Bullying and teasing and helping children with ASD: what can we do? / Annie ETHERINGTON in Good Autism Practice - GAP, 8-2 (October 2007)

Public ISBD [article]  inGood Autism Practice - GAP > 8-2 (October 2007) . - p.37-44 Titre : Bullying and teasing and helping children with ASD: what can we do? Type de document : Texte imprimé et/ou numérique Auteurs : Annie ETHERINGTON, Auteur Année de publication : 2007 Article en page(s) : p.37-44 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Bullying and teasing at school is one of the most frequently expressed concern by pupils with ASD and their parents and can lead to anxiety, depression and school refusal. It is essential therefore that ways to address this are developed and implemented. Annie Etherington is an Advisory Teacher in a London borough and has described what was done in a mainstream secondary school to provide social support to a boy with Asperger syndrome. To reduce the incidence of bullying and teasing. This is a very practical paper that shows how collaboration between staff, the parents, the child and other pupils can lead to a carefully planned programme that increases the social awareness of all those involved and leads to a reduction in bullying. Notes : A decision has been made to refer to ASD as ASC (autism spectrum condition) in this borough and so ASC is used within this paper when referring to the work of the author. ASD is used when this is referred to in the literature. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Bullying and teasing and helping children with ASD: what can we do? [Texte imprimé et/ou numérique] / Annie ETHERINGTON, Auteur . - 2007 . - p.37-44. Langues : Anglais (eng) in Good Autism Practice - GAP > 8-2 (October 2007) . - p.37-44 Index. décimale : PER Périodiques Résumé : Bullying and teasing at school is one of the most frequently expressed concern by pupils with ASD and their parents and can lead to anxiety, depression and school refusal. It is essential therefore that ways to address this are developed and implemented. Annie Etherington is an Advisory Teacher in a London borough and has described what was done in a mainstream secondary school to provide social support to a boy with Asperger syndrome. To reduce the incidence of bullying and teasing. This is a very practical paper that shows how collaboration between staff, the parents, the child and other pupils can lead to a carefully planned programme that increases the social awareness of all those involved and leads to a reduction in bullying. Notes : A decision has been made to refer to ASD as ASC (autism spectrum condition) in this borough and so ASC is used within this paper when referring to the work of the author. ASD is used when this is referred to in the literature. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting / Phil REED in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638 Titre : Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Maria K. MAKRYGIANNI, Auteur ; Emma M. WADDINGTON, Auteur ; Annie ETHERINGTON, Auteur ; Judith GAINSBOROUGH, Auteur Article en page(s) : p.631-638 Langues : Anglais (eng) Mots-clés : Early intervention  Adaptive behaviour  Behavioural problems  Parenting stress Index. décimale : PER Périodiques Résumé : The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents’ perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Maria K. MAKRYGIANNI, Auteur ; Emma M. WADDINGTON, Auteur ; Annie ETHERINGTON, Auteur ; Judith GAINSBOROUGH, Auteur . - p.631-638. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638 Mots-clés : Early intervention  Adaptive behaviour  Behavioural problems  Parenting stress Index. décimale : PER Périodiques Résumé : The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents’ perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

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