Community first: the successful reduction of challenging behaviour in a mainstream school using relationship-based strategies / Eleanor LLOYD in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.54-61 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 [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

Creating 'Autism Friendly' education in an inclusive mainstream primary school / Eleanor LLOYD in Good Autism Practice - GAP, 20-2 (October 2019)

Public ISBD [article]  inGood Autism Practice - GAP > 20-2 (October 2019) . - p.13-26 Titre : Creating 'Autism Friendly' education in an inclusive mainstream primary school Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor LLOYD, Auteur Article en page(s) : p.13-26 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Creating 'Autism Friendly' education in an inclusive mainstream primary school [Texte imprimé et/ou numérique] / Eleanor LLOYD, Auteur . - p.13-26. Langues : Anglais (eng) in Good Autism Practice - GAP > 20-2 (October 2019) . - p.13-26 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

Intensive Interaction in the mainstream classroom: evaluating staff attitudes towards an inclusive socio communicative intervention / Eleanor LLOYD in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.49-68 Titre : Intensive Interaction in the mainstream classroom: evaluating staff attitudes towards an inclusive socio communicative intervention Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor LLOYD, Auteur Année de publication : 2015 Article en page(s) : p.49-68 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study addressed the effective, ethical inclusion of pupils with autism, aged 5 to 7 years, in mainstream education.It evaluated a group intervention designed to enable both class teachers and teaching assistants to use Intensive Interaction daiiy within the classroom. A multi-strategy approach was used, which included structured observations, focus groups and questionnaires. Data analysis showed that pupils and staff enjoyed the intervention and that it was effective in developing their relationships and social communication. However, it was found to be impractical due to staff busyness in response to the demands of the National Curriculum. The study concluded that changes are needed in the preparedness, deployment and practice of staff to create communication enabling classroom environments. A pedagogical style that combines reciprocal responsiveness with intrinsically motivating learning activities for ail children was recommended, within a more flexible approach to the National Curriculum, in preference to additional interventions for chiidren with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] Intensive Interaction in the mainstream classroom: evaluating staff attitudes towards an inclusive socio communicative intervention [Texte imprimé et/ou numérique] / Eleanor LLOYD, Auteur . - 2015 . - p.49-68. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.49-68 Index. décimale : PER Périodiques Résumé : This study addressed the effective, ethical inclusion of pupils with autism, aged 5 to 7 years, in mainstream education.It evaluated a group intervention designed to enable both class teachers and teaching assistants to use Intensive Interaction daiiy within the classroom. A multi-strategy approach was used, which included structured observations, focus groups and questionnaires. Data analysis showed that pupils and staff enjoyed the intervention and that it was effective in developing their relationships and social communication. However, it was found to be impractical due to staff busyness in response to the demands of the National Curriculum. The study concluded that changes are needed in the preparedness, deployment and practice of staff to create communication enabling classroom environments. A pedagogical style that combines reciprocal responsiveness with intrinsically motivating learning activities for ail children was recommended, within a more flexible approach to the National Curriculum, in preference to additional interventions for chiidren with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

To what extent is the relationship between teaching assistants and pupils with autism valued and facilitated as an educational strategy in mainstream schools? / Eleanor LLOYD in Good Autism Practice - GAP, 14-1 (May 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-1 (May 2013) . - p.52-67 Titre : To what extent is the relationship between teaching assistants and pupils with autism valued and facilitated as an educational strategy in mainstream schools? Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor LLOYD, Auteur Article en page(s) : p.52-67 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many children with autism in both special and mainstream schools are supported by teaching assistants, yet there is little research on how they might best work with the pupils and what the effects are on progress and well-being. A major report by Biatchford and his colleagues (Blatchford et al, 2009) which explored the impact on academic progress of pupils with special educational needs (SEN), including autism, suggested that those pupils with the most teaching assistant (TA) support made the least progress, when other factors were taken into account. These academics are currently following up this study to explore the nature of the interactions and conversations between the TA and the pupils in mainstream primary schools. Early findings suggest that the TAs are not sufficiently trained to take on this role. They are often focused on task completion, rather than enabling the pupil to problem-solve for him or herself. These pupils often spend less time than their classmates with the teacher and time with peers is often with other pupils with SEN. So the study reported in this paper is an important addition to a sparse literature. Eleanor Lloyd explored the views and practice related to TA support with young children with autism in two different mainstream primary schools. She asked staff to rank order their priorities, observed sessions with TAs in individual work with the pupils and held focus group discussions with TAS. A difference in practice was found at the two schools, with the TAs in one school being more chid-led, spontaneous, and with a focus on developing communication and the other TAs being more task focused and adult-led, with less of a focus on mutual relating. The implications of these differences are discussed and ways to develop TA practice with children with autism are suggested. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] To what extent is the relationship between teaching assistants and pupils with autism valued and facilitated as an educational strategy in mainstream schools? [Texte imprimé et/ou numérique] / Eleanor LLOYD, Auteur . - p.52-67. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-1 (May 2013) . - p.52-67 Index. décimale : PER Périodiques Résumé : Many children with autism in both special and mainstream schools are supported by teaching assistants, yet there is little research on how they might best work with the pupils and what the effects are on progress and well-being. A major report by Biatchford and his colleagues (Blatchford et al, 2009) which explored the impact on academic progress of pupils with special educational needs (SEN), including autism, suggested that those pupils with the most teaching assistant (TA) support made the least progress, when other factors were taken into account. These academics are currently following up this study to explore the nature of the interactions and conversations between the TA and the pupils in mainstream primary schools. Early findings suggest that the TAs are not sufficiently trained to take on this role. They are often focused on task completion, rather than enabling the pupil to problem-solve for him or herself. These pupils often spend less time than their classmates with the teacher and time with peers is often with other pupils with SEN. So the study reported in this paper is an important addition to a sparse literature. Eleanor Lloyd explored the views and practice related to TA support with young children with autism in two different mainstream primary schools. She asked staff to rank order their priorities, observed sessions with TAs in individual work with the pupils and held focus group discussions with TAS. A difference in practice was found at the two schools, with the TAs in one school being more chid-led, spontaneous, and with a focus on developing communication and the other TAs being more task focused and adult-led, with less of a focus on mutual relating. The implications of these differences are discussed and ways to develop TA practice with children with autism are suggested. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

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