Dépouillements

The SCERTS model: Implementation and evaluation in a primary special school / Jan O’NEILL in Good Autism Practice - GAP, 11-1 (May 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-1 (May 2010) . - p.7-15 Titre : The SCERTS model: Implementation and evaluation in a primary special school Type de document : Texte imprimé et/ou numérique Auteurs : Jan O’NEILL, Auteur ; Lisa BERGSTRAND, Auteur ; Karen BOWMAN, Auteur ; Katherine ELLIOTT, Auteur ; Leslie MAVIN, Auteur ; Sue STEPHENSON, Auteur ; Claire WAYMAN, Auteur Année de publication : 2010 Article en page(s) : p.7-15 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : An increasing range of educational, communication, behavioural, sensory, and relationship-based interventions for children on the autism spectrum are being used, both in special and mainstream school settings. As yet, there s limited evidence for the efficacy of many interventions (Jordan, Jones and Murray, 1998; Francis, 2005; Autism Intervention Research Trust, 2006—2010; Parsons et al, 2009), but there is an emerging consensus on what constitutes good practice (eg NIASA, 2003; SIGN, 2007; DCSF, 2009). This paper evaluates the implementation of the SCERTS model (Prizant et al, 2003) with four pupils on the autism spectrum within a primary special school. The author, Jan O’Neill, a Senior Educational Psychologist, makes the point that SCERTS encompasses many of the key principles of good practice and can be seen as a way of working with children which alters the culture of the school and adult style, rather than as a single intervention. An excellent analysis has been made on the effects of the introduction of SCERTS based on data on the children’s progress and the views cf ail the professionals involved in the work. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 [article] The SCERTS model: Implementation and evaluation in a primary special school [Texte imprimé et/ou numérique] / Jan O’NEILL, Auteur ; Lisa BERGSTRAND, Auteur ; Karen BOWMAN, Auteur ; Katherine ELLIOTT, Auteur ; Leslie MAVIN, Auteur ; Sue STEPHENSON, Auteur ; Claire WAYMAN, Auteur . - 2010 . - p.7-15. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-1 (May 2010) . - p.7-15 Index. décimale : PER Périodiques Résumé : An increasing range of educational, communication, behavioural, sensory, and relationship-based interventions for children on the autism spectrum are being used, both in special and mainstream school settings. As yet, there s limited evidence for the efficacy of many interventions (Jordan, Jones and Murray, 1998; Francis, 2005; Autism Intervention Research Trust, 2006—2010; Parsons et al, 2009), but there is an emerging consensus on what constitutes good practice (eg NIASA, 2003; SIGN, 2007; DCSF, 2009). This paper evaluates the implementation of the SCERTS model (Prizant et al, 2003) with four pupils on the autism spectrum within a primary special school. The author, Jan O’Neill, a Senior Educational Psychologist, makes the point that SCERTS encompasses many of the key principles of good practice and can be seen as a way of working with children which alters the culture of the school and adult style, rather than as a single intervention. An excellent analysis has been made on the effects of the introduction of SCERTS based on data on the children’s progress and the views cf ail the professionals involved in the work. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103

From exclusion to inclusion: Planning for successful reintegration into a special school / Amanda APPLEBY PAYNE in Good Autism Practice - GAP, 11-1 (May 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-1 (May 2010) . - p.16-22 Titre : From exclusion to inclusion: Planning for successful reintegration into a special school Type de document : Texte imprimé et/ou numérique Auteurs : Amanda APPLEBY PAYNE, Auteur Année de publication : 2010 Article en page(s) : p.16-22 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Some pupils on the autism spectrum are excluded from both mainstream and special schools as a result of challenging behaviour. It is important that their education 15 restored promptly and effectively by placement at an alternative school or by a special individualized programme, preferably implemented outside their home, so that the child does not get out of the routine of leaving home to attend school or other base. This paper gives an account of how staff at a school for children with moderate learning difficulties worked successfully with the parents of an eleven year old boy to gradually introduce him to school, following exclusion from another special school and a short period at a pupil referral unit. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 [article] From exclusion to inclusion: Planning for successful reintegration into a special school [Texte imprimé et/ou numérique] / Amanda APPLEBY PAYNE, Auteur . - 2010 . - p.16-22. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-1 (May 2010) . - p.16-22 Index. décimale : PER Périodiques Résumé : Some pupils on the autism spectrum are excluded from both mainstream and special schools as a result of challenging behaviour. It is important that their education 15 restored promptly and effectively by placement at an alternative school or by a special individualized programme, preferably implemented outside their home, so that the child does not get out of the routine of leaving home to attend school or other base. This paper gives an account of how staff at a school for children with moderate learning difficulties worked successfully with the parents of an eleven year old boy to gradually introduce him to school, following exclusion from another special school and a short period at a pupil referral unit. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103

The development and evaluation of a support group for siblings of children on the autism spectrum / Julie COOKE in Good Autism Practice - GAP, 11-1 (May 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-1 (May 2010) . - p.23-30 Titre : The development and evaluation of a support group for siblings of children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Julie COOKE, Auteur ; Catrin SEMMENS, Auteur Année de publication : 2010 Article en page(s) : p.23-30 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parents often express concern about the effects on their other children of having a brother or sister with autism or Asperger syndrome. The literature suggests that there are positive effects (as evidenced in the two articles which appeared in the October 2009 issue of the GAP Journal). There are also potential difficulties for them in terms of getting their fair share of their parents’ attention and in having their play and life disrupted. There is a growing literature on how to support siblings but still not enough initiatives offered by services or schools for these children. This paper is therefore welcomed as it provides ideas on how to work with siblings who may not know one another but who have a common bond in having a brother or sister on the autism spectrum. The workshop sessions described provide a forum for enhancing their knowledge of autism, discussing their feelings and developing strategies to manage some of the situations they face. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 [article] The development and evaluation of a support group for siblings of children on the autism spectrum [Texte imprimé et/ou numérique] / Julie COOKE, Auteur ; Catrin SEMMENS, Auteur . - 2010 . - p.23-30. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-1 (May 2010) . - p.23-30 Index. décimale : PER Périodiques Résumé : Parents often express concern about the effects on their other children of having a brother or sister with autism or Asperger syndrome. The literature suggests that there are positive effects (as evidenced in the two articles which appeared in the October 2009 issue of the GAP Journal). There are also potential difficulties for them in terms of getting their fair share of their parents’ attention and in having their play and life disrupted. There is a growing literature on how to support siblings but still not enough initiatives offered by services or schools for these children. This paper is therefore welcomed as it provides ideas on how to work with siblings who may not know one another but who have a common bond in having a brother or sister on the autism spectrum. The workshop sessions described provide a forum for enhancing their knowledge of autism, discussing their feelings and developing strategies to manage some of the situations they face. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103

Supporting families post-diagnosis: An evaluation of parent workshops / Katy FLYNN in Good Autism Practice - GAP, 11-1 (May 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-1 (May 2010) . - p.31-35 Titre : Supporting families post-diagnosis: An evaluation of parent workshops Type de document : Texte imprimé et/ou numérique Auteurs : Katy FLYNN, Auteur ; Latha HACKETT, Auteur ; Jemma TOSH, Auteur ; Sam TODD, Auteur ; Caroline BOND, Auteur ; Alison HUNTER, Auteur Année de publication : 2010 Article en page(s) : p.31-35 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors of this paper worked as a team to deliver a series of five workshop sessions to parents of children on the autism spectrum. Katy Flynn and Jemma Tosh are Assistant Psychologists, Dr Latha Hackett is a Consultant Child and Adolescent Psychiatrist, Dr Sam Todd is a Clinical Psychologist, Dr Caroline Bond is an Educational Psychologist and Alison Hunter is a Speech and Language Therapist. Given that autism has implications for many areas of a child’s development and daily living, it’s good practice for professionals from different disciplines to work together with families. Consistent messages and advice can then be given across services. The Manchester Autism Sessions were developed in response to a growing need for family support and information. This paper describes the workshop sessions and an evaluation of these to inform future work. Many services now offer parent training on the autism spectrum following diagnosis and 50 it is of interest to read this account and compare the intervention and outcomes with others. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 [article] Supporting families post-diagnosis: An evaluation of parent workshops [Texte imprimé et/ou numérique] / Katy FLYNN, Auteur ; Latha HACKETT, Auteur ; Jemma TOSH, Auteur ; Sam TODD, Auteur ; Caroline BOND, Auteur ; Alison HUNTER, Auteur . - 2010 . - p.31-35. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-1 (May 2010) . - p.31-35 Index. décimale : PER Périodiques Résumé : The authors of this paper worked as a team to deliver a series of five workshop sessions to parents of children on the autism spectrum. Katy Flynn and Jemma Tosh are Assistant Psychologists, Dr Latha Hackett is a Consultant Child and Adolescent Psychiatrist, Dr Sam Todd is a Clinical Psychologist, Dr Caroline Bond is an Educational Psychologist and Alison Hunter is a Speech and Language Therapist. Given that autism has implications for many areas of a child’s development and daily living, it’s good practice for professionals from different disciplines to work together with families. Consistent messages and advice can then be given across services. The Manchester Autism Sessions were developed in response to a growing need for family support and information. This paper describes the workshop sessions and an evaluation of these to inform future work. Many services now offer parent training on the autism spectrum following diagnosis and 50 it is of interest to read this account and compare the intervention and outcomes with others. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103

Addressing the feeding and dietary issues of children on the autism spectrum by running a "Food is Fun" week / Joanna GILL in Good Autism Practice - GAP, 11-1 (May 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-1 (May 2010) . - p.36-44 Titre : Addressing the feeding and dietary issues of children on the autism spectrum by running a "Food is Fun" week Type de document : Texte imprimé et/ou numérique Auteurs : Joanna GILL, Auteur ; Maria GLEESON, Auteur Année de publication : 2010 Article en page(s) : p.36-44 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors are both Speech and Language Therapists who work in a special school for children with autism and learning difficulties in Ireland. In this paper, they describe the work they did with eight children to extend the range of foods they tolerated or ate and to encourage them to eat independently. They ran a five-day ‘Food s Fun’ week at the children’s school during the summer holiday and engaged in play and sensory activities involving food, based on McCurtin’s work (2007). On the face of it one might question the likely efficacy of having an intensive focus on an area which children find difficult. Successes were reported for each child in terms of the goals that their parents and the therapists set together, some making more progress than others. The Editors of the GAP Journal would be very interested in receiving more papers on this topic as eating difficulties challenge parents and professionals alike. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 [article] Addressing the feeding and dietary issues of children on the autism spectrum by running a "Food is Fun" week [Texte imprimé et/ou numérique] / Joanna GILL, Auteur ; Maria GLEESON, Auteur . - 2010 . - p.36-44. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-1 (May 2010) . - p.36-44 Index. décimale : PER Périodiques Résumé : The authors are both Speech and Language Therapists who work in a special school for children with autism and learning difficulties in Ireland. In this paper, they describe the work they did with eight children to extend the range of foods they tolerated or ate and to encourage them to eat independently. They ran a five-day ‘Food s Fun’ week at the children’s school during the summer holiday and engaged in play and sensory activities involving food, based on McCurtin’s work (2007). On the face of it one might question the likely efficacy of having an intensive focus on an area which children find difficult. Successes were reported for each child in terms of the goals that their parents and the therapists set together, some making more progress than others. The Editors of the GAP Journal would be very interested in receiving more papers on this topic as eating difficulties challenge parents and professionals alike. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103

An investigation into behaviours which challenge at university: The impact of neurotypical expectations on autistic students / Jane LAWSON in Good Autism Practice - GAP, 11-1 (May 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-1 (May 2010) . - p.45-51 Titre : An investigation into behaviours which challenge at university: The impact of neurotypical expectations on autistic students Type de document : Texte imprimé et/ou numérique Auteurs : Jane LAWSON, Auteur Année de publication : 2010 Article en page(s) : p.45-51 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Jane Lawson has worked with adults and children on the autism spectrum for 10 years in a range of provision including residential, outreach, supported living, FE college support, and primary education. For the last six years, she has worked in Higher Education at three different Universities, n one of which she instituted and managed a mentor system for autistic students which has been running for four years. In this paper, Jane argues that students on the autism spectrum are expected to understand and function within environments (in this case universities) which are set up to be understood by neurotypical students. The responses and behaviours of autistic students to academic and social demands are interpreted using a neurotypical lens and 50 often misinterpreted, with sanctions applied rather than support. Lawson makes the point that staff at the university need to understand the factors which might lead to autistic students behaving or reacting in a non-neurotypical way and to put in support that enables these students to engage in activities and to thrive in a university environment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 [article] An investigation into behaviours which challenge at university: The impact of neurotypical expectations on autistic students [Texte imprimé et/ou numérique] / Jane LAWSON, Auteur . - 2010 . - p.45-51. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-1 (May 2010) . - p.45-51 Index. décimale : PER Périodiques Résumé : Jane Lawson has worked with adults and children on the autism spectrum for 10 years in a range of provision including residential, outreach, supported living, FE college support, and primary education. For the last six years, she has worked in Higher Education at three different Universities, n one of which she instituted and managed a mentor system for autistic students which has been running for four years. In this paper, Jane argues that students on the autism spectrum are expected to understand and function within environments (in this case universities) which are set up to be understood by neurotypical students. The responses and behaviours of autistic students to academic and social demands are interpreted using a neurotypical lens and 50 often misinterpreted, with sanctions applied rather than support. Lawson makes the point that staff at the university need to understand the factors which might lead to autistic students behaving or reacting in a non-neurotypical way and to put in support that enables these students to engage in activities and to thrive in a university environment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103

Minimising the stress of the PhD viva for students with Asperger syndrome / Nicola MARTIN in Good Autism Practice - GAP, 11-1 (May 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-1 (May 2010) . - p.52-57 Titre : Minimising the stress of the PhD viva for students with Asperger syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Nicola MARTIN, Auteur Année de publication : 2010 Article en page(s) : p.52-57 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Dr Nicola Martin s Head of the Disability and Wellbeing Service at the London School of Economics and has particular expertise on students with autism and Asperger syndrome. This paper explores the issues for students with Asperger syndrome when dealing with their PhD viva and makes recommendations on how they might be supported. Nicola makes the point that vivas are stressful for ail students and that many of the strategies suggested could be of use to other students during this process. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 [article] Minimising the stress of the PhD viva for students with Asperger syndrome [Texte imprimé et/ou numérique] / Nicola MARTIN, Auteur . - 2010 . - p.52-57. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-1 (May 2010) . - p.52-57 Index. décimale : PER Périodiques Résumé : Dr Nicola Martin s Head of the Disability and Wellbeing Service at the London School of Economics and has particular expertise on students with autism and Asperger syndrome. This paper explores the issues for students with Asperger syndrome when dealing with their PhD viva and makes recommendations on how they might be supported. Nicola makes the point that vivas are stressful for ail students and that many of the strategies suggested could be of use to other students during this process. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103

Parents’ responses to having a child on the autism spectrum: Issues, challenges and ways to address these / Clare BOORN in Good Autism Practice - GAP, 11-1 (May 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-1 (May 2010) . - p.58-72 Titre : Parents’ responses to having a child on the autism spectrum: Issues, challenges and ways to address these Type de document : Texte imprimé et/ou numérique Auteurs : Clare BOORN, Auteur Année de publication : 2010 Article en page(s) : p.58-72 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The response of parents and families to having a child on the autism spectrum varies from family to family and at different times and stages of the child’s life. It is important to consider the factors which lead to positive wellbeing and these factors which appear to distress and disable the family. In this study, Dr Clare Boorn, an Educational Psychologist, conducted two studies. The first explored the reactions and views of 23 mothers with children an the autism spectrum, using a rating scale. The second looked at the effects of running a group far six mothers and three fathers which provided information on the autism spectrum and gave the opportunity far sharing ideas and discussion. The findings and methodology will be of interest to all those who work with families and to other parents of children on the autism spectrum. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 [article] Parents’ responses to having a child on the autism spectrum: Issues, challenges and ways to address these [Texte imprimé et/ou numérique] / Clare BOORN, Auteur . - 2010 . - p.58-72. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-1 (May 2010) . - p.58-72 Index. décimale : PER Périodiques Résumé : The response of parents and families to having a child on the autism spectrum varies from family to family and at different times and stages of the child’s life. It is important to consider the factors which lead to positive wellbeing and these factors which appear to distress and disable the family. In this study, Dr Clare Boorn, an Educational Psychologist, conducted two studies. The first explored the reactions and views of 23 mothers with children an the autism spectrum, using a rating scale. The second looked at the effects of running a group far six mothers and three fathers which provided information on the autism spectrum and gave the opportunity far sharing ideas and discussion. The findings and methodology will be of interest to all those who work with families and to other parents of children on the autism spectrum. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103