A Curriculum With Measurable Outcomes

Systematic, Sequential, Effective

The positive outcomes of the Bridges curriculum have been achieved through systematic teaching that
embeds a sequential ordering of concepts and skills.

Parent Expectations

of The Bridges Curriculum

The parents who enrolled their children in The Bridges Curriculum had specific expectations and objectives they wanted achieved for their respective child or young person. In summary, these were:

  • Improved self and other awareness
  • Management of own feelings / Recognition of others’ feelings
  • Social skills for communication and interaction with peers
  • Friendship with peers
  • Good self-esteem and well-being
  • Perspective taking skills
  • Ability to integrate socially into mainstream education

To maintain objectivity as well as avoid any conflict of interest, all 59 parents surveyed were no longer engaging direct services from Bridges at the time of their participation in the survey.

To establish a clear representation of feedback and ensure that our evidence synthesis was as free from bias as possible, parent feedback was taken from complete groups of children who we had worked with. From the group of 27 parents in 2011, 23 formed 5 complete groups. The 4 remaining children switched groups during their intervention so their connection to 1 particular group was not as clearly defined. The group of 32 parents in 2012 formed 7 complete groups. All the children surveyed attended mainstream schools where they had daily contact with neurotypical peers (peers with age appropriate social skills).


Based on the figures collated from parent feedback, it can be concluded that moderate to significant improvements were observed in social, communication and emotional development, independence and friendship.

Nearly all the parents reported the greatest improvements in the following areas for their child or young person:

  •  Communicates effectively and uses language more flexibly.
  • Listens to adults (especially parents) and follows their directions.
  •  Listens and pays more attention to other people when they talk.
  •  Accepts that people have different ideas and doesn’t get as upset with disagreements.
  •  Makes the effort to think about other people and will compromise with his/her friends on a joint activity.
  •  Shares his/her ideas and will stand up for them.
  • Gives up a preferred activity to join a peer in an activity outside his/her area of interest.
  •  Recognises and understands his/her own feelings.
  •  Expresses and manages his/her own feelings.
  •  Knows how to have conversations with other kids of the same age.
  •  Makes friends with and without help from parents.
  •  Shows more independence in self-care and daily living.

(Postscript: Based on the report of parents who have kept in contact with us, there appears to be evidence of maintenance of social learning 5 years post intervention for their young people. Individual cases have also reported continued growth in social functioning beyond the specific areas of the curriculum taught to them.)

Parent Surveys >