Contextual factors influencing neuro-affirming practice: Identifying what helps or hinders implementation in health and social care / Anna GRAY in Autism, 29-12 (December 2025)  

Public ISBD [article]  inAutism > 29-12 (December 2025) . - p.3111-3123 Titre : Contextual factors influencing neuro-affirming practice: Identifying what helps or hinders implementation in health and social care Type de document : texte imprimé Auteurs : Anna GRAY, Auteur ; Donald MACIVER, Auteur ; Eleanor CURNOW, Auteur ; Lorna JOHNSTON, Auteur ; Marion RUTHERFORD, Auteur Article en page(s) : p.3111-3123 Langues : Anglais (eng) Mots-clés : ADHD  adults  assessment  autism  diagnosis  health services  neurodivergent  pathway  psychoeducational support  qualitative research Index. décimale : PER Périodiques Résumé : There has been limited research to date into contextual factors hindering or supporting the successful implementation of neuro-affirming practice in support for Autistic and otherwise neurodivergent adults. We used a Realist Evaluation approach to explore key contexts affecting neuro-affirming practice. A preliminary programme theory of key aspects of support was developed. Views on current practice were sought through structured interviews with 32 senior professionals in leadership roles within Health and Social Care services in Scotland. This study identified important contexts shaping the implementation of neuro-affirming practice for adults. Results indicate widespread professional support for modifying practice to better accommodate neuro-affirming ideas, and scope to achieve this. However, some contexts, including limited resources, restrictive eligibility criteria and rigid service structures, hinder progress. Growing demand for services was often viewed as a restrictive context, but it also offered a chance to rethink conventional, one-size-fits-all models and adopt neuro-affirming approaches. The study is important in addressing a current gap in research into professional perspectives of the contexts required to develop transdiagnostic, neuro-affirming approaches and pathways for Autistic and neurodivergent adults. The insights from this study may offer transferable practice approaches, applicable across different countries with similar healthcare contexts.Lay abstract Delivery of neuro-affirming adult support pathways for Autistic and other neurodivergent adults by Health and Social Care institutions can be affected by different contexts. However, there is limited research to date into the most supportive contexts for effective neuro-affirming practice. This study aimed to explore the most beneficial contexts for neuro-affirming approaches, and barriers to this. We did this by using existing research to develop a theory about the most helpful approaches to support for Autistic adults, then gathering the views of 32 senior professionals in leadership roles within Health and Social Care services to explore supports and challenges they experience in implementing these approaches. The study identified important contexts for delivery of neuro-affirming practice and how these might be achieved. Some contexts, such as limited resources, restrictive eligibility criteria and inflexible service structures, could limit progress. However, although these were often seen as barriers, they also offered a chance to rethink one-size-fits-all models and adopt neuro-affirming approaches. This study is important in addressing a current gap in research into professional perspectives of the ways neuro-affirming approaches can be developed in practice, to support Autistic and neurodivergent adults. The insights from this study may offer transferable lessons, applicable across different regions and countries. En ligne : https://dx.doi.org/10.1177/13623613251360275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] Contextual factors influencing neuro-affirming practice: Identifying what helps or hinders implementation in health and social care [texte imprimé] / Anna GRAY, Auteur ; Donald MACIVER, Auteur ; Eleanor CURNOW, Auteur ; Lorna JOHNSTON, Auteur ; Marion RUTHERFORD, Auteur . - p.3111-3123. Langues : Anglais (eng) in Autism > 29-12 (December 2025) . - p.3111-3123 Mots-clés : ADHD  adults  assessment  autism  diagnosis  health services  neurodivergent  pathway  psychoeducational support  qualitative research Index. décimale : PER Périodiques Résumé : There has been limited research to date into contextual factors hindering or supporting the successful implementation of neuro-affirming practice in support for Autistic and otherwise neurodivergent adults. We used a Realist Evaluation approach to explore key contexts affecting neuro-affirming practice. A preliminary programme theory of key aspects of support was developed. Views on current practice were sought through structured interviews with 32 senior professionals in leadership roles within Health and Social Care services in Scotland. This study identified important contexts shaping the implementation of neuro-affirming practice for adults. Results indicate widespread professional support for modifying practice to better accommodate neuro-affirming ideas, and scope to achieve this. However, some contexts, including limited resources, restrictive eligibility criteria and rigid service structures, hinder progress. Growing demand for services was often viewed as a restrictive context, but it also offered a chance to rethink conventional, one-size-fits-all models and adopt neuro-affirming approaches. The study is important in addressing a current gap in research into professional perspectives of the contexts required to develop transdiagnostic, neuro-affirming approaches and pathways for Autistic and neurodivergent adults. The insights from this study may offer transferable practice approaches, applicable across different countries with similar healthcare contexts.Lay abstract Delivery of neuro-affirming adult support pathways for Autistic and other neurodivergent adults by Health and Social Care institutions can be affected by different contexts. However, there is limited research to date into the most supportive contexts for effective neuro-affirming practice. This study aimed to explore the most beneficial contexts for neuro-affirming approaches, and barriers to this. We did this by using existing research to develop a theory about the most helpful approaches to support for Autistic adults, then gathering the views of 32 senior professionals in leadership roles within Health and Social Care services to explore supports and challenges they experience in implementing these approaches. The study identified important contexts for delivery of neuro-affirming practice and how these might be achieved. Some contexts, such as limited resources, restrictive eligibility criteria and inflexible service structures, could limit progress. However, although these were often seen as barriers, they also offered a chance to rethink one-size-fits-all models and adopt neuro-affirming approaches. This study is important in addressing a current gap in research into professional perspectives of the ways neuro-affirming approaches can be developed in practice, to support Autistic and neurodivergent adults. The insights from this study may offer transferable lessons, applicable across different regions and countries. En ligne : https://dx.doi.org/10.1177/13623613251360275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice / Helen MARWICK in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3050-3060 Titre : Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice Type de document : texte imprimé Auteurs : Helen MARWICK, Auteur ; Karena JARVIE, Auteur ; Hilary COWIE, Auteur ; Lorna JOHNSTON, Auteur ; Nicola HAMMOND-EVANS, Auteur ; Rachael COCKAYNE, Auteur Article en page(s) : p.3050-3060 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Humans  Longitudinal Studies  Play and Playthings  Autism  Children  Joint attention  Joint-play support  Ongoing practice  Pretend play Index. décimale : PER Périodiques Résumé : A repeated measures single subject design was used to examine the effectiveness of a joint play approach embedded in professional practice, in supporting pretend play for autistic children. Seven autistic children, aged 5-8 years, with a placement within a specialist educational provision, and who demonstrated restricted play, participated in weekly sessions using the Playboxes approach over a period of 3 months. Pre- and post-approach pretend play abilities were assessed using the Symbolic Play Test and the Test of Pretend Play. Every child gained increased age-equivalent scores on the Test of Pretend Play, ranging from+8 to+30 months. Pretend Play abilities can support developmental outcomes and incorporation of this approach into regular practice could be of value for autistic children. En ligne : http://dx.doi.org/10.1007/s10803-021-05156-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice [texte imprimé] / Helen MARWICK, Auteur ; Karena JARVIE, Auteur ; Hilary COWIE, Auteur ; Lorna JOHNSTON, Auteur ; Nicola HAMMOND-EVANS, Auteur ; Rachael COCKAYNE, Auteur . - p.3050-3060. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3050-3060 Mots-clés : Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Humans  Longitudinal Studies  Play and Playthings  Autism  Children  Joint attention  Joint-play support  Ongoing practice  Pretend play Index. décimale : PER Périodiques Résumé : A repeated measures single subject design was used to examine the effectiveness of a joint play approach embedded in professional practice, in supporting pretend play for autistic children. Seven autistic children, aged 5-8 years, with a placement within a specialist educational provision, and who demonstrated restricted play, participated in weekly sessions using the Playboxes approach over a period of 3 months. Pre- and post-approach pretend play abilities were assessed using the Symbolic Play Test and the Test of Pretend Play. Every child gained increased age-equivalent scores on the Test of Pretend Play, ranging from+8 to+30 months. Pretend Play abilities can support developmental outcomes and incorporation of this approach into regular practice could be of value for autistic children. En ligne : http://dx.doi.org/10.1007/s10803-021-05156-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Prevalence of neurodevelopmental differences and autism in Scottish primary schools 2018-2022 / Marion RUTHERFORD ; Lorna JOHNSTON ; Anusua Singh ROY in Autism Research, 16-12 (December 2023)  

Public ISBD [article]  inAutism Research > 16-12 (December 2023) . - p.2403-2414 Titre : Prevalence of neurodevelopmental differences and autism in Scottish primary schools 2018-2022 Type de document : texte imprimé Auteurs : Marion RUTHERFORD, Auteur ; Lorna JOHNSTON, Auteur ; Anusua Singh ROY, Auteur Article en page(s) : p.2403-2414 Index. décimale : PER Périodiques Résumé : Abstract This study investigated the prevalence of neurodevelopmental needs among children in primary schools in Scotland. Two groups were identified: autistic learners and a larger group of learners who had neurodevelopmental differences. These differences encompassed any need for additional support in various domains, including communication, interaction, emotional regulation, coordination, movement, and cognition. A two-phase process was employed, drawing on data from a cross-sectional study followed by a secondary analysis of a population census. In the first phase, a random sample of 688 children with additional support needs from 22 schools participated. Demographics, support characteristics, and neurodevelopmental needs were identified. Results revealed that 76.89% of children with additional support needs exhibited a need type consistent with a neurodevelopmental difference. In the second phase, data from the Scottish Government Annual Pupil Census, covering all state-provided primary school children between 2018 and 2022, were analyzed. Modeling was conducted using data from the first phase to estimate prevalence of neurodevelopmental differences. Data on autism were directly extracted from the census. Analysis revealed an increase in the prevalence of neurodevelopmental differences and autism. The prevalence of autism rose by 31.98%, with 2.60% of primary school children identified as autistic in 2022. Similarly, the prevalence of neurodevelopmental differences increased by 10.57%, with 16.22% of primary school children exhibiting such differences in 2022. Across 32 localities, regional variations in prevalence were observed. These findings show the substantial number of neurodivergent children within Scottish primary schools and emphasize the need for a neurodevelopmentally informed approach to inclusive education. En ligne : https://doi.org/10.1002/aur.3063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] Prevalence of neurodevelopmental differences and autism in Scottish primary schools 2018-2022 [texte imprimé] / Marion RUTHERFORD, Auteur ; Lorna JOHNSTON, Auteur ; Anusua Singh ROY, Auteur . - p.2403-2414. in Autism Research > 16-12 (December 2023) . - p.2403-2414 Index. décimale : PER Périodiques Résumé : Abstract This study investigated the prevalence of neurodevelopmental needs among children in primary schools in Scotland. Two groups were identified: autistic learners and a larger group of learners who had neurodevelopmental differences. These differences encompassed any need for additional support in various domains, including communication, interaction, emotional regulation, coordination, movement, and cognition. A two-phase process was employed, drawing on data from a cross-sectional study followed by a secondary analysis of a population census. In the first phase, a random sample of 688 children with additional support needs from 22 schools participated. Demographics, support characteristics, and neurodevelopmental needs were identified. Results revealed that 76.89% of children with additional support needs exhibited a need type consistent with a neurodevelopmental difference. In the second phase, data from the Scottish Government Annual Pupil Census, covering all state-provided primary school children between 2018 and 2022, were analyzed. Modeling was conducted using data from the first phase to estimate prevalence of neurodevelopmental differences. Data on autism were directly extracted from the census. Analysis revealed an increase in the prevalence of neurodevelopmental differences and autism. The prevalence of autism rose by 31.98%, with 2.60% of primary school children identified as autistic in 2022. Similarly, the prevalence of neurodevelopmental differences increased by 10.57%, with 16.22% of primary school children exhibiting such differences in 2022. Across 32 localities, regional variations in prevalence were observed. These findings show the substantial number of neurodivergent children within Scottish primary schools and emphasize the need for a neurodevelopmentally informed approach to inclusive education. En ligne : https://doi.org/10.1002/aur.3063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

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 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] / 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 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] / 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

Waiting Times and Influencing Factors in Children and Adults Undergoing Assessment for Autism, ADHD, and Other Neurodevelopmental Differences / Anusua Singh ROY ; Lorna JOHNSTON ; Marie BOILSON ; Eleanor CURNOW ; Victoria JOHNSTONE-COOKE ; Marion RUTHERFORD in Autism Research, 18-4 (April 2025)  

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