One of our first steps was a collaboration in Bantul with SIGAB, an organization that focuses on disability inclusion and advocacy in Indonesia. What stood out to us about SIGAB is their approach. Their work is not only for individuals with disabilities, but is carried out alongside them, with lived experience at the center of their programs.
Our collaboration began when we joined one of their events—Temu Inklusi, Desa Durajaya, Cirebon. Through conversations, we saw an opportunity to contribute our experience in autism, particularly in early identification and community-based support.
What We Worked On
Together, we introduced a practical approach to support early identification of autism in the community using the M-CHAT-R/F (Modified Checklist for Autism in Toddlers, Revised with Follow-Up). The M-CHAT is a screening tool, not a diagnosis. It is designed for young children (around 16–30 months) to identify those who may be at risk and benefit from further assessment.
When a child is identified as “at risk,” it is not a conclusion, but a signal for follow-up. It indicates that certain developmental patterns need closer attention—some children may later be identified as autistic, while others may simply need monitoring or early support.
Why we chose this tool:
- Practical and easy to use in everyday settings
- Suitable for healthcare workers, educators, community workers and even parents with guidance
- Useful where access to specialists may not always be immediate
Screening is only the first step
Families can begin by discussing results with local providers such as puskesmas staff, pediatricians or child development clinics. From there, children may be guided toward observation, further assessment, or early support, depending on what is available locally. To support this process, we worked closely with SIGAB and the Ministry of Health to curate a list of professionals in the Bantul area, making it easier for families to know where to seek follow-up support.
Why early identification matters
Early identification allows children to access support sooner, even before a formal diagnosis. This can include everyday strategies to support communication, interaction, play and daily routines, as well as structured therapies when needed. Acting early is important. Research shows that support during the early years—when the brain is rapidly developing—can lead to better developmental outcomes.
The Workshop
From morning to afternoon, participants remained engaged throughout the sessions! Participants were not only listening, but actively asking questions, discussing real-life situations, and thinking about how this could be applied in
their own communities. We conducted a two-day workshop in Bantul:
- Day 1: Healthcare workers
- Day 2: Early childhood educators (PAUD teachers)
Participants shared that they felt engaged and positive throughout the workshop. They also reported a clear understanding of the purpose of the M-CHAT and found the material both practical and relevant to their work. Many participants expressed interest in having longer sessions or follow-up workshops. There was also strong interest in expanding the training to reach more teachers and healthcare workers as well as other topics, such as ADHD and supporting children with additional needs in school settings.
Learning Through Practice
One of the most meaningful parts of the workshop was the roleplay session. Participants worked in groups of three with various roles:
- The Assessor (conducting the M-CHAT)
- The Parent
- The Observer, providing feedback
This allowed them to move beyond understanding the questions—to actually practicing how to use them. Learning is not only about receiving information, but about trying and actively exploring how it can be applied in real life.
Through this process, participants were able to ask questions more naturally and confidently, check their understanding in real time, and experience what it feels like to be on the receiving end as a parent. This last point was especially important, as in practice it is not only what we ask, but how we ask it.
We emphasized the importance of following clear and consistent procedures to support accurate screening, using simple and understandable language, and approaching parents with warmth and sensitivity.
Learning Through Play
The workshop was not only about screening. We also shared practical, evidence-informed strategies that can be used in everyday settings—especially through play. This included building joint attention (a shared focus between child and adult), using simple language during interaction and creating opportunities for
communication within daily routines.
We introduced this approach through two simple steps, designed to be easy to use in daily life, both at home and in the classroom:
- Follow the child’s lead
- Add language to the interaction
Why This Work Matters
At its core, this work goes beyond tools and strategies. As a team shaped by both a parent’s experience and an educator’s perspective, we understand that behind every screening and every conversation, there is a family trying to make sense of something unexpected —and a child who deserves to be understood and supported.
This is why this work matters to us. Because advocacy is not only about sharing
knowledge, but about making sure the information is clear, practical, and usable—so parents and practitioners know what to look for and what they can do next.
We are continuing to work closely with SIGAB to monitor how this is being used, gather feedback using a standardized rubric to help identify what to prioritize
and plan future activities together.
References
Centers for Disease Control and Prevention (CDC). (n.d.).
Treatment and Intervention Services for Autism Spectrum Disorder.
https://www.cdc.gov/ncbddd/autism/treatment.html
Centers for Disease Control and Prevention (CDC). (n.d.).
Screening and Diagnosis of Autism Spectrum Disorder.
https://www.cdc.gov/ncbddd/autism/hcp-screening.html
Geraldine Dawson, G., Jones, E. J. H., Merkle, K., et al. (2010).
Early behavioral intervention is associated with normalized brain activity in young children with autism. Journal of the American Academy of Child & Adolescent Psychiatry, 49(11), 1150–1159.
https://doi.org/10.1016/j.jaac.2010.08.018