Early Identification of Autism (SUCCESS)

Between 2019 and 2020 CAER undertook a pilot study in 10 Bradford primary schools, which screened 600 pupils (using the Early Years Foundation Stage Profile) to identify pupils ‘at risk’ of ASC in a timelier and more accurate manner. This process enabled a faster route to assessment, but also information sharing between sectors. This facilitated the development of a single support plan which could be shared with both teachers and parents. This approach also identified children with a range of other neurodevelopmental disorders which the multidisciplinary team were able to assess and report back to the school identifying the tailored support required for the precise needs of each child.

CAER research has shown that the Early Years Foundation Stage Profile scores given by teachers at the end of reception year can be used to help identify neurodevelopmental problems including ASC. Through this intervention, the Bradford Opportunity Area pioneered the UK’s first real breakthrough in the early identification of undiagnosed ASC which is now being rolled out Nationally. The methodology enables children to get timely support to improve developmental outcomes. Importantly, early identification and tailored support have been shown to be highly effective in mitigating the lifelong problems associated with neurodevelopmental differences, and reducing the long-term social and economic costs.