NameSecret Agent Society
Target AudienceMiddle childhood (6-12 years)   
CfC ObjectiveSupporting Families and Parents
OrganisationSocial Science Translated, a subsidiary of the not-for-profit Autism CRC. 
Delivery SettingCommunity-based; school-based
DescriptionThrough a digitally enabled program, clinicians and educators teach children to recognise and manage their own feelings, cope with change, detect other people’s emotions, develop and maintain friendships and deal with bullying. 
Delivered toChildren aged 8-12 with social and emotional support including children with Autism, Anxiety Disorders, ADHD and general friendship difficulties.
Delivered byAllied Health clinicians, education staff and other professionals working with children. Typically, Psychologists, Special Educators, Occupational Therapists, Speech Pathologists etc.
Program Structure

The Secret Agent Society (SAS) is a multi-component program through which professionals up-skill and empower children with social and emotional challenges, and the parents and teachers who support them. SAS Facilitators use espionage-themed games and activities, delivered through a digital platform.


The program is ideally co-facilitated by two trained SAS Facilitators with a group of four to six children (minimum of three children). Alternatively, a single SAS Facilitator may deliver the program to one to four children.


The program is comprised of:


  • Cadet Club Meetings: Child group meetings are held as either 11x90min or 22x45min sessions, inclusive of 2-4 booster sessions. The first 9 (if 90min) or 18 (if 45min) sessions are typically delivered weekly with the remaining booster sessions spread out over a six-month period.
  • Parent/Mentor Support Sessions: Prior to starting with Cadets, the first Parent Group Meeting involves a 2-hour parent information session. This is followed by either 11x45min, 22x30min, or 4x2-hour group meetings over the course of the program.

    Parent Group Meetings are an important component of the program's success, providing an opportunity to advise and support parents on the content being learnt in Cadet Club Meetings and how to practice these skills in real life. Scheduling and setup of meetings is flexible and can be tailored by the SAS Facilitator.  

  • School Support, Weekly Teacher Tip Sheets: Teachers are updated on the skills and content Cadets are learning each week and provided guidance on how they can support the application of skills in the classroom and playground. This occurs through providing a series of SAS Teacher Tip Sheets, access to the child's Skill Tracker, teacher consultation, school visits, and an optional school staff presentation.

    The SAS Small Group Program is mapped to the Australian National Curriculum and is often written into children's individual learning plans to assist teachers to meet the social-emotional goals of their students.  

  • Missions and Mission Journals: Between each Cadet Club Meeting, children participate in weekly tasks and 'missions', including playing online gamified learning, skills practice activities in day-to-day life and completion of a reflection journal.
  • Skill Tracker: This short-term daily motivation tool is used to encourage Cadets to practice their SAS skills at home and school, aligned with their progression through the program.
  • Assessment Measures: A combination of questionnaire booklets, an observational assessment tool, computer game performance and Skill Tracker progress provides valuable information to guide areas of focus for each individual child as well as providing easy, comprehensive and multi-source outcome reporting.   

    Automated assessment administration and scoring is available for SAS Facilitators to streamline intake and reporting processes.
  • Gadget Pack: Espionage-themed gadgets and Skill Codes are incrementally introduced throughout the program in line with the program structure. They are designed to help Cadets practice and use their SAS skills in everyday life through providing visual reminders and quick-reference guides to use in real-time at home, school and in the community.

For more information:


Professionals are required to complete an online, self-paced training course to equip them to deliver the SAS Small Group Program. The training course is equivalent to 14 hours of professional development and support is available throughout the training.

If a professional (e.g., teacher or clinician) wishes to train for their own professional development only, they can choose to complete the Facilitator Training Course.

Training details, eligibility and enrolment are available online:


To deliver the program with families, a service provider will need access to the resources through the SAS digital platform. There are three software-based components needed:

  1. Trained SAS Facilitator/s – complete the self-paced online training course
  2. SAS Provider account – choose one of the annual subscriptions (which can include bulk purchase of Cadet Places)
  3. One Cadet Place for each child/family participating (purchased individually or in bulk through the SAS Provider subscription)

All prices are excluding GST

  • SAS Facilitator Training Course enrolment: $950 (or $760-$902 with bulk purchase discounts)
  • Cadet Place per child, providing access to child and mentor materials for 12 months: $155-$205 (Depending on SAS Provider subscription level)
  • First year establishment fee depending on chosen SAS Provider Subscription: From $599

The SAS Provider establishment fee is payable only in the first year. It is not payable upon annual renewal.

Further information can be found online at

ContactPhone: (07) 3720 8740   
Email: [email protected]   
Principal Consultant: Kathleen Davey, CEO, Clinical Psychologist
Evaluation and effectiveness

Multiple University and community trials including four randomised controlled trials (RCTs) have shown SAS to be effective in improving children’s emotion regulation and range of social skills when delivered in clinic, school and telehealth contexts.

SAS trials and evaluations (Beaumont & Sofronoff, 2008; Tempkin, 2022) conducted in schools, rural and remote areas, and with children who have social-emotional goals with and without autism diagnoses have shown:

  • improvements in the emotional regulation;
  • increased social resilience;
  • reductions in child anxiety;
  • reductions in hyperactivity;
  • improvement in student/child behaviour; and
  • improvement in parent self-efficacy.

Additional research evaluations within child mental health and developmental disability services are currently underway or being prepared for publication by research teams based in Ireland, Canada, USA and Australia.



Beaumont, R., & Sofronoff, K. (2008). A multi-component social skills intervention for children with Asperger Syndrome: The Junior Detective Training Program. The Journal of Child Psychology and Psychiatry, 49, 743-753.

Temkin, A. B., Beaumont, R., Wkya, K., Hariton, J. R., Flye, B. L., Sheridan, E., … Bennett, S. M. (2022). Secret Agent Society: A Randomized Controlled Trial of a Transdiagnostic Youth Social Skills Group Treatment. Research on Child and Adolescent Psychopathology, 50(9), 1107-1119.

Research findings are available online: