Pupils' views on visual timetables and labels in mainstream primary classrooms / Marion RUTHERFORD in Good Autism Practice - GAP, 21-2 (October 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-2 (October 2020) . - p.11-22 Titre : Pupils' views on visual timetables and labels in mainstream primary classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Marion RUTHERFORD, Auteur ; Brittany LAHOOD-KULLBERG, Auteur ; Julie BAXTER, Auteur ; Lorna JOHNSTON, Auteur ; Katie CEBULA, Auteur Article en page(s) : p.11-22 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The use of visual timetables and other visual supports such as labelling materials, places and people with words, symbols and/or photos has been advocated by many to enhance communication and understanding, particularly for children with special educational needs. These are used by staff in mainstream and special settings, and parents and carers also often develop these for use at home. A number of studies have been conducted to explore the value of these from the perspective of the adults who implement them but few studies have sought to obtain the children's views. In this paper, the authors who work at Queen Margaret University (MR); within the NHS Lothian Speech and Language Therapy Department (MR); within the Additional Support for Learning Service (JB and LJ) in Edinburgh; and at the University of Edinburgh (BLK and KC) report on a study they conducted to gain the views of 109 pupils with (36) and without additional support needs (73) attending two mainstream primary schools. They conclude that most pupils in both groups found visual supports useful but that they could be more involved in deciding how these were implemented and updated. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Pupils' views on visual timetables and labels in mainstream primary classrooms [Texte imprimé et/ou numérique] / Marion RUTHERFORD, Auteur ; Brittany LAHOOD-KULLBERG, Auteur ; Julie BAXTER, Auteur ; Lorna JOHNSTON, Auteur ; Katie CEBULA, Auteur . - p.11-22. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-2 (October 2020) . - p.11-22 Index. décimale : PER Périodiques Résumé : The use of visual timetables and other visual supports such as labelling materials, places and people with words, symbols and/or photos has been advocated by many to enhance communication and understanding, particularly for children with special educational needs. These are used by staff in mainstream and special settings, and parents and carers also often develop these for use at home. A number of studies have been conducted to explore the value of these from the perspective of the adults who implement them but few studies have sought to obtain the children's views. In this paper, the authors who work at Queen Margaret University (MR); within the NHS Lothian Speech and Language Therapy Department (MR); within the Additional Support for Learning Service (JB and LJ) in Edinburgh; and at the University of Edinburgh (BLK and KC) report on a study they conducted to gain the views of 109 pupils with (36) and without additional support needs (73) attending two mainstream primary schools. They conclude that most pupils in both groups found visual supports useful but that they could be more involved in deciding how these were implemented and updated. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review / Marion RUTHERFORD in Autism, 24-2 (February 2020)  

Public ISBD [article]  inAutism > 24-2 (February 2020) . - p.447-469 Titre : Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Marion RUTHERFORD, Auteur ; Julie BAXTER, Auteur ; Zoe GRAYSON, Auteur ; Lorna JOHNSTON, Auteur ; Anne O'HARE, Auteur Article en page(s) : p.447-469 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  family functioning and support  home  visual support Index. décimale : PER Périodiques Résumé : Visual supports are recommended in autism spectrum disorder clinical guidelines. They can reduce anxiety, increase predictability, support communication and improve participation. They are implemented regularly in schools, but evidence about home visual supports is limited. This article reports results of a scoping literature review, alongside qualitative evaluation with parents and professionals. We report findings from 34 studies, identifying four categories of visual support and heterogeneity in participant characteristics, intervention methods, environments and outcome measures. Qualitative data from questionnaires (n = 101) and focus groups generated key themes about home visual supports, through thematic analysis: (1) Accessibility, (2) Participation-focussed (3) Individualisation, (4) Teaching Methods, (5) Consistency, and (6) Information and Training. We propose consensus with terminology and implications for practice and research. En ligne : http://dx.doi.org/10.1177/1362361319871756 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review [Texte imprimé et/ou numérique] / Marion RUTHERFORD, Auteur ; Julie BAXTER, Auteur ; Zoe GRAYSON, Auteur ; Lorna JOHNSTON, Auteur ; Anne O'HARE, Auteur . - p.447-469. Langues : Anglais (eng) in Autism > 24-2 (February 2020) . - p.447-469 Mots-clés : autism spectrum disorders  communication and language  family functioning and support  home  visual support Index. décimale : PER Périodiques Résumé : Visual supports are recommended in autism spectrum disorder clinical guidelines. They can reduce anxiety, increase predictability, support communication and improve participation. They are implemented regularly in schools, but evidence about home visual supports is limited. This article reports results of a scoping literature review, alongside qualitative evaluation with parents and professionals. We report findings from 34 studies, identifying four categories of visual support and heterogeneity in participant characteristics, intervention methods, environments and outcome measures. Qualitative data from questionnaires (n = 101) and focus groups generated key themes about home visual supports, through thematic analysis: (1) Accessibility, (2) Participation-focussed (3) Individualisation, (4) Teaching Methods, (5) Consistency, and (6) Information and Training. We propose consensus with terminology and implications for practice and research. En ligne : http://dx.doi.org/10.1177/1362361319871756 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

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