Dépouillements

Under the radar and behind the scenes: the perspectives of mothers with daughters on the autism spectrum / Linda EATON in Good Autism Practice - GAP, 13-2 (October 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-2 (October 2012) . - p.9-17 Titre : Under the radar and behind the scenes: the perspectives of mothers with daughters on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Linda EATON, Auteur Année de publication : 2012 Article en page(s) : p.9-17 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper highlights the paucity of research that focuses specifically on girls with autism and in particular on the perspective of their mothers. Linda Eaton has a daughter with autism and in this paper reports on a study she undertook towards her degree in autism, with 19 mothers who also had a daughter with autism. A postal questionnaire was completed seeking their views on diagnosis, needs and services and on the demands and rewards of having a daughter on the autism spectrum. The findings suggest that diagnosis often occurs well after the point at which their mothers expressed concern, that useful information on autism and on how best to support their daughter was often not provided by professionals and that parent support groups were a better source. Services, support groups and the literature too had a focus on boys with autism, and there was far less specifically for girls. On the positive side, many mothers spoke of how much they had gained from their daughter and the rewards the experience brought. There is a growing recognition that more research needs to be done on the different needs of females with autism and on the most relevant and appropriate information and services for parents and the girls and women themselves. This paper will lend support to this. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Under the radar and behind the scenes: the perspectives of mothers with daughters on the autism spectrum [Texte imprimé et/ou numérique] / Linda EATON, Auteur . - 2012 . - p.9-17. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-2 (October 2012) . - p.9-17 Index. décimale : PER Périodiques Résumé : This paper highlights the paucity of research that focuses specifically on girls with autism and in particular on the perspective of their mothers. Linda Eaton has a daughter with autism and in this paper reports on a study she undertook towards her degree in autism, with 19 mothers who also had a daughter with autism. A postal questionnaire was completed seeking their views on diagnosis, needs and services and on the demands and rewards of having a daughter on the autism spectrum. The findings suggest that diagnosis often occurs well after the point at which their mothers expressed concern, that useful information on autism and on how best to support their daughter was often not provided by professionals and that parent support groups were a better source. Services, support groups and the literature too had a focus on boys with autism, and there was far less specifically for girls. On the positive side, many mothers spoke of how much they had gained from their daughter and the rewards the experience brought. There is a growing recognition that more research needs to be done on the different needs of females with autism and on the most relevant and appropriate information and services for parents and the girls and women themselves. This paper will lend support to this. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

The value of LEGO® therapy in promoting social interaction in primary-aged children with autism / Miranda ANDRAS in Good Autism Practice - GAP, 13-2 (October 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-2 (October 2012) . - p.18-25 Titre : The value of LEGO® therapy in promoting social interaction in primary-aged children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Miranda ANDRAS, Auteur Année de publication : 2012 Article en page(s) : p.18-25 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper describes a small-scale study that looked at the wider effect 0f ten weekly sessions of LEGO® therapy on the social interaction skills of eight, primary-aged children on the autism spectrum. Their behaviour was observed in the playground for a period before the sessions began, then immediately after the ten weeks of LEGO® therapy and then again ten weeks after the therapy stopped. Findings show that there was more social interaction between the children after the sessions and that this effect was maintained when the therapy stopped. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] The value of LEGO® therapy in promoting social interaction in primary-aged children with autism [Texte imprimé et/ou numérique] / Miranda ANDRAS, Auteur . - 2012 . - p.18-25. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-2 (October 2012) . - p.18-25 Index. décimale : PER Périodiques Résumé : This paper describes a small-scale study that looked at the wider effect 0f ten weekly sessions of LEGO® therapy on the social interaction skills of eight, primary-aged children on the autism spectrum. Their behaviour was observed in the playground for a period before the sessions began, then immediately after the ten weeks of LEGO® therapy and then again ten weeks after the therapy stopped. Findings show that there was more social interaction between the children after the sessions and that this effect was maintained when the therapy stopped. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Evaluation and reflections on ASDWISE: an early intervention group for parents who have recently received a diagnosis of autism for their pre-school child / Pamela WOOD in Good Autism Practice - GAP, 13-2 (October 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-2 (October 2012) . - p. 26-31 Titre : Evaluation and reflections on ASDWISE: an early intervention group for parents who have recently received a diagnosis of autism for their pre-school child Type de document : Texte imprimé et/ou numérique Auteurs : Pamela WOOD, Auteur ; Matthew JOHNSON, Auteur Année de publication : 2012 Article en page(s) : p. 26-31 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this paper, the authors (who are both Clinical Psychologists) describe the evaluation of a psycho-educational group run with ten different groups of parents, developed to support those who have recently received a diagnosis of autism for their pre-school child. A total of 92 parents/carers attended. Results demonstrated a significant increase in ratings of parental satisfaction and efficacy and a significant decrease in the ratings for symptoms of depression and stress following completion of the group. Qualitative parental reports of the group were also positive. Ideas on how to change the group sessions in the future are given to meet some of the specific needs of parents. As the authors point out, such groups are often highly valued by parents and cost-effective in terms of time and resources. Many services in the UK now offer post-diagnostic parent sessions and t is important that professionals continue to question what they present and the impact these have on both the parents and the children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Evaluation and reflections on ASDWISE: an early intervention group for parents who have recently received a diagnosis of autism for their pre-school child [Texte imprimé et/ou numérique] / Pamela WOOD, Auteur ; Matthew JOHNSON, Auteur . - 2012 . - p. 26-31. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-2 (October 2012) . - p. 26-31 Index. décimale : PER Périodiques Résumé : In this paper, the authors (who are both Clinical Psychologists) describe the evaluation of a psycho-educational group run with ten different groups of parents, developed to support those who have recently received a diagnosis of autism for their pre-school child. A total of 92 parents/carers attended. Results demonstrated a significant increase in ratings of parental satisfaction and efficacy and a significant decrease in the ratings for symptoms of depression and stress following completion of the group. Qualitative parental reports of the group were also positive. Ideas on how to change the group sessions in the future are given to meet some of the specific needs of parents. As the authors point out, such groups are often highly valued by parents and cost-effective in terms of time and resources. Many services in the UK now offer post-diagnostic parent sessions and t is important that professionals continue to question what they present and the impact these have on both the parents and the children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

"And that, Damian, is what I call life-changing": findings from an action research project involving autistic adults in an on-line sociology study group / Damian MILTON in Good Autism Practice - GAP, 13-2 (October 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-2 (October 2012) . - p.32-39 Titre : "And that, Damian, is what I call life-changing": findings from an action research project involving autistic adults in an on-line sociology study group Type de document : Texte imprimé et/ou numérique Auteurs : Damian MILTON, Auteur ; Lyte MOON, Auteur Année de publication : 2012 Article en page(s) : p.32-39 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Damian Milton is currently studying for a doctorate with the Autism Centre for Education and Research (ACER) at the University of Birmingham. He is a member of the ACER steering group and a member of the Programme Board for the Autism Education Trust. Damian holds a number of academic qualifications in a range of subjects (sociology, psychology, philosophy and education) (MA, PGCert, BA (Hons), Dip (conv), PGCE, Mifi, MBPsS) and has a number of years? experience as a Lecturer in both further and higher education. Damian?s interest in autism began when his son was diagnosed in 2005 as on the autism spectrum at the age of two. Damian was also diagnosed as being on the autism spectrum in 2009 at the age 0f 36. Lyte Moon is a dual professional: a practising artist with a parallel career in education. She has a BA (Hons) Degree, CFET Stage 2 (PTTLS), IDHP Dip. Facilitator Styles and MIfL). She is neuro-divergent and is emerging as an insider voice with a particular interest in bringing new perspectives to bear both within the field of education and in wider contexts. Sociology has thus proven a powerful tool within an eclectic and extensive set 0f interests: sufficiently so as to lead to a personal conclusion that it should be a mainstream subject in ail schooling. In this paper, the authors refer to the power imbalance which generally exists between the researcher and the researched and suggest that action research is a means to lessen the power often held by the researcher. The paper reports on how a group of 9 autistic adults got together to talk on-line about sociology and the issues that this method 0f working created and raised for some of the participants and the group as a whole. It is often said that autistic adults are likely to find Internet discussion groups easier than face-to-face interactions, and this was the case. After that, however, learners had different needs in terms of their time available, the type of structure that worked and their degree of exposure anxiety. Comparisons are made between the positive effects of this on-line learning experience and the often negative effects of the participants? experiences of mainstream education, the latter frequently being very disabling, leading to low self esteem and self doubt. Exploring and discussing sociology on-line for some participants was liberating and life changing, as presentation of self, identity, alienation and feelings of ?other? are key concepts within the discipline ? and there are important lessons within this paper for teaching staff and professionals from other disciplines too. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] "And that, Damian, is what I call life-changing": findings from an action research project involving autistic adults in an on-line sociology study group [Texte imprimé et/ou numérique] / Damian MILTON, Auteur ; Lyte MOON, Auteur . - 2012 . - p.32-39. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-2 (October 2012) . - p.32-39 Index. décimale : PER Périodiques Résumé : Damian Milton is currently studying for a doctorate with the Autism Centre for Education and Research (ACER) at the University of Birmingham. He is a member of the ACER steering group and a member of the Programme Board for the Autism Education Trust. Damian holds a number of academic qualifications in a range of subjects (sociology, psychology, philosophy and education) (MA, PGCert, BA (Hons), Dip (conv), PGCE, Mifi, MBPsS) and has a number of years? experience as a Lecturer in both further and higher education. Damian?s interest in autism began when his son was diagnosed in 2005 as on the autism spectrum at the age of two. Damian was also diagnosed as being on the autism spectrum in 2009 at the age 0f 36. Lyte Moon is a dual professional: a practising artist with a parallel career in education. She has a BA (Hons) Degree, CFET Stage 2 (PTTLS), IDHP Dip. Facilitator Styles and MIfL). She is neuro-divergent and is emerging as an insider voice with a particular interest in bringing new perspectives to bear both within the field of education and in wider contexts. Sociology has thus proven a powerful tool within an eclectic and extensive set 0f interests: sufficiently so as to lead to a personal conclusion that it should be a mainstream subject in ail schooling. In this paper, the authors refer to the power imbalance which generally exists between the researcher and the researched and suggest that action research is a means to lessen the power often held by the researcher. The paper reports on how a group of 9 autistic adults got together to talk on-line about sociology and the issues that this method 0f working created and raised for some of the participants and the group as a whole. It is often said that autistic adults are likely to find Internet discussion groups easier than face-to-face interactions, and this was the case. After that, however, learners had different needs in terms of their time available, the type of structure that worked and their degree of exposure anxiety. Comparisons are made between the positive effects of this on-line learning experience and the often negative effects of the participants? experiences of mainstream education, the latter frequently being very disabling, leading to low self esteem and self doubt. Exploring and discussing sociology on-line for some participants was liberating and life changing, as presentation of self, identity, alienation and feelings of ?other? are key concepts within the discipline ? and there are important lessons within this paper for teaching staff and professionals from other disciplines too. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Devising relevant and quality training to meet the growing need for knowledge about the autism spectrum in secondary schools in Ireland and Wales / Joe WOLFE in Good Autism Practice - GAP, 13-2 (October 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-2 (October 2012) . - p.40-47 Titre : Devising relevant and quality training to meet the growing need for knowledge about the autism spectrum in secondary schools in Ireland and Wales Type de document : Texte imprimé et/ou numérique Auteurs : Joe WOLFE, Auteur ; Tara MATTHEWS, Auteur ; Jan BERRY, Auteur ; Veronica JONES, Auteur ; Yvonne CARTER INGRAM, Auteur ; Lynn PLIMLEY, Auteur Année de publication : 2012 Article en page(s) : p.40-47 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper reports on an exciting initiative aimed at developing bespoke training materials and resources to aid those working with pupils on the autism spectrum who are preparing for moving on from school. The project, titled ?Deis-Cyfle!? (meaning ?opportunity? in Irish and Welsh) has been delivered by the Irish Society for Autism and Autism Cymru and was part funded by the European Regional Development Fund Ireland Wales 2007?13 Programme. The paper presents the early findings of the research conducted by both project partners, to establish the number of young people in secondary schools who are, or will be, reaching school leaving age and how the training needs of staff groups have been identified and met by the project. This has shaped the development of training and resource materials for teachers, career guidance staff, special needs assistants and other staff. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Devising relevant and quality training to meet the growing need for knowledge about the autism spectrum in secondary schools in Ireland and Wales [Texte imprimé et/ou numérique] / Joe WOLFE, Auteur ; Tara MATTHEWS, Auteur ; Jan BERRY, Auteur ; Veronica JONES, Auteur ; Yvonne CARTER INGRAM, Auteur ; Lynn PLIMLEY, Auteur . - 2012 . - p.40-47. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-2 (October 2012) . - p.40-47 Index. décimale : PER Périodiques Résumé : This paper reports on an exciting initiative aimed at developing bespoke training materials and resources to aid those working with pupils on the autism spectrum who are preparing for moving on from school. The project, titled ?Deis-Cyfle!? (meaning ?opportunity? in Irish and Welsh) has been delivered by the Irish Society for Autism and Autism Cymru and was part funded by the European Regional Development Fund Ireland Wales 2007?13 Programme. The paper presents the early findings of the research conducted by both project partners, to establish the number of young people in secondary schools who are, or will be, reaching school leaving age and how the training needs of staff groups have been identified and met by the project. This has shaped the development of training and resource materials for teachers, career guidance staff, special needs assistants and other staff. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

How can pupil voice inform planning and support for pupils in mainstream schools and what impact does it have on teachers? actions? / Bridget GILCHRIST in Good Autism Practice - GAP, 13-2 (October 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-2 (October 2012) . - p.48-61 Titre : How can pupil voice inform planning and support for pupils in mainstream schools and what impact does it have on teachers? actions? Type de document : Texte imprimé et/ou numérique Auteurs : Bridget GILCHRIST, Auteur Année de publication : 2012 Article en page(s) : p.48-61 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is a growing literature on the importance of gaining the views of pupils to inform planning and the choice of interventions and targets, but less written on how this might be done. This single case study s therefore a very welcome addition. The study took place over a six-week period, and set out to ascertain the feelings about life and learning at school, of a nine year old boy with autism and an additional language disorder in a mainstream primary school, using pupil voice activities. A second and equally important objective was to explore the extent to which his Class Teacher knew how he felt. A variety of methods were used to facilitate the expression of his views and comments are made on the extent to which he engaged with these and enjoyed them. Whilst these results are individual to this pupil and school, this paper will be a great help to others in this area of work. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] How can pupil voice inform planning and support for pupils in mainstream schools and what impact does it have on teachers? actions? [Texte imprimé et/ou numérique] / Bridget GILCHRIST, Auteur . - 2012 . - p.48-61. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-2 (October 2012) . - p.48-61 Index. décimale : PER Périodiques Résumé : There is a growing literature on the importance of gaining the views of pupils to inform planning and the choice of interventions and targets, but less written on how this might be done. This single case study s therefore a very welcome addition. The study took place over a six-week period, and set out to ascertain the feelings about life and learning at school, of a nine year old boy with autism and an additional language disorder in a mainstream primary school, using pupil voice activities. A second and equally important objective was to explore the extent to which his Class Teacher knew how he felt. A variety of methods were used to facilitate the expression of his views and comments are made on the extent to which he engaged with these and enjoyed them. Whilst these results are individual to this pupil and school, this paper will be a great help to others in this area of work. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Essex approaches to autism and their ?enemy?: model drift / Mike KELLY in Good Autism Practice - GAP, 13-2 (October 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-2 (October 2012) . - p.62-67 Titre : Essex approaches to autism and their ?enemy?: model drift Type de document : Texte imprimé et/ou numérique Auteurs : Mike KELLY, Auteur ; Angela CAMPBELL-SADLER, Auteur Année de publication : 2012 Article en page(s) : p.62-67 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this paper, Mike KelIy, a Senior Specialist Educational Psychologist, and Angela Campbell-Sadler, a Specialist Teacher Team Leader, explore solutions to a common problem ? that of maintaining practice once an intervention or programme of support has ended. They use the term ?model drift? to describe the phenomenon of the fading use of strategies and principles by staff and parents, once advice and support are no longer provided. To counter this, they introduced a follow-up programme named ?Good Futures? to follow their initial programme of ?Good Beginnings?. This paper identifies important issues for ail who are concerned with the sustainability and continuation of practice. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Essex approaches to autism and their ?enemy?: model drift [Texte imprimé et/ou numérique] / Mike KELLY, Auteur ; Angela CAMPBELL-SADLER, Auteur . - 2012 . - p.62-67. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-2 (October 2012) . - p.62-67 Index. décimale : PER Périodiques Résumé : In this paper, Mike KelIy, a Senior Specialist Educational Psychologist, and Angela Campbell-Sadler, a Specialist Teacher Team Leader, explore solutions to a common problem ? that of maintaining practice once an intervention or programme of support has ended. They use the term ?model drift? to describe the phenomenon of the fading use of strategies and principles by staff and parents, once advice and support are no longer provided. To counter this, they introduced a follow-up programme named ?Good Futures? to follow their initial programme of ?Good Beginnings?. This paper identifies important issues for ail who are concerned with the sustainability and continuation of practice. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

The educational issues for the child with a diagnosis of Pathological Demand Avoidance / Tracey HARVEY in Good Autism Practice - GAP, 13-2 (October 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-2 (October 2012) . - p.68-75 Titre : The educational issues for the child with a diagnosis of Pathological Demand Avoidance Type de document : Texte imprimé et/ou numérique Auteurs : Tracey HARVEY, Auteur Année de publication : 2012 Article en page(s) : p.68-75 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Tracey Harvey is a Higher Level Teaching Assistant in a mainstream secondary school and this paper results from a project she completed as a student. She summarises the steps taken to reintegrate a pupil with a diagnosis of Pathological Demand Avoidance (PDA) back into school and what she learnt through that process. She raises some very important points about what she sees as the essential differences between PDA and autism and makes clear recommendations for staff about the need to take time to get to know the pupil really well. She stresses the importance of analysing the reasons for a pupil?s behaviour and finding appropriate strategies that will work for that individual rather than simply relying on an understanding of the particular diagnosis or believing that the strategies that wiII work for autism will also work for PDA. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] The educational issues for the child with a diagnosis of Pathological Demand Avoidance [Texte imprimé et/ou numérique] / Tracey HARVEY, Auteur . - 2012 . - p.68-75. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-2 (October 2012) . - p.68-75 Index. décimale : PER Périodiques Résumé : Tracey Harvey is a Higher Level Teaching Assistant in a mainstream secondary school and this paper results from a project she completed as a student. She summarises the steps taken to reintegrate a pupil with a diagnosis of Pathological Demand Avoidance (PDA) back into school and what she learnt through that process. She raises some very important points about what she sees as the essential differences between PDA and autism and makes clear recommendations for staff about the need to take time to get to know the pupil really well. She stresses the importance of analysing the reasons for a pupil?s behaviour and finding appropriate strategies that will work for that individual rather than simply relying on an understanding of the particular diagnosis or believing that the strategies that wiII work for autism will also work for PDA. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184