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Détail de l'auteur
Auteur Helen MARWICK |
Documents disponibles écrits par cet auteur (2)
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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)
[article]
Titre : Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice Type de document : Texte imprimé et/ou numérique 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
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3050-3060[article] Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice [Texte imprimé et/ou numérique] / 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
Titre : The Autism Toolbox: An Autism Resource for Scottish Schools Type de document : Texte imprimé et/ou numérique Auteurs : Aline-Wendy DUNLOP, Auteur ; Charlene TAIT, Auteur ; Helen MARWICK, Auteur ; Lisa GLASHAN, Auteur ; Anna ROBINSON, Auteur Editeur : Glasgow [Ecosse] : National Centre For Autism Studies Année de publication : 2009 ISBN/ISSN/EAN : 978-0-7559-8022-2 Note générale : Bibliogr. Langues : Anglais (eng) Index. décimale : EDU-A EDU-A - Education - Enseignement - Gestion de Classe Résumé : The contents of the Autism Resource will include
Guidance for Local Authorities - Issues such as leadership, working with parents, support issues from pre-school to secondary education, a critical overview of known interventions and the current legislative context will be addressed.
Guidance for Schools - this section will provide a practical 'toolbox'. Drawing on illustrative practice examples, autism specific guidance will be given on the impact of Autism Spectrum Disorder ( ASD) on teaching and learning, classroom organisation and strategies that can be applied across a range of environments.
Support for Parents is a key issue in promoting the inclusion of children with ASD. Specific challenges will be explored along with guidance as to how appropriate support and engagement with parents may be achieved.
Working with Other Agencies and professional collaboration are embedded in the current legislative framework and policy documentation. Examples of collaborative working will be available as well as guidance on effective collaborative processes. The roles of different professionals will be addressed.
A Resource Index linked to the Scottish Autism Network website will be included to lead authorities and schools to further information on a range of topics. The core content will be brought to life by the use of exemplars that will be drawn from across Scotland. The resource therefore has the potential to connect practitioners who may wish to contact each other to share and discuss challenges and common areas of interest, through the Scottish Autism Network.
Guidance for schools: the toolbox in practice
This section will offer sets of guidance on a range of topics,including
Recognising ASD
Strengths and challenges of an autism profile
Assessment
Impact on teaching and learning
Classroom organisation / strategies
Differentiation - principles and practicalities
Individualised educational planning
Social curriculum (skills / life skills)
Pupils involvement in all matters which affect them
Whole school approaches / understanding
Transitions
Bullying and playground management
Pupil passports
Recognising wider achievement
Sharing interesting practice
Networking for autism
Photocopiable sets of guidance will be downloadable from the networks website.En ligne : http://www.cra-rhone-alpes.org/library/The-Autism-Toolbox.pdf Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=761 The Autism Toolbox: An Autism Resource for Scottish Schools [Texte imprimé et/ou numérique] / Aline-Wendy DUNLOP, Auteur ; Charlene TAIT, Auteur ; Helen MARWICK, Auteur ; Lisa GLASHAN, Auteur ; Anna ROBINSON, Auteur . - Glasgow [Ecosse] : National Centre For Autism Studies, 2009.
ISBN : 978-0-7559-8022-2
Bibliogr.
Langues : Anglais (eng)
Index. décimale : EDU-A EDU-A - Education - Enseignement - Gestion de Classe Résumé : The contents of the Autism Resource will include
Guidance for Local Authorities - Issues such as leadership, working with parents, support issues from pre-school to secondary education, a critical overview of known interventions and the current legislative context will be addressed.
Guidance for Schools - this section will provide a practical 'toolbox'. Drawing on illustrative practice examples, autism specific guidance will be given on the impact of Autism Spectrum Disorder ( ASD) on teaching and learning, classroom organisation and strategies that can be applied across a range of environments.
Support for Parents is a key issue in promoting the inclusion of children with ASD. Specific challenges will be explored along with guidance as to how appropriate support and engagement with parents may be achieved.
Working with Other Agencies and professional collaboration are embedded in the current legislative framework and policy documentation. Examples of collaborative working will be available as well as guidance on effective collaborative processes. The roles of different professionals will be addressed.
A Resource Index linked to the Scottish Autism Network website will be included to lead authorities and schools to further information on a range of topics. The core content will be brought to life by the use of exemplars that will be drawn from across Scotland. The resource therefore has the potential to connect practitioners who may wish to contact each other to share and discuss challenges and common areas of interest, through the Scottish Autism Network.
Guidance for schools: the toolbox in practice
This section will offer sets of guidance on a range of topics,including
Recognising ASD
Strengths and challenges of an autism profile
Assessment
Impact on teaching and learning
Classroom organisation / strategies
Differentiation - principles and practicalities
Individualised educational planning
Social curriculum (skills / life skills)
Pupils involvement in all matters which affect them
Whole school approaches / understanding
Transitions
Bullying and playground management
Pupil passports
Recognising wider achievement
Sharing interesting practice
Networking for autism
Photocopiable sets of guidance will be downloadable from the networks website.En ligne : http://www.cra-rhone-alpes.org/library/The-Autism-Toolbox.pdf Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=761 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0000817 EDU-A DUN Livre Centre d'Information et de Documentation du CRA Rhône-Alpes EDU - Education - Pédagogie Disponible