Dépouillements

Are ASD services for minority ethnic communities accessible? / Prithvi PEREPA in Good Autism Practice - GAP, 8-2 (October 2007)

Public ISBD [article]  inGood Autism Practice - GAP > 8-2 (October 2007) . - p.3-8 Titre : Are ASD services for minority ethnic communities accessible? Type de document : Texte imprimé et/ou numérique Auteurs : Prithvi PEREPA, Auteur Année de publication : 2007 Article en page(s) : p.3-8 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Prithvi Perepa works as the black and minority ethnic (BME) development officer for the National Autistic Society in London. He is currently studying for his doctorate, which focuses on the expectations of parents of children with ASD from ethnic minorities. In this paper, he shares his experiences of setting up a project that aims to make services accessible for family from minority ethnic communities living in the UK. As yet, services are not known to all who live in the community and, where they are known, they are not always taken up. This paper identifies some of the reasons why families may not receive services and makes suggestions on how professionals might work to ensure a more effective and equitable use of resources among all sectors of a particular community. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Are ASD services for minority ethnic communities accessible? [Texte imprimé et/ou numérique] / Prithvi PEREPA, Auteur . - 2007 . - p.3-8. Langues : Anglais (eng) in Good Autism Practice - GAP > 8-2 (October 2007) . - p.3-8 Index. décimale : PER Périodiques Résumé : Prithvi Perepa works as the black and minority ethnic (BME) development officer for the National Autistic Society in London. He is currently studying for his doctorate, which focuses on the expectations of parents of children with ASD from ethnic minorities. In this paper, he shares his experiences of setting up a project that aims to make services accessible for family from minority ethnic communities living in the UK. As yet, services are not known to all who live in the community and, where they are known, they are not always taken up. This paper identifies some of the reasons why families may not receive services and makes suggestions on how professionals might work to ensure a more effective and equitable use of resources among all sectors of a particular community. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Developing a diagnostic and support service for students with Asperger syndrome at university / Angela TAYLOR in Good Autism Practice - GAP, 8-2 (October 2007)

Public ISBD [article]  inGood Autism Practice - GAP > 8-2 (October 2007) . - p.9-15 Titre : Developing a diagnostic and support service for students with Asperger syndrome at university Type de document : Texte imprimé et/ou numérique Auteurs : Angela TAYLOR, Auteur ; Fiona KNOTT, Auteur Année de publication : 2007 Article en page(s) : p.9-15 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This is one of two papers within this issue that focuses on the needs of students with ASD at University. An increasing number of schools have developed ways of identifying and addressing the needs of this group but fewer places of further and higher education have developed this expertise. This paper describes how the University of reading has responded to the particular needs of this population prompted by the admission of a student with Asperger syndrome. It is an important paper that adds to the relatively limited literature on strategies to support student beyond age of 18. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Developing a diagnostic and support service for students with Asperger syndrome at university [Texte imprimé et/ou numérique] / Angela TAYLOR, Auteur ; Fiona KNOTT, Auteur . - 2007 . - p.9-15. Langues : Anglais (eng) in Good Autism Practice - GAP > 8-2 (October 2007) . - p.9-15 Index. décimale : PER Périodiques Résumé : This is one of two papers within this issue that focuses on the needs of students with ASD at University. An increasing number of schools have developed ways of identifying and addressing the needs of this group but fewer places of further and higher education have developed this expertise. This paper describes how the University of reading has responded to the particular needs of this population prompted by the admission of a student with Asperger syndrome. It is an important paper that adds to the relatively limited literature on strategies to support student beyond age of 18. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Personal statements: helping transition to further education and employment / Nicki MARTIN in Good Autism Practice - GAP, 8-2 (October 2007)

Public ISBD [article]  inGood Autism Practice - GAP > 8-2 (October 2007) . - p17-20 Titre : Personal statements: helping transition to further education and employment Type de document : Texte imprimé et/ou numérique Auteurs : Nicki MARTIN, Auteur Année de publication : 2007 Article en page(s) : p17-20 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Nicki Martin is Principal Lecturer in Inclusive Practice at Sheffield Hallam University. In this paper, she describes how students with ASD create personal statements to give details of their likes and dislikes to pass on to people who they meet in the course of their work within college or university. She argues that first impressions for us all are very important and that these statements aim to prevent misunderstandings and difficulties that might arise when other people misinterpret behaviour and help others to include students with ASD in their everyday activities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Personal statements: helping transition to further education and employment [Texte imprimé et/ou numérique] / Nicki MARTIN, Auteur . - 2007 . - p17-20. Langues : Anglais (eng) in Good Autism Practice - GAP > 8-2 (October 2007) . - p17-20 Index. décimale : PER Périodiques Résumé : Nicki Martin is Principal Lecturer in Inclusive Practice at Sheffield Hallam University. In this paper, she describes how students with ASD create personal statements to give details of their likes and dislikes to pass on to people who they meet in the course of their work within college or university. She argues that first impressions for us all are very important and that these statements aim to prevent misunderstandings and difficulties that might arise when other people misinterpret behaviour and help others to include students with ASD in their everyday activities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

What do the police know and understand about ASD? / Sarah ARTINGSTALL in Good Autism Practice - GAP, 8-2 (October 2007)

Public ISBD [article]  inGood Autism Practice - GAP > 8-2 (October 2007) . - p.21-30 Titre : What do the police know and understand about ASD? Type de document : Texte imprimé et/ou numérique Auteurs : Sarah ARTINGSTALL, Auteur Année de publication : 2007 Article en page(s) : p.21-30 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sarah Artingstall works as a speech and language therapist with children and young people with ASD. It became apparent to her that a number of children with ASD had had contact with the police for a variety of different reasons. These included being a missing person, as a victim and as a perpetrator of crime. Trough reading police reports and discussing specific incident with other professionals, it was clear that the encounters had often been stressful and challenging for both the individual with ASD and the police officers involved. Sarah Artingstall therefore chose to investigate police knowledge of ASD for her Master dissertation in ASD at the University of Birmingham. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] What do the police know and understand about ASD? [Texte imprimé et/ou numérique] / Sarah ARTINGSTALL, Auteur . - 2007 . - p.21-30. Langues : Anglais (eng) in Good Autism Practice - GAP > 8-2 (October 2007) . - p.21-30 Index. décimale : PER Périodiques Résumé : Sarah Artingstall works as a speech and language therapist with children and young people with ASD. It became apparent to her that a number of children with ASD had had contact with the police for a variety of different reasons. These included being a missing person, as a victim and as a perpetrator of crime. Trough reading police reports and discussing specific incident with other professionals, it was clear that the encounters had often been stressful and challenging for both the individual with ASD and the police officers involved. Sarah Artingstall therefore chose to investigate police knowledge of ASD for her Master dissertation in ASD at the University of Birmingham. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Parent participation in early intervention with software-assisted guidance from AutismPro / Cynthia HOWROYD in Good Autism Practice - GAP, 8-2 (October 2007)

Public ISBD [article]  inGood Autism Practice - GAP > 8-2 (October 2007) . - p.31-36 Titre : Parent participation in early intervention with software-assisted guidance from AutismPro Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia HOWROYD, Auteur ; Theo PEETERS, Auteur Année de publication : 2007 Article en page(s) : p.31-36 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Advances in software technology provide the means to take complex knowledge and design a comprehensive system to guide decisions. AutismPro was created to do this for the field of autism (see www.autismpro.com). It is a new online software tool developed in Canada by international educators in the field of autism. It follows “best practice” to guide intervention decisions and activities. Parents and professionals who subscribe to AutismPro are able to: Make informed choice about methods Design and implement a quality, individualised plan Evaluate the plan with progress data This paper presents data from a survey of 28 parents who have used AutismPro. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Parent participation in early intervention with software-assisted guidance from AutismPro [Texte imprimé et/ou numérique] / Cynthia HOWROYD, Auteur ; Theo PEETERS, Auteur . - 2007 . - p.31-36. Langues : Anglais (eng) in Good Autism Practice - GAP > 8-2 (October 2007) . - p.31-36 Index. décimale : PER Périodiques Résumé : Advances in software technology provide the means to take complex knowledge and design a comprehensive system to guide decisions. AutismPro was created to do this for the field of autism (see www.autismpro.com). It is a new online software tool developed in Canada by international educators in the field of autism. It follows “best practice” to guide intervention decisions and activities. Parents and professionals who subscribe to AutismPro are able to: Make informed choice about methods Design and implement a quality, individualised plan Evaluate the plan with progress data This paper presents data from a survey of 28 parents who have used AutismPro. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Bullying and teasing and helping children with ASD: what can we do? / Annie ETHERINGTON in Good Autism Practice - GAP, 8-2 (October 2007)

Public ISBD [article]  inGood Autism Practice - GAP > 8-2 (October 2007) . - p.37-44 Titre : Bullying and teasing and helping children with ASD: what can we do? Type de document : Texte imprimé et/ou numérique Auteurs : Annie ETHERINGTON, Auteur Année de publication : 2007 Article en page(s) : p.37-44 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Bullying and teasing at school is one of the most frequently expressed concern by pupils with ASD and their parents and can lead to anxiety, depression and school refusal. It is essential therefore that ways to address this are developed and implemented. Annie Etherington is an Advisory Teacher in a London borough and has described what was done in a mainstream secondary school to provide social support to a boy with Asperger syndrome. To reduce the incidence of bullying and teasing. This is a very practical paper that shows how collaboration between staff, the parents, the child and other pupils can lead to a carefully planned programme that increases the social awareness of all those involved and leads to a reduction in bullying. Notes : A decision has been made to refer to ASD as ASC (autism spectrum condition) in this borough and so ASC is used within this paper when referring to the work of the author. ASD is used when this is referred to in the literature. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Bullying and teasing and helping children with ASD: what can we do? [Texte imprimé et/ou numérique] / Annie ETHERINGTON, Auteur . - 2007 . - p.37-44. Langues : Anglais (eng) in Good Autism Practice - GAP > 8-2 (October 2007) . - p.37-44 Index. décimale : PER Périodiques Résumé : Bullying and teasing at school is one of the most frequently expressed concern by pupils with ASD and their parents and can lead to anxiety, depression and school refusal. It is essential therefore that ways to address this are developed and implemented. Annie Etherington is an Advisory Teacher in a London borough and has described what was done in a mainstream secondary school to provide social support to a boy with Asperger syndrome. To reduce the incidence of bullying and teasing. This is a very practical paper that shows how collaboration between staff, the parents, the child and other pupils can lead to a carefully planned programme that increases the social awareness of all those involved and leads to a reduction in bullying. Notes : A decision has been made to refer to ASD as ASC (autism spectrum condition) in this borough and so ASC is used within this paper when referring to the work of the author. ASD is used when this is referred to in the literature. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Social stories or social control? / Phil S. MOORE in Good Autism Practice - GAP, 8-2 (October 2007)

Public ISBD [article]  inGood Autism Practice - GAP > 8-2 (October 2007) . - p.45-50 Titre : Social stories or social control? Type de document : Texte imprimé et/ou numérique Auteurs : Phil S. MOORE, Auteur Année de publication : 2007 Article en page(s) : p.45-50 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Other papers on social stories have appeared in the GAP Journal, which have evaluated their use with children and adults with ASD (see Erangey, 2001; Moffatt, 2001; Smith, 2001: and Chalk, 2003). This paper is different in that it debates the underlying purpose of interventions that seek to teach a new social stories have merit if these ethical issues are discussed and presents the evidence as to why the intervention is successful in ASD. Phil Moore is currently on the ClinPsyD programme at the University of Exeter and works within the NHS. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Social stories or social control? [Texte imprimé et/ou numérique] / Phil S. MOORE, Auteur . - 2007 . - p.45-50. Langues : Anglais (eng) in Good Autism Practice - GAP > 8-2 (October 2007) . - p.45-50 Index. décimale : PER Périodiques Résumé : Other papers on social stories have appeared in the GAP Journal, which have evaluated their use with children and adults with ASD (see Erangey, 2001; Moffatt, 2001; Smith, 2001: and Chalk, 2003). This paper is different in that it debates the underlying purpose of interventions that seek to teach a new social stories have merit if these ethical issues are discussed and presents the evidence as to why the intervention is successful in ASD. Phil Moore is currently on the ClinPsyD programme at the University of Exeter and works within the NHS. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

"Do you know what sort of school I want?": optimum features of school provision for pupils with autistic spectrum disorder / Jane WILLIAMS in Good Autism Practice - GAP, 8-2 (October 2007)

Public ISBD [article]  inGood Autism Practice - GAP > 8-2 (October 2007) . - p.51-63 Titre : "Do you know what sort of school I want?": optimum features of school provision for pupils with autistic spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jane WILLIAMS, Auteur ; Diane HANKE, Auteur Année de publication : 2007 Article en page(s) : p.51-63 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Jane Williams is an educational Psychologist with a special interest in ASD working in Dudley Educational Psychology Service. Diane Hanke is Head of Dudley Autism Outreach Service. This paper describes how the Drawing the Ideal Self Technique (Moran, 2001), based on Personal Construct Psychology (Kelly, 1955) was adapted to seek the views of 15 mainstream pupils with ASD on what they felt were the most important features of school provision. It is a fascinating paper and clearly shows the value of asking the pupils themselves how they experience school and what they might like to be different. Gaining the pupils’ perspectives is high on the agenda and the work described here could usefully be applied to other areas of their lives. It is important for staff to have training in the methods used so that they meet ethical standards and good information is obtained on which to question and perhaps change current practice. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] "Do you know what sort of school I want?": optimum features of school provision for pupils with autistic spectrum disorder [Texte imprimé et/ou numérique] / Jane WILLIAMS, Auteur ; Diane HANKE, Auteur . - 2007 . - p.51-63. Langues : Anglais (eng) in Good Autism Practice - GAP > 8-2 (October 2007) . - p.51-63 Index. décimale : PER Périodiques Résumé : Jane Williams is an educational Psychologist with a special interest in ASD working in Dudley Educational Psychology Service. Diane Hanke is Head of Dudley Autism Outreach Service. This paper describes how the Drawing the Ideal Self Technique (Moran, 2001), based on Personal Construct Psychology (Kelly, 1955) was adapted to seek the views of 15 mainstream pupils with ASD on what they felt were the most important features of school provision. It is a fascinating paper and clearly shows the value of asking the pupils themselves how they experience school and what they might like to be different. Gaining the pupils’ perspectives is high on the agenda and the work described here could usefully be applied to other areas of their lives. It is important for staff to have training in the methods used so that they meet ethical standards and good information is obtained on which to question and perhaps change current practice. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Factors in developing an effective in-service programme on Asperger syndrome for secondary school staff / Anne BURDUS in Good Autism Practice - GAP, 8-2 (October 2007)

Public ISBD [article]  inGood Autism Practice - GAP > 8-2 (October 2007) . - p.65-69 Titre : Factors in developing an effective in-service programme on Asperger syndrome for secondary school staff Type de document : Texte imprimé et/ou numérique Auteurs : Anne BURDUS, Auteur ; Mitzi WALTZ, Auteur Année de publication : 2007 Article en page(s) : p.65-69 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This explorers the factors that are likely to contribute to effective INSET training on ASD within mainstream secondary school. The authors compare the experiences of INSET in two different schools within the same local authority. Much training is offered to school staff and it is important for providers to consider how best this is done and to evaluate its impact. Discussions with key staff and the providers prior to and following the delivery of INSET is crucial. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Factors in developing an effective in-service programme on Asperger syndrome for secondary school staff [Texte imprimé et/ou numérique] / Anne BURDUS, Auteur ; Mitzi WALTZ, Auteur . - 2007 . - p.65-69. Langues : Anglais (eng) in Good Autism Practice - GAP > 8-2 (October 2007) . - p.65-69 Index. décimale : PER Périodiques Résumé : This explorers the factors that are likely to contribute to effective INSET training on ASD within mainstream secondary school. The authors compare the experiences of INSET in two different schools within the same local authority. Much training is offered to school staff and it is important for providers to consider how best this is done and to evaluate its impact. Discussions with key staff and the providers prior to and following the delivery of INSET is crucial. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

A model for supporting inclusive working with children with ASD: the Welsh Schools Forum / Lynn PLIMLEY in Good Autism Practice - GAP, 8-2 (October 2007)

Public ISBD [article]  inGood Autism Practice - GAP > 8-2 (October 2007) . - p.70-74 Titre : A model for supporting inclusive working with children with ASD: the Welsh Schools Forum Type de document : Texte imprimé et/ou numérique Auteurs : Lynn PLIMLEY, Auteur Année de publication : 2007 Article en page(s) : p.70-74 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Lynn Plimley is a Lecturer in ASD at the University of Birmingham and an Education Consultant to Autism Cymru (www.awares.org). In this paper, she describes the networks that have been set up in Wales to support staff working in primary, secondary and special schools. Meetings are held on a regular basis and bulletin boards are used to exchange ideas and dilemmas. There are many different ways in which staff in schools might be supported including resources held within the school, support from staff within the school, autism outreach teams, other visiting professionals and the internet. The forums described here are likely to be particularly effective at sharing classroom practice across schools. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] A model for supporting inclusive working with children with ASD: the Welsh Schools Forum [Texte imprimé et/ou numérique] / Lynn PLIMLEY, Auteur . - 2007 . - p.70-74. Langues : Anglais (eng) in Good Autism Practice - GAP > 8-2 (October 2007) . - p.70-74 Index. décimale : PER Périodiques Résumé : Lynn Plimley is a Lecturer in ASD at the University of Birmingham and an Education Consultant to Autism Cymru (www.awares.org). In this paper, she describes the networks that have been set up in Wales to support staff working in primary, secondary and special schools. Meetings are held on a regular basis and bulletin boards are used to exchange ideas and dilemmas. There are many different ways in which staff in schools might be supported including resources held within the school, support from staff within the school, autism outreach teams, other visiting professionals and the internet. The forums described here are likely to be particularly effective at sharing classroom practice across schools. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304