Dépouillements

Why a developmental approach is crucial in supporting children and adults with autism: using the principles and practice of Relationship Development intervention within an alternative school setting / Zoe THOMPSON in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.9-16 Titre : Why a developmental approach is crucial in supporting children and adults with autism: using the principles and practice of Relationship Development intervention within an alternative school setting Type de document : Texte imprimé et/ou numérique Auteurs : Zoe THOMPSON, Auteur Article en page(s) : p.9-16 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this paper, Zoe Thompson, the mother of a 13 year old boy with autism, presents the case for working in a different way to develop ‘dynamic intelligence’, based on the Relationship Development Intervention programme devised by Gutstein. She argues that such ways of working are often lot available in many school settings. Seeking this type of developmental input within an educational setting for her son, with her husband and other parents, she set up an independent special school for children with autism which now has seven pupils. Five of these seven pupils had found their previous schools so challenging that they had withdrawn from formal education provision. Ail are now enjoying significantly greater success and engagement. The video clips referenced within the paper illustrate the role and support of the ‘teaching’ staff or guides, as they are termed, in helping to develop dynamic intelligence in pupils. Zoe makes the point that other recent interventions are also now focusing on how adults should modify their communication style when working with children with autism to encourage problem-solving and to give positive feedback and affirmation on the children’s competence and successes. She argues that if such developmental approaches are taken, then outcomes in adult life are likely to be much better. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Why a developmental approach is crucial in supporting children and adults with autism: using the principles and practice of Relationship Development intervention within an alternative school setting [Texte imprimé et/ou numérique] / Zoe THOMPSON, Auteur . - p.9-16. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.9-16 Index. décimale : PER Périodiques Résumé : In this paper, Zoe Thompson, the mother of a 13 year old boy with autism, presents the case for working in a different way to develop ‘dynamic intelligence’, based on the Relationship Development Intervention programme devised by Gutstein. She argues that such ways of working are often lot available in many school settings. Seeking this type of developmental input within an educational setting for her son, with her husband and other parents, she set up an independent special school for children with autism which now has seven pupils. Five of these seven pupils had found their previous schools so challenging that they had withdrawn from formal education provision. Ail are now enjoying significantly greater success and engagement. The video clips referenced within the paper illustrate the role and support of the ‘teaching’ staff or guides, as they are termed, in helping to develop dynamic intelligence in pupils. Zoe makes the point that other recent interventions are also now focusing on how adults should modify their communication style when working with children with autism to encourage problem-solving and to give positive feedback and affirmation on the children’s competence and successes. She argues that if such developmental approaches are taken, then outcomes in adult life are likely to be much better. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

The challenges of applying and assessing cognitive behavioural therapy for individuals on the autism spectrum in a clinical setting: a case study series / Sissel Berge HELVERSCHOU in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.17-27 Titre : The challenges of applying and assessing cognitive behavioural therapy for individuals on the autism spectrum in a clinical setting: a case study series Type de document : Texte imprimé et/ou numérique Auteurs : Sissel Berge HELVERSCHOU, Auteur ; Kristin UTGAARD, Auteur ; Per-Christian WANDAAS, Auteur Article en page(s) : p.17-27 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper on CBT is written jointly by three practitioners based in Norway at the National Autism Unit (SBH), the Glenne Regional Centre for Autism, Vestfold Hospital Trust (KU) and the Regional Centre for Intellectual Disability, Vestre Viken Hospital Trust (PW). The study explores the outcome of individually focused CBT for four children aged between 11 and 14 years and one young adult with OCD and autism referred to ordinary clinical services. The aims were to educate and support therapists in conducting CBT with this population; to explore necessary adjustments to therapeutic techniques; to determine the optimal number of intervention sessions needed, and to identify standardized assessment instruments appropriate for evaluating treatment effectiveness. Challenges in conducting CBT for individuals with autism in clinical settings are also discussed. This s therefore a very useful addition to the literature on the use of CBT with individuals on the autism spectrum. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] The challenges of applying and assessing cognitive behavioural therapy for individuals on the autism spectrum in a clinical setting: a case study series [Texte imprimé et/ou numérique] / Sissel Berge HELVERSCHOU, Auteur ; Kristin UTGAARD, Auteur ; Per-Christian WANDAAS, Auteur . - p.17-27. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.17-27 Index. décimale : PER Périodiques Résumé : This paper on CBT is written jointly by three practitioners based in Norway at the National Autism Unit (SBH), the Glenne Regional Centre for Autism, Vestfold Hospital Trust (KU) and the Regional Centre for Intellectual Disability, Vestre Viken Hospital Trust (PW). The study explores the outcome of individually focused CBT for four children aged between 11 and 14 years and one young adult with OCD and autism referred to ordinary clinical services. The aims were to educate and support therapists in conducting CBT with this population; to explore necessary adjustments to therapeutic techniques; to determine the optimal number of intervention sessions needed, and to identify standardized assessment instruments appropriate for evaluating treatment effectiveness. Challenges in conducting CBT for individuals with autism in clinical settings are also discussed. This s therefore a very useful addition to the literature on the use of CBT with individuals on the autism spectrum. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

A comparative study of the marital relationship between parents with children with autism and those with children without autism / Caitlin E. WALSH in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.28-33 Titre : A comparative study of the marital relationship between parents with children with autism and those with children without autism Type de document : Texte imprimé et/ou numérique Auteurs : Caitlin E. WALSH, Auteur ; K. Daniel O’LEARY, Auteur Article en page(s) : p.28-33 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Caitlin Walsh s a Clinical Psychology student and K Daniel O’Leary s a Professor at Stony Brook University, New York. In this paper, they report on a large-scale study which explored the nature of the marital relationship for 475 mothers of children with autism and 62 mothers of typically developing children. As they state, there are often increased demands and stresses on parents of children with a disability and some evidence to suggest that parents of children with autism experience even more stress than those with other types of special need. It is likely therefore that the relationship between the parents is also affected. The authors do in fact find that there are generally more difficulties in the marital relationship of those parents with a child with autism, but that most of these parents stay married and also report that the experience has strengthened their relationships in some cases and they have experienced positive emotions as well as having difficult times. The authors end by recommending that professionals take more account of the effect of autism on the whole family and to consider the extent to which the services they offer add to the stresses within the family or reduce these. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] A comparative study of the marital relationship between parents with children with autism and those with children without autism [Texte imprimé et/ou numérique] / Caitlin E. WALSH, Auteur ; K. Daniel O’LEARY, Auteur . - p.28-33. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.28-33 Index. décimale : PER Périodiques Résumé : Caitlin Walsh s a Clinical Psychology student and K Daniel O’Leary s a Professor at Stony Brook University, New York. In this paper, they report on a large-scale study which explored the nature of the marital relationship for 475 mothers of children with autism and 62 mothers of typically developing children. As they state, there are often increased demands and stresses on parents of children with a disability and some evidence to suggest that parents of children with autism experience even more stress than those with other types of special need. It is likely therefore that the relationship between the parents is also affected. The authors do in fact find that there are generally more difficulties in the marital relationship of those parents with a child with autism, but that most of these parents stay married and also report that the experience has strengthened their relationships in some cases and they have experienced positive emotions as well as having difficult times. The authors end by recommending that professionals take more account of the effect of autism on the whole family and to consider the extent to which the services they offer add to the stresses within the family or reduce these. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

The transition of a blind child with autism and severe learning difficulties from one classroom to another within a special school / Jennie COUSINS in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.34-36 Titre : The transition of a blind child with autism and severe learning difficulties from one classroom to another within a special school Type de document : Texte imprimé et/ou numérique Auteurs : Jennie COUSINS, Auteur Article en page(s) : p.34-36 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper explores what staff need to consider for an effective transition into a new class by a pupil on the autism spectrum who is blind and has severe learning difficulties. There s relatively little literature on this topic and the Editors hope that this paper will lead others to write about how they have adjusted home, school, college and working environments for individuals with autism who are blind or who have a visual impairment. Using auditory and tactile cues proved effective for this pupil within a special school in helping him to navigate the environment and to understand what was happening where and when. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] The transition of a blind child with autism and severe learning difficulties from one classroom to another within a special school [Texte imprimé et/ou numérique] / Jennie COUSINS, Auteur . - p.34-36. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.34-36 Index. décimale : PER Périodiques Résumé : This paper explores what staff need to consider for an effective transition into a new class by a pupil on the autism spectrum who is blind and has severe learning difficulties. There s relatively little literature on this topic and the Editors hope that this paper will lead others to write about how they have adjusted home, school, college and working environments for individuals with autism who are blind or who have a visual impairment. Using auditory and tactile cues proved effective for this pupil within a special school in helping him to navigate the environment and to understand what was happening where and when. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

The A Factor experience: enabling people with autism to have a voice / Dean BEADIE in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.37-45 Titre : The A Factor experience: enabling people with autism to have a voice Type de document : Texte imprimé et/ou numérique Auteurs : Dean BEADIE, Auteur ; Yvonne CARTER INGRAM, Auteur ; Alex LOWERY, Auteur ; Colette MORGAN, Auteur ; Rob PARTON, Auteur ; Plimley LYNN, Auteur ; Owen VAUGHAN, Auteur Article en page(s) : p.37-45 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : It is often the case that the most positive evaluations are given to the speakers on the autism spectrum following conferences, awareness raising events or courses. They can illustrate how autism affects many areas of their daily lives and give insights into the strategies that help. professionals, carers and parents are often told to try to understand the why’ of the behaviours seen and to use an ‘autism lens’ — and not a ‘neurotypical’ lens. Autistic individuals are clearly best placed to give insights and possible explanations as to why people with autism respond and engage as they do. There is an increasing number of young people and adults who talk about their autism at events and many others who would like to do so. In addition, ail services for adults and children would benefit from having more input from autistic individuals and could look locally for such input. Hearing from a person who has grown up in the area and accessed local services and schools is often very useful. This paper describes a mentoring system set up to enhance the speaking and presentation skills of young autistic adults who had expressed interest in talking publicly about their lives. Four out of the five young men successfully completed the mentoring programme and gained personally from the experience. Two of the mentors were adults on the autism spectrum and were extremely effective in the mentoring role and in developing supportive relationships with the mentees. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] The A Factor experience: enabling people with autism to have a voice [Texte imprimé et/ou numérique] / Dean BEADIE, Auteur ; Yvonne CARTER INGRAM, Auteur ; Alex LOWERY, Auteur ; Colette MORGAN, Auteur ; Rob PARTON, Auteur ; Plimley LYNN, Auteur ; Owen VAUGHAN, Auteur . - p.37-45. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.37-45 Index. décimale : PER Périodiques Résumé : It is often the case that the most positive evaluations are given to the speakers on the autism spectrum following conferences, awareness raising events or courses. They can illustrate how autism affects many areas of their daily lives and give insights into the strategies that help. professionals, carers and parents are often told to try to understand the why’ of the behaviours seen and to use an ‘autism lens’ — and not a ‘neurotypical’ lens. Autistic individuals are clearly best placed to give insights and possible explanations as to why people with autism respond and engage as they do. There is an increasing number of young people and adults who talk about their autism at events and many others who would like to do so. In addition, ail services for adults and children would benefit from having more input from autistic individuals and could look locally for such input. Hearing from a person who has grown up in the area and accessed local services and schools is often very useful. This paper describes a mentoring system set up to enhance the speaking and presentation skills of young autistic adults who had expressed interest in talking publicly about their lives. Four out of the five young men successfully completed the mentoring programme and gained personally from the experience. Two of the mentors were adults on the autism spectrum and were extremely effective in the mentoring role and in developing supportive relationships with the mentees. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Developing a model for measuring emotional wellbeing in children and young people on the autism spectrum: one school’s project / Ruth FIDLER in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.46-51 Titre : Developing a model for measuring emotional wellbeing in children and young people on the autism spectrum: one school’s project Type de document : Texte imprimé et/ou numérique Auteurs : Ruth FIDLER, Auteur ; Siobhain MCINTOSH, Auteur ; Emma TYERMAN, Auteur ; Gemma WATSON, Auteur Article en page(s) : p.46-51 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Ruth Fidier is the Assistant Headteacher at Sutherland House School and the three other authors are Assistant Psychologists at the Elizabeth Newson Centre. This paper describes a method that staff at the school have developed for ascertaining the emotional well-being of the pupils. Data are collected from the pupil, from the parents or carers and from the staff on a regular basis to measure progress and to identify priority areas for intervention. This is an important paper as it is vital that staff develop ways of evaluating their work in school in a way which produces tangible information. This can then be used directly with the pupil to build self awareness and in discussion with their parents and carers, so that ail key people work together in a consistent and informed manner. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Developing a model for measuring emotional wellbeing in children and young people on the autism spectrum: one school’s project [Texte imprimé et/ou numérique] / Ruth FIDLER, Auteur ; Siobhain MCINTOSH, Auteur ; Emma TYERMAN, Auteur ; Gemma WATSON, Auteur . - p.46-51. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.46-51 Index. décimale : PER Périodiques Résumé : Ruth Fidier is the Assistant Headteacher at Sutherland House School and the three other authors are Assistant Psychologists at the Elizabeth Newson Centre. This paper describes a method that staff at the school have developed for ascertaining the emotional well-being of the pupils. Data are collected from the pupil, from the parents or carers and from the staff on a regular basis to measure progress and to identify priority areas for intervention. This is an important paper as it is vital that staff develop ways of evaluating their work in school in a way which produces tangible information. This can then be used directly with the pupil to build self awareness and in discussion with their parents and carers, so that ail key people work together in a consistent and informed manner. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

To what extent is the relationship between teaching assistants and pupils with autism valued and facilitated as an educational strategy in mainstream schools? / Eleanor LLOYD in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.52-67 Titre : To what extent is the relationship between teaching assistants and pupils with autism valued and facilitated as an educational strategy in mainstream schools? Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor LLOYD, Auteur Article en page(s) : p.52-67 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many children with autism in both special and mainstream schools are supported by teaching assistants, yet there is little research on how they might best work with the pupils and what the effects are on progress and well-being. A major report by Biatchford and his colleagues (Blatchford et al, 2009) which explored the impact on academic progress of pupils with special educational needs (SEN), including autism, suggested that those pupils with the most teaching assistant (TA) support made the least progress, when other factors were taken into account. These academics are currently following up this study to explore the nature of the interactions and conversations between the TA and the pupils in mainstream primary schools. Early findings suggest that the TAs are not sufficiently trained to take on this role. They are often focused on task completion, rather than enabling the pupil to problem-solve for him or herself. These pupils often spend less time than their classmates with the teacher and time with peers is often with other pupils with SEN. So the study reported in this paper is an important addition to a sparse literature. Eleanor Lloyd explored the views and practice related to TA support with young children with autism in two different mainstream primary schools. She asked staff to rank order their priorities, observed sessions with TAs in individual work with the pupils and held focus group discussions with TAS. A difference in practice was found at the two schools, with the TAs in one school being more chid-led, spontaneous, and with a focus on developing communication and the other TAs being more task focused and adult-led, with less of a focus on mutual relating. The implications of these differences are discussed and ways to develop TA practice with children with autism are suggested. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] To what extent is the relationship between teaching assistants and pupils with autism valued and facilitated as an educational strategy in mainstream schools? [Texte imprimé et/ou numérique] / Eleanor LLOYD, Auteur . - p.52-67. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.52-67 Index. décimale : PER Périodiques Résumé : Many children with autism in both special and mainstream schools are supported by teaching assistants, yet there is little research on how they might best work with the pupils and what the effects are on progress and well-being. A major report by Biatchford and his colleagues (Blatchford et al, 2009) which explored the impact on academic progress of pupils with special educational needs (SEN), including autism, suggested that those pupils with the most teaching assistant (TA) support made the least progress, when other factors were taken into account. These academics are currently following up this study to explore the nature of the interactions and conversations between the TA and the pupils in mainstream primary schools. Early findings suggest that the TAs are not sufficiently trained to take on this role. They are often focused on task completion, rather than enabling the pupil to problem-solve for him or herself. These pupils often spend less time than their classmates with the teacher and time with peers is often with other pupils with SEN. So the study reported in this paper is an important addition to a sparse literature. Eleanor Lloyd explored the views and practice related to TA support with young children with autism in two different mainstream primary schools. She asked staff to rank order their priorities, observed sessions with TAs in individual work with the pupils and held focus group discussions with TAS. A difference in practice was found at the two schools, with the TAs in one school being more chid-led, spontaneous, and with a focus on developing communication and the other TAs being more task focused and adult-led, with less of a focus on mutual relating. The implications of these differences are discussed and ways to develop TA practice with children with autism are suggested. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

The development of a Child and Adolescent Mental Health Service specifically for children with disabilities: reflections on the first four years / Sarah GREGORY in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.68-73 Titre : The development of a Child and Adolescent Mental Health Service specifically for children with disabilities: reflections on the first four years Type de document : Texte imprimé et/ou numérique Auteurs : Sarah GREGORY, Auteur ; Tamsin ARNOLD, Auteur ; Carolina SHARMAN, Auteur ; Emily FRASER, Auteur ; Nora LACK, Auteur ; Helen FROGGATT, Auteur ; Gina LIVERTON, Auteur Article en page(s) : p.68-73 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This is the first cf two papers in this issue of the GAP Journal written by a team who set up a Child and Adolescent Mental Health Service specifically for children with disabilities, including those on the autism spectrum. The team comprised Dr Tamsin Arnold, a Consultant Clinical Psychologist, Dr Emily Fraser and Sarah Gregory, both Clinical Psychologists, Helen Froggatt, a Speech and Language Therapist, Nora Lack, an Occupational Therapist, Gina Liverton, an Assistant Psychologist, and Dr Carolina Sharman, a Consultant Clinical Psychologist. Data on the nature of the referrals received, the strengths cf having a specialist team, and the arguments for and against working in this way are considered. The second paper which follows gives the rationale for the practice and describes the key elements in the service. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] The development of a Child and Adolescent Mental Health Service specifically for children with disabilities: reflections on the first four years [Texte imprimé et/ou numérique] / Sarah GREGORY, Auteur ; Tamsin ARNOLD, Auteur ; Carolina SHARMAN, Auteur ; Emily FRASER, Auteur ; Nora LACK, Auteur ; Helen FROGGATT, Auteur ; Gina LIVERTON, Auteur . - p.68-73. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.68-73 Index. décimale : PER Périodiques Résumé : This is the first cf two papers in this issue of the GAP Journal written by a team who set up a Child and Adolescent Mental Health Service specifically for children with disabilities, including those on the autism spectrum. The team comprised Dr Tamsin Arnold, a Consultant Clinical Psychologist, Dr Emily Fraser and Sarah Gregory, both Clinical Psychologists, Helen Froggatt, a Speech and Language Therapist, Nora Lack, an Occupational Therapist, Gina Liverton, an Assistant Psychologist, and Dr Carolina Sharman, a Consultant Clinical Psychologist. Data on the nature of the referrals received, the strengths cf having a specialist team, and the arguments for and against working in this way are considered. The second paper which follows gives the rationale for the practice and describes the key elements in the service. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

A Child and Adolescent Mental Health Service for children with disabilities: rationale for the approach, method and techniques / Sarah GREGORY in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.74-79 Titre : A Child and Adolescent Mental Health Service for children with disabilities: rationale for the approach, method and techniques Type de document : Texte imprimé et/ou numérique Auteurs : Sarah GREGORY, Auteur ; Tamsin ARNOLD, Auteur ; Carolina SHARMAN, Auteur ; Emily FRASER, Auteur ; Nora LACK, Auteur ; Helen FROGGATT, Auteur ; Gina LIVERTON, Auteur Article en page(s) : p.74-79 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This is the second of two papers in this issue of the GAP Journal written by a team who set up a Child and Adolescent Mental Health Service specifically for children with disabilities, including those on the autism spectrum. The team comprised Dr Tamsin Arnold, a Consultant Clinical Psychologist, Dr Emily Fraser and Sarah Gregory, both Clinical Psychologists, Helen Froggatt, a Speech and Language Therapist, Nora Lack, an Occupational Therapist, Gina Liverton, an Assistant Psychologist, and Dr Carolina Sharman, a Consultant Clinical Psychologist. The first paper gave details on the nature of the referrals received, the strengths of having a specialist team, and the arguments for and against setting up a specialist CAMHS service. This second paper explores the rationale for the practice and explains three different elements — approach, method and technique (following Burnham, 1992). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] A Child and Adolescent Mental Health Service for children with disabilities: rationale for the approach, method and techniques [Texte imprimé et/ou numérique] / Sarah GREGORY, Auteur ; Tamsin ARNOLD, Auteur ; Carolina SHARMAN, Auteur ; Emily FRASER, Auteur ; Nora LACK, Auteur ; Helen FROGGATT, Auteur ; Gina LIVERTON, Auteur . - p.74-79. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.74-79 Index. décimale : PER Périodiques Résumé : This is the second of two papers in this issue of the GAP Journal written by a team who set up a Child and Adolescent Mental Health Service specifically for children with disabilities, including those on the autism spectrum. The team comprised Dr Tamsin Arnold, a Consultant Clinical Psychologist, Dr Emily Fraser and Sarah Gregory, both Clinical Psychologists, Helen Froggatt, a Speech and Language Therapist, Nora Lack, an Occupational Therapist, Gina Liverton, an Assistant Psychologist, and Dr Carolina Sharman, a Consultant Clinical Psychologist. The first paper gave details on the nature of the referrals received, the strengths of having a specialist team, and the arguments for and against setting up a specialist CAMHS service. This second paper explores the rationale for the practice and explains three different elements — approach, method and technique (following Burnham, 1992). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

An audit of the processes and tools used in different services across the South-West Region to diagnose Asperger syndrome in adults / Joe LOWENSTEIN in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.80-88 Titre : An audit of the processes and tools used in different services across the South-West Region to diagnose Asperger syndrome in adults Type de document : Texte imprimé et/ou numérique Auteurs : Joe LOWENSTEIN, Auteur ; Karen SUTTON, Auteur Article en page(s) : p.80-88 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Joe Lowenstein is a Trainee Clinical Psychologist at the University of Exeter and Dr Karen Sutton s a Consultant Clinical Psychologist working within a community service for Adults with Asperger syndrome (AS) in Dorset. In this paper, they argue that services in the UK use a wide range of tools and procedures to screen and diagnose adults with Asperger syndrome (AS) and that identification rates in different areas vary a great deal. This suggests that current diagnostic practice is an important area for further investigation. The aim of their study was to identify which tools and interview schedules were used by clinicians across a number of different specialist AS services in the South West of England. The findings show great variation in the methods used and the time taken to carry out the assessment and raises questions about the implications of different practice in terms of the accuracy of the assessment, cost implications and how questions about which areas should be assessed and in what way, might be answered. Given that the new DSM V is not likely to include Asperger syndrome as a separate diagnostic category, then the future of assessment services which are currently set up to assess this population is also of interest. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] An audit of the processes and tools used in different services across the South-West Region to diagnose Asperger syndrome in adults [Texte imprimé et/ou numérique] / Joe LOWENSTEIN, Auteur ; Karen SUTTON, Auteur . - p.80-88. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.80-88 Index. décimale : PER Périodiques Résumé : Joe Lowenstein is a Trainee Clinical Psychologist at the University of Exeter and Dr Karen Sutton s a Consultant Clinical Psychologist working within a community service for Adults with Asperger syndrome (AS) in Dorset. In this paper, they argue that services in the UK use a wide range of tools and procedures to screen and diagnose adults with Asperger syndrome (AS) and that identification rates in different areas vary a great deal. This suggests that current diagnostic practice is an important area for further investigation. The aim of their study was to identify which tools and interview schedules were used by clinicians across a number of different specialist AS services in the South West of England. The findings show great variation in the methods used and the time taken to carry out the assessment and raises questions about the implications of different practice in terms of the accuracy of the assessment, cost implications and how questions about which areas should be assessed and in what way, might be answered. Given that the new DSM V is not likely to include Asperger syndrome as a separate diagnostic category, then the future of assessment services which are currently set up to assess this population is also of interest. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Helping children with autism spectrum conditions through everyday transitions: small changes - big challenges / Damian MILTON in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.89-90 Titre : Helping children with autism spectrum conditions through everyday transitions: small changes - big challenges Type de document : Texte imprimé et/ou numérique Auteurs : Damian MILTON, Auteur Article en page(s) : p.89-90 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Helping children with autism spectrum conditions through everyday transitions: small changes - big challenges [Texte imprimé et/ou numérique] / Damian MILTON, Auteur . - p.89-90. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.89-90 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Loving Lampposts: Living Autistic / Mitzi WALTZ in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.91 Titre : Loving Lampposts: Living Autistic Type de document : Texte imprimé et/ou numérique Auteurs : Mitzi WALTZ, Auteur Article en page(s) : p.91 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Loving Lampposts: Living Autistic [Texte imprimé et/ou numérique] / Mitzi WALTZ, Auteur . - p.91. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.91 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Islands of Genius: The Bountiful Mind of the Autistic, Acquired, and Sudden Savant / Ian HUTCHINSON in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.92 Titre : Islands of Genius: The Bountiful Mind of the Autistic, Acquired, and Sudden Savant Type de document : Texte imprimé et/ou numérique Auteurs : Ian HUTCHINSON, Auteur Article en page(s) : p.92 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Islands of Genius: The Bountiful Mind of the Autistic, Acquired, and Sudden Savant [Texte imprimé et/ou numérique] / Ian HUTCHINSON, Auteur . - p.92. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.92 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

The PRT Pocket Guide / Martin GORE in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.93 Titre : The PRT Pocket Guide Type de document : Texte imprimé et/ou numérique Auteurs : Martin GORE, Auteur Article en page(s) : p.93 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] The PRT Pocket Guide [Texte imprimé et/ou numérique] / Martin GORE, Auteur . - p.93. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.93 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Raising Martians: From Crash-Landing to Leaving Home / Mitzi WALTZ in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.94 Titre : Raising Martians: From Crash-Landing to Leaving Home Type de document : Texte imprimé et/ou numérique Auteurs : Mitzi WALTZ, Auteur Article en page(s) : p.94 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Raising Martians: From Crash-Landing to Leaving Home [Texte imprimé et/ou numérique] / Mitzi WALTZ, Auteur . - p.94. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.94 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200