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Sunday, 27 July 2025

9:00 - 10:15 aM

Torrens

Connect with Compassion: Fostering Meaningful Progress in Low-Frequency Early Intervention ABA Program

Karishma Khullar

EmpowerBx Pty Ltd

Abstract: This research assesses the efficacy of low-frequency Applied Behaviour Analysis (ABA) interventions under Australia’s NDIS, where funding limits services to 2-4 hours weekly. Over a year, five children with Autism received these limited-hour interventions focused on enhancing life quality through compassionate, Today's ABA principles.

The approach prioritised teaching essential skills that prevent the development of problem behaviour. This includes teaching functional communication, cooperation, pro-social skills and transition—tailored through function-based assessments. Efficacy was evaluated by changes in behavioural parameters and parental stress levels, measured via pre- and post-intervention surveys.

Preliminary results show significant improvements in targeted skills and reduced parental stress, validating the effectiveness of custom, low-frequency ABA interventions. Additionally, strategies for skill generalisation across settings were implemented successfully.

These findings highlight the barriers faced in the course of treatment and the limitation of reduced hours. Despite challenges, tailored ABA strategies can support meaningful developmental progress in children with autism. The study advocates for NDIS policy adjustments to better support effective therapeutic outcomes.

Target Audience: ABA Practitioners, BCBA/CBAs, EIBI Service Providers

Learning Objectives:

At the conclusion of this presentation, participants will be able to identify and categorise intervention goals to effectively reduce or eliminate behaviours of concern in children with Autism receiving low-frequency ABA programs
At the conclusion of this presentation, participants will be able to integrate compassionate practices into ABA interventions to strengthen the connection between themselves, caregivers and children, thereby enhancing therapeutic outcomes.
At the conclusion of this presentation, participants will be able to implement strategies that support practitioners in continuing to provide effective support to families, adapting to low funding scenarios while maintaining high-quality care

BACB CE Instructor: Karishma Khullar

Creating a reference range of common behaviours of concern and replacement behaviours in neurotypical Australian children aged 1-10 years

Renee Collins¹ & Erin Leif²

¹Super Kids Behaviour Consulting; ²Monash University

Abstract: It is important for allied health professionals and behaviour analysts to have an understanding of neurotypical child development when working with neurotypical and neurodivergent children. There are limited resources that outline this. Current behaviour analytic assessments and curricula do not provide quantifiable rates per age that can be used and considered when developing behaviour reduction or acquisition goals. Therefore, professionals often have unreasonable expectations of children when considering behaviour reduction goals related to problem behaviours and when teaching replacement behaviours. This is disheartening and unfair for clinicians, parents and learners. To address this knowledge gap, we conducted a survey of over 1,500 parents of neurotypical Australian children aged 1-10 years. The survey aimed to create a reference range of common behaviours of concern such as biting, hitting and tantrums, and replacement behaviours, such as requesting, tolerating delays and denials, and waiting. This research is a systematic replication and extension of VanDevander, Warner, Kazemi & Fahmie (2023). We will communicate the research findings to service providers and practitioners who deliver ABA-based programs so that they can ensure reasonable goal setting, to better support families and minimise adverse outcomes.

Target Audience: Behaviour analysts, allied health professionals and educators

Learning Objective: At the conclusion of this presentation, participants will be able to:

Examine the results of a large-scale survey of Australian parents, providing reference ranges for common behaviours (e.g., biting, hitting, requesting, waiting) in neurotypical children aged 1–10 years.
Reflect on how using developmentally informed expectations can enhance service delivery, reduce unrealistic demands, and promote more ethical, compassionate support for children and their families.

BACB CE Instructor: Renee Collins

Bridging the Gaps: MTSS in Early Childhood for Children Without Diagnosis

Jill Hellemans, Analise Vella, & Micah Street

Learn My Way

Abstract: In early childhood education, a significant number of children with high support needs are not diagnosed, leaving a gap in service delivery that impacts both the child and the educator. As educators face increasing burnout from managing these cases, many children slip through the cracks, often not receiving appropriate support until they enter primary school. The challenges are compounded by systemic delays, such as the long process of securing NDIS funding, waitlists for paediatricians, and difficulties accessing clinicians.

At our preschool, we are addressing this gap through the implementation of a Multi-Tiered System of Supports (MTSS) framework. Our model not only enhances inclusion for children with diagnosed disabilities but also provides crucial early support for those without diagnoses. This proactive approach empowers educators with free screeners, access to therapist support, and structured guidance for starting conversations with families and making referrals.

In this presentation, we will discuss the practical integration of the MTSS framework in our preschool setting. Our model ensures that no child is left behind, providing immediate, tailored support while awaiting formal assessments. Key focus areas include addressing communication barriers between educators and families, improving early identification, and fostering sustainable collaboration between educators and therapists.

By sharing our model and data on student progress, we aim to inspire other early childhood centers to adopt MTSS as a means to bridge the service gap and prevent children from being overlooked during their critical developmental years.

Target Audience: Practitioners that work within early childhood education

Learning Objective: At the conclusion of this presentation,

Understanding MTSS Implementation:
Objective: By the end of the session, participants will be able to explain the key components of the Multi-Tiered System of Supports (MTSS) framework and its integration into North Ryde Community Preschool's policies and procedures.
Outcome: Participants will gain a comprehensive understanding of how MTSS enhances inclusivity and promotes equitable learning outcomes for all students.

Assessment and Progress Monitoring:
Objective: By the end of the session, participants will be able to utilize the MTSS assessment tool to monitor and evaluate children's progress, with a focus on communication, play and social skills, everyday living skills, and positive behaviour supports.
Outcome: Participants will be equipped with the skills to implement early intervention and continuous support within their preschool environments, ensuring all children receive high-quality education and opportunities to thrive.

BACB CE Instructor: Jill Hellemans