"Do you know what sort of school I want?": optimum features of school provision for pupils with autistic spectrum disorder / Jane WILLIAMS in Good Autism Practice - GAP, 8-2 (October 2007)

Public ISBD [article]  inGood Autism Practice - GAP > 8-2 (October 2007) . - p.51-63 Titre : "Do you know what sort of school I want?": optimum features of school provision for pupils with autistic spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jane WILLIAMS, Auteur ; Diane HANKE, Auteur Année de publication : 2007 Article en page(s) : p.51-63 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Jane Williams is an educational Psychologist with a special interest in ASD working in Dudley Educational Psychology Service. Diane Hanke is Head of Dudley Autism Outreach Service. This paper describes how the Drawing the Ideal Self Technique (Moran, 2001), based on Personal Construct Psychology (Kelly, 1955) was adapted to seek the views of 15 mainstream pupils with ASD on what they felt were the most important features of school provision. It is a fascinating paper and clearly shows the value of asking the pupils themselves how they experience school and what they might like to be different. Gaining the pupils’ perspectives is high on the agenda and the work described here could usefully be applied to other areas of their lives. It is important for staff to have training in the methods used so that they meet ethical standards and good information is obtained on which to question and perhaps change current practice. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] "Do you know what sort of school I want?": optimum features of school provision for pupils with autistic spectrum disorder [Texte imprimé et/ou numérique] / Jane WILLIAMS, Auteur ; Diane HANKE, Auteur . - 2007 . - p.51-63. Langues : Anglais (eng) in Good Autism Practice - GAP > 8-2 (October 2007) . - p.51-63 Index. décimale : PER Périodiques Résumé : Jane Williams is an educational Psychologist with a special interest in ASD working in Dudley Educational Psychology Service. Diane Hanke is Head of Dudley Autism Outreach Service. This paper describes how the Drawing the Ideal Self Technique (Moran, 2001), based on Personal Construct Psychology (Kelly, 1955) was adapted to seek the views of 15 mainstream pupils with ASD on what they felt were the most important features of school provision. It is a fascinating paper and clearly shows the value of asking the pupils themselves how they experience school and what they might like to be different. Gaining the pupils’ perspectives is high on the agenda and the work described here could usefully be applied to other areas of their lives. It is important for staff to have training in the methods used so that they meet ethical standards and good information is obtained on which to question and perhaps change current practice. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Parental Concerns of Early Development in Children with Autism and Related Disorders / Panos VOSTANIS in Autism, 2-3 (September 1998)  

Public ISBD [article]  inAutism > 2-3 (September 1998) . - p.229-242 Titre : Parental Concerns of Early Development in Children with Autism and Related Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Panos VOSTANIS, Auteur ; Beryl SMITH, Auteur ; John CORBETT, Auteur ; Reena SUNGUM-PALIWAL, Auteur ; Aylif EDWARDS, Auteur ; Kate GINGELL, Auteur ; Rachel GOLDING, Auteur ; Angela MOORE, Auteur ; Jane WILLIAMS, Auteur Article en page(s) : p.229-242 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parents of consecutively referred children with autism (39), Asperger syndrome (13), atypical autism (15), learning disability (20) and semantic-pragmatic disorder (14) completed a questionnaire on concerns regarding their child's development between 12 and 18 months. The early development questionnaire included scales of communication and language, social relationships and play behaviour. The autism and the learning disability groups differed significantly on most items. The diagnosis of autism was best predicted by play behaviour items and lack of referential gestures. Factor analysis within the autism group identified factors involving items from different scales, such as lack of physical contact, social communication and imitative skills. Children with the diagnosis of semantic-pragmatic disorders had relatively high rates of early difficulties in social development. Implications for the screening and detection of autism and related disorders in early life and for the training of professionals involved are discussed. En ligne : http://dx.doi.org/10.1177/1362361398023002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207 [article] Parental Concerns of Early Development in Children with Autism and Related Disorders [Texte imprimé et/ou numérique] / Panos VOSTANIS, Auteur ; Beryl SMITH, Auteur ; John CORBETT, Auteur ; Reena SUNGUM-PALIWAL, Auteur ; Aylif EDWARDS, Auteur ; Kate GINGELL, Auteur ; Rachel GOLDING, Auteur ; Angela MOORE, Auteur ; Jane WILLIAMS, Auteur . - p.229-242. Langues : Anglais (eng) in Autism > 2-3 (September 1998) . - p.229-242 Index. décimale : PER Périodiques Résumé : Parents of consecutively referred children with autism (39), Asperger syndrome (13), atypical autism (15), learning disability (20) and semantic-pragmatic disorder (14) completed a questionnaire on concerns regarding their child's development between 12 and 18 months. The early development questionnaire included scales of communication and language, social relationships and play behaviour. The autism and the learning disability groups differed significantly on most items. The diagnosis of autism was best predicted by play behaviour items and lack of referential gestures. Factor analysis within the autism group identified factors involving items from different scales, such as lack of physical contact, social communication and imitative skills. Children with the diagnosis of semantic-pragmatic disorders had relatively high rates of early difficulties in social development. Implications for the screening and detection of autism and related disorders in early life and for the training of professionals involved are discussed. En ligne : http://dx.doi.org/10.1177/1362361398023002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207

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