Adult interactive style and autism: reviewing the literature to inform school practice / Lila KOSSYVAKI in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.23-32 Titre : Adult interactive style and autism: reviewing the literature to inform school practice Type de document : Texte imprimé et/ou numérique Auteurs : Lila KOSSYVAKI, Auteur Article en page(s) : p.23-32 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In the past, much attention was paid to the changes in the child both professionals and parents wanted to effect and attention was focused very much on what the child needed to do to develop skills and understandings. More recently, there has been much more of a focus on thinking about how the behaviour and interactions of the adults involved with the child affects and facilitates their development. In recognition of this, some practitioners suggest that a child's education plan should have a section (perhaps entitled, Targets for adults) which states what the adults need to do to enable the child to achieve the targets listed. This paper considers what some of the major and current interventions have to say about adult interactive style and the degree of emphasis placed on this. It then shows how a set of principles (AISI) the author devised draws on the advice given by the proponents of current interventions. This illustrates how many of the interventions recommend similar practice in relation to this, despite their different rationales. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Adult interactive style and autism: reviewing the literature to inform school practice [Texte imprimé et/ou numérique] / Lila KOSSYVAKI, Auteur . - p.23-32. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.23-32 Index. décimale : PER Périodiques Résumé : In the past, much attention was paid to the changes in the child both professionals and parents wanted to effect and attention was focused very much on what the child needed to do to develop skills and understandings. More recently, there has been much more of a focus on thinking about how the behaviour and interactions of the adults involved with the child affects and facilitates their development. In recognition of this, some practitioners suggest that a child's education plan should have a section (perhaps entitled, Targets for adults) which states what the adults need to do to enable the child to achieve the targets listed. This paper considers what some of the major and current interventions have to say about adult interactive style and the degree of emphasis placed on this. It then shows how a set of principles (AISI) the author devised draws on the advice given by the proponents of current interventions. This illustrates how many of the interventions recommend similar practice in relation to this, despite their different rationales. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Autism, play and social interaction / Lila KOSSYVAKI in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.94 Titre : Autism, play and social interaction Type de document : Texte imprimé et/ou numérique Auteurs : Lila KOSSYVAKI, Auteur Année de publication : 2011 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=130 [article] Autism, play and social interaction [Texte imprimé et/ou numérique] / Lila KOSSYVAKI, Auteur . - 2011 . - p.94. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.94 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Maria and me: a father, a daughter (and autism) / Lila KOSSYVAKI in Good Autism Practice - GAP, 19-1 (May 2018)

Public ISBD [article]  inGood Autism Practice - GAP > 19-1 (May 2018) . - p.76-77 Titre : Maria and me: a father, a daughter (and autism) Type de document : Texte imprimé et/ou numérique Auteurs : Lila KOSSYVAKI, Auteur Article en page(s) : p.76-77 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=413 [article] Maria and me: a father, a daughter (and autism) [Texte imprimé et/ou numérique] / Lila KOSSYVAKI, Auteur . - p.76-77. Langues : Anglais (eng) in Good Autism Practice - GAP > 19-1 (May 2018) . - p.76-77 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=413

Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism / Lila KOSSYVAKI in Research in Autism Spectrum Disorders, 98 (October 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 98 (October 2022) . - 102044 Titre : Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lila KOSSYVAKI, Auteur ; Hedda MEADAN, Auteur ; Laura CRISTESCU, Auteur ; Hadeel ALHARBI, Auteur ; Michelle SANDS, Auteur ; Danielle TUITE, Auteur Article en page(s) : 102044 Langues : Anglais (eng) Mots-clés : Telepractice  Parent-implemented intervention  Parent training and coaching  Autism  ASD  Social communication skills Index. décimale : PER Périodiques Résumé : Background Parent-implemented interventions are reported to have positive outcomes for both children with autism and their parents. Online parent training and coaching have been increasingly used as an effective alternative or supplemental to traditional face-to-face services, especially after the start of the Covid-19 pandemic. The purpose of this study was to examine the extent to which parents of children with autism can implement a set of newly acquired strategies and the impact these had on their children’s communication skills. Method Four mother-child dyads from a rural area in the UK participated in the study following a multiple-baseline design across strategies. Asynchronous training and synchronous coaching were provided, all online. Results The present study extended the results of the original US based study it replicated (Meadan et al., 2016). Mothers learned to use the targeted naturalistic teaching strategies they were trained and coached in (i.e., i-PiCS- internet-based Parent-implemented Communication Strategies) and their children’s responsiveness and initiations of communication increased and were mostly maintained after the end of the study. Changes in the mothers’ use of strategies were observed in many cases even after training only, and the strategy of time delay was linked to increases in the children’s initiations of communication. Conclusions This replication study showed that i-PiCS is an appropriate intervention to use with mothers of children with autism in the UK and telepractice training and coaching can be a feasible and effective service delivery method. En ligne : https://doi.org/10.1016/j.rasd.2022.102044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 [article] Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism [Texte imprimé et/ou numérique] / Lila KOSSYVAKI, Auteur ; Hedda MEADAN, Auteur ; Laura CRISTESCU, Auteur ; Hadeel ALHARBI, Auteur ; Michelle SANDS, Auteur ; Danielle TUITE, Auteur . - 102044. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102044 Mots-clés : Telepractice  Parent-implemented intervention  Parent training and coaching  Autism  ASD  Social communication skills Index. décimale : PER Périodiques Résumé : Background Parent-implemented interventions are reported to have positive outcomes for both children with autism and their parents. Online parent training and coaching have been increasingly used as an effective alternative or supplemental to traditional face-to-face services, especially after the start of the Covid-19 pandemic. The purpose of this study was to examine the extent to which parents of children with autism can implement a set of newly acquired strategies and the impact these had on their children’s communication skills. Method Four mother-child dyads from a rural area in the UK participated in the study following a multiple-baseline design across strategies. Asynchronous training and synchronous coaching were provided, all online. Results The present study extended the results of the original US based study it replicated (Meadan et al., 2016). Mothers learned to use the targeted naturalistic teaching strategies they were trained and coached in (i.e., i-PiCS- internet-based Parent-implemented Communication Strategies) and their children’s responsiveness and initiations of communication increased and were mostly maintained after the end of the study. Changes in the mothers’ use of strategies were observed in many cases even after training only, and the strategy of time delay was linked to increases in the children’s initiations of communication. Conclusions This replication study showed that i-PiCS is an appropriate intervention to use with mothers of children with autism in the UK and telepractice training and coaching can be a feasible and effective service delivery method. En ligne : https://doi.org/10.1016/j.rasd.2022.102044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490

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