Which Support Goals Matter Most? What Research Says About How Autistic Children, Parents and Professionals See Priorities
Byline: Chau Sir / chausir.com
This article summarises public research with AI assistance.
What the study looked at
Jordan, Waddington, Hammond, Uljarević, Sainsbury and Tupou at Victoria University of Wellington published a systematic review online in April 2026 in Autism. They gathered 15 studies from 2015 to 2025 that asked autistic people, parents and professionals which goals and outcomes matter most when supporting autistic children under 12. [1]
What links the review found
Several priorities came up again and again: communication, social inclusion, and the child’s sense of safety and steadiness. Communication did not always mean spoken language alone; many studies emphasised ways of expressing that already work for the child, including aided tools and other non-spoken routes. Autonomy and having a real say (for example, having choices and feeling involved) were also often valued.
Gaps were clear too. Professionals more often favoured skill-learning goals and behaviour that matches typical expectations. Autistic people and family members more often spoke about flexibility, self-advocacy, and strength-based approaches. Goals that try to make a child look more like a typically developing peer (for example, forcing eye contact or suppressing self-soothing movements) were rated lower priority in several studies, and sometimes as unsuitable. The authors note ongoing tension between medicalised and neurodiversity-affirming frames, and they encourage setting goals with autistic people and families. These are patterns of priorities and viewpoints, not a claim that any one goal suits every family. [1]
Reading the findings with care
This review maps which goals people rate as important. It does not prove that any one approach leads to a particular outcome. Most of the evidence comes from Australia, New Zealand, the UK and the US; Hong Kong’s culture and service pathways differ, so the findings are a reference only. Traditional approaches sometimes aim for a more neurotypical appearance. This article does not promote any particular school of practice; it simply invites parents to notice whether goals respect the child’s pace and strengths. [1]
Small things Hong Kong parents can notice
When Hong Kong parents meet the school SENCO, or join a home-school meeting, they are often asked what they want the child to learn. This review’s reminder is that parents can name what they and the child care about most: whether the child feels safe, whether their way of communicating is respected, whether they get real choices, and whether they feel accepted. Goals can focus on taking part and feeling comfortable, not only on looking the same as peers. If home and school priorities differ, it can help to lay them out together and note which ones to try soon and which ones to take slowly.
From a CRP (Communication, Relationship, Parenting) point of view, setting goals is itself a stretch of communication and relationship: when parents, children and schools keep talking, the child is more likely to feel involved. The research is a reference only. Every child has their own pace; if needed, you can ask the school SENCO or a relevant service provider.
Sources
1. Jordan, P., Waddington, H., Hammond, M., Uljarević, M., Sainsbury, W. J., & Tupou, J. (2026). Priorities and perspectives regarding goals and outcomes of support for autistic children under 12 years: A systematic review. Autism, 30(6), 1416-1429. Advance online publication, 20 April 2026. https://doi.org/10.1177/13623613261433132 （期刊頁 Journal page: https://journals.sagepub.com/doi/10.1177/13623613261433132 ）
Disclaimer
Educational information, not a diagnosis or medical advice.
Chau Sir's talks and articles are parent education. They do not provide diagnosis, assessment or treatment, and do not provide medical or medication advice. If needed, please consult a qualified professional.
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