Dépouillements

The Nation & Autism Project: aims and objectives / Ian RAGAN in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.5-10 Titre : The Nation & Autism Project: aims and objectives Type de document : Texte imprimé et/ou numérique Auteurs : Ian RAGAN, Auteur Année de publication : 2015 Article en page(s) : p.5-10 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Dr lan Ragan is the director of the National Autism Project (NAP), launched in April 2015 and funded by The Shirley Foundation, In this paper, he describes the key aims of the project and the advisers and organisations who are contributing to this work. He makes the case that the spending on autism, relative to other conditions, is very low and that this has limited the progress on identifying the most effective interventions.It is hoped that data will be gathered on the cost-benefit of different services and strategies which can then be used strategically to inform future practice in health, education and social care and the voluntary sector. Readers of the GAP Journal who would like to read more about NAP or contribute to its work can visit the website www.nationalautismproject.org.uk. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] The Nation & Autism Project: aims and objectives [Texte imprimé et/ou numérique] / Ian RAGAN, Auteur . - 2015 . - p.5-10. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.5-10 Index. décimale : PER Périodiques Résumé : Dr lan Ragan is the director of the National Autism Project (NAP), launched in April 2015 and funded by The Shirley Foundation, In this paper, he describes the key aims of the project and the advisers and organisations who are contributing to this work. He makes the case that the spending on autism, relative to other conditions, is very low and that this has limited the progress on identifying the most effective interventions.It is hoped that data will be gathered on the cost-benefit of different services and strategies which can then be used strategically to inform future practice in health, education and social care and the voluntary sector. Readers of the GAP Journal who would like to read more about NAP or contribute to its work can visit the website www.nationalautismproject.org.uk. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

Girls on the autism spectrum in the classroom: hidden difficulties and how to help / Victoria HONEYBOURNE in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.11-20 Titre : Girls on the autism spectrum in the classroom: hidden difficulties and how to help Type de document : Texte imprimé et/ou numérique Auteurs : Victoria HONEYBOURNE, Auteur Année de publication : 2015 Article en page(s) : p.11-20 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The author is a Senior Advisory Teacher for pupils with Speech Language and Communication Needs and has a diagnosis of Asperger syndrome. She has previously taught secondary aged children with Special Educational Needs (SEN) within a communication centre, been employed as a mainstream secondary school teacher and is a member of the National Association for Special Educational Needs (NASEN)’s Eleven to Twenty Five Advisory Group. She is the author of two books, co-author of The Speech, Language and Communication Pocketbook (Teachers’ Pocketbooks, 2014), and The Sky’s the Limit: A Mental Wellbeing Workbook for Young People with SEN (Speechmark, in press, 2016), and has written a number of articles on SEN, including an article on pupil voice for pupils with SEN in SEN Magazine, January, 2015. In this paper, she describes the school experiences of 67 women on the autism spectrum and makes recommendations for how these pupils need to be supported in relation to friendships, communication, and learning. Their comments are extremely valuable as an aid to teaching staff and to parents in ascertaining the educational needs of individual pupils with autism and then in creating strategies to address the issues raised. Although this paper is based on the experiences of girls with autism who are a very under-researched group, many readers will recognise that boys with autism can experience many 0f the same issues identified by these female participants. Studies which put the same questions to a sample of boys and girls with autism would help to identify the areas that are perhaps gender specific. Three possible areas identified in this study were that teaching staff may have higher social expectations of girls, that girls are expected to produce neater work than boys, and that perhaps girls with autism are generally more passive and keep quiet about their difficulties and so are less visible than boys with autism. That said, there will always be exceptions and so making an individual assessment for each pupil to identify their particular issues is best practice, rather than working with generalities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] Girls on the autism spectrum in the classroom: hidden difficulties and how to help [Texte imprimé et/ou numérique] / Victoria HONEYBOURNE, Auteur . - 2015 . - p.11-20. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.11-20 Index. décimale : PER Périodiques Résumé : The author is a Senior Advisory Teacher for pupils with Speech Language and Communication Needs and has a diagnosis of Asperger syndrome. She has previously taught secondary aged children with Special Educational Needs (SEN) within a communication centre, been employed as a mainstream secondary school teacher and is a member of the National Association for Special Educational Needs (NASEN)’s Eleven to Twenty Five Advisory Group. She is the author of two books, co-author of The Speech, Language and Communication Pocketbook (Teachers’ Pocketbooks, 2014), and The Sky’s the Limit: A Mental Wellbeing Workbook for Young People with SEN (Speechmark, in press, 2016), and has written a number of articles on SEN, including an article on pupil voice for pupils with SEN in SEN Magazine, January, 2015. In this paper, she describes the school experiences of 67 women on the autism spectrum and makes recommendations for how these pupils need to be supported in relation to friendships, communication, and learning. Their comments are extremely valuable as an aid to teaching staff and to parents in ascertaining the educational needs of individual pupils with autism and then in creating strategies to address the issues raised. Although this paper is based on the experiences of girls with autism who are a very under-researched group, many readers will recognise that boys with autism can experience many 0f the same issues identified by these female participants. Studies which put the same questions to a sample of boys and girls with autism would help to identify the areas that are perhaps gender specific. Three possible areas identified in this study were that teaching staff may have higher social expectations of girls, that girls are expected to produce neater work than boys, and that perhaps girls with autism are generally more passive and keep quiet about their difficulties and so are less visible than boys with autism. That said, there will always be exceptions and so making an individual assessment for each pupil to identify their particular issues is best practice, rather than working with generalities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

Theatre and dramatherapy in health education and autism / Bill HEEKS in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.21-24 Titre : Theatre and dramatherapy in health education and autism Type de document : Texte imprimé et/ou numérique Auteurs : Bill HEEKS, Auteur Année de publication : 2015 Article en page(s) : p.21-24 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BiIl Heeks is a young man with autism and a university student taking a BA degree Drama at Edge Hill University. In this paper, he explores the use and value of different types of theatre in working with people with autism and in raising awareness in others. He describes the Sesame approach and theatre of the grotesque and how when actors are asked to do a task in the weirdest way possible, this plays to the strengths of those with autism and helps neurotypical people to appreciate otherness. Adults with autism often work in theatre and performance and the editors would welcome further papers on the use and value of drama and the performing and creative arts in general. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] Theatre and dramatherapy in health education and autism [Texte imprimé et/ou numérique] / Bill HEEKS, Auteur . - 2015 . - p.21-24. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.21-24 Index. décimale : PER Périodiques Résumé : BiIl Heeks is a young man with autism and a university student taking a BA degree Drama at Edge Hill University. In this paper, he explores the use and value of different types of theatre in working with people with autism and in raising awareness in others. He describes the Sesame approach and theatre of the grotesque and how when actors are asked to do a task in the weirdest way possible, this plays to the strengths of those with autism and helps neurotypical people to appreciate otherness. Adults with autism often work in theatre and performance and the editors would welcome further papers on the use and value of drama and the performing and creative arts in general. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

Autism in the air: using Point of View Video Priming and Natural Environment Teaching to help chiidren with autism travel by plane / Lisa RUDDY in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.25-32 Titre : Autism in the air: using Point of View Video Priming and Natural Environment Teaching to help chiidren with autism travel by plane Type de document : Texte imprimé et/ou numérique Auteurs : Lisa RUDDY, Auteur ; Nicolas BOOTH, Auteur ; MaryRose GAW, Auteur ; Yini LIAO, Auteur ; Katerina DOUNAVI, Auteur ; Karola DILLENBURGER, Auteur Année de publication : 2015 Article en page(s) : p.25-32 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper describes a study that used video materials and visits to an airport to prepare children on the autism spectrum for travel by plane. Twenty parents and carers took part in the study with children aged from 3 to 16 years. The authors explain that the methods they used were based on Applied Behaviour Analysis (ABA) research; a video modelling technique called Point of View (POV) Video Priming and during visits f0 an airport they used procedures known as Natural Environment Teaching. The findings suggest that using video and preparing children by taking them through what is likely to happen in the real environment when they travel by plane is effective and the authors suggest these strategies could be used to support children with autism with other experiences they need or would like to engage in such as visits to the dentist or hairdressers and access to leisure centres and other public spaces. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] Autism in the air: using Point of View Video Priming and Natural Environment Teaching to help chiidren with autism travel by plane [Texte imprimé et/ou numérique] / Lisa RUDDY, Auteur ; Nicolas BOOTH, Auteur ; MaryRose GAW, Auteur ; Yini LIAO, Auteur ; Katerina DOUNAVI, Auteur ; Karola DILLENBURGER, Auteur . - 2015 . - p.25-32. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.25-32 Index. décimale : PER Périodiques Résumé : This paper describes a study that used video materials and visits to an airport to prepare children on the autism spectrum for travel by plane. Twenty parents and carers took part in the study with children aged from 3 to 16 years. The authors explain that the methods they used were based on Applied Behaviour Analysis (ABA) research; a video modelling technique called Point of View (POV) Video Priming and during visits f0 an airport they used procedures known as Natural Environment Teaching. The findings suggest that using video and preparing children by taking them through what is likely to happen in the real environment when they travel by plane is effective and the authors suggest these strategies could be used to support children with autism with other experiences they need or would like to engage in such as visits to the dentist or hairdressers and access to leisure centres and other public spaces. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

Using cue-pause-point technique w support the communication of an adolescent on the autism spectrum with echolalia / Swathi VELLAL in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.33-39 Titre : Using cue-pause-point technique w support the communication of an adolescent on the autism spectrum with echolalia Type de document : Texte imprimé et/ou numérique Auteurs : Swathi VELLAL, Auteur Année de publication : 2015 Article en page(s) : p.33-39 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper is a single case study which describes the work done to help a 16 year old pupil with autism to reduce his echolalia and to enhance the clarity and accuracy of his responses to questions from staff at school and by his mother. A specific technique was used (cuepause-point) after baseline data was taken and Sanjay (fictitious name) was taught to use a cue card to help the accuracy of his reply and to pause before speaking, by paying attention to the adult’s finger on lips. Although this was only carried out for a short time and a specific set of questions was used, there was evidence that Sanjay became less echolalic and his responses to questions increased in accuracy. Further work needs to be done to establish whether this technique is effective when unrehearsed questions are asked. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] Using cue-pause-point technique w support the communication of an adolescent on the autism spectrum with echolalia [Texte imprimé et/ou numérique] / Swathi VELLAL, Auteur . - 2015 . - p.33-39. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.33-39 Index. décimale : PER Périodiques Résumé : This paper is a single case study which describes the work done to help a 16 year old pupil with autism to reduce his echolalia and to enhance the clarity and accuracy of his responses to questions from staff at school and by his mother. A specific technique was used (cuepause-point) after baseline data was taken and Sanjay (fictitious name) was taught to use a cue card to help the accuracy of his reply and to pause before speaking, by paying attention to the adult’s finger on lips. Although this was only carried out for a short time and a specific set of questions was used, there was evidence that Sanjay became less echolalic and his responses to questions increased in accuracy. Further work needs to be done to establish whether this technique is effective when unrehearsed questions are asked. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

Developing REAL inclusive teaching and learning at university for autistic students through dialogue: a participatory action research project / Jonathan VINCENT in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.41-47 Titre : Developing REAL inclusive teaching and learning at university for autistic students through dialogue: a participatory action research project Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan VINCENT, Auteur Année de publication : 2015 Article en page(s) : p.41-47 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Jonathan s a lecturer in Education Studies and facilitates transition and social support for students on the autism spectrum, and provides staff training on inclusive teaching and learning. He argues that much of the current literature surrounding inclusive practice to support autistic students is authored by staff, parents or other stakeholders, rather than the individuals with the diagnosis themselves. The voices of autistic students were foregrounded in this study. The findings from student-staff dialogue are outlined and recommendations for more inclusive teaching and learning practice for autistic students are identified, Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] Developing REAL inclusive teaching and learning at university for autistic students through dialogue: a participatory action research project [Texte imprimé et/ou numérique] / Jonathan VINCENT, Auteur . - 2015 . - p.41-47. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.41-47 Index. décimale : PER Périodiques Résumé : Jonathan s a lecturer in Education Studies and facilitates transition and social support for students on the autism spectrum, and provides staff training on inclusive teaching and learning. He argues that much of the current literature surrounding inclusive practice to support autistic students is authored by staff, parents or other stakeholders, rather than the individuals with the diagnosis themselves. The voices of autistic students were foregrounded in this study. The findings from student-staff dialogue are outlined and recommendations for more inclusive teaching and learning practice for autistic students are identified, Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

Intensive Interaction in the mainstream classroom: evaluating staff attitudes towards an inclusive socio communicative intervention / Eleanor LLOYD in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.49-68 Titre : Intensive Interaction in the mainstream classroom: evaluating staff attitudes towards an inclusive socio communicative intervention Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor LLOYD, Auteur Année de publication : 2015 Article en page(s) : p.49-68 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study addressed the effective, ethical inclusion of pupils with autism, aged 5 to 7 years, in mainstream education.It evaluated a group intervention designed to enable both class teachers and teaching assistants to use Intensive Interaction daiiy within the classroom. A multi-strategy approach was used, which included structured observations, focus groups and questionnaires. Data analysis showed that pupils and staff enjoyed the intervention and that it was effective in developing their relationships and social communication. However, it was found to be impractical due to staff busyness in response to the demands of the National Curriculum. The study concluded that changes are needed in the preparedness, deployment and practice of staff to create communication enabling classroom environments. A pedagogical style that combines reciprocal responsiveness with intrinsically motivating learning activities for ail children was recommended, within a more flexible approach to the National Curriculum, in preference to additional interventions for chiidren with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] Intensive Interaction in the mainstream classroom: evaluating staff attitudes towards an inclusive socio communicative intervention [Texte imprimé et/ou numérique] / Eleanor LLOYD, Auteur . - 2015 . - p.49-68. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.49-68 Index. décimale : PER Périodiques Résumé : This study addressed the effective, ethical inclusion of pupils with autism, aged 5 to 7 years, in mainstream education.It evaluated a group intervention designed to enable both class teachers and teaching assistants to use Intensive Interaction daiiy within the classroom. A multi-strategy approach was used, which included structured observations, focus groups and questionnaires. Data analysis showed that pupils and staff enjoyed the intervention and that it was effective in developing their relationships and social communication. However, it was found to be impractical due to staff busyness in response to the demands of the National Curriculum. The study concluded that changes are needed in the preparedness, deployment and practice of staff to create communication enabling classroom environments. A pedagogical style that combines reciprocal responsiveness with intrinsically motivating learning activities for ail children was recommended, within a more flexible approach to the National Curriculum, in preference to additional interventions for chiidren with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

Evauation of a neuro-developmental disorder care pathway for children and adolescents / Faizal MOOSA in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.69-74 Titre : Evauation of a neuro-developmental disorder care pathway for children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Faizal MOOSA, Auteur ; Tanveer SANDHU, Auteur Année de publication : 2015 Article en page(s) : p.69-74 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors are based in the Department of Child and Adolescent Psychiatry, at the Birmingham Children’s Hospital NHS Foundation Trust. In this paper, they describe the nature of the referrals to an assessment service within a Child and Adolescent Mental Health Service over an 12 month period. They argue that collecting data on these referrals provides important information for commissioners and providers on the nature 0f services required and the number of children and families involved. The extent to which such data are used to plan and coordinate services across health, education and social care is likely to vary considerably across authorities and ways to enhance the use of data should be explored. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] Evauation of a neuro-developmental disorder care pathway for children and adolescents [Texte imprimé et/ou numérique] / Faizal MOOSA, Auteur ; Tanveer SANDHU, Auteur . - 2015 . - p.69-74. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.69-74 Index. décimale : PER Périodiques Résumé : The authors are based in the Department of Child and Adolescent Psychiatry, at the Birmingham Children’s Hospital NHS Foundation Trust. In this paper, they describe the nature of the referrals to an assessment service within a Child and Adolescent Mental Health Service over an 12 month period. They argue that collecting data on these referrals provides important information for commissioners and providers on the nature 0f services required and the number of children and families involved. The extent to which such data are used to plan and coordinate services across health, education and social care is likely to vary considerably across authorities and ways to enhance the use of data should be explored. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

Residential care programmes for developing communication and life skills in adults on the autism spectrum / Manar MATUSIAK in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.75-81 Titre : Residential care programmes for developing communication and life skills in adults on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Manar MATUSIAK, Auteur Année de publication : 2015 Article en page(s) : p.75-81 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The author has over 20 years’ experience at director level in the specialist care and education sector, particularly in the field of autism. She helped to set up and develop the first transitional residential service in the country for young aduits with autism and complex needs. She now runs a national organisation, Living Autism, helping people with autism to find the most appropriate services for their individual needs. This paper is based on a talk Manar presented on her experiences and the case studies used are based on real-life situations from ail around the UK. The names used are fictitious. This paper will be of interest and value to anyone working with children or adults as it identifies the key areas which need to be assessed and suggests the type of strategies that will help develop understanding and skills. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] Residential care programmes for developing communication and life skills in adults on the autism spectrum [Texte imprimé et/ou numérique] / Manar MATUSIAK, Auteur . - 2015 . - p.75-81. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.75-81 Index. décimale : PER Périodiques Résumé : The author has over 20 years’ experience at director level in the specialist care and education sector, particularly in the field of autism. She helped to set up and develop the first transitional residential service in the country for young aduits with autism and complex needs. She now runs a national organisation, Living Autism, helping people with autism to find the most appropriate services for their individual needs. This paper is based on a talk Manar presented on her experiences and the case studies used are based on real-life situations from ail around the UK. The names used are fictitious. This paper will be of interest and value to anyone working with children or adults as it identifies the key areas which need to be assessed and suggests the type of strategies that will help develop understanding and skills. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

An evaluation of a visualy presented narrative play intervention on the functional play and expressive communication skills of young children with autism / Emma PUTTOCK in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.81-97 Titre : An evaluation of a visualy presented narrative play intervention on the functional play and expressive communication skills of young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emma PUTTOCK, Auteur Année de publication : 2015 Article en page(s) : p.81-97 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper reports on a study which explores the effect of supporting the play of young children with autism by using visually presented narratives. Two scenarios are chosen— a kitchen and a playground — and toys are chosen and a simple story written to facilitate the play. The intervention is used with a 6 year old autistic child and the sessions are video recorded. Data are collected using an assessment schedule from the SCERTS approach and a parental questionnaire. This child’s play and expressive communication skills are compared to a similar child with autism who does not receive the intervention. Findings suggest that giving a visual narrative helps promote play and also facilitates expressive communication skills. Both areas often require explicit input for autistic children so the paper provides some useful ideas for parents and staff who want to work on these areas and a means to assess progress on these. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] An evaluation of a visualy presented narrative play intervention on the functional play and expressive communication skills of young children with autism [Texte imprimé et/ou numérique] / Emma PUTTOCK, Auteur . - 2015 . - p.81-97. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.81-97 Index. décimale : PER Périodiques Résumé : This paper reports on a study which explores the effect of supporting the play of young children with autism by using visually presented narratives. Two scenarios are chosen— a kitchen and a playground — and toys are chosen and a simple story written to facilitate the play. The intervention is used with a 6 year old autistic child and the sessions are video recorded. Data are collected using an assessment schedule from the SCERTS approach and a parental questionnaire. This child’s play and expressive communication skills are compared to a similar child with autism who does not receive the intervention. Findings suggest that giving a visual narrative helps promote play and also facilitates expressive communication skills. Both areas often require explicit input for autistic children so the paper provides some useful ideas for parents and staff who want to work on these areas and a means to assess progress on these. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271