What data is collected to assess progress in IEPs for students with Autism? 

When supporting autistic students, schools and councils must show that progress is measurable and meaningful. According to NHS England, data collection within Education, Health and Care Plans (EHCPs) covers more than academics. Local authorities are expected to track developmental, behavioural, social, and emotional outcomes alongside family feedback and pupil experience surveys. 

Understanding What’s Measured 

The Department for Education outlines that schools must gather information on academic attainment, behaviour, social development, and emotional wellbeing as part of the SEND Code of Practice. This data is then recorded in school systems and reviewed annually within the EHCP process. 

The National Autistic Society adds that new EHCP templates under the SEND Improvement Plan aim to standardise data collection nationwide. They recommend including sensory and environmental needs, levels of classroom participation, and the pupil’s own voice to ensure a fuller picture of progress. 

Evidence and Research 

NICE’s 2025 update of QS51 advises professionals to use structured outcome measure pre- and post-intervention to capture changes in behaviour, communication, and skills. These may include observation logs, communication scales, or family-agreed goal trackers. 

Peer-reviewed research supports this approach. A 2024 study by Asta et al. in Frontiers in Psychiatry used multi-domain data, including cognitive, language, and adaptive behaviour scores, to track outcomes for autistic children. Similarly, a 2023 review in the BMJ (Project AIM) found that progress is best measured through a combination of teacher, parent, and direct observational data, ensuring reliability across settings. 

Takeaway 

Progress in autism support isn’t defined by test scores alone. The most effective IEPs and EHCPs combine academic, social, emotional, and wellbeing data creating a holistic, person-centred picture of how each child learns and grows. 

If you or someone you support would benefit from early identification or structured autism guidance, visit Autism Detect, a UK-based platform offering professional assessment tools and evidence-informed support for autistic individuals and families. 

Hannah Smith, MSc

Author

Hannah Smith is a clinical psychologist with a Master’s in Clinical Psychology and over three years of experience in behaviour therapy, special education, and inclusive practices. She specialises in Applied Behavior Analysis (ABA), Cognitive Behavioural Therapy (CBT), and inclusive education strategies. Hannah has worked extensively with children and adults with Autism Spectrum Disorder (ASD), ADHD, Down syndrome, and intellectual disabilities, delivering evidence-based interventions to support development, mental health, and well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the author's privacy. 

Dr. Rebecca Fernandez, MBBS

Reviewer

Dr. Rebecca Fernandez is a UK-trained physician with an MBBS and experience in general surgery, cardiology, internal medicine, gynecology, intensive care, and emergency medicine. She has managed critically ill patients, stabilised acute trauma cases, and provided comprehensive inpatient and outpatient care. In psychiatry, Dr. Fernandez has worked with psychotic, mood, anxiety, and substance use disorders, applying evidence-based approaches such as CBT, ACT, and mindfulness-based therapies. Her skills span patient assessment, treatment planning, and the integration of digital health solutions to support mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the reviewer's privacy.