How do Educational Psychologists in the UK and Ireland Assess the Needs of Autistic Children and Young People? / Shireen SADREDDINI in Good Autism Practice - GAP, 20-1 (May 2019)

Public ISBD [article]  inGood Autism Practice - GAP > 20-1 (May 2019) . - p.41-49 Titre : How do Educational Psychologists in the UK and Ireland Assess the Needs of Autistic Children and Young People? Type de document : Texte imprimé et/ou numérique Auteurs : Shireen SADREDDINI, Auteur ; Caroline BOND, Auteur ; Jez OLDFIELD, Auteur Article en page(s) : p.41-49 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] How do Educational Psychologists in the UK and Ireland Assess the Needs of Autistic Children and Young People? [Texte imprimé et/ou numérique] / Shireen SADREDDINI, Auteur ; Caroline BOND, Auteur ; Jez OLDFIELD, Auteur . - p.41-49. Langues : Anglais (eng) in Good Autism Practice - GAP > 20-1 (May 2019) . - p.41-49 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

Practitioner Review: The effectiveness of solution focused brief therapy with children and families: a systematic and critical evaluation of the literature from 1990–2010 / Caroline BOND in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.707-723 Titre : Practitioner Review: The effectiveness of solution focused brief therapy with children and families: a systematic and critical evaluation of the literature from 1990–2010 Type de document : Texte imprimé et/ou numérique Auteurs : Caroline BOND, Auteur ; Kevin WOODS, Auteur ; Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur ; Lorraine GREEN, Auteur Article en page(s) : p.707-723 Langues : Anglais (eng) Mots-clés : Solution focused brief therapy  brief therapy  solution oriented  children  young people  systematic review Index. décimale : PER Périodiques Résumé : Background and scope Solution focused brief therapy (SFBT) is a strengths-based therapeutic approach, emphasizing the resources that people possess and how these can be applied to a positive change process. The current study provides a systematic review of the SFBT evidence base and a critical evaluation of the use and application of SFBT in clinical practice with children and families. Methods Between 21 December 2010 and 12 May 2011 forty-four database searches (including, PsychInfo, ISI Web of Knowledge, ASSIA, British Education Index, Medline and Scopus), web searches and consultation with experts in the field were used to identify reports of SFBT studies published between 1990 and 2010. Studies were then screened according to trialled qualitative and quantitative assessment frameworks and reported according to the PRISMA guidelines. Results A total of 38 studies were included in the review. Of these, 9 applied SFBT to internalizing child behaviour problems, 3 applied SFBT to both internalizing and externalizing child behaviour problems, 15 applied the approach to externalizing child behaviour problems and 9 evaluated the application of SFBT in relation to a range of other issues. Conclusions Although much of the literature has methodological weaknesses, existing research does provide tentative support for the use of SFBT, particularly in relation to internalizing and externalizing child behaviour problems. SFBT appears particularly effective as an early intervention when presenting problems are not severe. Further well-controlled outcome studies are needed. Studies included in the review highlight promising avenues for further research. En ligne : http://dx.doi.org/10.1111/jcpp.12058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Practitioner Review: The effectiveness of solution focused brief therapy with children and families: a systematic and critical evaluation of the literature from 1990–2010 [Texte imprimé et/ou numérique] / Caroline BOND, Auteur ; Kevin WOODS, Auteur ; Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur ; Lorraine GREEN, Auteur . - p.707-723. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.707-723 Mots-clés : Solution focused brief therapy  brief therapy  solution oriented  children  young people  systematic review Index. décimale : PER Périodiques Résumé : Background and scope Solution focused brief therapy (SFBT) is a strengths-based therapeutic approach, emphasizing the resources that people possess and how these can be applied to a positive change process. The current study provides a systematic review of the SFBT evidence base and a critical evaluation of the use and application of SFBT in clinical practice with children and families. Methods Between 21 December 2010 and 12 May 2011 forty-four database searches (including, PsychInfo, ISI Web of Knowledge, ASSIA, British Education Index, Medline and Scopus), web searches and consultation with experts in the field were used to identify reports of SFBT studies published between 1990 and 2010. Studies were then screened according to trialled qualitative and quantitative assessment frameworks and reported according to the PRISMA guidelines. Results A total of 38 studies were included in the review. Of these, 9 applied SFBT to internalizing child behaviour problems, 3 applied SFBT to both internalizing and externalizing child behaviour problems, 15 applied the approach to externalizing child behaviour problems and 9 evaluated the application of SFBT in relation to a range of other issues. Conclusions Although much of the literature has methodological weaknesses, existing research does provide tentative support for the use of SFBT, particularly in relation to internalizing and externalizing child behaviour problems. SFBT appears particularly effective as an early intervention when presenting problems are not severe. Further well-controlled outcome studies are needed. Studies included in the review highlight promising avenues for further research. En ligne : http://dx.doi.org/10.1111/jcpp.12058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Supporting families post-diagnosis: An evaluation of parent workshops / Katy FLYNN in Good Autism Practice - GAP, 11-1 (May 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-1 (May 2010) . - p.31-35 Titre : Supporting families post-diagnosis: An evaluation of parent workshops Type de document : Texte imprimé et/ou numérique Auteurs : Katy FLYNN, Auteur ; Latha HACKETT, Auteur ; Jemma TOSH, Auteur ; Sam TODD, Auteur ; Caroline BOND, Auteur ; Alison HUNTER, Auteur Année de publication : 2010 Article en page(s) : p.31-35 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors of this paper worked as a team to deliver a series of five workshop sessions to parents of children on the autism spectrum. Katy Flynn and Jemma Tosh are Assistant Psychologists, Dr Latha Hackett is a Consultant Child and Adolescent Psychiatrist, Dr Sam Todd is a Clinical Psychologist, Dr Caroline Bond is an Educational Psychologist and Alison Hunter is a Speech and Language Therapist. Given that autism has implications for many areas of a child’s development and daily living, it’s good practice for professionals from different disciplines to work together with families. Consistent messages and advice can then be given across services. The Manchester Autism Sessions were developed in response to a growing need for family support and information. This paper describes the workshop sessions and an evaluation of these to inform future work. Many services now offer parent training on the autism spectrum following diagnosis and 50 it is of interest to read this account and compare the intervention and outcomes with others. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 [article] Supporting families post-diagnosis: An evaluation of parent workshops [Texte imprimé et/ou numérique] / Katy FLYNN, Auteur ; Latha HACKETT, Auteur ; Jemma TOSH, Auteur ; Sam TODD, Auteur ; Caroline BOND, Auteur ; Alison HUNTER, Auteur . - 2010 . - p.31-35. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-1 (May 2010) . - p.31-35 Index. décimale : PER Périodiques Résumé : The authors of this paper worked as a team to deliver a series of five workshop sessions to parents of children on the autism spectrum. Katy Flynn and Jemma Tosh are Assistant Psychologists, Dr Latha Hackett is a Consultant Child and Adolescent Psychiatrist, Dr Sam Todd is a Clinical Psychologist, Dr Caroline Bond is an Educational Psychologist and Alison Hunter is a Speech and Language Therapist. Given that autism has implications for many areas of a child’s development and daily living, it’s good practice for professionals from different disciplines to work together with families. Consistent messages and advice can then be given across services. The Manchester Autism Sessions were developed in response to a growing need for family support and information. This paper describes the workshop sessions and an evaluation of these to inform future work. Many services now offer parent training on the autism spectrum following diagnosis and 50 it is of interest to read this account and compare the intervention and outcomes with others. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103

The experience of anxiety for autistic children and young people: A thematic synthesis review / Caroline BOND in Research in Autism Spectrum Disorders, 109 (November 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 109 (November 2023) . - 102274 Titre : The experience of anxiety for autistic children and young people: A thematic synthesis review Type de document : Texte imprimé et/ou numérique Auteurs : Caroline BOND, Auteur Article en page(s) : 102274 Langues : Anglais (eng) Mots-clés : Autism  Neurodiversity  Anxiety  Perspectives  Children and young people  Thematic synthesis literature review Index. décimale : PER Périodiques Résumé : Background Anxiety is a commonly co-occurring mental health condition for autistic children and young people. Literature indicates a fractured conceptualisation of the construct of anxiety and measurement tools may be insensitive to unique autistic presentations. The neurodiversity paradigm calls for a shift towards qualitative research methodologies situated within everyday realities. The purpose of this review is to synthesise experiences of anxiety for autistic children and young people from their perspective and the viewpoint of parents. Method Informed by PRISMA guidelines, this systematic review searched for empirical studies published between January 2012 and January 2022 reporting on the experience of anxiety for autistic children and young people aged between 3 and 18. Of the 473 studies screened for inclusion, 10 studies fulfilled inclusion and quality appraisal criteria. Data were analysed using thematic synthesis. Findings Findings highlighted differences in the ways children and young people and their parents conceptualise anxiety in autism. Parents tended to report behavioural presentations of children and young people's anxiety while young people provided insight into their cognitive processes and emotions. Lived experiences provided unique insights into the role of neurotypical environments in state anxiety and how differences in perception of time can also mediate young people?s experiences of anxiety. Conclusions Implications for policy and practice include the priority for authentically eliciting the views of cognitively-able and less-able autistic children and young people with cooccurring anxiety across contexts in assessment and research. This review highlights the need for significant investment in social environments that seek to minimise anxiety in neurodiverse children and young people. En ligne : https://doi.org/10.1016/j.rasd.2023.102274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517 [article] The experience of anxiety for autistic children and young people: A thematic synthesis review [Texte imprimé et/ou numérique] / Caroline BOND, Auteur . - 102274. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 109 (November 2023) . - 102274 Mots-clés : Autism  Neurodiversity  Anxiety  Perspectives  Children and young people  Thematic synthesis literature review Index. décimale : PER Périodiques Résumé : Background Anxiety is a commonly co-occurring mental health condition for autistic children and young people. Literature indicates a fractured conceptualisation of the construct of anxiety and measurement tools may be insensitive to unique autistic presentations. The neurodiversity paradigm calls for a shift towards qualitative research methodologies situated within everyday realities. The purpose of this review is to synthesise experiences of anxiety for autistic children and young people from their perspective and the viewpoint of parents. Method Informed by PRISMA guidelines, this systematic review searched for empirical studies published between January 2012 and January 2022 reporting on the experience of anxiety for autistic children and young people aged between 3 and 18. Of the 473 studies screened for inclusion, 10 studies fulfilled inclusion and quality appraisal criteria. Data were analysed using thematic synthesis. Findings Findings highlighted differences in the ways children and young people and their parents conceptualise anxiety in autism. Parents tended to report behavioural presentations of children and young people's anxiety while young people provided insight into their cognitive processes and emotions. Lived experiences provided unique insights into the role of neurotypical environments in state anxiety and how differences in perception of time can also mediate young people?s experiences of anxiety. Conclusions Implications for policy and practice include the priority for authentically eliciting the views of cognitively-able and less-able autistic children and young people with cooccurring anxiety across contexts in assessment and research. This review highlights the need for significant investment in social environments that seek to minimise anxiety in neurodiverse children and young people. En ligne : https://doi.org/10.1016/j.rasd.2023.102274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517

What do we know about home education and autism? A thematic synthesis review / Siobhan O’HAGAN in Research in Autism Spectrum Disorders, 80 (February 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 80 (February 2021) . - p.101711 Titre : What do we know about home education and autism? A thematic synthesis review Type de document : Texte imprimé et/ou numérique Auteurs : Siobhan O’HAGAN, Auteur ; Caroline BOND, Auteur ; Judith HEBRON, Auteur Article en page(s) : p.101711 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Asperger’s  Home education  Home schooling  Flexi-schooling  Exclusion Index. décimale : PER Périodiques Résumé : Background Mainstream education can be difficult for autistic children given the social communication difficulties, highly focused interests and sensory sensitives associated with autism. Educators can still find providing a safe, inclusive and supportive environment for autistic students challenging. Subsequently some parents decide to remove their children from school and home educate. The purpose of this thematic review is to synthesise reported findings on home educating autistic children who have previously attended formal education. Method PRISMA guidelines informed the review process. Articles included were published in the last 10 years and specific to autistic children being educated at home. Of the 22 articles meeting eligibility for full text review, 10 matched the final inclusion criteria. Results Findings related to four main themes emerging from the synthesis: the motivations and reasons that led parents to home educate their autistic children; parents’ experiences of home educating; practices and pedagogical approaches used by parents; and the impact of home education on the outcomes for autistic students. Findings revealed that home education can be a positive experience for families with good academic and social outcomes for autistic children and young people. Limitations of the evidence base are considered. Conclusion Although not all parents may be in a position to home educate their children, this review indicates that parents with appropriate educational, financial and social supports have found home educating their autistic child empowering. They report being able to provide flexible, balanced and individualised education leading to positive outcomes. En ligne : https://doi.org/10.1016/j.rasd.2020.101711 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] What do we know about home education and autism? A thematic synthesis review [Texte imprimé et/ou numérique] / Siobhan O’HAGAN, Auteur ; Caroline BOND, Auteur ; Judith HEBRON, Auteur . - p.101711. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 80 (February 2021) . - p.101711 Mots-clés : Autism spectrum disorder  Asperger’s  Home education  Home schooling  Flexi-schooling  Exclusion Index. décimale : PER Périodiques Résumé : Background Mainstream education can be difficult for autistic children given the social communication difficulties, highly focused interests and sensory sensitives associated with autism. Educators can still find providing a safe, inclusive and supportive environment for autistic students challenging. Subsequently some parents decide to remove their children from school and home educate. The purpose of this thematic review is to synthesise reported findings on home educating autistic children who have previously attended formal education. Method PRISMA guidelines informed the review process. Articles included were published in the last 10 years and specific to autistic children being educated at home. Of the 22 articles meeting eligibility for full text review, 10 matched the final inclusion criteria. Results Findings related to four main themes emerging from the synthesis: the motivations and reasons that led parents to home educate their autistic children; parents’ experiences of home educating; practices and pedagogical approaches used by parents; and the impact of home education on the outcomes for autistic students. Findings revealed that home education can be a positive experience for families with good academic and social outcomes for autistic children and young people. Limitations of the evidence base are considered. Conclusion Although not all parents may be in a position to home educate their children, this review indicates that parents with appropriate educational, financial and social supports have found home educating their autistic child empowering. They report being able to provide flexible, balanced and individualised education leading to positive outcomes. En ligne : https://doi.org/10.1016/j.rasd.2020.101711 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

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