This presentation aims to investigate the potential of developing an enjoyable, brief, transdiagnostic screener for 5–7-year-olds, addressing the challenges of early identification of neurodevelopmental conditions. Current practices typically rely on separate, condition-specific screeners. Firstly, this session reviews existing literature on educational screening, emphasizing issues around sensitivity, specificity, early detection, equity concerns, and test anxiety. Screeners have gained traction because they promise efficient allocation of limited educational resources by helping identify children who need early intervention (Burns & Rapee, 2022; Elliott et al., 2007).

Secondly, we will address the recent theoretical shifts toward transdiagnostic and higher-order models, such as the Hierarchical Taxonomy of Psychopathology (HiTop) and Research Domain Criteria (RDoC) (Krueger et al., 2018; Lindenmayer, 2018). These frameworks emerged from dissatisfaction with DSM-5 categorical models and emphasize underlying, domain-general causal mechanisms shared by multiple neurodevelopmental conditions.

Finally, the session illustrates practical examples of three brief potential measures that could underpin a universal transdiagnosis screener. For example, rhythmic sensitivity tasks, such as rise-time detection tasks, have demonstrated predictive validity in dyslexia research (Goswami et al., 2002), while symbolic numerical magnitude processing tasks have similarly emerged as predictors for dyscalculia (De Smedt et al., 2013; Schneider et al., 2017; Schwenk et al., 2017) alongside domain-general factors. Executive function assessments, particularly inhibitory control tasks like the Eriksen Flanker Task (Coulanges et al., 2021; Erb et al., 2021), working memory tasks (Cragg & Gilmore, 2014; Nelwan et al., 2022), and related attentional measures (Oberauer, 2019) show predictive utility across various neurodevelopmental conditions by highlighting complex and heterogenous deficits in higher-order processes.

Integrating these simple yet predictive and fun tasks into a single screening tool could provide schools with actionable early indicators. Rather than diagnosing conditions individually, this type of screener would identify children who could benefit from additional support across multiple developmental domains. The implications include better allocation of support resources, less reliance on parent or teacher reported measures, and enhanced equity through universal assessment. However, this transdiagnostic approach raises questions regarding the use of AI, audio, and game technology, and how practical follow-up in a school context might occur. Finally, the issue of what might be left out of this screener and whether this can be captured in the future is also considered.

Attendees will be encouraged to critically consider whether educational psychology should actively pursue such holistic screening approaches, weighing the potential benefits against practical implementation challenges.

Attendees will understand the rationale for developing transdiagnostic screeners, including benefits for equity, early identification, and resource allocation.

Attendees will learn about contemporary theoretical frameworks (e.g., HiTop, RDoC) that support moving beyond traditional diagnostic boundaries toward higher-order cognitive measures.

Attendees will critically evaluate practical examples of tasks (rhythmic sensitivity, numerical processing, inhibitory control) and current research that could effectively underpin a holistic neurodevelopmental screener for young children.

Aim:
This research explored the role of school psychologists in the diagnostic processes for Autism and Attention-Deficit/Hyperactivity Disorder (ADHD) within Australian school settings. The studies sought to address challenges related to inconsistent diagnostic practices, barriers to early identification, and limited access to timely diagnoses for these neurodevelopmental conditions.
Context:
In Australia, the average age of Autism diagnosis is 5 years, despite the possibility of reliable diagnosis from 18 months. Similarly, ADHD has become the most prevalent neurodevelopmental disorder in the country, emphasizing the need for precise and timely diagnosis. However, barriers such as regional disparities, high costs, and long wait times in public settings hinder early identification and intervention. With 31% of school-age children entering school without a formal Autism diagnosis and increasing demand for ADHD diagnoses, there is a clear opportunity for school psychologists to play a crucial role in the diagnostic process (such as involvement in identification, screening, or comprehensive assessment etc.).
Goals:
1. To investigate school psychologists' involvement in the Autism and ADHD diagnostic processes within school settings.
2. To assess the training, supervision, and perceived competency of school psychologists in conducting these diagnostic processes.
3. To identify the benefits and barriers of conducting school-based diagnoses for Autism and ADHD.
4. To examine the influence of the school system on school psychologists' roles in these diagnostic processes.
5. To understand the impacts of school-based diagnoses on students with Autism and ADHD.
The studies employ mixed-methods approaches, combining online surveys (N=74) and semi-structured interviews (N=15) with school psychologists across Australia. Perceived key benefits of school-based Autism diagnoses include ongoing relationships with students, better access to multiple informants, and enhanced equity in diagnostic services. Barriers include time constraints, lack of resources, and ethical considerations. Regarding ADHD, 97% of school psychologists indicated involvement in the diagnostic process, with 92% believing that ADHD should be diagnosed in school settings. Thematic analysis revealed school psychologists' multifaceted roles, challenges in navigating ethical dilemmas, and the importance of diagnosis for student self-understanding and support access.
Collectively, results highlight the potential for school psychologists to help mitigate the burden of accessing diagnoses for Autism and ADHD in Australia. However, they also underscore the need for additional resources, training, and clearer understanding of school psychologists' roles in the diagnostic process. These findings have implications for improving diagnostic access and support for students with neurodevelopmental conditions in Australian schools, potentially enhancing early identification and intervention outcomes.

1-Understand the current landscape of Autism and ADHD diagnosis in Australian schools, including the challenges of early identification and the potential role of school psychologists in addressing these issues.

2- Recognize the benefits and barriers of conducting school-based diagnoses for Autism and ADHD, including the advantages of ongoing relationships with students and the challenges of resource limitations and ethical considerations.

3- Attendees will be encouraged to reflect on their own involvement in the diagnostic process in school settings and consider the implications of this research for improving diagnostic access and support for students with neurodevelopmental conditions.