Learning from the community: iterative co-production of a programme to support the development of attention, regulation and thinking skills in toddlers at elevated likelihood of autism or ADHD

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Hendry, A., Hulks, V., Murphy, S., Radford, H., Smith, S., Charman, T., Mathers, S., Rhodes, S., & Scerif, G. (2025). Learning from the community: iterative co-production of a programme to support the development of attention, regulation and thinking skills in toddlers at elevated likelihood of autism or ADHD. Research Involvement and Engagement, 11(1), 7-7. https://doi.org/10.1186/s40900-025-00674-7

Publication date: 24 Jan 2025 Added to AutiHub: 6 Jul 2026 Type: Article Article language: English
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Authors

Publication authors
9
Publication authors identified as autistic
2 / 9 (22.2%)
  1. Alexandra Hendry
  2. Victoria Hulks
  3. Shona Murphy *
  4. Holly Radford *
  5. Sally Smith
  1. Tony Charman
  2. Sandra Mathers
  3. Sinéad Rhodes
  4. Gaia Scerif

Abstract

Programmes designed to support children with known, or increased likelihood of, autism or ADHD often focus on reducing behaviours central to a clinical diagnosis. However, supporting children to pursue their own goals and cope with everyday life through fostering executive function (EF) development, without enforcing neuro-normative assumptions, may be more acceptable to neurodivergent people, and more beneficial. The co-production process for this neurodiversity-affirming programme involved: Review of research priorities identified during published public-and-clinician consultations; iterative programme development through two pilot rounds with a general community sample; and consultation with stakeholders (parents with a connection to autism or ADHD, alongside early years specialists, psychologists and therapists) to check acceptability of the proposal, and refine the logic model and materials. The logic model for the resultant programme-Supporting Toddlers with a connection to autism or ADHD to develop strong Attention, Regulation and Thinking skills (START)-involves three mechanisms of change: The child has appropriate play-based opportunities to practise EF skills; Parenting behaviours linked to strong EFs are encouraged; Parents are empowered to improve environmental-fit for their child so that EF stressors are reduced.

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99
Total cited references integrated for this publication.
Cited references with an identified autistic author
8 / 99 (8.1%)
Cited author occurrences identified as autistic
16 / 468 (3.4%)
Among occurrences linked to AutiHub author records: 16 / 127 (12.6%). Distinct cited authors identified as autistic: 14 / 404 (3.5%).
Cited author occurrences linked to AutiHub author records
127 / 468 (27.1%)
Distinct linked cited authors: 87 / 404 (21.5%)
Linked cited-author occurrences not identified as autistic
111 / 127 (87.4%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 111 / 468 (23.7%). Distinct linked cited authors not identified as autistic: 73 / 87 (83.9%).
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