A UK and Ireland survey of educational psychologists’ intervention practices for students with autism spectrum disorder

Robinson, Lee; Bond, Caroline; Oldfield, Jeremy

doi:10.1080/02667363.2017.1391066

Cited by 8 publications

(5 citation statements)

References 27 publications

(29 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although, in rural areas, it overcame the lack of transport options available to low resourced families in particular. Rather, having project staff coming to the child's home ensured that all the project work was personalised to the individual needs of the child and family [14]. Although children with ASD may share some common features, there were marked differences in how ASD was manifested in even this relatively homogenous sample of children.…”

Section: Discussionmentioning

confidence: 99%

Promoting the Social Inclusion of Children with ASD: A Family-Centred Intervention

McConkey

Cassin²,

McNaughton³

2020

Brain Sciences

View full text Add to dashboard Cite

The social isolation of children with autism spectrum disorder (ASD) is well documented. Their dearth of friends outside of the family and their lack of engagement in community activities places extra strains on the family. A project in Northern Ireland provided post-diagnostic support to nearly 100 families and children aged from 3 to 11 years. An experienced ASD practitioner visited the child and family at home fortnightly in the late afternoon into the evening over a 12-month period. Most children had difficulty in relating to other children, coping with change, awareness of dangers, and joining in community activities. Likewise, up to two-thirds of parents identified managing the child’s behaviour, having time to spend with other children, and taking the child out of the house as further issues of concern to them. The project worker implemented a family-centred plan that introduced the child to various community activities in line with their learning targets and wishes. Quantitative and qualitative data showed improvements in the children’s social and communication skills, their personal safety, and participation in community activities. Likewise, the practical and emotional support provided to parents boosted their confidence and reduced stress within the family. The opportunities for parents and siblings to join in fun activities with the child with ASD strengthened their relationships. This project underscores the need for, and the success of family-based, post-diagnostic support to address the social isolation of children with ASD and their families.

show abstract

Section: Discussionmentioning

confidence: 99%

Promoting the Social Inclusion of Children with ASD: A Family-Centred Intervention

McConkey

Cassin²,

McNaughton³

2020

Brain Sciences

View full text Add to dashboard Cite

show abstract

“…Results revealed that across all problem behavior interventions providing choices, prompting, modeling, and direct instruction received the highest rankings in familiarity, confidence, and use. Modeling and prompting were also reported as frequently used interventions in previous studies (Paynter et al, 2017 ; Robinson et al, 2018 ; McNeill, 2019 ) which is an indicator of their large adoption by educators working with learners with ASD.…”

Section: Discussionmentioning

confidence: 87%

“…These interventions are used to teach a replacement behavior that provides access to the same consequence as problem behavior. Prompting and modeling have been reported in previous studies as EBPs that teachers, school psychologists, and health professionals are familiar with and confident in using (Brock et al, 2014 ; McNeill, 2019 ; Paynter et al, 2017 ; Robinson et al, 2018 ). One potential explanation for the high ranking of these interventions is that teachers in this study rated prompting, modeling, and direct instruction as interventions used in their classroom to address a variety of academic, social, and behavioral goals even though they were informed about the purpose of this study and its focus on problem behavior interventions to address challenging behavior.…”

Section: Discussionmentioning

confidence: 96%

Teachers’ Familiarity, Confidence, Training, and Use of Problem Behavior Interventions for Learners with Autism Spectrum Disorder in School Settings

et al. 2022

View full text Add to dashboard Cite

Our main purpose in this study was to investigate the levels of and the relationship between familiarity, confidence, training, and use of problem behavior interventions by special education teachers working with learners with autism spectrum disorder (ASD) in school settings. A total of 80 special education teachers in South Carolina and Virginia completed an online survey. Results indicate a positive correlation between teachers’ familiarity, confidence, training, and use of problem behavior interventions. Across all intervention categories, providing choices, prompting, modeling, and direct instruction received the highest rankings for familiarity, confidence, and use. In addition, our results reveal that familiarity and confidence in implementing these interventions differs across groups of special education teachers based on years of experience. The most frequently reported factors that limit the use of problem behavior interventions in school settings were competing responsibilities, the need to involve multiple people, the amount of time required, and the difficulty using interventions during typical routines. Implications for research and practice are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s10882-022-09885-2.

show abstract

“…The current evidence base for AA as an intervention is in its infancy and at present it is regarded as an evidence supported approach due to its inclusion in evidence-based autism strategies (Robinson et al , 2018). Research which has been completed to date shows promising results of the benefits of AA for autistic children.…”

Section: Introductionmentioning

confidence: 99%

Attention Autism™ training for occupational therapists: a pilot study

Ruttledge

2024

IJOT

View full text Add to dashboard Cite

Purpose At present, there is no reference to Attention Autism (AA) as a framework and therapeutic tool with autistic children in occupational therapy (OT) literature. By way of introducing AA as a potential intervention to the OT community, this study aims to investigate the extent to which participation in a two-day AA training could contribute to increasing confidence and inspire changes in practice for Irish occupational therapists (OTs) supporting autistic children. Design/methodology/approach A pilot study design with mixed qualitative and quantitative methods was used to evaluate the impact of a two-day AA training on six OTs. The OTs support autistic children throughout Ireland across public, private and voluntary sectors. They completed brief, non-standardised questionnaires 2 weeks before the training (Time 1) and again 12 weeks post (Time 2) training session. At Time 2, additional exploratory questions were answered by OTs regarding their use of AA in practice. Findings This explorative study’s quantitative findings presented percentage change increases within three areas of confidence for all OTs. These include establishing attention, motivating and developing functional skill goals with autistic children. One of the participants did not score any change in confidence in a fourth area, building rapport, however, the five other participants scored percentage change increases. Qualitative data provided by participants showed that they were implementing AA in practice since attending the training. Five of the participants reported positive experiences of using AA and one participant reported the programme was not suitable for her caseload because of their level of understanding and need. Research limitations/implications This was a small, exploratory, practice-based study. As this is the first study exploring this area of practice for OTs, to the best of the authors’ knowledge, there were no standardised methods of assessment available, therefore a self-designed survey was used by the author which had a limited number of open-ended questions and four Likert scale questions. This study was also limited in that there was one main researcher who also delivered the two-day AA training. The sample data set was small which resulted in the limitation of the choice of methods used to analyse the quantitative data. Percentage changes were used as the only available and reliable method for a small data set. Originality/value Findings of this study, despite their preliminary nature, indicate that AA training may be a useful professional development consideration for OTs who provide a service for autistic children. Further AA research in OT is required including larger and more rigorous studies. An alternative training option of The Curiosity Programme may be considered for OTs supporting children who may not yet be ready to participate in AA.

show abstract

A UK and Ireland survey of educational psychologists’ intervention practices for students with autism spectrum disorder

Cited by 8 publications

References 27 publications

Promoting the Social Inclusion of Children with ASD: A Family-Centred Intervention

Promoting the Social Inclusion of Children with ASD: A Family-Centred Intervention

Teachers’ Familiarity, Confidence, Training, and Use of Problem Behavior Interventions for Learners with Autism Spectrum Disorder in School Settings

Attention Autism™ training for occupational therapists: a pilot study

Contact Info

Product

Resources

About