Strategies to promote adaptive competence for students on the autism spectrum

Preis, Janet

doi:10.1111/j.1467-9604.2007.00440.x

Cited by 8 publications

(4 citation statements)

References 43 publications

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“…More important, participants also received immediate and appropriate feedback on their performance and rectified their behaviour in real time. The improvements were consistent with Preis's () assertion that for this population, teaching of direct skills is effective for both the acquisition and maintenance of skills learnt and skills should be taught directly with opportunities to practise them immediately.…”

Section: Discussionsupporting

confidence: 86%

Effectiveness of a Workplace Training Programme in Improving Social, Communication and Emotional Skills for Adults with Autism and Intellectual Disability in Hong Kong – A Pilot Study

Liu

Wong²,

Chung

et al. 2013

Occupation Therapy Intl

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This pilot study explored the effectiveness of workplace training programme that aimed to enhance the work-related behaviours in individuals with autism and intellectual disabilities. Fourteen participants with autism and mild to moderate intellectual disability (mean age = 24.6 years) were recruited. The workplace training programme included practices in work context and group educational sessions. A pre-test-post-test design was used with the Work Personality Profile, the Scale of Independent Behaviour Revised and the Observational Emotional Inventory Revised to evaluate the targeted behaviours. Improvement in social and communication skills specific to the workplace was achieved. For emotional control, participants became less confused and had a better self-concept. However, improvement in other general emotional behaviours, such as impulse control, was limited. The results indicated that a structured workplace training programme aimed at improving social, communication and emotional behaviours can be helpful for people with autism and intellectual disability. Further study with a larger sample size and a control group is recommended. The development of specific programme to cater for the emotional control needs at workplace for people with autism is also suggested.

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Section: Discussionsupporting

confidence: 86%

Effectiveness of a Workplace Training Programme in Improving Social, Communication and Emotional Skills for Adults with Autism and Intellectual Disability in Hong Kong – A Pilot Study

Liu

Wong²,

Chung

et al. 2013

Occupation Therapy Intl

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show abstract

“…There is currently extensive and varied research relating to autistic children and young people (Charman & Howlin, 2003;Guldberg, 2010). There also seems to be a wide range of interventions available, varying from medical ones such as medication and psychotherapy to more behavioral, educational and alternative treatment programs which can often be competing, and although extensively used for a period of time, have been based on no or very little empirical evidence (Humphrey & Parkinson, 2006;Preis, 2007). Since communication and socialization are at the core of the diagnosis of autism, extensive research has been done on specific interventions in these areas (Goldstein, 2002;Krasny, Williams, Provencal, & Ozonoff, 2003;McConnell, 2002).…”

Section: Inclusive Education For Pupils On the Autism Spectrummentioning

confidence: 99%

The Effectiveness of a Music and Dance Program on the Task Engagement and Inclusion of Young Pupils on the Autism Spectrum

et al. 2019

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Inclusion has been a contested concept affecting policy and practice in education for many decades, particularly for individuals on the autism spectrum. Due to the challenges that autistic pupils may face in forming social relationships, they are at a greater risk of isolation and exclusion. This study explored whether music and dance can promote the inclusion of autistic children aged 5–8 years, attending mainstream schools, through participation in a novel music and dance program. A total of 42 pupils (seven autistic), in seven groups, took part in the 6-week program. Engagement on task and physical proximity were used as proxy measures of inclusion. Video observation was used for the collection and analysis of the data. The findings suggest that music is a strong motivational factor for autistic participants and promotes engagement on task. Music and dance have been found to enhance physical contact and cooperation in the group, thus promoting acceptance and inclusion. Implications for practice and directions for further research are discussed.

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“…It accords well with accounts of visual methods to mediate communication with children with autism. Preis (2007), for example, notes the value of the non‐transience of iconic picture systems for these children. More widely, and beyond the scope of this paper, underlying issues concerning methods of eliciting views resonate with debates concerning visual methodologies (including art, photographs and video) (Wall and Higgins, 2006; Wall et al.…”

Section: Ways To Hear Children's Viewsmentioning

confidence: 99%

Realising child voice: the development of Cue Cards

Lewis

Newton²,

Vials

2008

Support for Learning

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There has been lively and continuing interest worldwide about how best to ensure that all children, and, in particular, children with special needs or disabilities, have their views heard. In the UK, successive legislation across children's services has made this increasingly important. Children's views are even a part of the formal evaluation of many services (such as reviews and inspections of peripatetic support services in education). Making such processes 'real' rather than token requires that we find effective ways through which all children can share what they feel about their schools, services and provision. This article describes a technique using a small number of card pictures (eight) to prompt ideas about key elements of a narrative. We suggest that this approach, which has been tried and tested in depth in a local authority (as well as in various research projects), has considerable application in teaching and assessment with diverse children and young people across various contexts. We include examples to illustrate the versatility and value of the approach for schools and other services.

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Strategies to promote adaptive competence for students on the autism spectrum

Cited by 8 publications

References 43 publications

Effectiveness of a Workplace Training Programme in Improving Social, Communication and Emotional Skills for Adults with Autism and Intellectual Disability in Hong Kong – A Pilot Study

Effectiveness of a Workplace Training Programme in Improving Social, Communication and Emotional Skills for Adults with Autism and Intellectual Disability in Hong Kong – A Pilot Study

The Effectiveness of a Music and Dance Program on the Task Engagement and Inclusion of Young Pupils on the Autism Spectrum

Realising child voice: the development of Cue Cards

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