with-adults-who-have-autism

DSS: Australian Government: Department of Social Services. (2025). National Autism strategy.  https://www.dss.gov.au/national-autism-strategy/resource/national-autism-strategy-2025-2031

Edelman, M. (2025). Treating suicidal ideation among autistic people, Social Work Today, 25(3), 15-17. https://www.socialworktoday.com/issues/2025/summer

Harris, A. (2025). The ultimate homeschool toolkit for kids on the spectrum: Strategies, schedules and support.  ABA Masters Programs.  https://abamastersprograms.org/ultimate-homeschool-toolkit-kids-with-autism/

Kinnear, S. H., Link, B. G., Ballan, M. S., & Fischbach, R. L. (2016).  Understanding the experience of stigma for parents of children with Autism Spectrum Disorder and the role stigma plays in families’ lives.  Journal of Autism and Developmental Disorders, 46, 942-953.  doi: 10.1007/s10803-015-2637-9

Leaf, J. B., Cihon J. H., Leaf, R., McEachin, J., Liu, N., Russell, N., Unumb, L., Shapiro, S., & Khosrowshah, D. (2022). Concerns about ABA-based intervention: An evaluation and recommendations.  Journal of Autism and Developmental Disorders, 52, 2838-2853.  https://doi.org/10.1007/s10803-021-05137-y

Letlhakwane, T., & Smit, E. (2018).  The impact of social work services in improving the functioning of mothers and children with autism.  Gender and Behaviour,16(2), 11291-11307.  (no doi)

McCafferty, P., & McCutcheon, J. (2020). Parenting a child with autism: Considering the stresses, supports and implications for social work practice.  Child Care in Practice.  https://doi.org/10.1080/13575279.2020.1765145  

Morris, R., Muskat, B., & Greenblatt, A. (2018). Working with children with autism and their families: Pediatric hospital social worker perceptions of family needs and the role of social work.  Social Work in Health Care, 57(7), 483-501.  https://doi.org/10.1080/00981389.2018.1461730 

Neurodiversity MB. (2024). Alternatives to ABA and other behaviourism-based therapies.  www.twoemb.medium.com 

Raising Children Network. (2022). Autism language on raisingchildren.net.au.  https://raisingchildren.net.au/autism/learning-about-autism/about-autism/autism-language-on-raisingchildren.net.au

Raising Children Network. (2024). Autism.  https://www.raisingchildren.net.au/autism

Rodgers, J., Herrema, R., Garland, D., Osborne, M., Cooper, R., Heslop, P., Freeston, M. (2019). Uncertain futures: Reporting the experiences and worries of autistic adults and possible implications for social work practice.  British Journal of Social Work, 49(7), 1817-1836.  https://doi.org/10.1093/bjsw/bcy117

Rudy, L. J. (2023). What’s the difference between high- and low-functioning autism?  https://www.verywellhealth.com/high-and-low-functioning-autism-260599

Scott, M., Jacob, A., Hendrie, D., Parsons, R., Girdler, S., Falkmer, T., & Falkmer, M.  (2017). Employers’ perception of the costs and the benefits of hiring individuals with autism spectrum disorder in open employment in Australia.  PLoS ONE, 12(5), e0177607.  https://doi.org/10.1371/journal. pone.0177607 

Social Workers Toolbox. (2024). Autism.  https://www.socialworkerstoolbox.com/category/disability-disorders/autism/

Taboas, A., Doepke, K., & Zimmerman, C. (2023). Preferences for identity-first versus person-first language in a US sample of autism stakeholders.  Autism: The international journal of research and practice, 27(2), 565–570. https://doi.org/10.1177/13623613221130845 

Trembath, D., Varcin, K., Waddington, H., Sulek, R., Pillar, S., Allen, G., Annear, K., Eapen, V., Feary, J., Goodall, E., Pilbeam, T., Rose, F., Sadka, N., Silove, N., & Whitehouse, A. (2022). National guideline for supporting the learning, participation, and wellbeing of autistic children and their families in Australia. Autism CRC. Retrieved 25 November 2025 from https://www.autismcrc.com.au/access/supporting-children

Wooldridge, S. (2023). Writing respectfully: Person-first and identity-first language.  National Institutes of Health: Science, Health and Public Trust.  https://www.nih.gov/about-nih/what-we-do/science-health-public-trust/perspectives/writing-respectfully-person-first-identity-first-language

Zawisz, B. (2022). Does Applied Behaviour Analysis (ABA) cause trauma? https://www.psychologytoday.com/au/blog/nurturing-self-esteem-in-autistic-children/202209/does-applied-behavior-analysis-aba-cause

Zhang, L., Song, W., Gao, H. & Li, X. (2026) Effects of exercise on anxiety and psychiatric comorbidities in children with autism spectrum disorder: A systematic review and meta-analysis. Frontiers in Psychiatry, 17, 1761833. doi: 10.3389/fpsyt.2026.1761833.  The main points of this study can be found on the Emerging Minds site at https://emergingminds.com.au/resources/highlights-in-child-mental-health-research-february-2026/?audience=none#effects-of-exercise-on-anxiety-and-mental-health-difficulties-in-children-with-autism-spectrum-disorder

Appendix 1

National Autism Strategy, 2025-2031

Based on Commonwealth of Australia (Department of Social Services) data.

For the more than 290,000 Autistic people living in Australia, there are significant barriers to living a fulfilling life compared to a neurotypical person.  Too many Autistic people face obstacles to receive good education, obtain a fulfilling job, or receive the healthcare they need, caused by a lack of understanding of autism in Australian society, or ineffective supports for Autistic people to help them achieve their goals.  Autistic people experience some of the poorest outcomes of any cohort across a range of life domains, including 2-3 times greater risks of premature mortality than the general population.

The Strategy’s commitments are built on three pillars: social inclusion; economic inclusion; and diagnosis, services and supports.

What should a National Autism Strategy achieve?

• Inclusion: systemic, societal and attitudinal change across all four outcome areas of the Strategy.

• Acceptance: a better understanding of autism across the whole community to create a more autism-informed Australia, and a sense of belonging for all Autistic people.

• Recognising Autistic strengths and ensuring Autistic people have a strong voice, including those who are non-speaking or minimally-speaking: strengths based- and neurodiversity-affirming practices are the standard.

• Recognition of individual diversity and capacity: acknowledgement that every Autistic person has their own experiences and aspirations and can participate freely and equally in all areas of life.

• Better quality of life and improved living standards: systems and supports are in place to provide for basic needs, to ensure access to health and mental health services to stay well, and equal opportunities for Autistic people to: participate in society; access housing; access justice services; and thrive in education and employment.

Statement on Autism

There is not one universally accepted definition of autism that captures everyone’s experience.

Autism is a lifelong neurodevelopmental difference. Autistic people share common traits that present differently in each Autistic person. As with all people, every Autistic person is unique, and has their own individual diversity, capacity, experiences and aspirations.

Some Autistic people can live fully independent lives, with adjustments to their environment or routines. Others need a varying intensity of supports with day-to-day activities. Some may have low support needs most of the time but have high support needs at certain times or in certain situations. Some need very high levels of ongoing support with everyday activities or support with decision making.

Societal attitudes and individual preferences can result in some Autistic people camouflaging autistic traits or adapting responses to support interactions in social situations. This can take significant effort and for some, can impact mental health or a sense of self-identity.

Intersectionality

Intersectionality is just a metaphor for understanding the ways that multiple forms of inequality or disadvantage sometimes compound themselves, and they create obstacles that are not often understood within conventional ways of thinking.

People’s experiences differ according to factors such as their gender, sexuality, race, culture, ethnicity, religion, citizenship, socio-economic status, geographical location, and body shape/size. This interaction results in individual people experiencing differing levels of outcomes or discrimination.  Taking an intersectional approach to this Strategy recognises, and seeks to address, the structural barriers and hidden biases that have a negative impact on the life experiences of individual Autistic people who face multiple and overlapping forms of disadvantage and discrimination. Policies and support services often fail to adequately support Autistic people who are members of these intersectional groups:

• First Nations people

• Culturally and Linguistically Diverse (CALD) people, including those from migrant and refugee backgrounds, and Culturally and Racially Marginalised (CARM) people

• infants and toddlers

• children and young people

• women, girls, and gender-diverse people

• older people

• people who have co-occurring neurotypes, disabilities and medical health conditions

• people who identify as a member of the LGBTQIA+ community

• people in regional, rural, and remote areas

• people who use alternative or augmentative communication or are non-speaking or minimally speaking

• people with very high support needs

• people receiving supported independent living supports

• people living in segregated accommodation, group homes and institutions

• people with experience of trauma and violence

• people in child protection and justice systems.

The groups in the list above that have been highlighted have been designated ‘priority cohorts’ for this strategy.

About Autism

More than 290,000 Australians have a diagnosis of autism.  However, the number of Autistic people living in Australia is likely to be substantially higher.

Autistic people are almost 6 times more likely to be unemployed than people without a disability.

At least 3.8% of Australian school aged children are Autistic, and autism is a lifelong condition.

68.9% of Autistic 5-20 year olds attending school or an education institution experienced difficulty at their place of learning.

Only 5.2% of Autistic people had a bachelor degree or higher, compared with 19.7% of people with a disability and 35.3% of people without a disability.

Autistic adults experience more barriers to healthcare than non-Autistic people.7 Autistic people are 2.5 times more likely to experience depression than the general population.

Compared to the general population, Autistic adults experience higher rates of physical and sexual violence and are more likely to be subject to cyclical or repeated instances of violence.  They are experiencing social exclusion at higher rates than the general population.

Autistic people are experiencing discrimination and are at higher risk of homelessness than the general population.

Autistic people are overrepresented in the criminal justice system and are likely to experience significant barriers in accessing justice services. 

What is the National Autism Strategy?

This Strategy is focussed on driving action and enabling change in areas of Australian Government responsibility across three key outcome areas:

• social inclusion

• economic inclusion

• diagnosis, services and supports

The National Roadmap to Improve the Health and Mental Health of Autistic People (in development) will cover actions to improve health and mental health.  More information about the Autism Health Roadmap can be found at www.health.gov.au/our-work/national-roadmap-to-improve-the-health-and-mental- health-of-autistic-people.

Vision Statement

The National Autism Strategy’s vision is for a safe and inclusive society where all Autistic people are supported and empowered to thrive in all aspects of life, in line with international human rights.

Goal

The goal of the Strategy is to improve the quality of life for all Autistic people in a way that is meaningful to them.

Guiding Principles

In partnership – nothing about us, without us

Self-determination and autonomy:  Actions implemented through this Strategy will foster the freedom and ability of Autistic people to make their own individual decisions about all aspects of their life.

This Strategy will seek to promote community understanding, acceptance and appreciation of all Autistic people for who they are, recognising that every Autistic person has unique strengths, abilities and attributes.

This Strategy will uphold the rights of all Autistic people and seek to reduce all forms of violence, abuse, neglect, exploitation, discrimination and vilification towards Autistic people.

This Strategy promotes a neurodiversity-affirming, individualised and holistic person, family and community-centred approach.  This Strategy acknowledges the importance of accounting for the diverse, and overlapping, and intersecting identities, needs, abilities and experiences across the whole of and Autistic person’s life.

Commitments (a selection that apply to social work practice; see the document for the full list)

Social Inclusion Commitments

• Increase understanding, acceptance and appreciation of, and change attitudes towards, all Autistic people across all of society.

• Increase opportunities for social connections and peer support that reflect individual preferences.

• Improve the safety and welfare of all Autistic people through the reduction of all forms of violence, abuse, neglect, exploitation, discrimination, bullying and vilification across all four Strategy outcome areas.

Economic Inclusion

• Increase meaningful employment opportunities (including business ownership, self-employment, and entrepreneurship and social enterprises) for Autistic people.

• Support employers to hire and retain Autistic employees through improving the accessibility of recruitment processes and workplace environments that are safe and inclusive for all Autistic people.

Services and Supports

• Improve access to quality, timely, neurodiversity-affirming and equitable supports and services for Autistic people, including for people living in rural, regional and remote areas.

• Encourage greater representation of people with lived experience in delivering supports and services to Autistic people.

• Develop a set of best practice training and resource materials for people providing supports and services to Autistic people.

Appendix 2

Use of harmful behaviours by autistic children

Butler, K., Helprin, H., MacDonald, J. B., & Tamiakis, L. (2025) Understanding why some Autistic children use potentially harmful behaviours. Melbourne: Australian Institute of Family Studies. https://aifs.gov.au/sites/default/files/2025-12/2512-PHB-use-by-autistic-children.pdf

What are potentially harmful behaviours?

The term potentially harmful behaviours (PHB) refers to physical or verbal behaviours used by children that have the potential to cause physical, psychological or emotional harm to others. Examples of these behaviours include:

• physical behaviours directed towards other people (e.g. biting, hitting, kicking, pinching, pulling hair, punching, slapping, spitting)

• erbal behaviours directed towards other people (e.g. shouting or yelling at someone, using offensive language or name-calling)

• physical and verbal behaviours not directed towards other people (e.g. damaging property, throwing or breaking objects, kicking or punching walls, screaming or vocal outbursts not directed at anyone in particular).

PHB can be reactive or proactive. Reactive PHBs are impulsive (e.g. an immediate response to a real or perceived threat) or retaliatory (e.g. a response to someone else’s behaviour that is, or appears, unfair or harmful). They can be thought of as ‘hot’ emotions or a body stress response. They often arise out of fear, frustration or feeling overwhelmed. Although a child might direct reactive PHB toward someone else, they are typically not actively intending to harm anybody.

Proactive PHB differ in that they are not a response to an immediate threat or situation. They can be unprovoked (e.g. bullying behaviour), goal-directed (e.g. a child wanting to do something their parent has said ‘no’ to) or a planned or delayed reactive response (e.g. a child pinching a classmate because they called you a mean name the day before).

Fundamentally, all behaviour, including PHB, is a form of communication. Autistic and non-Autistic children may use PHB not because they want to harm anyone but to communicate unmet needs and strong emotions.

Use of potentially harmful behaviours by Autistic children

Behaviours – including potentially harmful behaviours (PHB) – are a form of communication. When Autistic children use PHB, they are signalling or communicating unmet needs in their current environment and strong emotions. There is rarely an active intent to harm someone.

While almost all young children will use PHB from time to time, research suggests that Autistic children are more likely than non-Autistic children to continue using PHB as they grow older.

Impacts of the use of potentially harmful behaviours by Autistic children

There are physical, psychological and emotional impacts experienced by children who use PHB, their families and others around them (e.g. teachers and peers).  These impacts include:

• physical injuries to the child or others sharing the physical space when PHB are used

• poor mental health and wellbeing for children and other family members

• shame and stigma:

  • Children can be labelled as ‘naughty’, ‘violent’, or ‘dangerous’ by others (e.g. family members, teachers, people in the community) who misunderstand what is happening for the child when they use PHB.

  • Parents, especially mothers, report feeling judged as ‘incompetent’ or ‘bad’ parents, particularly when their child uses PHB in a public space.

• social isolation – for example:

  • parents staying at home with their children because they feel judged in community spaces or by other family members

  • social rejection and/or bullying by peers

• lower academic performance and school attendance rates

• emotional and administrative labour for parents, especially mothers:

  • Mothers often see themselves as their child’s ‘safe space’ and may be reluctant to reach out for help due to concerns about their child being judged.

  • Mothers tend to prioritise their child’s needs above their own during and following the use of PHB and do not have time or space for self-care.

  • Parents report feeling high levels of stress and poor mental health and wellbeing.

• family conflict and stress on relationships, including:

  • increased marital conflict

  • siblings feeling as though their needs are secondary and they have to ‘walk on eggshells’ and compromise their own self-expression and wellbeing

  • strain on parent–child relationships.

Identifying, understanding and addressing potentially harmful behaviours used by Autistic children

Practitioners can support Autistic children who use PHB and their families to identify, understand and address the child’s needs using trauma-informed, neurodiversity-affirming approaches. For example:

• Avoid using words such as ‘violence’ or ‘aggression’ to describe behaviours as these can have negative connotations.

• Consider the broader context and not just the moment in which the behaviour is occurring: what else is happening for the child at home or at school?

• Remember that every child has their own unique strengths, challenges and ways of experiencing the world.

Three case studies around sensory needs, social interactions and managing change are included in the article.

Autistic children’s sensory needs are not met when they are under- or over-exposed to sensory stimuli. This can lead to stress, distress and feelings of being overwhelmed, which can lead to or exacerbate the use of PHB.  Autistic children may use these behaviours to signal that they are struggling to identify, accommodate or articulate their sensory needs.

Autistic children can use PHB when they have different expectations for social interactions than others.  Neurodiversity-affirming approaches encourage practitioners and those supporting Autistic children to identify, understand and address differences in social interactions while recognising there is no ‘correct’ way to interact. In practice, this means working with families to find strategies that reduce the barriers for socialisation experienced by Autistic children and supporting them to safely socialise with others. The goal is to:

1. accept and value social interaction differences

2. make socialisation safe for Autistic children in the environments we can control

3. help them build the skills they need to navigate social worlds that are not designed for them and are not within the control of families and support services.

Appendix 3 – Teaching Social Skills – will be helpful in addressing social interaction issues.

Everyone has preferences for how structured, predictable and consistent their everyday life is. This means that everyone manages change differently. When professionals work with children and their families to diagnose autism, one neurodevelopmental difference they look for is a strong preference for routine and apparent difficulty managing change.  Changes that Autistic children may experience differently to non-Autistic children include:

• changes to everyday routines, such as irregular appointments or school excursions

• bigger life changes and transitions, such as starting school or moving house

• everyday transitions such as transitions between activities, tasks or locations.

Autistic children may respond to change with feelings of anxiety, distress or resistance. Autistic children may use PHB to signal they are having difficulty processing and responding to change or view that change as threatening.

Appendix 3

Homeschooling and Autism

Harris, A. (2025). The ultimate homeschool toolkit for kids on the spectrum: Strategies, schedules and support.  ABA Masters Programs.  https://abamastersprograms.org/ultimate-homeschool-toolkit-kids-with-autism/

How Autism Impacts Learning

Autism is not a learning disability. In fact, autistic people’s intelligence can range from average to above average. However, autism can affect someone’s communication and behavior that may create difficulties in certain learning environments. This can include:

• Hyper-focused interests.

• Struggling with abrupt change (such as a change in routine or environment). 

• Literal thinking. 

• An inclination towards strict routines. 

• Sensory difficulties (such as experiencing severe stress with lights that are too bright or uncomfortable clothes) that can lead to strong emotional, physical, and psychological reactions. 

• Sensitivity to criticism and rejection.

• Information processing difficulties. Autism can lead to difficulties with interpreting certain words, retaining what is said, and comprehending what is said. 

Each of the above traits can cause issues for someone with autism more often in a traditional learning environment. This means that some children on the spectrum may thrive in a homeschooling environment instead. 

Strategies for Homeschooling a Child on the Spectrum

Homeschooling any child requires tailoring the experience to their needs. Some good ways to help your child learn include:

• Focus on the child’s strengths. This can include affirmations of the child’s strengths and providing them with opportunities to succeed by giving them tasks that are related to what they are best at. Understanding a child’s strengths can also help create a curriculum that is less frustrating for the child than a traditional curriculum might be. 

• Individualize the instruction to the child’s needs. Enable breaks when needed.  Work in an environment that is more friendly to the child, e.g. hands-on may be preferred, or listening to instructions, or reading may be more appropriate.

• Work with the child’s hyper fixations on certain topics. This can be almost anything and can range in specificity. These topics can be incorporated into what the child needs to learn. 

• Allow your child to make some of the decisions. This increases their confidence, decision-making and critical thinking skills. It can also improve motivation to complete tasks if they are a part of choosing it. 

• Remember to include physical exercise. Part of a typical school environment is usually physical education, and it can be a part of homeschool as well, e.g. jumping, riding a bike, running circles or whatever movement your child wants to do every day. 

• Create a predictable daily schedule. Some of the symptoms of autism can create anxiety if a daily schedule is unpredictable. Ensuring that the child knows what to expect can help both you and the child avoid stress. 

Creating a Homeschool Schedule

There are a lot of different ways to create a homeschooling schedule for a child with autism. One of the best ways is including a visual calendar with pictures to go along with the words. Timing each activity can help the child know what to expect too. The schedule should also include appointments unrelated to school, as well as leisure time, to go along with school activities. The most important part is consistency and predictability as much as possible, such as always having breakfast, then science class after, then lunch, then language-arts. Informing the child about what parts of the daily schedule are flexible, inflexible, and non-negotiable can mitigate anxiety and stress when they come up. Finally, having an after-school routine where the child can decompress from what they learned and transition to other activities is a good idea too. 

Benefits of Homeschooling

Offering homeschool to your child on the spectrum can increase your bond and provide a safe environment for your child to learn without worrying about potential bullying. Other benefits of homeschooling include:

• Flexibility. Being able to work lessons in between appointments and other obligations can benefit everyone. 

• Higher engagement in learning. Children can choose what they want to learn more than they could in a standardized classroom, thereby increasing interest in what they are learning.

• Learning style. Because homeschooling only involves teaching one or a few students instead of many, the child can get more attention from their instructor and learn in a way that works best for them. 

• Socialization. With planning it is possible for your homeschooled child to get more effective and higher-quality socialization than in school, in an environment that you can choose to control and works best for your family.  

Considerations of Homeschooling

While there are many benefits to homeschooling, there are also things to consider.

• The time commitment. Homeschooling can involve a large time commitment to teach the child, ensure they are actually learning, and helping guide them along the way.

• Potential isolation. For parents who are used to working and having the support of a school system, suddenly being isolated as the sole educator might feel difficult, especially if your child is struggling to learn. 

• Finances. If homeschooling means less or not work it can cause a decrease in finances for the household. 

Resources for Homeschooling an Autistic Child

Below is some extra information to help guide you through the process so you can do what is best to help your child learn in a home-schooled environment. 

• Autism Parenting Magazine. This resource is a magazine with numerous articles and tips surrounding autism, especially as a parent to a child on the spectrum. 

• The Autism Community in Action. This resource is a community hub focused on improving the outcomes and lives of autistic people and their families. They provide education and support to those who want to learn more on autism. 

• Autism Society of America. This resource offers a screening and diagnosis tool. Their mission is to provide people on the spectrum with resources to empower them to live fully. 

• The Autism Helper. This resource offers courses and curricula as well as blogs, podcasts, videos, and other educational content for people with autism and those who care for them. 

• Ignite Learning Academy. This resource is for parents who want to homeschool their child but need more guidance and a specific curriculum. 

Appendix 4

Teaching Social Skills

If interested in the following information you will find more detail on each section in the original article.  Use the link in this reference to access it.

Cleaver, S. (2026). Teaching social skills to children with autism: Essential strategies for success.  ABA (Applied Behaviour analysis) Masters Programs.  https://abamastersprograms.org/aba-techniques-social-skills-autism/

Introduction

Children with autism have difficulty with social skills. This varies from child to child; one child may have trouble understanding non-verbal cues which impacts their ability to maintain friendships. Another child may have trouble engaging in conversation that is not about their specific interests. When kids have trouble with social skills, they may feel isolated, lonely, and frustrated because they don’t have the skills they need to make and keep friends. 

Why Social Skills Are Challenging for Kids and Teens with Autism

Why Do Kids with Autism Struggle With Social Skills? 

Children with autism can struggle with how to engage in social situations.  They can become overwhelmed and frustrated because they lack the necessary communication skills and/or they prefer routine and predictability.  Socialising can be challenging because of: 

• Language: Expressive and receptive language difficulties, i.e. they can have a hard time expressing their ideas and understanding information that others are communicating. 

• Sensory stimulation: Conversation, group activities, and play can be overwhelming for children with autism because of the sheer noise or amount of information they have to take in.

• Flexibility: If a child has a preference for structure and routine, the flexibility required to engage in play may be difficult. 

• Reciprocity: Reading the emotions of peers or understanding why someone feels the way they do can be difficult. 

• ·       Special interests: Engaging in conversations that do not have to do with the topics they find important can be challenging. 

Social Demands Change From Childhood to the Teen Years

The changes that occur during the teen years introduce new social skills and challenges for teens with autism: 

• They start to form their own identity, separate from their parents. 

• Friendships become more complex and become based on shared interests or social background. Friend groups shift and change, and this can be difficult for kids with autism.

• Teens need higher levels of emotional regulation to manage increased emotion and conflict.

• ·       Social media becomes important for connecting with each other, and in understanding their world. 

What Is The Emotional Impact of Social Difficulty 

When a child struggles with social skills and has difficulty connecting with others, they can become isolated and frustrated. Long-term social struggles can impact a child’s mental health, lead to depression and other health concerns. 

Applied Behaviour Analysis Techniques That Support Social Development

Applied Behavior Analysis techniques focus on increasing a child’s positive social interactions by teaching them communication skills and reinforcing their successful social interactions. 

• Positive reinforcement associates desired behaviors with positive experiences, which increases the likelihood that the child will use these behaviors in the future.  

• Modelling shows children exactly what a behavior looks like so they can identify and copy it.  

• Role-Playing is a structured teaching technique that provides a safe environment where children can practise and make mistakes and correct errors before they are in the actual scenario. 

• Social Stories are short stories that are personalised, i.e. designed specifically for a student and social situation. They make social interactions explicit and break them down into information that children can understand.  

• Behavioral Skills Training combines explicit instruction with modelling, role-playing, and feedback to provide children with skill building in real scenarios.  

How Practitioners Approach Social Skill Planning

Decide on the ultimate goal and think about ways to get to that goal by using strengths-based approach.  Recognize the skills the child already has and build on these to help a child achieve meaningful social skill goals.  Some strategies to use for social skill instruction include: 

• Build a relationship: Use the child’s strengths, goals and interests to create a plan that motivates the child to work on social skills. For example, if a special interest is trains, use that to increase the child’s motivation to interact with peers during a train-themed activity. 

• Start with structure: Use structured activities, such as board games or simple cooperative games, to build to more complex, flexible activities and interactions. 

• Remove communication barriers: Use social stories and visuals to build understanding of the skill at hand. 

• Practice beforehand: Model and role play in a safe space, before the skill is needed in the real world. 

• Focus on the most important skills: Think about the skills that will benefit the child the most, e.g. engaging in conversation may be more important than making eye contact. 

• Praise, praise, praise: Acknowledge the small successes immediately. 

• Work collaboratively: Therapists, teachers, and parents can work together to create social skill groups and create meaningful scenarios for children to practice social skills in a supportive setting. 

Additional Resources

• ABA Teaching Strategies has examples of materials that you can use to teach social skills. 

• Autism Behavior Services has free social stories. 

• CASEL is a nonprofit that researches social skill instruction. 

• Teach Town is a formal curriculum for kids with autism. 

• Everyday Speech is another social skills curriculum. 

• Changing Perspectives is a social skills curriculum. 

• The Journal of Applied Behavior Analysis has the latest research on teaching social skills. 

• Virginia Commonwealth University has social skills resources. 

• The BACB Code of Ethics is an important resources for therapists. 

·       ABA Masters Programs by state 

Appendix 5

Guidelines for Supporting Autistic Children

Trembath, D., Varcin, K., Waddington, H., Sulek, R., Pillar, S., Allen, G., Annear, K., Eapen, V., Feary, J., Goodall, E., Pilbeam, T., Rose, F., Sadka, N., Silove, N., & Whitehouse, A. (2022). National guideline for supporting the learning, participation, and wellbeing of autistic children and their families in Australia. Autism CRC. Retrieved 25 November 2025 from https://www.autismcrc.com.au/access/supporting-children .

There are 17 guiding principles when people support autistic children and their families.

1. Child and family-centred       Children and families get respect and get to say what they want to happen to them.

2. Individualised            Each person gets support that is just right for them.

3. Strengths-focused    Supports should start with what the child and family are good at.

4. Holistic          We need to think about how things fit together for a child and family in all areas of their life.

5. Honour childhood    Children shou have time to enjoy being a child. They should have time to play, make friends and learn about themselves.

6. Foundation for the future     Children should learn things that help them when they grow up.

7. Ethical           The rights of children and families must be protected.

8. Culturally safe            We need to do these things:

   1. ·       Talk to children and families about culture and values

   2. ·       Listen to what children and families know about their ways of doing things

   3. ·       Show respect by asking things work safely for them.

9. Respecting Australia’s First Nations Peoples                 Supports must be culturally safe for First Nations people. We need to understand the bad things that people have done to First Nations peoples. We must show respect to First Nations culture, language and their ways of doing things like:

   1. ·       looking after country

   2. ·       how families work

   3. ·       important stories and special places

   4. ·       sorting out problems

   5. ·       ceremony - a way of making something important very special.

10. Evidence-based         Supports should be based on 3 things:

    1. ·       what the research tells us is good quality

    2. ·       what professionals think is right for the child

    3. ·       what children and families want.

11. Assent (children)     A child has the right to say no to supports or therapy.  They don’t have to use words. They can show that they like or dislike something through:

    1. ·       their behaviour

    2. ·       signs or gestures

    3. ·       whether they enjoy the activities.

12. Informed consent (parents)         Parents should have all the information they need to make the right choices for their children.  Parents need to give consent for supports.

13. Qualified practitioners           People who deliver the supports must:

    1. ·       have the right education

    2. ·       be registered

    3. ·       only do things they are trained to do

    4. ·       keep their skills up to date.

14. Neurodiversity-affirming      Neurodiversity is the idea that some brains work differently, and this is ok.  Supports should:

    1. ·       respect neurodiversity

    2. ·       respect that each child is unique

    3. ·       not try to ‘cure’ autism.

15. Parent and family-affirming         Supports should:

    1. ·       respect the family’s right to choose

    2. ·       make sure people are supported to enjoy being parents, brothers and sisters, and other family members.

16. Timely and accessible      Supports should be available to children and families where and when they need them.  Access to supports should not be affected by who people are or where they live. Supports should not cost too much.

17. Coordinated        Everyone involved in supporting the child and family should talk to each other often.  People from health, education and disability should all know what is happening for the child and the family.