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Détail de l'auteur
Auteur Elin WALKER-JONES |
Documents disponibles écrits par cet auteur (2)
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Receiving an assessment and a potential diagnosis on the autism spectrum: a thematic content analysis of parental experiences / Gemma Maria GRIFFITH in Good Autism Practice - GAP, 14-2 (October 2013)
[article]
Titre : Receiving an assessment and a potential diagnosis on the autism spectrum: a thematic content analysis of parental experiences Type de document : Texte imprimé et/ou numérique Auteurs : Gemma Maria GRIFFITH, Auteur ; Elin WALKER-JONES, Auteur ; Helen FITZPATRICK, Auteur ; Lesley GOODSON, Auteur ; Nia PICKERING, Auteur ; Dawn WIMPORY, Auteur ; Ela CERNYW, Auteur ; Richard Patrick HASTINGS, Auteur Article en page(s) : p.59-68 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Having a child assessed for a possible diagnosis on the autism spectrum is a significant challenge for parents and it is important that research continues to be conducted to evaluate how parents feel about the process and what might be done to enhance this. National guidance on diagnostic assessment and autism have been produced (eg NAPC, 2003 and SIGN, 2007) and the National Institute of Clinical Excellence has also very recently published guidance on this. This paper explores the experiences of eight families living in North Wales on the diagnostic assessment process they experienced by two different teams. They were interviewed two years after the assessment which created the opportunity to ascertain how they felt about the support which followed too. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Good Autism Practice - GAP > 14-2 (October 2013) . - p.59-68[article] Receiving an assessment and a potential diagnosis on the autism spectrum: a thematic content analysis of parental experiences [Texte imprimé et/ou numérique] / Gemma Maria GRIFFITH, Auteur ; Elin WALKER-JONES, Auteur ; Helen FITZPATRICK, Auteur ; Lesley GOODSON, Auteur ; Nia PICKERING, Auteur ; Dawn WIMPORY, Auteur ; Ela CERNYW, Auteur ; Richard Patrick HASTINGS, Auteur . - p.59-68.
Langues : Anglais (eng)
in Good Autism Practice - GAP > 14-2 (October 2013) . - p.59-68
Index. décimale : PER Périodiques Résumé : Having a child assessed for a possible diagnosis on the autism spectrum is a significant challenge for parents and it is important that research continues to be conducted to evaluate how parents feel about the process and what might be done to enhance this. National guidance on diagnostic assessment and autism have been produced (eg NAPC, 2003 and SIGN, 2007) and the National Institute of Clinical Excellence has also very recently published guidance on this. This paper explores the experiences of eight families living in North Wales on the diagnostic assessment process they experienced by two different teams. They were interviewed two years after the assessment which created the opportunity to ascertain how they felt about the support which followed too. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 Working intensively with a young child with autism using applied behaviour analysis methodology / Elin WALKER-JONES in Good Autism Practice - GAP, 9-1 (May 2008)
[article]
Titre : Working intensively with a young child with autism using applied behaviour analysis methodology Type de document : Texte imprimé et/ou numérique Auteurs : Elin WALKER-JONES, Auteur ; F. Charles MACE, Auteur ; Robert S.P. JONES, Auteur Année de publication : 2008 Article en page(s) : p.40-43 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper describes the work of a team of psychology undergraduates trained and supervised by an experienced clinical psychologist. They worked intensively with a young child with autism over a ten-week period using an applied behaviour analysis (ABA) approach. Results were graphed to record progress. Changes in behaviours not specifically taught, such as orientation, aggression and disruption were monitored during the programme. Significant gains were reported in ail the skills that were specifically taught. Orientation increased significantly during many programmes, the greatest gains being made during imitation programmes. Aggressive and disruptive behaviour decreased significantly during the programme too. The results are discussed in terms of practical applications for clinicians.
There are many interventions recommended for young children with autism in the early years and evaluating their effectiveness is complex because children with autism often differ significantly from each other and an individual child often has a number of different inputs during the course of a day or week (as in this study where Rachel has a highly structured ABA based programme, play sessions, interactive sessions with her parents and attends a playgroup). Separating out the effects of these in addition to the effects of maturation is very difficult. The language used to describe skills and behaviours is often different too across interventions which can make comparisons between studies difficult. Nevertheless, it is important to describe and record the actions taken by adults and the responses of the children engaged in interventions in a systematic way, as this paper does, in order to develop our evaluation methods and encourage debate about practice. This paper will inspire such discussion.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131
in Good Autism Practice - GAP > 9-1 (May 2008) . - p.40-43[article] Working intensively with a young child with autism using applied behaviour analysis methodology [Texte imprimé et/ou numérique] / Elin WALKER-JONES, Auteur ; F. Charles MACE, Auteur ; Robert S.P. JONES, Auteur . - 2008 . - p.40-43.
Langues : Anglais (eng)
in Good Autism Practice - GAP > 9-1 (May 2008) . - p.40-43
Index. décimale : PER Périodiques Résumé : This paper describes the work of a team of psychology undergraduates trained and supervised by an experienced clinical psychologist. They worked intensively with a young child with autism over a ten-week period using an applied behaviour analysis (ABA) approach. Results were graphed to record progress. Changes in behaviours not specifically taught, such as orientation, aggression and disruption were monitored during the programme. Significant gains were reported in ail the skills that were specifically taught. Orientation increased significantly during many programmes, the greatest gains being made during imitation programmes. Aggressive and disruptive behaviour decreased significantly during the programme too. The results are discussed in terms of practical applications for clinicians.
There are many interventions recommended for young children with autism in the early years and evaluating their effectiveness is complex because children with autism often differ significantly from each other and an individual child often has a number of different inputs during the course of a day or week (as in this study where Rachel has a highly structured ABA based programme, play sessions, interactive sessions with her parents and attends a playgroup). Separating out the effects of these in addition to the effects of maturation is very difficult. The language used to describe skills and behaviours is often different too across interventions which can make comparisons between studies difficult. Nevertheless, it is important to describe and record the actions taken by adults and the responses of the children engaged in interventions in a systematic way, as this paper does, in order to develop our evaluation methods and encourage debate about practice. This paper will inspire such discussion.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131