Autistic children who create imaginary companions: Evidence of social benefits / Paige E. DAVIS in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.244-252 Titre : Autistic children who create imaginary companions: Evidence of social benefits Type de document : Texte imprimé et/ou numérique Auteurs : Paige E. DAVIS, Auteur ; Jessica SLATER, Auteur ; David MARSHALL, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.244-252 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  imaginary companions  social understanding  theory of mind Index. décimale : PER Périodiques Résumé : Past research shows that autistic children can and do create imaginary companions (ICs), and that these ICs resemble those that neurotypical children create. Neurotypical children creating ICs have been found to have significantly more developed theory of mind (ToM) and social understanding among other enhanced social cognitive skills. The study set out to determine if this finding applies to autistic children. Parents of 124 (38 female) autistic children, ages from 5 to -12 years old, completed questionnaires evaluating communication, social understanding, and social skills. Children with ICs had significantly higher ToM and social skills scores regardless of their communication abilities. Findings suggest that there is a variability in ToM and social skills in autistic children in reference to an IC play profile. Results are discussed in terms of direction of causality and lab-based investigations. Lay abstract Research on neurotypical children with imaginary friends has found that those with imaginary friends have better social skills and are more able to think about how other people’s minds work compared to children without imaginary friends. Research shows that some autistic children also create imaginary friends. This article is the first to look at whether or not autistic children with imaginary friends have stronger social skills and an improved ability to think about others’ minds than those without imaginary friends. We asked parents to report about their children aged 5 to 12. Finding almost half reported their child had an imaginary friend, a much larger number than previous research with younger children. Our findings also suggested that autistic children with imaginary friends were better able to understand others’ minds and had stronger social skills than their peers without imaginary friends. The children’s language ability did not influence this. The findings of this study add to the evidence that with respect to the creation imaginary friends and their potential benefits, the play profiles of autistic children are similar to the general population. It also provides more evidence that the understanding of others’ minds is not all or nothing in autism and gives reason for researchers to investigate whether the causes of these differences are the same or different for autistic children. En ligne : http://dx.doi.org/10.1177/13623613221092195 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Autistic children who create imaginary companions: Evidence of social benefits [Texte imprimé et/ou numérique] / Paige E. DAVIS, Auteur ; Jessica SLATER, Auteur ; David MARSHALL, Auteur ; Diana L. ROBINS, Auteur . - p.244-252. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.244-252 Mots-clés : autism spectrum disorders  imaginary companions  social understanding  theory of mind Index. décimale : PER Périodiques Résumé : Past research shows that autistic children can and do create imaginary companions (ICs), and that these ICs resemble those that neurotypical children create. Neurotypical children creating ICs have been found to have significantly more developed theory of mind (ToM) and social understanding among other enhanced social cognitive skills. The study set out to determine if this finding applies to autistic children. Parents of 124 (38 female) autistic children, ages from 5 to -12 years old, completed questionnaires evaluating communication, social understanding, and social skills. Children with ICs had significantly higher ToM and social skills scores regardless of their communication abilities. Findings suggest that there is a variability in ToM and social skills in autistic children in reference to an IC play profile. Results are discussed in terms of direction of causality and lab-based investigations. Lay abstract Research on neurotypical children with imaginary friends has found that those with imaginary friends have better social skills and are more able to think about how other people’s minds work compared to children without imaginary friends. Research shows that some autistic children also create imaginary friends. This article is the first to look at whether or not autistic children with imaginary friends have stronger social skills and an improved ability to think about others’ minds than those without imaginary friends. We asked parents to report about their children aged 5 to 12. Finding almost half reported their child had an imaginary friend, a much larger number than previous research with younger children. Our findings also suggested that autistic children with imaginary friends were better able to understand others’ minds and had stronger social skills than their peers without imaginary friends. The children’s language ability did not influence this. The findings of this study add to the evidence that with respect to the creation imaginary friends and their potential benefits, the play profiles of autistic children are similar to the general population. It also provides more evidence that the understanding of others’ minds is not all or nothing in autism and gives reason for researchers to investigate whether the causes of these differences are the same or different for autistic children. En ligne : http://dx.doi.org/10.1177/13623613221092195 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments / Barry WRIGHT in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2281-2294 Titre : I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; Ellen KINGSLEY, Auteur ; Cindy COOPER, Auteur ; Katie BIGGS, Auteur ; Matthew BURSNALL, Auteur ; Han-I- WANG, Auteur ; Tim CHATER, Auteur ; Elizabeth COATES, Auteur ; M Dawn TEARE, Auteur ; Kirsty MCKENDRICK, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; Amy BARR, Auteur ; Kiera SOLAIMAN, Auteur ; Anna PACKHAM, Auteur ; David MARSHALL, Auteur ; Danielle VARLEY, Auteur ; Roshanak NEKOOI, Auteur ; Steve PARROTT, Auteur ; Shehzad ALI, Auteur ; Simon GILBODY, Auteur ; Ann LE COUTEUR, Auteur Article en page(s) : p.2281-2294 Mots-clés : ASD  autism  child mental health  LEGO® based therapy  school-based Index. décimale : PER Périodiques Résumé : Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with autistic children aged 7-15 comparing 12?weeks' LEGO® based therapy and usual support to usual support alone in 98 mainstream schools (2017-2019) was carried out. The primary outcome was social skills (Social Skills Improvement System) completed by unblinded teachers (not intervention deliverers) at 20?weeks. Analysis used intention-to-treat. Fifty intervention schools (127 participants) and 48 control schools (123 participants) were allocated. Primary analysis included 45 intervention schools (116 participants) and 42 control schools (101 participants). The between-arms difference was 3.74 (p?=?0.06, 95% confidence interval: ?0.16, 7.63) and 1.68 (p?=?0.43, 95% confidence interval: ?2.51, 5.87) at 20 and 52?weeks (0.18 and 0.08 standardised effect sizes). Twenty-week outcomes for those receiving per protocol intervention were 4.23 (95% confidence interval 0.27, 8.19) with a standardised effect size of 0.21. Sensitivity estimates were between 3.10 and 4.37 (0.15-0.21 standardised effect sizes). Three unrelated serious adverse events were reported. LEGO® based therapy has a small positive non-significant benefit for social skills at 20?weeks but not 52?weeks.Lay abstractAutism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12?weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher?s questionnaire answers about the children and young people?s social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy. En ligne : http://dx.doi.org/10.1177/13623613231159699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; Ellen KINGSLEY, Auteur ; Cindy COOPER, Auteur ; Katie BIGGS, Auteur ; Matthew BURSNALL, Auteur ; Han-I- WANG, Auteur ; Tim CHATER, Auteur ; Elizabeth COATES, Auteur ; M Dawn TEARE, Auteur ; Kirsty MCKENDRICK, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; Amy BARR, Auteur ; Kiera SOLAIMAN, Auteur ; Anna PACKHAM, Auteur ; David MARSHALL, Auteur ; Danielle VARLEY, Auteur ; Roshanak NEKOOI, Auteur ; Steve PARROTT, Auteur ; Shehzad ALI, Auteur ; Simon GILBODY, Auteur ; Ann LE COUTEUR, Auteur . - p.2281-2294. in Autism > 27-8 (November 2023) . - p.2281-2294 Mots-clés : ASD  autism  child mental health  LEGO® based therapy  school-based Index. décimale : PER Périodiques Résumé : Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with autistic children aged 7-15 comparing 12?weeks' LEGO® based therapy and usual support to usual support alone in 98 mainstream schools (2017-2019) was carried out. The primary outcome was social skills (Social Skills Improvement System) completed by unblinded teachers (not intervention deliverers) at 20?weeks. Analysis used intention-to-treat. Fifty intervention schools (127 participants) and 48 control schools (123 participants) were allocated. Primary analysis included 45 intervention schools (116 participants) and 42 control schools (101 participants). The between-arms difference was 3.74 (p?=?0.06, 95% confidence interval: ?0.16, 7.63) and 1.68 (p?=?0.43, 95% confidence interval: ?2.51, 5.87) at 20 and 52?weeks (0.18 and 0.08 standardised effect sizes). Twenty-week outcomes for those receiving per protocol intervention were 4.23 (95% confidence interval 0.27, 8.19) with a standardised effect size of 0.21. Sensitivity estimates were between 3.10 and 4.37 (0.15-0.21 standardised effect sizes). Three unrelated serious adverse events were reported. LEGO® based therapy has a small positive non-significant benefit for social skills at 20?weeks but not 52?weeks.Lay abstractAutism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12?weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher?s questionnaire answers about the children and young people?s social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy. En ligne : http://dx.doi.org/10.1177/13623613231159699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Intensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis / Mark RODGERS in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.1137-1153 Titre : Intensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Mark RODGERS, Auteur ; Mark SIMMONDS, Auteur ; David MARSHALL, Auteur ; Robert HODGSON, Auteur ; Lesley A. STEWART, Auteur ; Dheeraj RAI, Auteur ; Kath WRIGHT, Auteur ; Esther BEN-ITZCHAK, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur ; Hanna KOVSHOFF, Auteur ; Iliana MAGIATI, Auteur ; Lisa A. OSBORNE, Auteur ; Phil REED, Auteur ; Giacomo VIVANTI, Auteur ; Ditza A. ZACHOR, Auteur ; Ann LE COUTEUR, Auteur Article en page(s) : p.1137-1153 Langues : Anglais (eng) Mots-clés : applied behaviour analysis  autism  autism spectrum disorder  individual participant data  meta-analysis  systematic review Index. décimale : PER Périodiques Résumé : Early intensive applied behaviour analysis-based interventions are designed to support young autistic children's learning and development. Unfortunately, the available evidence about the effectiveness of these interventions remains unclear. Several reviews have focused on the published findings rather than contacting the authors to collect and analyse data about the individual participants in the original studies. Also, most of the studies were carried out by groups involved in delivering the interventions leading to the potential bias in interpreting the results. Our research team (supported by an international advisory group) carried out an independent individual patient data review by collecting the original participant data from the authors of the studies, to examine the effectiveness of these interventions. The results suggested that early intensive applied behaviour analysis-based interventions might lead to some changes in children's cognitive ability (intelligence quotient) and everyday life skills after 2?years, compared with standard treatments. However, all the studies had problems with the way they were designed. Also, few of the studies looked at outcomes that have been described as most important to autistic people or followed children beyond 2?years. We think that further systematic reviews of the existing evidence are unlikely to add to the findings of our review. Furthermore, we recommend that future research should investigate which types of supports and interventions are most effective for children and families, prioritising outcomes measures that are meaningful for the autism community and include, wherever possible, longer-term follow-up. En ligne : http://dx.doi.org/10.1177/1362361320985680 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Intensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis [Texte imprimé et/ou numérique] / Mark RODGERS, Auteur ; Mark SIMMONDS, Auteur ; David MARSHALL, Auteur ; Robert HODGSON, Auteur ; Lesley A. STEWART, Auteur ; Dheeraj RAI, Auteur ; Kath WRIGHT, Auteur ; Esther BEN-ITZCHAK, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur ; Hanna KOVSHOFF, Auteur ; Iliana MAGIATI, Auteur ; Lisa A. OSBORNE, Auteur ; Phil REED, Auteur ; Giacomo VIVANTI, Auteur ; Ditza A. ZACHOR, Auteur ; Ann LE COUTEUR, Auteur . - p.1137-1153. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.1137-1153 Mots-clés : applied behaviour analysis  autism  autism spectrum disorder  individual participant data  meta-analysis  systematic review Index. décimale : PER Périodiques Résumé : Early intensive applied behaviour analysis-based interventions are designed to support young autistic children's learning and development. Unfortunately, the available evidence about the effectiveness of these interventions remains unclear. Several reviews have focused on the published findings rather than contacting the authors to collect and analyse data about the individual participants in the original studies. Also, most of the studies were carried out by groups involved in delivering the interventions leading to the potential bias in interpreting the results. Our research team (supported by an international advisory group) carried out an independent individual patient data review by collecting the original participant data from the authors of the studies, to examine the effectiveness of these interventions. The results suggested that early intensive applied behaviour analysis-based interventions might lead to some changes in children's cognitive ability (intelligence quotient) and everyday life skills after 2?years, compared with standard treatments. However, all the studies had problems with the way they were designed. Also, few of the studies looked at outcomes that have been described as most important to autistic people or followed children beyond 2?years. We think that further systematic reviews of the existing evidence are unlikely to add to the findings of our review. Furthermore, we recommend that future research should investigate which types of supports and interventions are most effective for children and families, prioritising outcomes measures that are meaningful for the autism community and include, wherever possible, longer-term follow-up. En ligne : http://dx.doi.org/10.1177/1362361320985680 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

One session treatment (OST) is equivalent to multi-session cognitive behavioral therapy (CBT) in children with specific phobias (ASPECT): results from a national non-inferiority randomized controlled trial / Barry WRIGHT in Journal of Child Psychology and Psychiatry, 64-1 (January 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-1 (January 2023) . - p.39-49 Titre : One session treatment (OST) is equivalent to multi-session cognitive behavioral therapy (CBT) in children with specific phobias (ASPECT): results from a national non-inferiority randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; Lucy TINDALL, Auteur ; Alexander J. SCOTT, Auteur ; Ellen LEE, Auteur ; Cindy COOPER, Auteur ; Katie BIGGS, Auteur ; Penny BEE, Auteur ; Han-I WANG, Auteur ; Lina GEGA, Auteur ; Emily HAYWARD, Auteur ; Kiera SOLAIMAN, Auteur ; M. Dawn TEARE, Auteur ; Thompson E. III DAVIS, Auteur ; Jon WILSON, Auteur ; Karina LOVELL, Auteur ; Dean MCMILLAN, Auteur ; Amy BARR, Auteur ; Hannah EDWARDS, Auteur ; Jennifer LOMAS, Auteur ; Chris TURTLE, Auteur ; Steve PARROTT, Auteur ; Catarina TEIGE, Auteur ; Tim CHATER, Auteur ; Rebecca HARGATE, Auteur ; Shezhad ALI, Auteur ; Sarah PARKINSON, Auteur ; Simon GILBODY, Auteur ; David MARSHALL, Auteur Article en page(s) : p.39-49 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background 5%-10% children and young people (CYP) experience specific phobias that impact daily functioning. Cognitive Behaviour Therapy (CBT) is recommended but has limitations. One Session Treatment (OST), a briefer alternative incorporating CBT principles, has demonstrated efficacy. The Alleviating Specific Phobias Experienced by Children Trial (ASPECT) investigated the non-inferiority of OST compared to multi-session CBT for treating specific phobias in CYP. Methods ASPECT was a pragmatic, multi-center, non-inferiority randomized controlled trial in 26 CAMHS sites, three voluntary agency services, and one university-based CYP well-being service. CYP aged 7-16 years with specific phobia were randomized to receive OST or CBT. Clinical non-inferiority and a nested cost-effectiveness evaluation was assessed 6-months post-randomization using the Behavioural Avoidance Task (BAT). Secondary outcome measures included the Anxiety Disorder Interview Schedule, Child Anxiety Impact Scale, Revised Children's Anxiety Depression Scale, goal-based outcome measure, and EQ-5DY and CHU-9D, collected blind at baseline and six-months. Results 268 CYPs were randomized to OST (n=134) or CBT (n=134). Mean BAT scores at 6 months were similar across groups in both intention-to-treat (ITT) and per-protocol (PP) populations (CBT: 7.1 (ITT, n=76), 7.4 (PP, n=57), OST: 7.4 (ITT, n=73), 7.6 (PP, n=56), on the standardized scale-adjusted mean difference for CBT compared to OST -0.123, 95% CI â’0.449 to 0.202 (ITT), mean difference â’0.204, 95% CI â’0.579 to 0.171 (PP)). These findings were wholly below the standardized non-inferiority limit of 0.4, suggesting that OST is non-inferior to CBT. No between-group differences were found on secondary outcomes. OST marginally decreased mean service use costs and maintained similar mean Quality Adjusted Life Years compared to CBT. Conclusions One Session Treatment has similar clinical effectiveness to CBT for specific phobias in CYP and may be a cost-saving alternative. En ligne : https://doi.org/10.1111/jcpp.13665 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 [article] One session treatment (OST) is equivalent to multi-session cognitive behavioral therapy (CBT) in children with specific phobias (ASPECT): results from a national non-inferiority randomized controlled trial [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; Lucy TINDALL, Auteur ; Alexander J. SCOTT, Auteur ; Ellen LEE, Auteur ; Cindy COOPER, Auteur ; Katie BIGGS, Auteur ; Penny BEE, Auteur ; Han-I WANG, Auteur ; Lina GEGA, Auteur ; Emily HAYWARD, Auteur ; Kiera SOLAIMAN, Auteur ; M. Dawn TEARE, Auteur ; Thompson E. III DAVIS, Auteur ; Jon WILSON, Auteur ; Karina LOVELL, Auteur ; Dean MCMILLAN, Auteur ; Amy BARR, Auteur ; Hannah EDWARDS, Auteur ; Jennifer LOMAS, Auteur ; Chris TURTLE, Auteur ; Steve PARROTT, Auteur ; Catarina TEIGE, Auteur ; Tim CHATER, Auteur ; Rebecca HARGATE, Auteur ; Shezhad ALI, Auteur ; Sarah PARKINSON, Auteur ; Simon GILBODY, Auteur ; David MARSHALL, Auteur . - p.39-49. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-1 (January 2023) . - p.39-49 Index. décimale : PER Périodiques Résumé : Background 5%-10% children and young people (CYP) experience specific phobias that impact daily functioning. Cognitive Behaviour Therapy (CBT) is recommended but has limitations. One Session Treatment (OST), a briefer alternative incorporating CBT principles, has demonstrated efficacy. The Alleviating Specific Phobias Experienced by Children Trial (ASPECT) investigated the non-inferiority of OST compared to multi-session CBT for treating specific phobias in CYP. Methods ASPECT was a pragmatic, multi-center, non-inferiority randomized controlled trial in 26 CAMHS sites, three voluntary agency services, and one university-based CYP well-being service. CYP aged 7-16 years with specific phobia were randomized to receive OST or CBT. Clinical non-inferiority and a nested cost-effectiveness evaluation was assessed 6-months post-randomization using the Behavioural Avoidance Task (BAT). Secondary outcome measures included the Anxiety Disorder Interview Schedule, Child Anxiety Impact Scale, Revised Children's Anxiety Depression Scale, goal-based outcome measure, and EQ-5DY and CHU-9D, collected blind at baseline and six-months. Results 268 CYPs were randomized to OST (n=134) or CBT (n=134). Mean BAT scores at 6 months were similar across groups in both intention-to-treat (ITT) and per-protocol (PP) populations (CBT: 7.1 (ITT, n=76), 7.4 (PP, n=57), OST: 7.4 (ITT, n=73), 7.6 (PP, n=56), on the standardized scale-adjusted mean difference for CBT compared to OST -0.123, 95% CI â’0.449 to 0.202 (ITT), mean difference â’0.204, 95% CI â’0.579 to 0.171 (PP)). These findings were wholly below the standardized non-inferiority limit of 0.4, suggesting that OST is non-inferior to CBT. No between-group differences were found on secondary outcomes. OST marginally decreased mean service use costs and maintained similar mean Quality Adjusted Life Years compared to CBT. Conclusions One Session Treatment has similar clinical effectiveness to CBT for specific phobias in CYP and may be a cost-saving alternative. En ligne : https://doi.org/10.1111/jcpp.13665 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490

The Right to Appropriate and Meaningful Education for Children with ASD / David MARSHALL in Journal of Autism and Developmental Disorders, 45-10 (October 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3159-3167 Titre : The Right to Appropriate and Meaningful Education for Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : David MARSHALL, Auteur ; Craig GOODALL, Auteur Article en page(s) : p.3159-3167 Langues : Anglais (eng) Mots-clés : Inclusion  Autism  Children  Human rights  Education Index. décimale : PER Périodiques Résumé : This paper will explore from a ‘child’s rights perspective’ the ‘right’ of children with autistic spectrum disorder (ASD) to appropriate and meaningful education. Human ‘rights’ principles within international law will be evaluated in relation to how they have been interpreted and applied in relation to achieving this ‘right’. The International Convention of the Rights of the Child (United Nations in Convention on the rights of the child, office of the high commissioner, United Nations, Geneva, 1989) and the convention on the rights of the person with disability (United Nations in Convention on the rights of person’s with disabilities and optional protocol, office of the high commissioner, United Nations, Geneva, 2006) amongst others will be utilised to argue the case for ‘inclusive’ educational opportunities to be a ‘right’ of every child on the autistic spectrum. The efficacy of mainstream inclusion is explored, identifying the position that a ‘one size fits all’ model of education is not appropriate for all children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2475-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] The Right to Appropriate and Meaningful Education for Children with ASD [Texte imprimé et/ou numérique] / David MARSHALL, Auteur ; Craig GOODALL, Auteur . - p.3159-3167. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3159-3167 Mots-clés : Inclusion  Autism  Children  Human rights  Education Index. décimale : PER Périodiques Résumé : This paper will explore from a ‘child’s rights perspective’ the ‘right’ of children with autistic spectrum disorder (ASD) to appropriate and meaningful education. Human ‘rights’ principles within international law will be evaluated in relation to how they have been interpreted and applied in relation to achieving this ‘right’. The International Convention of the Rights of the Child (United Nations in Convention on the rights of the child, office of the high commissioner, United Nations, Geneva, 1989) and the convention on the rights of the person with disability (United Nations in Convention on the rights of person’s with disabilities and optional protocol, office of the high commissioner, United Nations, Geneva, 2006) amongst others will be utilised to argue the case for ‘inclusive’ educational opportunities to be a ‘right’ of every child on the autistic spectrum. The efficacy of mainstream inclusion is explored, identifying the position that a ‘one size fits all’ model of education is not appropriate for all children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2475-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

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