[article]
| Titre : |
Community first: the successful reduction of challenging behaviour in a mainstream school using relationship-based strategies |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Eleanor LLOYD, Auteur |
| Article en page(s) : |
p.54-61 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
This case study documents and analyses the behaviour of a child with autism in two mainstream settings. It shows how a relational approach enabled a non-verbal, isolated four-year-old with a passion for computers to become a verbally-fluent, sociable five-year-old willing to explore and engage with all aspects of his environment. It draws on the work of Clements and Zarkowska (2000) to demonstrate the importance of emotional and physical well-being in determining behaviour, and argues for a creative approach to challenging behaviour that develops the child's relationships. School staff, working in partnership with parents, used child-led social play sessions, individual music therapy and structured visual supports to build the relational elements of community, communication and mutual co-operation. The case study was prompted by the parents of the child concerned who wish his story to be shared with other schools. It is their hope that those who read it may be influenced to use a similar approach when experiencing a child's behaviour as challenging. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 |
in Good Autism Practice - GAP > 15-1 (May 2014) . - p.54-61
[article] Community first: the successful reduction of challenging behaviour in a mainstream school using relationship-based strategies [Texte imprimé et/ou numérique] / Eleanor LLOYD, Auteur . - p.54-61. Langues : Anglais ( eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.54-61
| Index. décimale : |
PER Périodiques |
| Résumé : |
This case study documents and analyses the behaviour of a child with autism in two mainstream settings. It shows how a relational approach enabled a non-verbal, isolated four-year-old with a passion for computers to become a verbally-fluent, sociable five-year-old willing to explore and engage with all aspects of his environment. It draws on the work of Clements and Zarkowska (2000) to demonstrate the importance of emotional and physical well-being in determining behaviour, and argues for a creative approach to challenging behaviour that develops the child's relationships. School staff, working in partnership with parents, used child-led social play sessions, individual music therapy and structured visual supports to build the relational elements of community, communication and mutual co-operation. The case study was prompted by the parents of the child concerned who wish his story to be shared with other schools. It is their hope that those who read it may be influenced to use a similar approach when experiencing a child's behaviour as challenging. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 |
|
Community first: the successful reduction of challenging behaviour in a mainstream school using relationship-based strategies in Good Autism Practice - GAP, 15-1 (May 2014)