The role of allied health professionals working
with children with ASD
This tip sheet provides information about the role of some of the specialist staff who may be
involved in supporting the transition of children with Autism Spectrum Disorder (ASD) to Prep.
They may also provide support at other times throughout the child’s schooling.
The following list is not exhaustive but includes the personnel who are most likely to provide
services:

psychologists

speech-language pathologists (SLPs)

occupational therapists (OTs)

physiotherapists

nurses.
These people may be employed by the education system or by another agency. This will
influence the type of service that they provide. Some services will be government services (e.g.
Queensland Health, Education Queensland and Department of Communities, Child Safety and
Disability Services) and some services will be provided through the non-government sector (e.g.
private practice, clinics within private hospitals or ASD specific services such as Autism
Queensland or AEIOU).
All service providers are considered part of the educational team when providing services in
schools. They support a range of children, including those with ASD, to access and participate
in school life. All children benefit most when education teams, including parents, work in
partnership to provide functional interventions that are meaningful to the child’s program. While
each profession makes a unique contribution there may be some overlap in the interventions
provided, so it is important that these contributions are coordinated and complementary.
The method of requesting support from specialist staff will vary depending on the procedure
required by each employing organisation. For example, teachers in state schools may request
support from school-based specialist support staff such as OTs, physiotherapists or SLPs after
seeking parental consent. Parents may also approach private or other organisations directly to
seek support.
All of the professions listed above are registered health professions. Registration details of each
provider can be checked by following the links for each professional group below.
Psychologists
Psychologists work with people of all ages and are experts in human behaviour - the way that
people think, feel and learn. For children with ASD, psychologists may:

work as part of a team of professionals and take part in the ASD diagnostic assessment
process or to assess particular skills

provide interventions to help children to better manage their feelings

support children, their families and teachers in helping to adapt behaviours (e.g. school
refusal) or manage emotions (e.g. anxiety, aggression, fears or negativity)

support a child to interact more appropriately in social situations at home, school and in the
community.
The child’s team will usually work closely with the psychologist to help them establish a good
understanding of the child’s development, personality, and behaviour. They also play an
important role in interventions by trialling and implementing strategies in the child’s everyday
environments.
Speech-language pathologists
Speech-language pathologists (SLPs) provide support to children with communication
difficulties including speech, language, writing, reading, comprehension, signs, symbols and
gestures. SLPs can also support eating, drinking and swallowing issues. SLPs can assess,
provide intervention and work as part of the educational team. For children with ASD, a SLP
may:

work as part of a team of professionals and may contribute to the ASD diagnostic
assessment process or assess particular skills including understanding language or using
language in social situations

help a child who is not talking by finding alternative ways to communicate with others (e.g.
through gestures, photos or signs)

help a child who uses lots of language, to play with other children or build and maintain
friendships

work with educators to set up learning environments that support and enhance
communication skills

work as part of a team of professionals to support a child who is a fussy eater or has a very
limited range of foods in their diet.
A SLP works in a variety of ways, including working within a classroom, with the school team
providing information and resources, or with the child in a small group individually. Children gain
the most from speech-language therapy when the SLP works as part of, or together with, the
school team and when strategies and activities implemented at school are also used in the
home environment.
Occupational therapists
Occupational therapists (OTs) work as members of the education team to assist children with
ASD to develop functional skills for everyday living and achievement of educational goals.
These skills may include child/work skills (e.g. handwriting and computer skills), activities of
daily living (e.g. eating and toileting), and play, leisure and recreation (e.g. playground activities
and participation). OTs may be involved in:

Assessing children’s development and functional skills. This may include using their
specialised knowledge to provide information about the foundation skills and abilities
required for learning such as movement and sensory skills, attending in class or interacting
with others. Some occupational therapists (working for specific agencies) contribute
assessment information as part of the diagnostic process.

Analysing activities and modifying them so they are achievable, motivating and applicable in
the school environment. Often these can be used across environments including community
and home to reduce frustration and disruption to everyday routines and enhance selfesteem.

Adapting equipment or the environment and recommending technology to help children to
participate as independently as possible. This may involve strategies to assist children at
school (e.g. provision of modified toys to encourage play or reducing the effect of sensory
processing challenges such as classroom noise) or to assist at home so that children are
prepared for learning (e.g. provision of advice about dressing, hygiene, eating and sleep
patterns).
OTs use a variety of ways to provide services such as direct therapy, providing programs for
others to use, or consulting with team members to find the best option for the child. The choice
depends on what is most appropriate for the child, family and other team members at the time.
Prep provides the ideal environment for the child to learn and the occupational therapist to
provide services. It is a natural setting for a child and offers opportunities for practice and
generalisation of skills that the OT is assisting the child with at meaningful times of the day.
Physiotherapists
Physiotherapists work as members of the education team to assist children with ASD to develop
functional movement skills and abilities to enable participation in all areas of schooling,
including sport and physical education, and support achievement of educational goals. These
skills may include postural control (e.g. sitting in class), gross motor skills (e.g. standing,
walking), balance, coordination and motor planning (e.g. initiation, imitation, rhythm and timing
of movement). Physiotherapists may be involved in:

Assessing children’s’ development and movement skills. This may include using their
specialised knowledge to provide information about the foundation skills and abilities
required for learning such as movement and sensory skills, attending in class or interacting
with others. Some physiotherapists (working for specific agencies) may contribute to
assessment information as part of the diagnostic process.

Advise on strategies and equipment to enhance child’s ability to sit in class or to develop
necessary motor skills (e.g. eye-hand coordination).

Advise on exercises and activities to develop muscle strength, motor skills and manage
movement difficulties (such as toe walking) to support child’s competence in outdoor play,
sport and leisure activities.
Physiotherapists use a variety of ways to provide services such as direct therapy, providing
programs for others to use or consulting with team members to find the best option for the child.
The choice depends on what is most appropriate for the child, family and other team members
at the time.
The early childhood setting and school provide an ideal environment for the child to learn and
for the physiotherapist to assist the learning through movement. School is a natural setting for a
child and offers opportunities for practice and generalisation of skills that the physiotherapist is
assisting the child with at meaningful times of the day.
Points to consider when working with specialist support staff
Many different professionals work in many different services and with different areas of
experience, specialist knowledge and skills. Knowing your child and his/her learning
environment, you are in a good place to consider whether the information, strategies and
interventions professionals suggest are applicable to your child’s individual needs.
Some things to keep in the back of your mind when you are working with specialist support staff
include:

Determine exactly what the issues or concerns are within the Prep learning environment. If
you are working with a specialist outside of the school environment, talk with your child’s
teacher about some of the issues that affect how your child accesses and participates in the
program.

How can the assessment, intervention or information be applied to your child’s learning
environment? Are the goals relevant to your child’s needs in all environments (home,
school, community)? How can you support your child to apply the information to real life
situations?

Is your child enjoying the support being offered? You know your child best and can help
make the program motivating for your child.

Can strategies, suggestions and changes to the learning environment also be used to
support your child in everyday life?

You may also need to consider your family’s capacity to provide the time and money
necessary for private interventions. Are there any other funding, provider or payment
avenues that can be explored?

Use of assistive equipment and technologies, for example tablets and the associated
applications, is an emerging trend for children with ASD. These options should not be
considered as simple or a ‘one size fits all’ solution. Specialist support staff can provide
child-centred assessment of need and information about the potential usefulness of an
approach, regardless of the popularity of available technologies.