The Process:

Working together we will idenitfy your current strengths and challenges and barriers within differnt environmental contexts.

Initial consultation

1

Together we monitor your progress using ongoing assessment allowing us to evaluate and adjust your supports to reach your goals.

Monitor and evaluate

5

Co-planning enables us to develop meaningful goals and evidence-based strategies to support skill development and adjust environments that promote inclusion.

Person centered plannning

4

3

Data collection and analysis

Collecting information from observations and assessments devlops a full picture of your strengths, support requirements and environmental considerations.

DEs use an action planning process that centres on the perspectives of the individual and key stakeholders, using data-informed approaches and environmental considerations to develop a tailored plan.

The DE Process

Placing you at the centre

The planning process is cyclic and allows ongoing skill development, goal attainment and adjustment over the individual's lifespan.

Getting to know you

Working together we will identify your strengths, interests and goals, including your key characteristics and preferences to develop your vision and goals.

2

Data collection

Data collection and analysis are central components of the planning process, allowing the DE to identify the individual's strengths, preferences and current functioning, to develop strategies and environmental supports that promote capacity.

Types of assessments:

Communication

.Communication assessments can be used to identify communication differences, strengths, preferences and the current level/functioning of communication. This assists in developing functional communication modes based on the individuals needa and preferences and ensures the goals reflect the persons own voice, strengths and needs.

Sensory

Sensory assessments identify likes, dislikes and support requirements of the individual across specific environments. This promotes environmental adjustments that reduce sensory barriers, making environments accessible and predictable for the individual.

Behavioural

Behavioural assessments are used to identify types, functions and patterns of behaviours accross environments. These assessments are designed to explore underlying causes of behaviourswithin specific enviornments. The analysis of these allows us to address potential triggers and use positive reinforcers to reinforce positive behavuiours that enable learning.

Plannning

Individual assessment allows us to identify individuals' strengths, interests and characteristics, quality of life, and future transitions. This allows us to explore their well-being, relationships, independence, and future goals. This helps to plan what works for them, sources of enjoyment, and ensure planning is meaningful and prioritises goals over time.

Please note: DEs do not diagnose neurodivergent conditions, but can use screeners to identify potential underlying characteristics if families suspect co-occurring conditions.

Implementation and Monitoring

An essential part of capacity building occurs during the implementation of supports and interventions. Skill development progresses through four interconnected stages of learning: acquisition, fluency (frequency), maintenance, and generalisation. Effective capacity building requires: identifying the learner's current stage, implementing targeted evidence-based strategies appropriate to that stage, and continuously monitoring progress. This process enables practitioners to adjust supports as needed, helping the learner build competence, retain skills over time, and ultimately apply them independently across different people, settings, and situations.

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When implemented with fidelity and monitored over time, EBPs support skill development, increase independence, enhance participation across home, school, work, and community settings, and improve meaningful long-term outcomes. Ongoing evaluation allows supports to be adjusted to ensure they remain effective and responsive to the individual's changing needs.

Evidence Based Practice

An Evidence-based practice (EBP) is an intervention that has been demonstrated through high-quality scientific research to produce positive outcomes for individuals with similar characteristics and support needs. EBPs are used to teach and reinforce skills that build capacity. Among allied health practitioners, DEs are specifically trained to select, adapt, and teach evidence-based practices (EBP).

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