Monitoring children’s development in early childhood education settings to promote early detection of autism

This publication is included in the Autistic Autism Scholarship Project. one author of this publication is identified as autistic in the project.

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Mozolic-Staunton, B., Barbaro, J., Yoxall, J., & Donelly, M. (2021). Monitoring children’s development in early childhood education settings to promote early detection of autism. Australasian Journal of Early Childhood, 46(2), 163-178. https://doi.org/10.1177/1836939121998085

Publication date: 31 Mar 2021 Added to AutiHub: 7 Sep 2026 Type: Article Article language: English
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Authors

Publication authors
4
Publication authors identified as autistic
1 / 4 (25.0%)
  1. Beth Mozolic-Staunton
  2. Josephine Barbaro *
  3. Jacqui Yoxall
  4. Michelle Donelly

Abstract

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 12 Sep 2026 18:18.

Cited references
50
With a DOI
34
Without a DOI, from raw bibliography text
15
8 / 50 (16.0%) cited references include at least one author identified as autistic.
References with data to complete
3 / 50 (6.0%)
References with detected author names
49 / 50 (98.0%)
Without detected author names
1
Without a structured title
2
Without a stable identifier
13
References with raw author names still to review
0
References with external metadata lookup issues
1
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
185
From DOI or external metadata
185
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
0
50 / 185 (27.0%) names are linked to an author already present in AutiHub. 135 / 185 (73.0%) names are not yet linked.
Names linked to a person identified as autistic
8 / 185 (4.3%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 8 / 50 (16.0%). Distinct people identified as autistic: 1 / 157 (0.6%).
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