Dépouillements

So what exactly are autism interventions intervening with? / Damian E. M. MILTON in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.6-14 Titre : So what exactly are autism interventions intervening with? Type de document : Texte imprimé et/ou numérique Auteurs : Damian E. M. MILTON, Auteur Article en page(s) : p.6-14 Index. décimale : PER Périodiques Résumé : Often the first question after receiving a diagnosis of autism, is what can we do to help? The answer to this is by no means simple and is generally met with the reply – “it depends”. This paper by Damian Milton, an autistic adult, explores the complexity of this question and in particular draws attention to the fact that often the answers given are from a non-autistic perspective and fail to discover what the general view of autistic children or adults would be to what is suggested or what the particular individual would wish for. He argues that there is little, if any, robust research evidence to support the interventions currently offered and that this may never be so, given the issues in conducting such research. Professionals, parents, autistic children and adults have different views depending on their experiences, their training and their own personal preferences and these will all affect what is offered or searched for. Damian declares his own biases and this is an important first step in considering the options for intervention. He and others maintain that the proponents of some interventions have little experience outside that intervention or indeed of autism, and reviews of research show that studies are often conducted by those who developed the intervention, creating bias from the start (Jordan and Jones, 1998; Parsons et al, 2009). This paper will cause readers to consider their own work and choices for the children and adults they live or work with and is likely to prompt them to consider ways in which they find out how the person receiving the intervention perceives this prior to and during its delivery. In a new edited book to be published by BILD on promoting happiness and wellbeing, Vermeulen (in press) makes the point that intervention studies often measure levels of skill, anxiety, stress, IQ etc, but how often do we ascertain whether the autistic child or adult is now happier as a result? This is an apt question given the arguments put forward in this paper by Milton. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] So what exactly are autism interventions intervening with? [Texte imprimé et/ou numérique] / Damian E. M. MILTON, Auteur . - p.6-14. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.6-14 Index. décimale : PER Périodiques Résumé : Often the first question after receiving a diagnosis of autism, is what can we do to help? The answer to this is by no means simple and is generally met with the reply – “it depends”. This paper by Damian Milton, an autistic adult, explores the complexity of this question and in particular draws attention to the fact that often the answers given are from a non-autistic perspective and fail to discover what the general view of autistic children or adults would be to what is suggested or what the particular individual would wish for. He argues that there is little, if any, robust research evidence to support the interventions currently offered and that this may never be so, given the issues in conducting such research. Professionals, parents, autistic children and adults have different views depending on their experiences, their training and their own personal preferences and these will all affect what is offered or searched for. Damian declares his own biases and this is an important first step in considering the options for intervention. He and others maintain that the proponents of some interventions have little experience outside that intervention or indeed of autism, and reviews of research show that studies are often conducted by those who developed the intervention, creating bias from the start (Jordan and Jones, 1998; Parsons et al, 2009). This paper will cause readers to consider their own work and choices for the children and adults they live or work with and is likely to prompt them to consider ways in which they find out how the person receiving the intervention perceives this prior to and during its delivery. In a new edited book to be published by BILD on promoting happiness and wellbeing, Vermeulen (in press) makes the point that intervention studies often measure levels of skill, anxiety, stress, IQ etc, but how often do we ascertain whether the autistic child or adult is now happier as a result? This is an apt question given the arguments put forward in this paper by Milton. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

Connect: the development of an online social network for people on the autism spectrum and their families / Julia BEGLEY in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.15-22 Titre : Connect: the development of an online social network for people on the autism spectrum and their families Type de document : Texte imprimé et/ou numérique Auteurs : Julia BEGLEY, Auteur Article en page(s) : p.15-22 Index. décimale : PER Périodiques Résumé : As growing numbers of people access information and resources via the Internet, many organisations are creating websites to host important information for individuals with autism, their parents, family carers, support workers and professionals. The literature also suggests that for many autistic children and adults, connecting to other people online is an easier and more successful means than face-to-face interactions. This paper reports on a site developed by Autism West Midlands commissioned by the Department for Education in England. Its purpose is not only to provide useful local and regional information and advice on autism but also to connect autistic people to one another, if they so wish – hence the name – Connect. The success of the site and issues arising have not been formally evaluated as yet, as it is in its infancy but increasing numbers are accessing the site and the evidence suggests that it has been successful in developing social links and friendships within the autistic community. Comments from parents and family carers on the resources within the site are also favourable. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Connect: the development of an online social network for people on the autism spectrum and their families [Texte imprimé et/ou numérique] / Julia BEGLEY, Auteur . - p.15-22. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.15-22 Index. décimale : PER Périodiques Résumé : As growing numbers of people access information and resources via the Internet, many organisations are creating websites to host important information for individuals with autism, their parents, family carers, support workers and professionals. The literature also suggests that for many autistic children and adults, connecting to other people online is an easier and more successful means than face-to-face interactions. This paper reports on a site developed by Autism West Midlands commissioned by the Department for Education in England. Its purpose is not only to provide useful local and regional information and advice on autism but also to connect autistic people to one another, if they so wish – hence the name – Connect. The success of the site and issues arising have not been formally evaluated as yet, as it is in its infancy but increasing numbers are accessing the site and the evidence suggests that it has been successful in developing social links and friendships within the autistic community. Comments from parents and family carers on the resources within the site are also favourable. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

Can we ever see eye to eye? An investigation into the impact of eye contact on relatedness between children with autism in mainstream reception classes and their teaching assistants / Helen BLATCHFORD in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.24-39 Titre : Can we ever see eye to eye? An investigation into the impact of eye contact on relatedness between children with autism in mainstream reception classes and their teaching assistants Type de document : Texte imprimé et/ou numérique Auteurs : Helen BLATCHFORD, Auteur Article en page(s) : p.24-39 Index. décimale : PER Périodiques Résumé : Helen Blatchford is a senior speech and language therapist who has worked with many children with autism. This paper reports on a study completed as part of her Masters degree. Helen was aware that when children do not make eye contact with others, be they parents, staff or children, then others can feel less connected and interactions may decrease and the quality of the relationship and opportunities for learning can be reduced. This study sought to examine the nature of the relatedness between teaching assistants (TAs) and young children with autism and its relationship to eye contact, and to ascertain whether training and a specific intervention can enhance this relationship. This paper is of interest to parents and professionals alike across the lifespan. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Can we ever see eye to eye? An investigation into the impact of eye contact on relatedness between children with autism in mainstream reception classes and their teaching assistants [Texte imprimé et/ou numérique] / Helen BLATCHFORD, Auteur . - p.24-39. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.24-39 Index. décimale : PER Périodiques Résumé : Helen Blatchford is a senior speech and language therapist who has worked with many children with autism. This paper reports on a study completed as part of her Masters degree. Helen was aware that when children do not make eye contact with others, be they parents, staff or children, then others can feel less connected and interactions may decrease and the quality of the relationship and opportunities for learning can be reduced. This study sought to examine the nature of the relatedness between teaching assistants (TAs) and young children with autism and its relationship to eye contact, and to ascertain whether training and a specific intervention can enhance this relationship. This paper is of interest to parents and professionals alike across the lifespan. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

Do traditional assessments miss the pragmatic difficulties shown by children on the autistic spectrum? / Christine MOWBRAY in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.40-46 Titre : Do traditional assessments miss the pragmatic difficulties shown by children on the autistic spectrum? Type de document : Texte imprimé et/ou numérique Auteurs : Christine MOWBRAY, Auteur Article en page(s) : p.40-46 Index. décimale : PER Périodiques Résumé : This paper is written by a teaching assistant in a mainstream primary school. Here she explores the pragmatic difficulties which many with autism experience both as children and into adulthood. Even those individuals with good spoken language and extensive vocabularies are likely to have problems with the pragmatics of language, that is the social use of language – knowing what to say and do depending on context, holding conversations and their understanding of idioms and metaphors. The author suggests how teaching staff and parents might identify pragmatic problems so that children with autism are not misunderstood and are given support with this aspect of language and communication. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Do traditional assessments miss the pragmatic difficulties shown by children on the autistic spectrum? [Texte imprimé et/ou numérique] / Christine MOWBRAY, Auteur . - p.40-46. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.40-46 Index. décimale : PER Périodiques Résumé : This paper is written by a teaching assistant in a mainstream primary school. Here she explores the pragmatic difficulties which many with autism experience both as children and into adulthood. Even those individuals with good spoken language and extensive vocabularies are likely to have problems with the pragmatics of language, that is the social use of language – knowing what to say and do depending on context, holding conversations and their understanding of idioms and metaphors. The author suggests how teaching staff and parents might identify pragmatic problems so that children with autism are not misunderstood and are given support with this aspect of language and communication. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

Outcomes at mainstream secondary school for children who attended TOP, an early intervention programme / Kate RIPLEY in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.47-67 Titre : Outcomes at mainstream secondary school for children who attended TOP, an early intervention programme Type de document : Texte imprimé et/ou numérique Auteurs : Kate RIPLEY, Auteur ; Cara OSBORNE, Auteur Article en page(s) : p.47-67 Index. décimale : PER Périodiques Résumé : Kate Ripley is a senior specialist Educational Psychologist with a specialism in autism and Dr Cara Osborne is a psychology research associate within a research and evaluation unit. This paper gives data on the experiences of 17 pupils at mainstream secondary school who had been supported at the preschool stage by an early intervention scheme known as TOP (Thomas Outreach Programme) developed in Hampshire. Data were collected from the staff, the pupils and their parents and it is very encouraging that overall the findings were positive both in terms of their academic progress and their views on how they felt about school. Staff had put in place specific strategies to support the pupils in particular areas of school life. The methods used to gain the views of the three types of respondent are likely to prove useful in other studies done by readers. It was not possible to ascertain how TOP support has contributed to these results as there was no comparison group of pupils who had not received TOP support. As it is offered to most children in need of this in the early years, finding a comparative group would have been difficult. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Outcomes at mainstream secondary school for children who attended TOP, an early intervention programme [Texte imprimé et/ou numérique] / Kate RIPLEY, Auteur ; Cara OSBORNE, Auteur . - p.47-67. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.47-67 Index. décimale : PER Périodiques Résumé : Kate Ripley is a senior specialist Educational Psychologist with a specialism in autism and Dr Cara Osborne is a psychology research associate within a research and evaluation unit. This paper gives data on the experiences of 17 pupils at mainstream secondary school who had been supported at the preschool stage by an early intervention scheme known as TOP (Thomas Outreach Programme) developed in Hampshire. Data were collected from the staff, the pupils and their parents and it is very encouraging that overall the findings were positive both in terms of their academic progress and their views on how they felt about school. Staff had put in place specific strategies to support the pupils in particular areas of school life. The methods used to gain the views of the three types of respondent are likely to prove useful in other studies done by readers. It was not possible to ascertain how TOP support has contributed to these results as there was no comparison group of pupils who had not received TOP support. As it is offered to most children in need of this in the early years, finding a comparative group would have been difficult. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

Sophie: a personal perspective on Asperger syndrome / SOPHIE in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.68-70 Titre : Sophie: a personal perspective on Asperger syndrome Type de document : Texte imprimé et/ou numérique Auteurs : SOPHIE, Auteur ; Jo CLARK, Auteur ; Sheila GRIFFIN, Auteur Article en page(s) : p.68-70 Index. décimale : PER Périodiques Résumé : Sophie is a 14 year old girl who has only been diagnosed with Asperger syndrome this year. In this article, she vividly describes how she feels and how her problems have been so hard for others to understand. Her parents have added to this account. It is a powerful piece and Sophie is keen to make her views known to help others understand why she feels and acts as she does. There will be many others in school, like Sophie, who are struggling, particularly with the social aspects of life and her descriptions will be very valuable in enhancing the awareness of staff and peers. Despite her high levels of anxiety and stress, Sophie is doing very well academically and it is likely that her high intellectual ability and very good speech and language skills have masked the problems she experiences. It is vital then that staff and others also find out from pupils how they are feeling emotionally, particularly in relation to social interaction. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Sophie: a personal perspective on Asperger syndrome [Texte imprimé et/ou numérique] / SOPHIE, Auteur ; Jo CLARK, Auteur ; Sheila GRIFFIN, Auteur . - p.68-70. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.68-70 Index. décimale : PER Périodiques Résumé : Sophie is a 14 year old girl who has only been diagnosed with Asperger syndrome this year. In this article, she vividly describes how she feels and how her problems have been so hard for others to understand. Her parents have added to this account. It is a powerful piece and Sophie is keen to make her views known to help others understand why she feels and acts as she does. There will be many others in school, like Sophie, who are struggling, particularly with the social aspects of life and her descriptions will be very valuable in enhancing the awareness of staff and peers. Despite her high levels of anxiety and stress, Sophie is doing very well academically and it is likely that her high intellectual ability and very good speech and language skills have masked the problems she experiences. It is vital then that staff and others also find out from pupils how they are feeling emotionally, particularly in relation to social interaction. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

Lessons learned from running an adult autism diagnostic assessment service for 12 years / Jane NEIL-MACLACHLAN in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.71-78 Titre : Lessons learned from running an adult autism diagnostic assessment service for 12 years Type de document : Texte imprimé et/ou numérique Auteurs : Jane NEIL-MACLACHLAN, Auteur ; Joan FLETCHER, Auteur ; David GREGORY, Auteur ; Stephen M. LAWRIE, Auteur Article en page(s) : p.71-78 Index. décimale : PER Périodiques Résumé : Dr Jane Neil-MacLachlan is a Speech and Language Therapist and coordinator of the diagnostic service. Professor Stephen Lawrie is a psychiatrist and together with colleagues they developed the diagnostic service that is the subject of this paper – the Regional Autism Spectrum Disorder Consultancy Service (RASDCS). Joan Fletcher was the clinical governance facilitator and David Gregory, who worked as a volunteer psychology assistant, carried out the evaluation of the care pathway documents in 2013. The study did not receive any research funding and was carried out as part of the NHS remit. In this paper, the authors give details of the referrals made over the 12 year period and consider the issues arising in setting up the service. In addition to making assessments, RASDCS also had a training function in that those making the referrals were invited to observe the assessment to develop their knowledge and skills. The team did not have the capacity to offer post diagnostic support other than identifying needs and suggesting how these might be addressed. There is thus a pressing need to develop services for adults who are newly diagnosed and some areas of Scotland do have services in place which may be expanded into other areas as suggested in the Scottish strategy for autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Lessons learned from running an adult autism diagnostic assessment service for 12 years [Texte imprimé et/ou numérique] / Jane NEIL-MACLACHLAN, Auteur ; Joan FLETCHER, Auteur ; David GREGORY, Auteur ; Stephen M. LAWRIE, Auteur . - p.71-78. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.71-78 Index. décimale : PER Périodiques Résumé : Dr Jane Neil-MacLachlan is a Speech and Language Therapist and coordinator of the diagnostic service. Professor Stephen Lawrie is a psychiatrist and together with colleagues they developed the diagnostic service that is the subject of this paper – the Regional Autism Spectrum Disorder Consultancy Service (RASDCS). Joan Fletcher was the clinical governance facilitator and David Gregory, who worked as a volunteer psychology assistant, carried out the evaluation of the care pathway documents in 2013. The study did not receive any research funding and was carried out as part of the NHS remit. In this paper, the authors give details of the referrals made over the 12 year period and consider the issues arising in setting up the service. In addition to making assessments, RASDCS also had a training function in that those making the referrals were invited to observe the assessment to develop their knowledge and skills. The team did not have the capacity to offer post diagnostic support other than identifying needs and suggesting how these might be addressed. There is thus a pressing need to develop services for adults who are newly diagnosed and some areas of Scotland do have services in place which may be expanded into other areas as suggested in the Scottish strategy for autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

Writing and the autism spectrum: helping students through the process / Lisa MEEKS in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.79-83 Titre : Writing and the autism spectrum: helping students through the process Type de document : Texte imprimé et/ou numérique Auteurs : Lisa MEEKS, Auteur ; Elise GEITHER, Auteur Article en page(s) : p.79-83 Index. décimale : PER Périodiques Résumé : As students progress through their school years and beyond, academic writing becomes a central component to a person's academic success. It allows teachers to assess a student's progress and their knowledge of a particular subject. In this paper, Elise Geither, from Case Western Reserve University, Cleveland, Ohio and Lisa Meeks, from the University of California, San Francisco, discuss how difficulties in academic writing skills could put students at a disadvantage. They explore what the difficulties are and why they might occur, before presenting some ideas to overcome these difficulties. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Writing and the autism spectrum: helping students through the process [Texte imprimé et/ou numérique] / Lisa MEEKS, Auteur ; Elise GEITHER, Auteur . - p.79-83. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.79-83 Index. décimale : PER Périodiques Résumé : As students progress through their school years and beyond, academic writing becomes a central component to a person's academic success. It allows teachers to assess a student's progress and their knowledge of a particular subject. In this paper, Elise Geither, from Case Western Reserve University, Cleveland, Ohio and Lisa Meeks, from the University of California, San Francisco, discuss how difficulties in academic writing skills could put students at a disadvantage. They explore what the difficulties are and why they might occur, before presenting some ideas to overcome these difficulties. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

Been there, done that, try this! An Aspie's guide to life on earth / Glenys JONES in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.84-84 Titre : Been there, done that, try this! An Aspie's guide to life on earth Type de document : Texte imprimé et/ou numérique Auteurs : Glenys JONES, Auteur Article en page(s) : p.84-84 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Been there, done that, try this! An Aspie's guide to life on earth [Texte imprimé et/ou numérique] / Glenys JONES, Auteur . - p.84-84. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.84-84 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

I think I might be autistic: a guide to autism spectrum disorder diagnosis and self-discovery for adults / Glenys JONES in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.85-85 Titre : I think I might be autistic: a guide to autism spectrum disorder diagnosis and self-discovery for adults Type de document : Texte imprimé et/ou numérique Auteurs : Glenys JONES, Auteur Article en page(s) : p.85-85 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] I think I might be autistic: a guide to autism spectrum disorder diagnosis and self-discovery for adults [Texte imprimé et/ou numérique] / Glenys JONES, Auteur . - p.85-85. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.85-85 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

Colour coding for learners with autism: a resource book for creating meaning through colour at home and school / Elaine NICHOLSON in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.86-86 Titre : Colour coding for learners with autism: a resource book for creating meaning through colour at home and school Type de document : Texte imprimé et/ou numérique Auteurs : Elaine NICHOLSON, Auteur Article en page(s) : p.86-86 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Colour coding for learners with autism: a resource book for creating meaning through colour at home and school [Texte imprimé et/ou numérique] / Elaine NICHOLSON, Auteur . - p.86-86. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.86-86 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

Accredited courses in autism in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.87-90 Titre : Accredited courses in autism Type de document : Texte imprimé et/ou numérique Article en page(s) : p.87-90 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Accredited courses in autism [Texte imprimé et/ou numérique] . - p.87-90. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.87-90 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244