March 12–13, 2026

Rachelle Wicks, Ph.D.

Research Fellow at Griffith University and Honorary Research Associate at CliniKids

Dr. Rachelle Wicks is a neurodivergent (AuDHD) Research Fellow at Griffith University and Honorary Research Associate at CliniKids, The Kids Research Institute Australia. She is also an autistic advisor to the Australian Psychological Society and has been Chair of the Autism Queensland Advisory Committee since 2022. Rachelle has knowledge and skills in psychology and early childhood education and development, with a special interest in autism, early learning, and wellbeing. She advocates for the implementation of person-centered, neuro-affirming, strengths-based practice and research that is co-designed and co-produced with the communities that it aims to benefit. Since completing her Ph.D. in 2022, Rachelle has held consecutive Research Fellow positions spanning a number of large-scale, co-produced projects, including the National Guideline for supporting the learning, participation and wellbeing of autistic children and their families, the National Guideline for assessment and diagnosis of autism in Australia (2023 Update), the National Framework for assessing, differentiating and reporting children’s functional strengths and support needs, and is leading the associated Framework implementation and capacity-building project.

How Much Support is Enough? Individualizing Evidence to Optimize Outcomes for Autistic Children and their Families

David Trembath, Ph.D., and Rachelle Wicks, Ph.D.
Thursday, March 12 | 4:00PM to 5:00PM | 60 MINUTES | LIVE

A key challenge facing autistic individuals, families, and professionals alike is determining the amount of support that is most likely to result in optimal outcomes. We know that supports should be personalized, but how does this translate to practice, particularly when research evidence is lacking in terms of quantity, quality, and consistency of findings? In this presentation, David and Rachelle will draw on professional and lived experience in presenting a framework for working with autistic people and their families to make decisions about the amount of support, including ways to review and adjust over time. Drawing on evidence and recommendations from clinical guidelines, frameworks, research, and community perspectives, this presentation will focus on the practical aspects of translating research to practice when it comes to personalized assessment, planning, and delivery of supports in the amount that is most likely to benefit each individual and their family. 


Objective 1:
Learners will be able to identify the four elements of the ‘Evidence-based framework for determining the optimal amount of intervention for autistic children’ 

Objective 2:
Learners will be able to apply the framework in making a recommendation for intervention dosage, in the context of a case study 

Objective 3:
Learners will be able to explain the rationale for their recommendation, in the context of a simulated clinical conversation