[article]
| Titre : |
Why a developmental approach is crucial in supporting children and adults with autism: using the principles and practice of Relationship Development intervention within an alternative school setting |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Zoe THOMPSON, Auteur |
| Article en page(s) : |
p.9-16 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
In this paper, Zoe Thompson, the mother of a 13 year old boy with autism, presents the case for working in a different way to develop ‘dynamic intelligence’, based on the Relationship Development Intervention programme devised by Gutstein. She argues that such ways of working are often lot available in many school settings. Seeking this type of developmental input within an educational setting for her son, with her husband and other parents, she set up an independent special school for children with autism which now has seven pupils. Five of these seven pupils had found their previous schools so challenging that they had withdrawn from formal education provision. Ail are now enjoying significantly greater success and engagement. The video clips referenced within the paper illustrate the role and support of the ‘teaching’ staff or guides, as they are termed, in helping to develop dynamic intelligence in pupils. Zoe makes the point that other recent interventions are also now focusing on how adults should modify their communication style when working with children with autism to encourage problem-solving and to give positive feedback and affirmation on the children’s competence and successes. She argues that if such developmental approaches are taken, then outcomes in adult life are likely to be much better. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 |
in Good Autism Practice - GAP > 14-1 (May 2013) . - p.9-16
[article] Why a developmental approach is crucial in supporting children and adults with autism: using the principles and practice of Relationship Development intervention within an alternative school setting [Texte imprimé et/ou numérique] / Zoe THOMPSON, Auteur . - p.9-16. Langues : Anglais ( eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.9-16
| Index. décimale : |
PER Périodiques |
| Résumé : |
In this paper, Zoe Thompson, the mother of a 13 year old boy with autism, presents the case for working in a different way to develop ‘dynamic intelligence’, based on the Relationship Development Intervention programme devised by Gutstein. She argues that such ways of working are often lot available in many school settings. Seeking this type of developmental input within an educational setting for her son, with her husband and other parents, she set up an independent special school for children with autism which now has seven pupils. Five of these seven pupils had found their previous schools so challenging that they had withdrawn from formal education provision. Ail are now enjoying significantly greater success and engagement. The video clips referenced within the paper illustrate the role and support of the ‘teaching’ staff or guides, as they are termed, in helping to develop dynamic intelligence in pupils. Zoe makes the point that other recent interventions are also now focusing on how adults should modify their communication style when working with children with autism to encourage problem-solving and to give positive feedback and affirmation on the children’s competence and successes. She argues that if such developmental approaches are taken, then outcomes in adult life are likely to be much better. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 |
|
Why a developmental approach is crucial in supporting children and adults with autism: using the principles and practice of Relationship Development intervention within an alternative school setting in Good Autism Practice - GAP, 14-1 (May 2013)