[article]
| Titre : |
Role and effects of supervision in supporting Autism Early Childhood Unit teams |
| Type de document : |
texte imprimé |
| Auteurs : |
Philippe GARNIER, Auteur ; Sabine ZORN, Auteur |
| Article en page(s) : |
202840 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism Spectrum Disorder Multidisciplinary team Preschool Professional Practices Supervision |
| Résumé : |
This article examines the implementation of supervision for professionals working in Autism Early Childhood Units (AECUs) in France. Fifteen professionals from three AECUs in French preschool were interviewed through semi-structured interviews to gather their views on the objectives, modalities, and perceived effects of supervision. A thematic content analysis was conducted. The results show that, according to the professionals interviewed, supervision plays a key role in guiding daily practices, classroom organization, and educational decision-making, while adapting practices to students’ needs. Supervisors provide concrete recommendations, actively model professional techniques in situ, and assist with classroom organization, while offering an external perspective that supports reflective practice. This support fosters continuous professional development among professionals. The study also highlights the importance of an external perspective in identifying areas of improvement and confirms that supervision must be a flexible and collaborative process, in line with clinical and behavioral supervision models. Thus, the article emphasizes the need for personalized, field-based support to optimize educational interventions for young students with autism. |
| En ligne : |
https://doi.org/10.1016/j.reia.2026.202840 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 |
in Research in Autism > 132 (April 2026) . - 202840
[article] Role and effects of supervision in supporting Autism Early Childhood Unit teams [texte imprimé] / Philippe GARNIER, Auteur ; Sabine ZORN, Auteur . - 202840. Langues : Anglais ( eng) in Research in Autism > 132 (April 2026) . - 202840
| Mots-clés : |
Autism Spectrum Disorder Multidisciplinary team Preschool Professional Practices Supervision |
| Résumé : |
This article examines the implementation of supervision for professionals working in Autism Early Childhood Units (AECUs) in France. Fifteen professionals from three AECUs in French preschool were interviewed through semi-structured interviews to gather their views on the objectives, modalities, and perceived effects of supervision. A thematic content analysis was conducted. The results show that, according to the professionals interviewed, supervision plays a key role in guiding daily practices, classroom organization, and educational decision-making, while adapting practices to students’ needs. Supervisors provide concrete recommendations, actively model professional techniques in situ, and assist with classroom organization, while offering an external perspective that supports reflective practice. This support fosters continuous professional development among professionals. The study also highlights the importance of an external perspective in identifying areas of improvement and confirms that supervision must be a flexible and collaborative process, in line with clinical and behavioral supervision models. Thus, the article emphasizes the need for personalized, field-based support to optimize educational interventions for young students with autism. |
| En ligne : |
https://doi.org/10.1016/j.reia.2026.202840 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 |
|  |
Role and effects of supervision in supporting Autism Early Childhood Unit teams in Research in Autism, 132 (April 2026)
