Accessible summary• Children with autism spectrum disorders (aged 7-18 years) were interviewed about their experience of living at home and in short term care. • Parents and caregivers were also interviewed and, when the child had little or no speech, he or she was observed in both settings. • Pictures and schedules were used to prompt the children but using them, or allowing parents to interrupt, sometimes made it difficult to be sure that the children's views were completely their own. • It was also important to use questions that meant something to the children.• The children were generally happy with their life at home. Those who went for short-term breaks liked some activities and individuals, but some did not like the noise and the rules. SummaryChildren with autism spectrum disorders (10 boys and 4 girls aged 7 to 18 years) from a shire county in England were interviewed as part of a study examining the experience and attitudes of families towards daily life and short breaks support. Techniques for obtaining consent and eliciting the children's views are detailed, including triangulation of data. Data were collected on the children's experience of day-to-day life, social workers, and short breaks services, and their wishes. Qualitative data analysis was undertaken using a template approach. The children were positive about family life, although most activities reported were solitary. None understood the role of social workers. Those who attended short breaks enjoyed some activities and peers' company but were disturbed by noise and staff discipline. Difficulties faced in carrying out the research, and limitations arising from the research methods and the nature of ASD are acknowledged, and factors that were helpful in the process are identified.

Summary Consultation with children receiving services from social services departments is required by international and national legislation. Research has been undertaken examining the experience of children with disabilities receiving short‐term care. However, none of these studies has focused on autistic spectrum disorders (ASDs). The present paper suggests that this condition's characteristics affect the ability of children with ASDs to participate in consultation. Case studies were undertaken investigating the impact of the characteristics of autism upon researchers' abilities to elicit children's opinions about their experience of short‐term residential care. Factors which maximized the children's input and the accuracy of results are identified.

School refusal is an important factor impacting upon poor outcomes for adolescents and youth. Individuals with autism spectrum disorder (ASD) experience characteristic difficulties regarding social interaction and communication, rigidity of thinking and sensory sensitivities. These difficulties, coupled with the heightened anxiety that many on the spectrum experience, place them at particular risk of school refusal. This study investigates activity undertaken in one UK local authority, where provision was developed to help such students to re-engage with formal education. Data were collected at three points through the first year of the provision's existence. Findings show all students were successfully supported to attend the provision and re-engage with formal education. Factors supportive of re-engagement are presented and considered in the light of an ecological model of support for school refusers and what is considered as 'good practice' in autism education. It is suggested that the factors identified are indicative of good practice across both areas of activity.

Parent training has been shown to be an important means of supporting families living with autism-but such services are not universally accessible. A multinational project funded by the European Commission has been developed in order to establish such parent training in three southeastern European countries. To ensure that the training was relevant and appropriate, a survey was carried out in autumn 2015 to ascertain the attitudes of parents of children with autism in Croatia, Cyprus and the Former Yugoslav Republic of Macedonia regarding this issue, and to identify the areas of training that they felt most important. Two hundred and fifty-three surveys were distributed, and 148 were returned, a response rate of 58%. Respondents in the three counties were overwhelmingly positive about parent training, with almost 90% stating that they would like to attend such training. Weekend training sessions were preferred by the majority of respondents. There was wide variation between the three countries with regard to what content was felt important to be included, with parents in the FYR of Macedonia seeking information in the greatest number of areas. Five topics were prioritised by parents across all three countries. These were: • Strategies for enhancing my child's communication • Strategies on facilitating my child's interaction with other children • Sensory integration and development • General information on behavioural management strategies • Identifying and/or developing socialisation opportunities

This article reflects on how the first author has adapted aspects of the TEACCH structured teaching approach — developed for use with students with autism — in her work with students with multiple disabilities and visual impairment (MDVI) in a special secondary school for students with severe learning difficulties in England. A brief overview of the TEACCH approach and its distinctive components (physical structure, schedules, work systems and visual structure) is presented; and the reasons why and the ways in which aspects of structured teaching have been adapted and used with regard to three students (at different points on the MDVI ‘spectrum’) are described. The article identifies the impact on the students and on the first author’s teaching of using this approach during the past three years, together with the limitations and problems encountered. The article is written from the first author’s perspective throughout.