David Preece

Providing Training in Positive Behavioural Support and Physical Interventions for Parents of Children with Autism and Related Behavioural Difficulties.

Though professionals working with children on the autism spectrum who display challenging behaviour routinely receive training in the use of both positive behavioural support techniques and physical interventions, such training is rarely provided for the parents of these children. This article reports on the impact of training provided for family members associated with eight children aged 7–11 years who were associated with the same special school. Participants were surveyed before and after training, and at a 12-week follow-up session. Data were triangulated by interviewing staff providing and supporting the training. The results suggest that attending the training increased parents’ confidence in understanding and managing the child’s behaviour, and reduced the use of physical interventions. Positive factors associated with parent training are discussed, as well as challenges to its provision, and the cost and potential impact of providing training is compared with other models of support. Limitations of the study and areas for further research are identified.

Using aspects of the TEACCH structured teaching approach with students with multiple disabilities and visual impairment Reflections on practice

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.

Accessing parental perspectives to inform the development of parent training in autism in south-eastern Europe

Abstract 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 south-eastern 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

An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education - the impact on young people and their families

Abstract 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.

Multi-Sensory Storytelling: A Tool for Teaching or an Intervention Technique?.

This article reports on research undertaken to investigate how multi-sensory storytelling (MSST) was being used within schools for students with profound and multiple learning difficulties and other special educational needs. Semi-structured interviews (n = 27) and observations (n = 18) were undertaken in five schools in the East Midlands and south-east of England. The study identified that MSST was considered to contribute to the curriculum access, assessment, learning and socialisation of students across a wide range of special educational needs. Key opportunities, applications and barriers to use were identified. Findings from this study indicated that the way these teachers used MSST differed from extant research in this area with regard to both design and delivery. It is suggested that the desire to develop a quantitative evidence base may present unnecessary restrictions which inhibit the recognition of pedagogic issues; and that a more fluid conceptualisation of MSST would be reflective of real-world practice.

Effective Short Breaks Services for Families with Children with Autism Spectrum Disorders: How One Local Authority in the United Kingdom is Working to Meet the Challenge

This article identifies the importance of short breaks (respite care) services to many families with children with autism spectrum disorder (ASD), as well as the obstacles that may prevent families accessing such services. Factors that families with children with ASD identify as helpful in making short breaks successful are discussed and reference is made to how Northamptonshire County Council, a local authority in the United Kingdom (UK), is working to meet the challenge of providing ‘autism-appropriate’ short breaks. As well as outlining the major characteristics of Northamptonshires services, their limitations and the challenges that remain are identified.