IF your child struggles with everyday activities like playing with others, getting dressed, or paying attention, they may need additional support.
However, the current assessment process is often fragmented and time-consuming, involving multiple professionals and long wait times.
To address this, we developed a framework in collaboration with 23 community and professional organisations to provide a more consistent approach for assessing Australian children aged 0-12 years. This framework focuses on a child’s functional strengths, challenges, and aspirations to determine necessary support. It ensures that help can start earlier, regardless of whether a child has a formal diagnosis.
UNDERSTANDING SUPPORT NEEDS
All children need support, but some require more than what is typical for their age. Take communication, for example.
Parents naturally help their children develop language skills, but about 3.2 per cent of children have communication difficulties that impact their ability to engage in daily activities. An older child struggling with speech may find it difficult to socialise at childcare.
Assessing a child’s needs and daily functioning is the first step in providing appropriate support. However, two major issues hinder current assessment methods.
A FRAGMENTED AND INCONSISTENT PROCESS
One challenge is inconsistency. Doctors, teachers, childcare workers, and allied health practitioners all assess children differently, leading to duplicated or missing information. For example, if a child with intellectual disability avoids eating most foods, a psychologist may assess behaviour, a speech pathologist swallowing, and a doctor nutrition. Without collaboration, it takes longer to identify underlying issues like sensory sensitivities.
A lack of a consistent approach makes it difficult to form a complete picture of a child’s strengths and needs, delaying effective support.
OVEREMPHASIS ON DIAGNOSIS
Another problem is the heavy focus on diagnosis rather than function. Children with the same diagnosis can have vastly different support needs. For example, among three autistic children, one may require constant supervision, another might need targeted communication support, and the third may need no additional help beyond what’s generally available.
Support needs also depend on personal and environmental factors.
A NEW FRAMEWORK FOR ASSESSMENT
Our framework shifts the focus from diagnosis to function. It encourages professionals – whether educators or healthcare workers – to consider a child’s existing context, strengths, challenges, and aspirations.
Recognising that a child’s needs change over time, the framework recommends follow-up assessments when necessary rather than sticking to a rigid schedule.
Developed through evidence review, international comparisons, and extensive consultation with the disability community, including Aboriginal parents and health professionals, this framework provides a unified approach across health, education, disability, and community services.
WHAT COMES NEXT?
The framework is already available and beginning to be used in practice. However, to ensure consistency, we need professional training and a standardised tool for collecting and sharing information across different settings. These resources will be ready by year-end, along with recommendations for government implementation.
Parents don’t need to wait for a diagnosis to seek support. If you have concerns, speak with a trusted professional, such as a doctor or teacher, to explore available resources and assistance for your child.
By: David Trembath, Professor of Speech Pathology; Rachelle Wicks, Research Fellow in Disability and Rehabilitation, Griffith University
Theconversation.com.au – article published April 4)
