Dépouillements

Including young autistic adults with intellectual disabilities in a mainstream college setting in Israel: challenges and benefits / Karen J. GOLDMAN in Good Autism Practice - GAP, 25-2 (October 2024)  

Public ISBD [article]  inGood Autism Practice - GAP > 25-2 (October 2024) . - p.5-11 Titre : Including young autistic adults with intellectual disabilities in a mainstream college setting in Israel: challenges and benefits Type de document : Texte imprimé et/ou numérique Auteurs : Karen J. GOLDMAN, Auteur Article en page(s) : p.5-11 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Dr Karen Goldman works at the David Yellin College of Education in Jerusalem and teaches on two B. Ed degree programmes preparing students to become teachers of pupils with special needs, and in particular, pupils with severe, profound and multiple learning difficulties. In this paper, she describes a programme designed to include autistic students with learning difficulties within a mainstream academic college of higher education for 5000 students in Jerusalem. Details are given on how five autistic students are included in the academic sessions with their neurotypical peers and in the general life and facilities of the college. The nature of the support provided, the challenges for mainstream teaching staff and the benefits for all are described. It is a positive and uplifting account and shows that it is often the inexperience of staff with students who are different that leads to their reluctance. As their understanding develops and sensitive support is given, they can see the benefits to themselves and the mainstream students. The author would like to see the model embraced in other places and offered to autistic adults as an alternative to the segregated workshop/day centre settings which are still standard for autistic people with intellectual disabilities. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00003  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Including young autistic adults with intellectual disabilities in a mainstream college setting in Israel: challenges and benefits [Texte imprimé et/ou numérique] / Karen J. GOLDMAN, Auteur . - p.5-11. Langues : Anglais (eng) in Good Autism Practice - GAP > 25-2 (October 2024) . - p.5-11 Index. décimale : PER Périodiques Résumé : Dr Karen Goldman works at the David Yellin College of Education in Jerusalem and teaches on two B. Ed degree programmes preparing students to become teachers of pupils with special needs, and in particular, pupils with severe, profound and multiple learning difficulties. In this paper, she describes a programme designed to include autistic students with learning difficulties within a mainstream academic college of higher education for 5000 students in Jerusalem. Details are given on how five autistic students are included in the academic sessions with their neurotypical peers and in the general life and facilities of the college. The nature of the support provided, the challenges for mainstream teaching staff and the benefits for all are described. It is a positive and uplifting account and shows that it is often the inexperience of staff with students who are different that leads to their reluctance. As their understanding develops and sensitive support is given, they can see the benefits to themselves and the mainstream students. The author would like to see the model embraced in other places and offered to autistic adults as an alternative to the segregated workshop/day centre settings which are still standard for autistic people with intellectual disabilities. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00003  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

How can residential building design aid the executive function of autistic adults and support their independence? / Elizabeth PONTING in Good Autism Practice - GAP, 25-2 (October 2024)  

Public ISBD [article]  inGood Autism Practice - GAP > 25-2 (October 2024) . - p.12-25 Titre : How can residential building design aid the executive function of autistic adults and support their independence? Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth PONTING, Auteur Article en page(s) : p.12-25 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This research formed part of a larger PhD project titled, “How can the architectural design of residential care facilities in the UK be improved to make them more suitable for older autistic people?”. The author has a background in architecture and autism, and wanted to address the lack of existing research on the architectural needs of autistic people, as well as contribute to a growing body of autism research with a social model of disability approach and active autistic participation. Data were gathered from over 100 autistic adults aged from 19 to 69 years on what type of building designs and environments might help them to engage in the daily living tasks of personal hygiene, preparing and making meals and doing household chores. It was argued that often it is not that autistic adults lack the ability, but that design and environmental features can adversely affect their executive function and so lead to barriers in starting or completing these tasks successfully. Most of the adults in the sample were not in supported living or receiving social care support and so were speaking from the viewpoint of living in their own homes or with their family. The key aspects they mentioned that would be helpful were to have specific and different spaces for eating, studying and relaxing; for surfaces to be clean and easy to maintain and for good storage options. Ease of navigation around the building was also mentioned and having a calm sensory environment with quiet spaces. Further research that gathers the views and experiences of a larger number of autistic people living in a range of supported living accommodation would be very helpful to obtain data on the aspects of the built environment that hinder or help their ability to function and engage in daily living tasks within their home. A means of assessing an autistic person???s main needs in relation to where they are living or going to live based on this and other studies would also be very useful to develop and to evaluate. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00004  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] How can residential building design aid the executive function of autistic adults and support their independence? [Texte imprimé et/ou numérique] / Elizabeth PONTING, Auteur . - p.12-25. Langues : Anglais (eng) in Good Autism Practice - GAP > 25-2 (October 2024) . - p.12-25 Index. décimale : PER Périodiques Résumé : This research formed part of a larger PhD project titled, “How can the architectural design of residential care facilities in the UK be improved to make them more suitable for older autistic people?”. The author has a background in architecture and autism, and wanted to address the lack of existing research on the architectural needs of autistic people, as well as contribute to a growing body of autism research with a social model of disability approach and active autistic participation. Data were gathered from over 100 autistic adults aged from 19 to 69 years on what type of building designs and environments might help them to engage in the daily living tasks of personal hygiene, preparing and making meals and doing household chores. It was argued that often it is not that autistic adults lack the ability, but that design and environmental features can adversely affect their executive function and so lead to barriers in starting or completing these tasks successfully. Most of the adults in the sample were not in supported living or receiving social care support and so were speaking from the viewpoint of living in their own homes or with their family. The key aspects they mentioned that would be helpful were to have specific and different spaces for eating, studying and relaxing; for surfaces to be clean and easy to maintain and for good storage options. Ease of navigation around the building was also mentioned and having a calm sensory environment with quiet spaces. Further research that gathers the views and experiences of a larger number of autistic people living in a range of supported living accommodation would be very helpful to obtain data on the aspects of the built environment that hinder or help their ability to function and engage in daily living tasks within their home. A means of assessing an autistic person???s main needs in relation to where they are living or going to live based on this and other studies would also be very useful to develop and to evaluate. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00004  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

The potential impact of accounts from autistic individuals on practitioners, autistic people and service provision / Yvette HEATH in Good Autism Practice - GAP, 25-2 (October 2024)  

Public ISBD [article]  inGood Autism Practice - GAP > 25-2 (October 2024) . - p.26-32 Titre : The potential impact of accounts from autistic individuals on practitioners, autistic people and service provision Type de document : Texte imprimé et/ou numérique Auteurs : Yvette HEATH, Auteur Article en page(s) : p.26-32 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is now a great deal more literature written by autistic people than existed 20 years ago in the form of biographies, blogs and posts on a variety of social media. The insights and experiences provided within these accounts have great potential to alter the ways in which autism has traditionally been portrayed and how services are offered. In addition, these can empower other autistic people and give them a positive sense of identity and increase their ability to self advocate. In this paper, the author, who advocates for autistic adults and children suggests how this autistic literature can have a positive impact on staff working within mental health services, can support other autistic individuals and can change broader service provision for the better. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00005  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] The potential impact of accounts from autistic individuals on practitioners, autistic people and service provision [Texte imprimé et/ou numérique] / Yvette HEATH, Auteur . - p.26-32. Langues : Anglais (eng) in Good Autism Practice - GAP > 25-2 (October 2024) . - p.26-32 Index. décimale : PER Périodiques Résumé : There is now a great deal more literature written by autistic people than existed 20 years ago in the form of biographies, blogs and posts on a variety of social media. The insights and experiences provided within these accounts have great potential to alter the ways in which autism has traditionally been portrayed and how services are offered. In addition, these can empower other autistic people and give them a positive sense of identity and increase their ability to self advocate. In this paper, the author, who advocates for autistic adults and children suggests how this autistic literature can have a positive impact on staff working within mental health services, can support other autistic individuals and can change broader service provision for the better. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00005  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Sexuality and autism: understanding the issues and designing effective support / Abigail BALDWIN-WARD in Good Autism Practice - GAP, 25-2 (October 2024)  

Public ISBD [article]  inGood Autism Practice - GAP > 25-2 (October 2024) . - p.33-40 Titre : Sexuality and autism: understanding the issues and designing effective support Type de document : Texte imprimé et/ou numérique Auteurs : Abigail BALDWIN-WARD, Auteur Article en page(s) : p.33-40 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The majority of humans experience confusion and anxiety around their sexuality, especially if and when they embark on a sexual relationship with another person. There are issues around consent, knowledge of what is appropriate and when, what might signal abuse, and the motivation of the other person involved. For an autistic individual, there are other factors at play. In this paper, Abigail argues that past and current sexuality and relationship education in schools has not addressed many of the key areas that young people need to understand and that for autistic individuals, in particular, the timing of this and the content is often not appropriate or sufficient. Some research findings demonstrate that the autistic population show greater diversity in the expression of their sexuality and gender identity than the non-autistic population and autistic females particularly, report higher levels of sexual abuse or relationships that they later regret. This paper identifies some of the issues that autistic individuals might face and suggests some ways forward. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00006  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Sexuality and autism: understanding the issues and designing effective support [Texte imprimé et/ou numérique] / Abigail BALDWIN-WARD, Auteur . - p.33-40. Langues : Anglais (eng) in Good Autism Practice - GAP > 25-2 (October 2024) . - p.33-40 Index. décimale : PER Périodiques Résumé : The majority of humans experience confusion and anxiety around their sexuality, especially if and when they embark on a sexual relationship with another person. There are issues around consent, knowledge of what is appropriate and when, what might signal abuse, and the motivation of the other person involved. For an autistic individual, there are other factors at play. In this paper, Abigail argues that past and current sexuality and relationship education in schools has not addressed many of the key areas that young people need to understand and that for autistic individuals, in particular, the timing of this and the content is often not appropriate or sufficient. Some research findings demonstrate that the autistic population show greater diversity in the expression of their sexuality and gender identity than the non-autistic population and autistic females particularly, report higher levels of sexual abuse or relationships that they later regret. This paper identifies some of the issues that autistic individuals might face and suggests some ways forward. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00006  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Accessing CAMHS: The Inclusion Initiative pilot study to enhance access of young people with social and communication difficulties with and without an autism diagnosis / Nicki LUNSTONE in Good Autism Practice - GAP, 25-2 (October 2024)  

Public ISBD [article]  inGood Autism Practice - GAP > 25-2 (October 2024) . - p.41-50 Titre : Accessing CAMHS: The Inclusion Initiative pilot study to enhance access of young people with social and communication difficulties with and without an autism diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : Nicki LUNSTONE, Auteur ; Freddy JACKSON-BROWN, Auteur ; Natalie INKER, Auteur ; Robbie QUESTED, Auteur ; Lauren PETTITT, Auteur ; Bethan PHILLIP, Auteur ; Asha COLMAR, Auteur Article en page(s) : p.41-50 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic children and young people are often referred to CAMHS (Child and Adolescent Mental Health Services) for support and therapy but struggle to attend or to engage in what is offered. This pilot study undertaken by a CAMHS Mental Health practitioner sought to address this difficulty by offering home-based CAMHS services based on principles from Acceptance and Commitment Therapy (ACT). A small sample of five young people aged from 12 to 16 years with social and communication difficulties who were on the waiting list for an autism assessment or had a diagnosis of autism, were recruited. The findings are very positive and encouraging and showed that all five increased their contact hours, felt the sessions were valuable and took part in both online and face to face meetings. A case study is presented on one of the young people. All the young people became involved and happier with their education plans. The first author plans to do a larger study to ascertain whether the findings can be replicated. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00007  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Accessing CAMHS: The Inclusion Initiative pilot study to enhance access of young people with social and communication difficulties with and without an autism diagnosis [Texte imprimé et/ou numérique] / Nicki LUNSTONE, Auteur ; Freddy JACKSON-BROWN, Auteur ; Natalie INKER, Auteur ; Robbie QUESTED, Auteur ; Lauren PETTITT, Auteur ; Bethan PHILLIP, Auteur ; Asha COLMAR, Auteur . - p.41-50. Langues : Anglais (eng) in Good Autism Practice - GAP > 25-2 (October 2024) . - p.41-50 Index. décimale : PER Périodiques Résumé : Autistic children and young people are often referred to CAMHS (Child and Adolescent Mental Health Services) for support and therapy but struggle to attend or to engage in what is offered. This pilot study undertaken by a CAMHS Mental Health practitioner sought to address this difficulty by offering home-based CAMHS services based on principles from Acceptance and Commitment Therapy (ACT). A small sample of five young people aged from 12 to 16 years with social and communication difficulties who were on the waiting list for an autism assessment or had a diagnosis of autism, were recruited. The findings are very positive and encouraging and showed that all five increased their contact hours, felt the sessions were valuable and took part in both online and face to face meetings. A case study is presented on one of the young people. All the young people became involved and happier with their education plans. The first author plans to do a larger study to ascertain whether the findings can be replicated. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00007  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Working with autistic people in acute mental health services: the development and evaluation of autism training for staff / Nicole MANCHESTER in Good Autism Practice - GAP, 25-2 (October 2024)  

Public ISBD [article]  inGood Autism Practice - GAP > 25-2 (October 2024) . - p.51-58 Titre : Working with autistic people in acute mental health services: the development and evaluation of autism training for staff Type de document : Texte imprimé et/ou numérique Auteurs : Nicole MANCHESTER, Auteur ; Samia EZZAMEL, Auteur ; Caitlin DEERY, Auteur Article en page(s) : p.51-58 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : An increasing number of autistic adults are referred to acute mental health services (AMHS). Very often, the practitioners working with this group have not had very much training in autism either during their initial training or in their subsequent professional development. In this paper, the authors describe the training they designed in coproduction with experts by experience and evaluate the feedback received from 52 participants who undertook the training. The data showed that staff positively rated the training, and that this enhanced their understanding and confidence in working with autistic people. Recommendations and reflections include the challenges involved and the value of co-production, and how training can be further modified and implemented to positively impact the quality of care provided to autistic service users in AMHS. At the time of writing, all three authors were working for West London Mental Health Trust in the Mental Health Autism Team (MHAT). Nicole Manchester is a Trainee Clinical Psychologist at Royal Holloway, University of London, and was on placement with MHAT whilst delivering and evaluating training. Samia Ezzamel is a Consultant Psychological Therapist and Lead of MHAT; Caitlin Deery is an Assistant Psychologist within MHAT. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00008  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Working with autistic people in acute mental health services: the development and evaluation of autism training for staff [Texte imprimé et/ou numérique] / Nicole MANCHESTER, Auteur ; Samia EZZAMEL, Auteur ; Caitlin DEERY, Auteur . - p.51-58. Langues : Anglais (eng) in Good Autism Practice - GAP > 25-2 (October 2024) . - p.51-58 Index. décimale : PER Périodiques Résumé : An increasing number of autistic adults are referred to acute mental health services (AMHS). Very often, the practitioners working with this group have not had very much training in autism either during their initial training or in their subsequent professional development. In this paper, the authors describe the training they designed in coproduction with experts by experience and evaluate the feedback received from 52 participants who undertook the training. The data showed that staff positively rated the training, and that this enhanced their understanding and confidence in working with autistic people. Recommendations and reflections include the challenges involved and the value of co-production, and how training can be further modified and implemented to positively impact the quality of care provided to autistic service users in AMHS. At the time of writing, all three authors were working for West London Mental Health Trust in the Mental Health Autism Team (MHAT). Nicole Manchester is a Trainee Clinical Psychologist at Royal Holloway, University of London, and was on placement with MHAT whilst delivering and evaluating training. Samia Ezzamel is a Consultant Psychological Therapist and Lead of MHAT; Caitlin Deery is an Assistant Psychologist within MHAT. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00008  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Assessing reading comprehension abilities in non-verbal autistic children: evaluating the use of a non-verbal test format / Sharon ARNOLD in Good Autism Practice - GAP, 25-2 (October 2024)  

Public ISBD [article]  inGood Autism Practice - GAP > 25-2 (October 2024) . - p.59-70 Titre : Assessing reading comprehension abilities in non-verbal autistic children: evaluating the use of a non-verbal test format Type de document : Texte imprimé et/ou numérique Auteurs : Sharon ARNOLD, Auteur ; Phil REED, Auteur Article en page(s) : p.59-70 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Comprehension skills are crucial elements of reading but are often difficult to assess in non-verbal children. Little research has been conducted with non-verbal autistic children and many reading tests require verbalisation, which may under-estimate the reading ability for this group. To ascertain the listening comprehension abilities of non-verbal autistic children (aged five to 15 years), a modified, multiple choice, non-verbal form of a listening comprehension assessment, comparable to the widely-used ‘New Salford Reading Test’ was created. Three groups were tested: verbal autistic children (n=31); non-verbal autistic children (n=40); and verbal non-autistic children with learning difficulties (n=32). For all three groups, both traditional and non-verbal reading assessments were conducted. The non-verbal autistic group was unable to score using the traditional version, but their listening comprehension skills were identified with the non-verbal test. These findings suggest that the use of the non-verbal test may offer a good assessment of the listening comprehension abilities for non-verbal autistic children. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00009  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Assessing reading comprehension abilities in non-verbal autistic children: evaluating the use of a non-verbal test format [Texte imprimé et/ou numérique] / Sharon ARNOLD, Auteur ; Phil REED, Auteur . - p.59-70. Langues : Anglais (eng) in Good Autism Practice - GAP > 25-2 (October 2024) . - p.59-70 Index. décimale : PER Périodiques Résumé : Comprehension skills are crucial elements of reading but are often difficult to assess in non-verbal children. Little research has been conducted with non-verbal autistic children and many reading tests require verbalisation, which may under-estimate the reading ability for this group. To ascertain the listening comprehension abilities of non-verbal autistic children (aged five to 15 years), a modified, multiple choice, non-verbal form of a listening comprehension assessment, comparable to the widely-used ‘New Salford Reading Test’ was created. Three groups were tested: verbal autistic children (n=31); non-verbal autistic children (n=40); and verbal non-autistic children with learning difficulties (n=32). For all three groups, both traditional and non-verbal reading assessments were conducted. The non-verbal autistic group was unable to score using the traditional version, but their listening comprehension skills were identified with the non-verbal test. These findings suggest that the use of the non-verbal test may offer a good assessment of the listening comprehension abilities for non-verbal autistic children. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00009  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Danny's people: a memoir and manifesto about autism / Glenys JONES in Good Autism Practice - GAP, 25-2 (October 2024)  

Public ISBD [article]  inGood Autism Practice - GAP > 25-2 (October 2024) . - p.71-74 Titre : Danny's people: a memoir and manifesto about autism Type de document : Texte imprimé et/ou numérique Auteurs : Glenys JONES, Auteur Article en page(s) : p.71-74 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00010  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Danny's people: a memoir and manifesto about autism [Texte imprimé et/ou numérique] / Glenys JONES, Auteur . - p.71-74. Langues : Anglais (eng) in Good Autism Practice - GAP > 25-2 (October 2024) . - p.71-74 Index. décimale : PER Périodiques En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00010  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543