Dépouillements

Editorial / Glenys JONES in Good Autism Practice - GAP, 21-2 (October 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-2 (October 2020) . - p.2-3 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : Glenys JONES, Auteur Article en page(s) : p.2-3 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Editorial [Texte imprimé et/ou numérique] / Glenys JONES, Auteur . - p.2-3. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.2-3 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic / Nicola MARTIN in Good Autism Practice - GAP, 21-2 (October 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-2 (October 2020) . - p.5-10 Titre : Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Nicola MARTIN, Auteur ; Barbara PEACOCK, Auteur Article en page(s) : p.5-10 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic [Texte imprimé et/ou numérique] / Nicola MARTIN, Auteur ; Barbara PEACOCK, Auteur . - p.5-10. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.5-10 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Pupils' views on visual timetables and labels in mainstream primary classrooms / Marion RUTHERFORD in Good Autism Practice - GAP, 21-2 (October 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-2 (October 2020) . - p.11-22 Titre : Pupils' views on visual timetables and labels in mainstream primary classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Marion RUTHERFORD, Auteur ; Brittany LAHOOD-KULLBERG, Auteur ; Julie BAXTER, Auteur ; Lorna JOHNSTON, Auteur ; Katie CEBULA, Auteur Article en page(s) : p.11-22 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The use of visual timetables and other visual supports such as labelling materials, places and people with words, symbols and/or photos has been advocated by many to enhance communication and understanding, particularly for children with special educational needs. These are used by staff in mainstream and special settings, and parents and carers also often develop these for use at home. A number of studies have been conducted to explore the value of these from the perspective of the adults who implement them but few studies have sought to obtain the children's views. In this paper, the authors who work at Queen Margaret University (MR); within the NHS Lothian Speech and Language Therapy Department (MR); within the Additional Support for Learning Service (JB and LJ) in Edinburgh; and at the University of Edinburgh (BLK and KC) report on a study they conducted to gain the views of 109 pupils with (36) and without additional support needs (73) attending two mainstream primary schools. They conclude that most pupils in both groups found visual supports useful but that they could be more involved in deciding how these were implemented and updated. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Pupils' views on visual timetables and labels in mainstream primary classrooms [Texte imprimé et/ou numérique] / Marion RUTHERFORD, Auteur ; Brittany LAHOOD-KULLBERG, Auteur ; Julie BAXTER, Auteur ; Lorna JOHNSTON, Auteur ; Katie CEBULA, Auteur . - p.11-22. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.11-22 Index. décimale : PER Périodiques Résumé : The use of visual timetables and other visual supports such as labelling materials, places and people with words, symbols and/or photos has been advocated by many to enhance communication and understanding, particularly for children with special educational needs. These are used by staff in mainstream and special settings, and parents and carers also often develop these for use at home. A number of studies have been conducted to explore the value of these from the perspective of the adults who implement them but few studies have sought to obtain the children's views. In this paper, the authors who work at Queen Margaret University (MR); within the NHS Lothian Speech and Language Therapy Department (MR); within the Additional Support for Learning Service (JB and LJ) in Edinburgh; and at the University of Edinburgh (BLK and KC) report on a study they conducted to gain the views of 109 pupils with (36) and without additional support needs (73) attending two mainstream primary schools. They conclude that most pupils in both groups found visual supports useful but that they could be more involved in deciding how these were implemented and updated. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Intensive interaction: an evaluation of two different recording formats / Katherine SHEARER in Good Autism Practice - GAP, 21-2 (October 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-2 (October 2020) . - p.23-32 Titre : Intensive interaction: an evaluation of two different recording formats Type de document : Texte imprimé et/ou numérique Auteurs : Katherine SHEARER, Auteur ; Charlotte PARKHOUSE, Auteur Article en page(s) : p.23-32 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Intensive interaction is an approach developed in the UK in the 1990s for children and adults whom staff and parents have often found difficult to engage. The focus is on following the person's lead and in so doing to build a relationship and establish engagement and develop communication. In this study, the authors sought to ascer- tain the value of two different recording methods within a special school. Twenty staff were trained in the approach, ten of whom used a diary format and the other ten used the Engagement Profile (Carpenter and Egerton, 2011). The pros and cons of each are discussed in addition to considering the practical issues of using Intensive Interaction within a school setting. A very important point raised is that regular discussions held between staff on their practice and how they might enhance this, were extremely valuable, irrespective of the recording format and approach used. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Intensive interaction: an evaluation of two different recording formats [Texte imprimé et/ou numérique] / Katherine SHEARER, Auteur ; Charlotte PARKHOUSE, Auteur . - p.23-32. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.23-32 Index. décimale : PER Périodiques Résumé : Intensive interaction is an approach developed in the UK in the 1990s for children and adults whom staff and parents have often found difficult to engage. The focus is on following the person's lead and in so doing to build a relationship and establish engagement and develop communication. In this study, the authors sought to ascer- tain the value of two different recording methods within a special school. Twenty staff were trained in the approach, ten of whom used a diary format and the other ten used the Engagement Profile (Carpenter and Egerton, 2011). The pros and cons of each are discussed in addition to considering the practical issues of using Intensive Interaction within a school setting. A very important point raised is that regular discussions held between staff on their practice and how they might enhance this, were extremely valuable, irrespective of the recording format and approach used. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

An exploration of the Pathological (or Extreme) Demand Avoidant profile in children referred for an autism diagnostic assessment using data from ADOS-2 assessments and their developmental histories / Judy EATON in Good Autism Practice - GAP, 21-2 (October 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-2 (October 2020) . - p.33-51 Titre : An exploration of the Pathological (or Extreme) Demand Avoidant profile in children referred for an autism diagnostic assessment using data from ADOS-2 assessments and their developmental histories Type de document : Texte imprimé et/ou numérique Auteurs : Judy EATON, Auteur ; Kaylee WEAVER, Auteur Article en page(s) : p.33-51 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper is in two parts. The first part analyses the scores on Module 3 of the ADOS-2 of 136 children diagnosed with autism following an autism diagnostic assessment at a specialist multidisciplinary clinic. From all the information collected during the assessment, it was concluded that 65 (47 per cent) of the children in this sample had both autism and a Pathological Demand Avoidant (PDA) profile. The authors therefore compared scores on Module 3 of the ADOS-2 of the two groups. They concluded that these scores successfully differentiated children with autism only, from those with autism with a PDA profile. The ADOS-2, Module 3 may therefore be a useful assessment tool for qualified clinicians to use as part of their diagnostic formulation. The authors acknowledge that this does not constitute evidence that autism with a PDA profile is a discrete autism subgroup or that similar types of behaviours to those observed in the PDA profile are never observed in other groups of children, as this study only included children diagnosed with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] An exploration of the Pathological (or Extreme) Demand Avoidant profile in children referred for an autism diagnostic assessment using data from ADOS-2 assessments and their developmental histories [Texte imprimé et/ou numérique] / Judy EATON, Auteur ; Kaylee WEAVER, Auteur . - p.33-51. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.33-51 Index. décimale : PER Périodiques Résumé : This paper is in two parts. The first part analyses the scores on Module 3 of the ADOS-2 of 136 children diagnosed with autism following an autism diagnostic assessment at a specialist multidisciplinary clinic. From all the information collected during the assessment, it was concluded that 65 (47 per cent) of the children in this sample had both autism and a Pathological Demand Avoidant (PDA) profile. The authors therefore compared scores on Module 3 of the ADOS-2 of the two groups. They concluded that these scores successfully differentiated children with autism only, from those with autism with a PDA profile. The ADOS-2, Module 3 may therefore be a useful assessment tool for qualified clinicians to use as part of their diagnostic formulation. The authors acknowledge that this does not constitute evidence that autism with a PDA profile is a discrete autism subgroup or that similar types of behaviours to those observed in the PDA profile are never observed in other groups of children, as this study only included children diagnosed with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Children and young people's views and experiences of an autism diagnosis: what do we know? / Julie PRENTICE in Good Autism Practice - GAP, 21-2 (October 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-2 (October 2020) . - p.52-65 Titre : Children and young people's views and experiences of an autism diagnosis: what do we know? Type de document : Texte imprimé et/ou numérique Auteurs : Julie PRENTICE, Auteur Article en page(s) : p.52-65 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper reviews some of the recent literature on the views of children and young people about their diagnosis of autism and its effects. Despite the fact that this is the key group for whom it matters, there is very little to guide parents and professionals on how to give the diagnosis to a child or young person or on post diagnostic advice. Professionals write reports often with the best intentions but may not seek any feedback on the impact of what they write. The GAP Journal has published a number of papers on this topic over the years on the nature and content of written reports (Loomes, 2017) and on how to share the diagnosis with children and young people (Fletcher, 2013; Miller, 2015) and in 2018 Miller published a book on all the work he did as an advisory teacher. What is apparent from the findings of the literature review in this paper, is that where others have a positive view of autism, then the child and young person is also likely to develop a positive view of self and their future. This is an obvious point but as there are still many who receive negative comments or people who hold a deficit view of autism, then it is vital that work is done to counter these messages. While autism does present many challenges, focusing on what is working well and on what the child or young person loves and enjoys is likely to lead to positive outcomes. This is a view expressed very well by the father of an autistic child, John Williams, in his book, My Son's not Rainman, where for some years he and professionals alike were often so focused on his son's challenges and deficits that they failed to notice and appreciate the joy and achievements he experienced. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Children and young people's views and experiences of an autism diagnosis: what do we know? [Texte imprimé et/ou numérique] / Julie PRENTICE, Auteur . - p.52-65. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.52-65 Index. décimale : PER Périodiques Résumé : This paper reviews some of the recent literature on the views of children and young people about their diagnosis of autism and its effects. Despite the fact that this is the key group for whom it matters, there is very little to guide parents and professionals on how to give the diagnosis to a child or young person or on post diagnostic advice. Professionals write reports often with the best intentions but may not seek any feedback on the impact of what they write. The GAP Journal has published a number of papers on this topic over the years on the nature and content of written reports (Loomes, 2017) and on how to share the diagnosis with children and young people (Fletcher, 2013; Miller, 2015) and in 2018 Miller published a book on all the work he did as an advisory teacher. What is apparent from the findings of the literature review in this paper, is that where others have a positive view of autism, then the child and young person is also likely to develop a positive view of self and their future. This is an obvious point but as there are still many who receive negative comments or people who hold a deficit view of autism, then it is vital that work is done to counter these messages. While autism does present many challenges, focusing on what is working well and on what the child or young person loves and enjoys is likely to lead to positive outcomes. This is a view expressed very well by the father of an autistic child, John Williams, in his book, My Son's not Rainman, where for some years he and professionals alike were often so focused on his son's challenges and deficits that they failed to notice and appreciate the joy and achievements he experienced. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

The experiences of autistic adults with chronic pain conditions / Lorna DAVIES in Good Autism Practice - GAP, 21-2 (October 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-2 (October 2020) . - p.66-76 Titre : The experiences of autistic adults with chronic pain conditions Type de document : Texte imprimé et/ou numérique Auteurs : Lorna DAVIES, Auteur Article en page(s) : p.66-76 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this study, the author gained the views of 35 autistic adults suffering from chronic pain conditions. They were asked about their age at diagnosis for both conditions and whether these diagnoses were formal or informal. Questions then focused on the impact of these conditions on their lives and for details on sources of support, including their views on health care workers and the strategies they used to cope. It seems clear that having both conditions is very debilitating and adults can hide both from families and colleagues, thus often adding to their distress. The sample was almost entirely female and further research is needed to ascertain whether more females than males have both conditions and whether their experiences differ. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] The experiences of autistic adults with chronic pain conditions [Texte imprimé et/ou numérique] / Lorna DAVIES, Auteur . - p.66-76. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.66-76 Index. décimale : PER Périodiques Résumé : In this study, the author gained the views of 35 autistic adults suffering from chronic pain conditions. They were asked about their age at diagnosis for both conditions and whether these diagnoses were formal or informal. Questions then focused on the impact of these conditions on their lives and for details on sources of support, including their views on health care workers and the strategies they used to cope. It seems clear that having both conditions is very debilitating and adults can hide both from families and colleagues, thus often adding to their distress. The sample was almost entirely female and further research is needed to ascertain whether more females than males have both conditions and whether their experiences differ. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Transforming the practice of teachers within a mainstream school setting using Appreciative Inquiry and Transactional Supports from the SCERTS model / Lilith MACKDONALD in Good Autism Practice - GAP, 21-2 (October 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-2 (October 2020) . - p.77-98 Titre : Transforming the practice of teachers within a mainstream school setting using Appreciative Inquiry and Transactional Supports from the SCERTS model Type de document : Texte imprimé et/ou numérique Auteurs : Lilith MACKDONALD, Auteur Article en page(s) : p.77-98 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The author of this study was the Lead Teacher of an Autism Provision (AP) in a mainstream primary school. She worked with three teachers in the main school to enhance their autism practice. Using an Appreciative Inquiry approach, the staff reflected on their current practice with the author and set goals to develop this, using the Transactional Supports advocated within the SCERTS model. This led to positive changes in their understanding and the strategies they used. The author makes the point that focusing on changing the actions of the staff rather than changing the children was important. As the founders of SCERTS and other practitioners maintain, this is easier, more respectful and likely to be more effective. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Transforming the practice of teachers within a mainstream school setting using Appreciative Inquiry and Transactional Supports from the SCERTS model [Texte imprimé et/ou numérique] / Lilith MACKDONALD, Auteur . - p.77-98. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.77-98 Index. décimale : PER Périodiques Résumé : The author of this study was the Lead Teacher of an Autism Provision (AP) in a mainstream primary school. She worked with three teachers in the main school to enhance their autism practice. Using an Appreciative Inquiry approach, the staff reflected on their current practice with the author and set goals to develop this, using the Transactional Supports advocated within the SCERTS model. This led to positive changes in their understanding and the strategies they used. The author makes the point that focusing on changing the actions of the staff rather than changing the children was important. As the founders of SCERTS and other practitioners maintain, this is easier, more respectful and likely to be more effective. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Use of the Thinking Patterns in Autism Profiling Model within a diagnostic assessment service for autism / Isobel TOLLERFIELD in Good Autism Practice - GAP, 21-2 (October 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-2 (October 2020) . - p.99-117 Titre : Use of the Thinking Patterns in Autism Profiling Model within a diagnostic assessment service for autism Type de document : Texte imprimé et/ou numérique Auteurs : Isobel TOLLERFIELD, Auteur ; Heather PEARCE, Auteur Article en page(s) : p.99-117 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this paper, the authors, who are Advanced Specialist Speech and Language Therapists, discuss the use of the Thinking Patterns in Autism Profiling Model in an autism diagnostic service for children and young people. The early version of this model was designed by Isobel Tollerfield in 2014 and then revised over time and evaluated during her dissertation work for her Master's degree. It has been incorporated into the autism diagnostic assessments conducted and maps the skills and understandings of the child or young person against four quadrants that Isobel and Heather feel encom- pass the key areas of difference in autism. A visual profile is created which enables parents and practitioners to understand what the individual is able to do and then gives ideas and areas to work on. The profile then forms part of the final assessment report given to families and the GP and other relevant professionals. The authors set out the key components of their diagnostic assessment service and show how, over time, they endeavoured to make this more efficient and useful. Data are presented over a six year period from 2013 to 2019 to show the changes in the characteristics of those referred, in waiting lists and in the time taken for the assessment. This paper will be of interest and value to all those engaged in diagnostic assessment and will help them to reflect on their practice and how it might be enhanced. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Use of the Thinking Patterns in Autism Profiling Model within a diagnostic assessment service for autism [Texte imprimé et/ou numérique] / Isobel TOLLERFIELD, Auteur ; Heather PEARCE, Auteur . - p.99-117. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.99-117 Index. décimale : PER Périodiques Résumé : In this paper, the authors, who are Advanced Specialist Speech and Language Therapists, discuss the use of the Thinking Patterns in Autism Profiling Model in an autism diagnostic service for children and young people. The early version of this model was designed by Isobel Tollerfield in 2014 and then revised over time and evaluated during her dissertation work for her Master's degree. It has been incorporated into the autism diagnostic assessments conducted and maps the skills and understandings of the child or young person against four quadrants that Isobel and Heather feel encom- pass the key areas of difference in autism. A visual profile is created which enables parents and practitioners to understand what the individual is able to do and then gives ideas and areas to work on. The profile then forms part of the final assessment report given to families and the GP and other relevant professionals. The authors set out the key components of their diagnostic assessment service and show how, over time, they endeavoured to make this more efficient and useful. Data are presented over a six year period from 2013 to 2019 to show the changes in the characteristics of those referred, in waiting lists and in the time taken for the assessment. This paper will be of interest and value to all those engaged in diagnostic assessment and will help them to reflect on their practice and how it might be enhanced. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Understanding and treating anxiety in autism. Editors: Stephen Edelson and Jane Botsford Johnson / Glenys JONES in Good Autism Practice - GAP, 21-2 (October 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-2 (October 2020) . - p.118-118 Titre : Understanding and treating anxiety in autism. Editors: Stephen Edelson and Jane Botsford Johnson Type de document : Texte imprimé et/ou numérique Auteurs : Glenys JONES, Auteur Article en page(s) : p.118-118 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Understanding and treating anxiety in autism. Editors: Stephen Edelson and Jane Botsford Johnson [Texte imprimé et/ou numérique] / Glenys JONES, Auteur . - p.118-118. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.118-118 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Accredited courses in autism in Good Autism Practice - GAP, 21-2 (October 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-2 (October 2020) . - p.119-123 Titre : Accredited courses in autism Type de document : Texte imprimé et/ou numérique Article en page(s) : p.119-123 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Accredited courses in autism [Texte imprimé et/ou numérique] . - p.119-123. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.119-123 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438