Dépouillements

How can adults with Asperger syndrome contribute most effectively to their Community Care Assessments? / Chris MITCHELL in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.7-12 Titre : How can adults with Asperger syndrome contribute most effectively to their Community Care Assessments? Type de document : Texte imprimé et/ou numérique Auteurs : Chris MITCHELL, Auteur Année de publication : 2010 Article en page(s) : p.7-12 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Assessing the needs of adults with Asperger syndrome (AS) in order to make appropriate and sufficient provision presents a number of challenges. In this paper, Chris Mitchell, who leads an Asperger-specific team in an adult social care department, identifies some of the issues arising. He argues that unless these are addressed, some adults will not engage with the assessment process, feel patronised by it and/or their level and nature of their needs might be under-estimated. With the drive towards personal budgets and the current recession, it is vital that professionals are aware of these issues so that adults with AS can access provision that matches their needs. As such, this paper raises useful points for discussion with others involved in services and for family members. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] How can adults with Asperger syndrome contribute most effectively to their Community Care Assessments? [Texte imprimé et/ou numérique] / Chris MITCHELL, Auteur . - 2010 . - p.7-12. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.7-12 Index. décimale : PER Périodiques Résumé : Assessing the needs of adults with Asperger syndrome (AS) in order to make appropriate and sufficient provision presents a number of challenges. In this paper, Chris Mitchell, who leads an Asperger-specific team in an adult social care department, identifies some of the issues arising. He argues that unless these are addressed, some adults will not engage with the assessment process, feel patronised by it and/or their level and nature of their needs might be under-estimated. With the drive towards personal budgets and the current recession, it is vital that professionals are aware of these issues so that adults with AS can access provision that matches their needs. As such, this paper raises useful points for discussion with others involved in services and for family members. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

Cognitive behavioural intervention for anger in adolescents diagnosed with Asperger syndrome: A report on the use of the “Exploring Feelings” programme with two adolescent young men / Stephen CARTER in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.13-17 Titre : Cognitive behavioural intervention for anger in adolescents diagnosed with Asperger syndrome: A report on the use of the “Exploring Feelings” programme with two adolescent young men Type de document : Texte imprimé et/ou numérique Auteurs : Stephen CARTER, Auteur Année de publication : 2010 Article en page(s) : p.13-17 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper evaluates the use of the cognitive behavioural approach developed by Attwood in his book Exploring feelings: Cognitive behaviour therapy to manage anger (Attwood, 2004) with two boys with Asperger syndrome (AS). The author is a Learning Disability Nurse and a qualified Teacher who has worked in the field of autism for 15 years. He is currently studying for his Masters degree at the University of Birmingham. The programme was implemented by the author together with a parent of a young adult with AS. Understanding and managing anger is important for both parents and the individuals themselves and 50 evaluations of interventions such as this are required. The findings are promising and both boys enjoyed taking part. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] Cognitive behavioural intervention for anger in adolescents diagnosed with Asperger syndrome: A report on the use of the “Exploring Feelings” programme with two adolescent young men [Texte imprimé et/ou numérique] / Stephen CARTER, Auteur . - 2010 . - p.13-17. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.13-17 Index. décimale : PER Périodiques Résumé : This paper evaluates the use of the cognitive behavioural approach developed by Attwood in his book Exploring feelings: Cognitive behaviour therapy to manage anger (Attwood, 2004) with two boys with Asperger syndrome (AS). The author is a Learning Disability Nurse and a qualified Teacher who has worked in the field of autism for 15 years. He is currently studying for his Masters degree at the University of Birmingham. The programme was implemented by the author together with a parent of a young adult with AS. Understanding and managing anger is important for both parents and the individuals themselves and 50 evaluations of interventions such as this are required. The findings are promising and both boys enjoyed taking part. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

The FeelGood PE programme: Designing an autism-friendly PE curriculum in a residential school setting / Clare STOCKLEY in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.18-26 Titre : The FeelGood PE programme: Designing an autism-friendly PE curriculum in a residential school setting Type de document : Texte imprimé et/ou numérique Auteurs : Clare STOCKLEY, Auteur Année de publication : 2010 Article en page(s) : p.18-26 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Clare Stockley is the PE Co-ordinator for all pupils who attend Purbeck View School which is a specialist school for children on the autism spectrum. In this paper, she describes a programme she devised called the FeelGood Programme. This takes account 0f the particular needs of chiidren on the autism spectrum. She conducted a small-scale evaluation of the programme gaining the views of the support assistants who assisted the students in the PE sessions and obtained some feedback from the students themselves. There is relatively little literature on how PE and Games might best be taught to students on the autism spectrum, so this is a welcome addition and the Editors are keen to invite readers to submit other papers on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] The FeelGood PE programme: Designing an autism-friendly PE curriculum in a residential school setting [Texte imprimé et/ou numérique] / Clare STOCKLEY, Auteur . - 2010 . - p.18-26. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.18-26 Index. décimale : PER Périodiques Résumé : Clare Stockley is the PE Co-ordinator for all pupils who attend Purbeck View School which is a specialist school for children on the autism spectrum. In this paper, she describes a programme she devised called the FeelGood Programme. This takes account 0f the particular needs of chiidren on the autism spectrum. She conducted a small-scale evaluation of the programme gaining the views of the support assistants who assisted the students in the PE sessions and obtained some feedback from the students themselves. There is relatively little literature on how PE and Games might best be taught to students on the autism spectrum, so this is a welcome addition and the Editors are keen to invite readers to submit other papers on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

The value of training in the understanding of the autism spectrum for staff working in CAMHS Tier 4 in-patient provision / Paula FORRESTER in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.27-31 Titre : The value of training in the understanding of the autism spectrum for staff working in CAMHS Tier 4 in-patient provision Type de document : Texte imprimé et/ou numérique Auteurs : Paula FORRESTER, Auteur ; Sue HATTON, Auteur ; Margo SHARP, Auteur ; Matthew WALLETT, Auteur Année de publication : 2010 Article en page(s) : p.27-31 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper reports on training on the autism spectrum that was run for a variety of professionals from different disciplines. It was run twice with different participants, with 20 people on each course. There were Nurses, two Psychiatrists, Occupational Therapists, Speech and Language Therapists and Teachers from a special unit. A number of young people who are referred with mental health difficulties to Child and Adolescent Mental Health Services will have autism or Asperger syndrome. Currently, across the UK, staff working directly with these youngsters may have little or no training about the autism spectrum. As a result behaviours might be misinterpreted and managed inappropriately. There is a great need then to enhance the knowledge and skills of the workforce in outpatient and in-patient units and so this paper will be of interest to those working in such settings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] The value of training in the understanding of the autism spectrum for staff working in CAMHS Tier 4 in-patient provision [Texte imprimé et/ou numérique] / Paula FORRESTER, Auteur ; Sue HATTON, Auteur ; Margo SHARP, Auteur ; Matthew WALLETT, Auteur . - 2010 . - p.27-31. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.27-31 Index. décimale : PER Périodiques Résumé : This paper reports on training on the autism spectrum that was run for a variety of professionals from different disciplines. It was run twice with different participants, with 20 people on each course. There were Nurses, two Psychiatrists, Occupational Therapists, Speech and Language Therapists and Teachers from a special unit. A number of young people who are referred with mental health difficulties to Child and Adolescent Mental Health Services will have autism or Asperger syndrome. Currently, across the UK, staff working directly with these youngsters may have little or no training about the autism spectrum. As a result behaviours might be misinterpreted and managed inappropriately. There is a great need then to enhance the knowledge and skills of the workforce in outpatient and in-patient units and so this paper will be of interest to those working in such settings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

The application process and provision for students with Asperger syndrome at UK universities: Suggestions for parents, carers and students as to how to get started and what to ask / Sue JENNER in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.32-34 Titre : The application process and provision for students with Asperger syndrome at UK universities: Suggestions for parents, carers and students as to how to get started and what to ask Type de document : Texte imprimé et/ou numérique Auteurs : Sue JENNER, Auteur Année de publication : 2010 Article en page(s) : p.32-34 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sue Jenner is the mother of a 19 year old student with Asperger syndrome. She also works as a Learning Support Teacher. Her son has successfully made the transition from school to university and has completed his first year studying History and International Relations. There are many factors to consider when choosing a university and in discussing the support required. In this paper, Sue highlights many of the areas which need to be considered and provides very valuable information on how to find out what can be provided. Given that many young people on the autism spectrum are academically able to attend university, it is essential that detailed plans are made and appropriate support put in place and articles such as this help ail concerned to ensure this happens. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] The application process and provision for students with Asperger syndrome at UK universities: Suggestions for parents, carers and students as to how to get started and what to ask [Texte imprimé et/ou numérique] / Sue JENNER, Auteur . - 2010 . - p.32-34. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.32-34 Index. décimale : PER Périodiques Résumé : Sue Jenner is the mother of a 19 year old student with Asperger syndrome. She also works as a Learning Support Teacher. Her son has successfully made the transition from school to university and has completed his first year studying History and International Relations. There are many factors to consider when choosing a university and in discussing the support required. In this paper, Sue highlights many of the areas which need to be considered and provides very valuable information on how to find out what can be provided. Given that many young people on the autism spectrum are academically able to attend university, it is essential that detailed plans are made and appropriate support put in place and articles such as this help ail concerned to ensure this happens. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

An evaluation of a swimming toolkit for children on the autism spectrum / Julie EARL in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.35-45 Titre : An evaluation of a swimming toolkit for children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Julie EARL, Auteur Année de publication : 2010 Article en page(s) : p.35-45 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Julie Earl is a qualified Swimming Instructor and has a daughter with autism. She recently completed her BPhil degree in autism at the University of Birmingham. For her final dissertation, she evaluated a toolkit that she developed for swimming instructors and teaching staff. This paper summarises the work that Julie did. As she points out, there is relatively little written generally on sport and autism and few resources specific to swimming. As swimming is an activity that many children enjoy and has recognised benefits for both physical and mental well-being, t is important that children on the autism spectrum have a good introduction to swimming 50 that they can participate successfully in lessons, have fun with their families and enjoy it in later adulthood. This paper should enhance practice in this area and further details on the toolkit can be obtained from the author. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] An evaluation of a swimming toolkit for children on the autism spectrum [Texte imprimé et/ou numérique] / Julie EARL, Auteur . - 2010 . - p.35-45. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.35-45 Index. décimale : PER Périodiques Résumé : Julie Earl is a qualified Swimming Instructor and has a daughter with autism. She recently completed her BPhil degree in autism at the University of Birmingham. For her final dissertation, she evaluated a toolkit that she developed for swimming instructors and teaching staff. This paper summarises the work that Julie did. As she points out, there is relatively little written generally on sport and autism and few resources specific to swimming. As swimming is an activity that many children enjoy and has recognised benefits for both physical and mental well-being, t is important that children on the autism spectrum have a good introduction to swimming 50 that they can participate successfully in lessons, have fun with their families and enjoy it in later adulthood. This paper should enhance practice in this area and further details on the toolkit can be obtained from the author. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

Clinical observations of the differences between children on the autism spectrum and those with attachment problems: The Coventry Grid / Heather MORAN in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.46-63 Titre : Clinical observations of the differences between children on the autism spectrum and those with attachment problems: The Coventry Grid Type de document : Texte imprimé et/ou numérique Auteurs : Heather MORAN, Auteur Année de publication : 2010 Article en page(s) : p.46-63 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : It is often problematic when a child has experienced a very difficult early life or serious abuse or trauma to determine whether the child has attachment problems or is on the autism spectrum or both, as the presenting problems may appear very similar on referral. Heather Moran is a Consultant Child Clinical Psychologist who works within a Child and Adolescent Mental Health Service (CAMHS). Over the last few years, she has met with other professionals in the West Midlands to discuss the similarities and differences between children on the autism spectrum and children with attachment problems and their response to interventions. This paper is a work in progress and presents the thoughts and ideas generated to date. It is presented here as others also ponder the same questions and Heather would welcome readers’ views on this. When one is unsure about the underlying explanation for a child’s difficulties, it is advisable to continue diagnostic assessment and discussions during the interventions, using the child’s response to strategies as evidence on the nature of his or her difficulties. There is a danger that if a child is placed in a specific diagnostic category, s/he may be excluded access from services or interventions that might help (if services are only given when a particular diagnosis is made). As the diagnostic process is a subjective one, in the absence of definitive tests, then there will always be some children who are inappropriately diagnosed. If more detailed criteria are created to help in the diagnostic process — as is attempted in this paper, then potentially fewer children will lose out. 0f course, if clinicians believe that both sets of children — those with attachment problems and those on the autism spectrum — benefit from the same services and strategies, the diagnostic category in which they are placed may be deemed less important. The need for clarification and for papers such as this, is clear. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] Clinical observations of the differences between children on the autism spectrum and those with attachment problems: The Coventry Grid [Texte imprimé et/ou numérique] / Heather MORAN, Auteur . - 2010 . - p.46-63. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.46-63 Index. décimale : PER Périodiques Résumé : It is often problematic when a child has experienced a very difficult early life or serious abuse or trauma to determine whether the child has attachment problems or is on the autism spectrum or both, as the presenting problems may appear very similar on referral. Heather Moran is a Consultant Child Clinical Psychologist who works within a Child and Adolescent Mental Health Service (CAMHS). Over the last few years, she has met with other professionals in the West Midlands to discuss the similarities and differences between children on the autism spectrum and children with attachment problems and their response to interventions. This paper is a work in progress and presents the thoughts and ideas generated to date. It is presented here as others also ponder the same questions and Heather would welcome readers’ views on this. When one is unsure about the underlying explanation for a child’s difficulties, it is advisable to continue diagnostic assessment and discussions during the interventions, using the child’s response to strategies as evidence on the nature of his or her difficulties. There is a danger that if a child is placed in a specific diagnostic category, s/he may be excluded access from services or interventions that might help (if services are only given when a particular diagnosis is made). As the diagnostic process is a subjective one, in the absence of definitive tests, then there will always be some children who are inappropriately diagnosed. If more detailed criteria are created to help in the diagnostic process — as is attempted in this paper, then potentially fewer children will lose out. 0f course, if clinicians believe that both sets of children — those with attachment problems and those on the autism spectrum — benefit from the same services and strategies, the diagnostic category in which they are placed may be deemed less important. The need for clarification and for papers such as this, is clear. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

Hope for the Autistic Spectrum: A Mother and Son Journey of Insight and Biomedical Intervention / Mitzi WALTZ in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.64-65 Titre : Hope for the Autistic Spectrum: A Mother and Son Journey of Insight and Biomedical Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Mitzi WALTZ, Auteur Année de publication : 2010 Article en page(s) : p.64-65 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] Hope for the Autistic Spectrum: A Mother and Son Journey of Insight and Biomedical Intervention [Texte imprimé et/ou numérique] / Mitzi WALTZ, Auteur . - 2010 . - p.64-65. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.64-65 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

Addressing the Unproductive Classroom Behaviours of Students with Special Needs / Emily COOK in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.66 Titre : Addressing the Unproductive Classroom Behaviours of Students with Special Needs Type de document : Texte imprimé et/ou numérique Auteurs : Emily COOK, Auteur Année de publication : 2010 Article en page(s) : p.66 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] Addressing the Unproductive Classroom Behaviours of Students with Special Needs [Texte imprimé et/ou numérique] / Emily COOK, Auteur . - 2010 . - p.66. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.66 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

The Autism Matrix / Mitzi WALTZ in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.67 Titre : The Autism Matrix Type de document : Texte imprimé et/ou numérique Auteurs : Mitzi WALTZ, Auteur Année de publication : 2010 Article en page(s) : p.67 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] The Autism Matrix [Texte imprimé et/ou numérique] / Mitzi WALTZ, Auteur . - 2010 . - p.67. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.67 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

Managing Family Meltdown: The Low Arousal Approach and Autism / Damian MILTON in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.68-69 Titre : Managing Family Meltdown: The Low Arousal Approach and Autism Type de document : Texte imprimé et/ou numérique Auteurs : Damian MILTON, Auteur Année de publication : 2010 Article en page(s) : p.68-69 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] Managing Family Meltdown: The Low Arousal Approach and Autism [Texte imprimé et/ou numérique] / Damian MILTON, Auteur . - 2010 . - p.68-69. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.68-69 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

Writers on the Spectrum: How Autism and Asperger Syndrome Have Influenced Literary Writing / Mitzi WALTZ in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.70-71 Titre : Writers on the Spectrum: How Autism and Asperger Syndrome Have Influenced Literary Writing Type de document : Texte imprimé et/ou numérique Auteurs : Mitzi WALTZ, Auteur Année de publication : 2010 Article en page(s) : p.70-71 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] Writers on the Spectrum: How Autism and Asperger Syndrome Have Influenced Literary Writing [Texte imprimé et/ou numérique] / Mitzi WALTZ, Auteur . - 2010 . - p.70-71. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.70-71 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131