Alec Webster

Parental Perspectives on Early Intensive Intervention for Children Diagnosed with Autistic Spectrum Disorder

Previous research on early intensive intervention in autistic spectrum disorder (ASD) has largely focused on outcomes of treatment for children. Although some account has been taken of parental viewpoints, the potential impact of intervention on families has not achieved the same kind of research prominence. This contrasts with the considerable literature that exists exploring the experiences of parents of children with a wide range of special needs and disabilities. This article reports data from a Local Education Authority (LEA)-funded research commission designed to inform future policy and service provision. Themes are extracted from interview transcripts and questionnaire responses to reflect the views of 15 families, including nine whose children were receiving an LEA pilot intervention programme for ASD, and six who were managing their own interventions based on Applied Behavioural Analysis (ABA). Implications are drawn for future service delivery in support of key principles for early intervention for all families of young children with developmental disabilities.

Early Intensive Family Intervention and Evidence of Effectiveness: Lessons from the South West Autism Programme

Intervention strategies in autistic spectrum disorder (ASD) have emanated from a range of theoretical perspectives with a consensus view that the greatest impact on childrens subsequent development is likely to occur when this work is early, intensive and focuses on young children in the context of the family. Controversies in ASD intervention have arisen in relation to claims for effectiveness, particularly for versions of Applied Behavioural Analysis. Taking account of user perspectives, the evidence base for ASD intervention is considered, distinguishing between experimental work that identifies a treatment effect and research that establishes ecological validity. In order to move practice forward, research is required to address which programme components are helpful for which children and which families in which contexts. Drawing on current intervention research (South West Autism Programme), this paper concludes by outlining some of the factors that need to be considered in shaping future ASD research and ASD service provision.

Offender Literacy and the Probation Service

This article argues the case for greater probation service involvement with the literacy needs of offenders under supervision. It draws attention to the high levels of poor literacy amongst offenders and discusses the significance of literacy intervention in relation to current probation objectives. Consideration is given to the need for policy development and changes in both agency procedures and practice perspectives in order to promote a suitable response to the problem.

Professionalization and the Reduction of Uncertainty: A study of new entrants to educational psychology

The study focuses on the transition between undertaking training and becoming an independent practitioner, drawing on data from 53 educational psychologists (EPs) who completed their educational psychology (EP) training courses in 1995–6 and subsequently took up positions in local education authority (LEA) services. Experiences of induction are examined in relation to promoting competence at individual and service level in a context where both training issues and the professionalization of EP services are under close scrutiny and review. The paper concludes with some implications for the future interface between training institutions and EP Services, and the nature of the curriculum which will meet future training needs.

Some implications for professional training

Summary The research basis of education has recently come under scrutiny: whether teachers systematically extend, revisit and shape what they do on the basis of a cumulative body of evidence. As part of a Leverhulme‐funded strategic review, the current study has addressed the potential role of educational psychologists (EPs) in contributing to educational research, and the kind of future training and support the profession will require. The findings of this study are considered to be especially relevant to the components of doctoral programmes for initial and post‐professional training.

Functional versus critical literacy in the rehabilitation of offenders: a survey of probation services in England and Wales

In this paper we examine contrasting concepts of literacy in relation to the rehabilitation of offenders under supervision by the probation service. One approach, derived from a linguistic or code-based perspective, delimits literacy to acquiring minimal routines and procedures to function in mainstream society in order to avoid further failure. Critical literacy, in contrast, derived from a socio-cultural perspective, highlights the importance of acquiring literacy as an active, context-grounded process, through which individuals take personal control for accessing wider social, educational and economic opportunities. Arguably, literacy is a fundamental component of any rehabilitation process for offenders and there is evidence that involvement in literacy programmes reduces recidivism, enables offenders to achieve better family relationships, higher levels of self-control and self-esteem, whilst also promoting a sense of social responsibility and inclusion in society. Data are reported from a survey con...