Marie Howley

Outcomes of Structured Teaching for Children on the Autism Spectrum: Does the Research Evidence Neglect the Bigger Picture?.

The adoption of ‘structured teaching’ is evident in educational settings worldwide and has fast become one of the key ‘tools’ in autism education. As calls for evidence-based practice have increased, research evidence has grown to interrogate the effectiveness of structured teaching components. Previous systematic literature reviews of the research evidence suggest that structured teaching has positive effects upon problem behaviours and also increases engagement and independent task organisation. This literature review builds upon previous reviews in order to explore the effects of structured teaching upon behaviour and learning, asking what the research evidence actually measures in relation to these two concepts. Gaps in the research evidence are identified, and discussion focuses upon the need for research which investigates the role of structured teaching components in meaningful learning, the need for greater attention to evaluate social validity of the approach which takes into account those who implement and indeed those who receive the intervention and finally the need for research to analyse the effects of structured teaching upon alternative outcomes of ‘well-being’ and ‘quality of life’.

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.