Abstract
Introduction
The nature, identification and education of
children with autism continues to challenge their parents and the various
professionals (Jordan, 1999; Jordan and Jones, 1999).
It is estimated that in Great Britain over 200,000 children and adults have disorders within the autistic spectrum. Approximately one third also manifest varying degrees of learning difficulties. Impairments of social interaction, communication and imagination are often accompanied by restricted and repetitive patterns of behaviour (Wing, 1996).
The first paper reports the findings of a small-scale study of the effects of a particular intervention known as the 'Social Story technique' on the social understanding of children identified as being within the autistic spectrum. The second paper is a report of practitioner-research. The focus is on pre-verbal skills identified as important in the development of communication and language, the development of a checklist of emerging communication skills and devising related teaching activities. The final paper demonstrates how theoretical considerations concerning the nature of autism can be translated into educational practice in a school specialising in the education of children manifesting special educational needs within the autistic spectrum.
References
Jordan, R. (1999)Autistic Spectrum Disorders. An
Introductory Handbook for Practitioners. London: David Fulton. Jordan, R. and
Jones, G. (1999) Meeting the Needs of Children with Autistic Spectrum Disorder.
London: Fulton. Wing, L. (1996) The Autistic Spectrum. A Guide for Parents and
Professionals. London: Constable.
Theoretical Underpinnings For Interventions To Develop Social
Understanding Amongst Learners Within The Autistic Spectrum
M. Blamires
Context
The Social Story technique has been applied as a
visually-based method to support the development of social understanding with
learners within the autistic spectrum (Gray, 1996; Rowe, 1998).This study
examines the understanding that teachers and learning support assistants need
in order to successfully include learners with social communication
difficulties within the mainstream setting and to establish further criteria
for their use.
Methodology
Ten teachers and learning support assistants
(LSAs) were trained in the use of social stories as a means to support the
social understanding of learners diagnosed within the autistic spectrum and
being educated within the mainstream setting. The method was then applied.
Results
The teachers and LSAs constructions of social stories
were compared and contrasted with the application of the social story technique
to generate implementation criteria.
Conclusions
The findings support the assertion by proponents
of this intervention that contextual information is more important than
directive information when successfully applying this technique (Gray, 1996;
Attwood, 1998).
References
Attwood, A. (1998) Asperger Syndrome: A Guide for
Parents and Professionals. London: Jessica Kingsley.
Gray, C.A. (1996)
Social Stories and comic strip conversations with students with Asperger
syndrome and high functioning Autism. In: E. Schopler, G.B. Mesibov and L.
Kunce (Eds.) Asperger Syndrome and High Functioning Autism. New York:
Plenum.
Rowe, C. (1998) The use of Social Stories to support a learner with
Asperger Syndrome within the mainstream. British Journal of Special Education,
vol.25, No. 1.
Enabling Communication in Pre-verbal Children with Pervasive
Developmental Disorders (Pdd): A Programme of Intervention Conducive to
Collaborative Practice Between Speech and Language Therapists, Parents And
Teachers
Julia M. Scotland
Context
The study initially centred on the presenter's work
as a Speech and Language Therapist (SLT)at a residential school for children
considered to have severe communication difficulties and associated challenging
behaviours. Many pupils displayed the key features described as being typical
of early infantile autism (Kanner, 1943). Previous experience suggested that
the traditional speech and language therapy (SLT) model of withdrawing a pupils
to a quiet room for thirty minutes of therapy once a week was not going to be
effective. Review of the literature suggested that those approaches claiming
success when used with children with autism agree on the importance of ten
components (Law, 1997; Jordan, Jones and Murray, 1998).
The presenter and a senior teacher collaborated in developing a checklist of emerging communication skills to which the acronym CHECS was applied. The focus was on pre-verbal skills identified as central to the development of communication and language. Teaching activities that related to the checklist were devised.
Aims
To address the challenge of meeting the needs of
pre-verbal children with pervasive developmental difficulties (PDD).
Methodology
The project was based on indiidual case-studies
intended to explore the feasibility of SLTs being able to use CHECS in a
variety of ways, within a range of therapeutic settings, to meet a continuum of
need.
SLT's in Wales known to be working with children with PDD were invited to trial CHECKS. In the event, 31 therapists attended.
Results
Data from twenty SLTs working with 87 children were
analysed.
Conclusions
The results support the claim that SLTs find
CHECS to be a useful tool. However, inevitable limitations in the design of the
study indicate that interpretation of the data required considerable caution.
References
Kanner, L. (1943) Autistic disturbances of
affective contact. Nervous Child, 3, pp. 217-250.
Jordan, R., Jones, G. and
Murray, D. (1998) Educational Interventions for Children withAutism; A
Literature Review of Recent and Current Research. London: DfEE.
Law, J.
(1997) Evaluating interventions for language impaired children: a review of the
literature. European Journal of Disorders of Communication, 32, (2), pp. 1-14.
Educational Interventions In Autism: From Theory To Practice
Steve Tyler
Introduction
Based on the assumption that theory and practice
are complementary, this paper is based on considering two questions and then
providing some answers. The saying that 'There is nothing as practical as a
good theory' makes the point. Or am I wrong?
The first question asks 'What has the discipline of psychology to offer in furthering our understanding of the nature of autism?'
The second question is 'In what ways can applied psychology help in developing effective educational interventions for children deemed to have Autistic Spectrum Disorders?'
Context
The answers provided are based on the following four
complementary activities.
References
Jordan, R. (1999)Autistic Spectrum Disorders. An
Introductory Handbook for Practitioners. London: David Fulton.
Jordan, R.
and Jones, G. (1999) Meeting the Needs of Children with Autistic Spectrum
Disorder. London: Fulton.
Wing, L. (1996) The Autistic Spectrum. A Guide
for Parents and Professionals. London: Constable.
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