How an Interdisciplinary Approach Accelerates Success in Autism Intervention - Part 2

“Which One Should I Go For?” – Why One Service Is Often Not Enough

A common question from parents is whether choosing one service is sufficient. While some children may initially benefit from a single service, research shows that development does not occur in isolated domains. Communication, behaviour, motor skills, and emotional regulation are interconnected (Sameroff, 2009). For example:

●       A child may have the language ability to request but struggles to do so due to behavioural challenges.

●       A child may understand instructions but cannot sit or attend due to sensory or motor difficulties.

Relying on one discipline alone may leave important needs unaddressed. An interdisciplinary team ensures that no single area becomes a bottleneck in the child’s progress.

Knowing Our Limits and Consulting Other Professionals

Consulting other professionals for the benefit of the learner is important.

An effective interdisciplinary approach requires professionals to recognise when a concern falls outside their scope of practice. Ethical, evidence-based practice involves consulting or referring to other disciplines when needed. Research highlights that collaboration across disciplines improves decision-making and reduces the risk of inappropriate or ineffective interventions (Bruder, 2010). At SEED, this means:

●       Consulting ST when communication challenges go beyond behavioural teaching strategies

●       Consulting OT when sensory or motor factors significantly affect learning

●       Aligning recommendations rather than working independently

Why Do We Need a Team?

Children do not live in therapy rooms—they live in families, schools, and communities. A team approach ensures:

●       Consistency across environments

●       Shared understanding of strategies

●       Efficient use of intervention time

Evidence-based frameworks such as family-centred practice and team-based service delivery emphasise that collaboration improves both child outcomes and caregiver confidence (King et al., 2009).

Using ABA Principles to Work Together

ABA principles can play a valuable role in interdisciplinary collaboration. ABA provides tools such as:

●       Clear goal definition

●       Task analysis and skill breakdown

●       Data collection to guide decision-making

These principles can be used to support other disciplines. For example, if an OT or ST identifies a skill that requires frequent practice, the ABA team can help implement structured teaching opportunities within ongoing sessions.

Parents and Families: The Glue of the Interdisciplinary Team

Parents and caregivers play a central and irreplaceable role in an effective interdisciplinary approach. They are often the only constant across all settings—home, therapy, school, and community—and therefore act as the glue that holds the team together. Research on family-centred practice consistently shows that outcomes are stronger when families are actively involved, informed, and empowered as part of the intervention team (King et al., 2009; Guralnick, 2011).

Parents support interdisciplinary collaboration by:

●       Providing ongoing updates about the child’s behaviour, routines, and progress at home

●       Sharing observations that professionals may not see during sessions

●       Helping teams understand what strategies are practical and sustainable in daily life

●       Reinforcing skills across natural environments

When families are included as equal partners rather than passive recipients of services, intervention becomes more consistent and meaningful.

Keeping the Child’s Goals at the Centre

Ultimately, an interdisciplinary approach is effective only when everyone is working toward the same child-centred goals. Goals should:

●       Be meaningful to the child and family

●       Focus on functional outcomes

●       Be understood and supported by all team members

When goals are aligned, interventions become more consistent, efficient, and impactful.

Conclusion

An interdisciplinary approach is not about doing more—it is about working smarter and together. By understanding each discipline’s expertise, respecting professional boundaries, using evidence-based practices, and maintaining strong communication systems, teams can provide cohesive and effective support. For families navigating autism or other neurodivergent services, an interdisciplinary team offers clarity, consistency, and confidence that their child is being supported as a whole person -- not through isolated interventions.

References

Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3), 339–355.

Guralnick, M. J. (2011). Why early intervention works: A systems perspective. Infants & Young Children, 24(1), 6–28.

King, G., Strachan, D., Tucker, M., Duwyn, B., Desserud, S., & Shillington, M. (2009). The application of a transdisciplinary model for early intervention services. Infants & Young Children, 22(3), 211–223.

Leaf, J. B., McEachin, J., Taubman, M., & Harsh, J. (2016). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. DRL Books.

Sameroff, A. (2009). The transactional model of development: How children and contexts shape each other. American Psychological Association.

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Written by: Esther Cheong (currently reading QBA), Program Coordinator

Edited by: Raja Nishah