Mainstreaming autism: making it work / Gareth D. MOREWOOD in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.62-68 Titre : Mainstreaming autism: making it work Type de document : Texte imprimé et/ou numérique Auteurs : Gareth D. MOREWOOD, Auteur ; Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur Année de publication : 2011 Article en page(s) : p.62-68 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The process 0f effectively including children and young people on the autism spectrum in mainstream school environments is widely acknowledged as one 0f the most difficult and complex areas of education. Research suggests that pupils with autism attending mainstream schools are at an increased risk of a range of negative outcomes. However, there are schools where such children thrive, and an important part of developing practice within this field is to share the approaches taken in these settings. This paper presents a ‘saturation’ model encapsulating the work undertaken at Priestnall School, a mainstream secondary school in the north-west of England. Key elements of this model include having a central ‘agent of change’, creating a positive ethos, developing the school environment, training and development of staff, policy development and embedding practice, peer education and awareness, flexible provision, and direct support and intervention. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] Mainstreaming autism: making it work [Texte imprimé et/ou numérique] / Gareth D. MOREWOOD, Auteur ; Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur . - 2011 . - p.62-68. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.62-68 Index. décimale : PER Périodiques Résumé : The process 0f effectively including children and young people on the autism spectrum in mainstream school environments is widely acknowledged as one 0f the most difficult and complex areas of education. Research suggests that pupils with autism attending mainstream schools are at an increased risk of a range of negative outcomes. However, there are schools where such children thrive, and an important part of developing practice within this field is to share the approaches taken in these settings. This paper presents a ‘saturation’ model encapsulating the work undertaken at Priestnall School, a mainstream secondary school in the north-west of England. Key elements of this model include having a central ‘agent of change’, creating a positive ethos, developing the school environment, training and development of staff, policy development and embedding practice, peer education and awareness, flexible provision, and direct support and intervention. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings / Neil HUMPHREY in Autism, 15-4 (July 2011)  

Public ISBD [article]  inAutism > 15-4 (July 2011) . - p.397-419 Titre : Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings Type de document : Texte imprimé et/ou numérique Auteurs : Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur Année de publication : 2011 Article en page(s) : p.397-419 Langues : Anglais (eng) Mots-clés : inclusive education  peer interaction Index. décimale : PER Périodiques Résumé : The aim of the current study was to document the peer interaction patterns of students with autistic spectrum disorders in mainstream settings. Structured observations of a group of 38 adolescents with ASD drawn from 12 mainstream secondary schools were conducted over a two-day period and data compared with those of school, age, and gender matched comparison groups of 35 adolescents with dyslexia and 38 with no identified special educational needs (the ASD and dyslexia groups were also matched on SEN provision). Frequency and duration of peer interaction behaviours were coded. In terms of duration, multivariate analyses of variance (MANOVAs) indicated that participants with ASD spent more time engaged in solitary behaviours, less time engaged in co-operative interaction with peers, and more time engaging in reactive aggression towards peers than either comparison group. In terms of frequency, similar patterns emerged, but additionally participants with ASD engaged in fewer instances of rough/vigorous play, and were subject to more instances of social initiation and instrumental verbal aggression by peers than either comparison group. The findings of the current study support the authors’ theoretical model of peer group interaction processes for individuals with ASD, and have implications for both social skills training and the development of peer awareness and sensitivity. Limitations are noted. En ligne : http://dx.doi.org/10.1177/1362361310387804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133 [article] Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings [Texte imprimé et/ou numérique] / Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur . - 2011 . - p.397-419. Langues : Anglais (eng) in Autism > 15-4 (July 2011) . - p.397-419 Mots-clés : inclusive education  peer interaction Index. décimale : PER Périodiques Résumé : The aim of the current study was to document the peer interaction patterns of students with autistic spectrum disorders in mainstream settings. Structured observations of a group of 38 adolescents with ASD drawn from 12 mainstream secondary schools were conducted over a two-day period and data compared with those of school, age, and gender matched comparison groups of 35 adolescents with dyslexia and 38 with no identified special educational needs (the ASD and dyslexia groups were also matched on SEN provision). Frequency and duration of peer interaction behaviours were coded. In terms of duration, multivariate analyses of variance (MANOVAs) indicated that participants with ASD spent more time engaged in solitary behaviours, less time engaged in co-operative interaction with peers, and more time engaging in reactive aggression towards peers than either comparison group. In terms of frequency, similar patterns emerged, but additionally participants with ASD engaged in fewer instances of rough/vigorous play, and were subject to more instances of social initiation and instrumental verbal aggression by peers than either comparison group. The findings of the current study support the authors’ theoretical model of peer group interaction processes for individuals with ASD, and have implications for both social skills training and the development of peer awareness and sensitivity. Limitations are noted. En ligne : http://dx.doi.org/10.1177/1362361310387804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133

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

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