Pub Date : 2023-05-12DOI: 10.1108/aia-09-2022-0047
N. Keates, J. Beadle‐Brown
Purpose Previous studies have confirmed the potential benefits of participating in theatrical improvisation, including improved mental health, well-being, skills and strategy development. This study aims to explore the experiences of improv (a subset of theatrical improvisation) for autistic, non-autistic, yet neurodivergent and neurotypical people. In particular, it explores whether participants believe that there have been any benefits from participating in improv. Design/methodology/approach Twenty adult participants were recruited using snowball sampling. Semi-structured interviews were conducted and analysed using interpretative phenomenological analysis (IPA) and qualitative content analysis (QCA). IPA explored the autistic lived experience during improv participation, while QCA sought to identify the benefits gained. Findings Implementing IPA allowed for the benefits of improv to be embedded into autistic lived experience. This was aggregated into two themes: “life beyond improv” and “social worlds negative impact”. Findings from QCA found five themes: “creativity and opportunities: the arts and workplace”; “acceptance, cognitive flexibility and rolling with it”; “interpersonal, social and communication skills and human connection”; “gains in mental health, quality of life and wellbeing”; and for just autistic participants, “‘I've gone full autistic’ (and can learn why neurotypicals are like they are)”. Originality/value To the best of the authors’ knowledge, this is a novel study area that has not been investigated previously.
{"title":"Improvisers’ experiences across neurotypes of participating in improv comedy","authors":"N. Keates, J. Beadle‐Brown","doi":"10.1108/aia-09-2022-0047","DOIUrl":"https://doi.org/10.1108/aia-09-2022-0047","url":null,"abstract":"\u0000Purpose\u0000Previous studies have confirmed the potential benefits of participating in theatrical improvisation, including improved mental health, well-being, skills and strategy development. This study aims to explore the experiences of improv (a subset of theatrical improvisation) for autistic, non-autistic, yet neurodivergent and neurotypical people. In particular, it explores whether participants believe that there have been any benefits from participating in improv.\u0000\u0000\u0000Design/methodology/approach\u0000Twenty adult participants were recruited using snowball sampling. Semi-structured interviews were conducted and analysed using interpretative phenomenological analysis (IPA) and qualitative content analysis (QCA). IPA explored the autistic lived experience during improv participation, while QCA sought to identify the benefits gained.\u0000\u0000\u0000Findings\u0000Implementing IPA allowed for the benefits of improv to be embedded into autistic lived experience. This was aggregated into two themes: “life beyond improv” and “social worlds negative impact”. Findings from QCA found five themes: “creativity and opportunities: the arts and workplace”; “acceptance, cognitive flexibility and rolling with it”; “interpersonal, social and communication skills and human connection”; “gains in mental health, quality of life and wellbeing”; and for just autistic participants, “‘I've gone full autistic’ (and can learn why neurotypicals are like they are)”.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is a novel study area that has not been investigated previously.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42573724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-17DOI: 10.1108/aia-11-2021-0046
Alexandra Schnabel, Clem Bastow
Purpose From the authors’ personal and professional experiences, they have observed that autistic women are uniquely at risk of interpersonal trauma. Given the tendency for autistic women to be overlooked in research and practice, this study aims to rectify this by exploring the relevant literature and including the voices of autistic women throughout this paper. Design/methodology/approach This study completed a literature review of quantitative and qualitative data relating to exposure to interpersonal trauma in autistic women. This study also reviewed relevant discursive evidence available on in memoirs and reports. This study also included dialogue between us as authors from an auto/“Autie”-ethnographic position. Findings Both clinical literature and discursive evidence support the idea that autistic women are uniquely at risk of interpersonal trauma, in particular, sexual victimisation. Explanatory factors are considered. Studies exploring rates of post-traumatic stress disorder (PTSD) were less consistent. Further evidence is required to better understand how autistic women experience and express PTSD and to inform assessment and treatment modifications. Originality/value To the best of the authors’ knowledge, this is the first paper to integrate clinical literature and discursive evidence on the topic of interpersonal trauma in autistic women. It provides useful insights into the experiences of autistic women in this space, directions for urgently needed future research and modifications to clinical practice.
{"title":"Nothing for us, without us: a review of the clinical literature and discursive evidence of interpersonal trauma in autistic women","authors":"Alexandra Schnabel, Clem Bastow","doi":"10.1108/aia-11-2021-0046","DOIUrl":"https://doi.org/10.1108/aia-11-2021-0046","url":null,"abstract":"\u0000Purpose\u0000From the authors’ personal and professional experiences, they have observed that autistic women are uniquely at risk of interpersonal trauma. Given the tendency for autistic women to be overlooked in research and practice, this study aims to rectify this by exploring the relevant literature and including the voices of autistic women throughout this paper.\u0000\u0000\u0000Design/methodology/approach\u0000This study completed a literature review of quantitative and qualitative data relating to exposure to interpersonal trauma in autistic women. This study also reviewed relevant discursive evidence available on in memoirs and reports. This study also included dialogue between us as authors from an auto/“Autie”-ethnographic position.\u0000\u0000\u0000Findings\u0000Both clinical literature and discursive evidence support the idea that autistic women are uniquely at risk of interpersonal trauma, in particular, sexual victimisation. Explanatory factors are considered. Studies exploring rates of post-traumatic stress disorder (PTSD) were less consistent. Further evidence is required to better understand how autistic women experience and express PTSD and to inform assessment and treatment modifications.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first paper to integrate clinical literature and discursive evidence on the topic of interpersonal trauma in autistic women. It provides useful insights into the experiences of autistic women in this space, directions for urgently needed future research and modifications to clinical practice.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47262564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1108/aia-03-2022-0014
A. Griffiths, Diana Baker, J. Brady, K. Kennedy, A. Valladolid, Rachel Wiegand, Raquel Delgado
Purpose This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program. Design/methodology/approach The program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms. Findings Results indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining. Practical implications Overall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation. Originality/value This case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.
{"title":"Increasing collaboration and knowledge in school communities to enhance outcomes for autistic students","authors":"A. Griffiths, Diana Baker, J. Brady, K. Kennedy, A. Valladolid, Rachel Wiegand, Raquel Delgado","doi":"10.1108/aia-03-2022-0014","DOIUrl":"https://doi.org/10.1108/aia-03-2022-0014","url":null,"abstract":"\u0000Purpose\u0000This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program.\u0000\u0000\u0000Design/methodology/approach\u0000The program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms.\u0000\u0000\u0000Findings\u0000Results indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining.\u0000\u0000\u0000Practical implications\u0000Overall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation.\u0000\u0000\u0000Originality/value\u0000This case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48390426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.1108/aia-12-2021-0048
E. Jenabi, N. Rabiei, Mahdieh Seyedi, Mohammad Rezaei, A. Soltanian, S. Bashirian, A. Salehi
Purpose This study aims to investigate the psychometric properties of the social communication questionnaire (SCQ) in Iran by identifying children with autism spectrum disorder (ASD) who had Persian-speaking parents. Design/methodology/approach A case–control study was performed from June to August 2021 in Hamadan, Iran. The case group consisted of children who were examined by clinicians who used a coding scheme based on the DSM-V criteria for ASD by a psychiatrist. The control group consisted of non-ASD children who were asked to participate in the study. This study conducted the reliability, content and face validity to evaluate the psychometric properties of the tool. In the first step, Kaiser–Meyer–Olkin and Bartlett’s test were used to determine sampling adequacy and appropriateness of correlation matrix. In the second step, the exploratory factor analysis approach was used. The method of extracting the factors is done by using the varimax rotation method and selecting the number of factors using an eigenvalue and scree plot. Statistical analysis was performed using Software Package for Social Sciences 21 with the statistical significance set at level less than 0.05. Findings The quantitative content validity analysis revealed that the mean of content validity ratio and content validity index were 0.92 and 0.91, respectively. Mean score ± standard deviation in the two groups of ASD and control were 14.23 ± 3.84 and 7.83 ± 4.80, respectively. With cut-off point >12.5, sensitivity, specificity and misclassification error values were 73.33%, 80.0% and 23%, respectively. Research limitations/implications The results showed that the internal consistency of the SCQ is desirable. Also, the internal consistency of its five subscales was obtained between 0.700 and 0.87. The findings showed that SCQ questionnaire is highly reliable in reciprocal social interaction (Factor 1) and the total score, while other factors were relatively reliable. Originality/value To the best of the authors’ knowledge, this is the first paper on psychometric properties of SCQ in ASD children in Iran.
目的通过对父母为波斯语的自闭症谱系障碍(ASD)儿童进行识别，探讨伊朗儿童社会交际问卷(SCQ)的心理测量特征。设计/方法学/方法2021年6月至8月在伊朗哈马丹进行了一项病例对照研究。病例组由临床医生检查的儿童组成，临床医生使用基于DSM-V标准的编码方案，由精神科医生检查ASD。对照组由非asd儿童组成，他们被要求参加这项研究。本研究通过信度、内容和面效度来评价该工具的心理测量特性。第一步采用Kaiser-Meyer-Olkin和Bartlett检验来确定相关矩阵的抽样充分性和适当性。第二步，采用探索性因子分析方法。提取因子的方法是采用最大变量旋转法，利用特征值和屏幕图选择因子个数。采用软件包for Social Sciences 21进行统计学分析，统计学显著性设为水平< 0.05。结果定量内容效度分析显示，内容效度比均值为0.92，内容效度指数均值为0.91。ASD组和对照组的平均评分±标准差分别为14.23±3.84和7.83±4.80。在截断点>12.5下，敏感性、特异性和误分类误差值分别为73.33%、80.0%和23%。研究局限/启示结果表明，SCQ的内部一致性是可取的。五个分量表的内部一致性在0.700 ~ 0.87之间。结果表明，SCQ问卷在互惠社会互动(因子1)和总分上具有较高的信度，而其他因子则相对可靠。原创性/价值据作者所知，这是第一篇关于伊朗ASD儿童SCQ心理测量特征的论文。
{"title":"The psychometric properties of the Iranian version of Social Communication Questionnaire (SCQ) in children with autism spectrum disorder","authors":"E. Jenabi, N. Rabiei, Mahdieh Seyedi, Mohammad Rezaei, A. Soltanian, S. Bashirian, A. Salehi","doi":"10.1108/aia-12-2021-0048","DOIUrl":"https://doi.org/10.1108/aia-12-2021-0048","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the psychometric properties of the social communication questionnaire (SCQ) in Iran by identifying children with autism spectrum disorder (ASD) who had Persian-speaking parents.\u0000\u0000\u0000Design/methodology/approach\u0000A case–control study was performed from June to August 2021 in Hamadan, Iran. The case group consisted of children who were examined by clinicians who used a coding scheme based on the DSM-V criteria for ASD by a psychiatrist. The control group consisted of non-ASD children who were asked to participate in the study. This study conducted the reliability, content and face validity to evaluate the psychometric properties of the tool. In the first step, Kaiser–Meyer–Olkin and Bartlett’s test were used to determine sampling adequacy and appropriateness of correlation matrix. In the second step, the exploratory factor analysis approach was used. The method of extracting the factors is done by using the varimax rotation method and selecting the number of factors using an eigenvalue and scree plot. Statistical analysis was performed using Software Package for Social Sciences 21 with the statistical significance set at level less than 0.05.\u0000\u0000\u0000Findings\u0000The quantitative content validity analysis revealed that the mean of content validity ratio and content validity index were 0.92 and 0.91, respectively. Mean score ± standard deviation in the two groups of ASD and control were 14.23 ± 3.84 and 7.83 ± 4.80, respectively. With cut-off point >12.5, sensitivity, specificity and misclassification error values were 73.33%, 80.0% and 23%, respectively.\u0000\u0000\u0000Research limitations/implications\u0000The results showed that the internal consistency of the SCQ is desirable. Also, the internal consistency of its five subscales was obtained between 0.700 and 0.87. The findings showed that SCQ questionnaire is highly reliable in reciprocal social interaction (Factor 1) and the total score, while other factors were relatively reliable.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first paper on psychometric properties of SCQ in ASD children in Iran.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45223319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial","authors":"V. Chester, S. Tromans","doi":"10.1108/aia-10-2022-076","DOIUrl":"https://doi.org/10.1108/aia-10-2022-076","url":null,"abstract":"","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47987150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.1108/aia-10-2021-0040
Katie Warner, S. Keville, Jemma Hockley, A. Ludlow
Purpose This research indicates females with autism spectrum disorders (ASDs) have a diverse clinical presentation compared to males. Furthermore, females with ASD are often diagnosed later and typically experience greater levels of mental health difficulties. Evidence suggests that clinic-based verbal interventions for ASD have limited efficacy; therefore, alternative therapies, such as equine-assisted therapies (EATs), are gaining recognition. The purpose of this study was to directly explore the experiences of females with an ASD who have undertaken EAT. Design/methodology/approach Five female participants with a diagnosis of ASD were recruited from two equine therapy centres. Participants were aged between 15 and 30 years and undertook semi-structured interviews, which were analysed using interpretative phenomenological analysis. Findings Three superordinate themes emerged: the difficult experience of the social world, the process of EAT and the emotional impact of horses. Originality/value Directly exploring the experiences of females with ASD highlights benefits from engaging therapeutically with horses, building confidence and independence to transferring this into more effective social communication with other people. Offering emotion-focused therapeutic complementary interventions for females with ASD should be forefronted to help remediate the impact of difficult and sometimes traumatic earlier experiences in the social world. This requires increased funding for EAT, combined with larger-scale research projects to evaluate this.
{"title":"Experiences of equine assisted therapy for females with autism spectrum disorders","authors":"Katie Warner, S. Keville, Jemma Hockley, A. Ludlow","doi":"10.1108/aia-10-2021-0040","DOIUrl":"https://doi.org/10.1108/aia-10-2021-0040","url":null,"abstract":"\u0000Purpose\u0000This research indicates females with autism spectrum disorders (ASDs) have a diverse clinical presentation compared to males. Furthermore, females with ASD are often diagnosed later and typically experience greater levels of mental health difficulties. Evidence suggests that clinic-based verbal interventions for ASD have limited efficacy; therefore, alternative therapies, such as equine-assisted therapies (EATs), are gaining recognition. The purpose of this study was to directly explore the experiences of females with an ASD who have undertaken EAT.\u0000\u0000\u0000Design/methodology/approach\u0000Five female participants with a diagnosis of ASD were recruited from two equine therapy centres. Participants were aged between 15 and 30 years and undertook semi-structured interviews, which were analysed using interpretative phenomenological analysis.\u0000\u0000\u0000Findings\u0000Three superordinate themes emerged: the difficult experience of the social world, the process of EAT and the emotional impact of horses.\u0000\u0000\u0000Originality/value\u0000Directly exploring the experiences of females with ASD highlights benefits from engaging therapeutically with horses, building confidence and independence to transferring this into more effective social communication with other people. Offering emotion-focused therapeutic complementary interventions for females with ASD should be forefronted to help remediate the impact of difficult and sometimes traumatic earlier experiences in the social world. This requires increased funding for EAT, combined with larger-scale research projects to evaluate this.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42446877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1108/aia-03-2021-0017
J. Goñi-Cervera, María Cristina Martínez Romillo, I. Polo-Blanco
Purpose This paper aims to study the strategies used by ten students diagnosed with autism when solving multiplication and division problems because these operations are rarely studied in students with this condition. Design/methodology/approach This study conducted an exploratory study with ten students diagnosed with autism to explore and describe the strategies used in solving equal group problems. The authors also describe in detail the case of a student whom the authors deem to be representative because of the reasoning the student employed. Findings The informal strategies that they used are described, as well as the difficulties observed in the various problems, depending on the operation required to solve them. The strategies used include direct modeling with counting and others that relied on incorrect additive relationships, with strategies based on multiplication and division operations being scarce. Difficulties were observed in several problems, with measurement division being particularly challenging for the study participants. Practical implications The detailed description of the strategies used by the students revealed the meanings that they associate with the operations they are executing and brought to light potential difficulties, which can help teachers plan their instruction. Originality/value This research supplements other studies focusing on mathematical problem-solving with autistic students.
{"title":"Strategies used by students with autism when solving multiplicative problems: an exploratory study","authors":"J. Goñi-Cervera, María Cristina Martínez Romillo, I. Polo-Blanco","doi":"10.1108/aia-03-2021-0017","DOIUrl":"https://doi.org/10.1108/aia-03-2021-0017","url":null,"abstract":"\u0000Purpose\u0000This paper aims to study the strategies used by ten students diagnosed with autism when solving multiplication and division problems because these operations are rarely studied in students with this condition.\u0000\u0000\u0000Design/methodology/approach\u0000This study conducted an exploratory study with ten students diagnosed with autism to explore and describe the strategies used in solving equal group problems. The authors also describe in detail the case of a student whom the authors deem to be representative because of the reasoning the student employed.\u0000\u0000\u0000Findings\u0000The informal strategies that they used are described, as well as the difficulties observed in the various problems, depending on the operation required to solve them. The strategies used include direct modeling with counting and others that relied on incorrect additive relationships, with strategies based on multiplication and division operations being scarce. Difficulties were observed in several problems, with measurement division being particularly challenging for the study participants.\u0000\u0000\u0000Practical implications\u0000The detailed description of the strategies used by the students revealed the meanings that they associate with the operations they are executing and brought to light potential difficulties, which can help teachers plan their instruction.\u0000\u0000\u0000Originality/value\u0000This research supplements other studies focusing on mathematical problem-solving with autistic students.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49206965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-18DOI: 10.1108/aia-09-2020-0055
Mo Chen, Shelley Kreibich
Purpose This study aims to use a sequentially implemented intervention package to reduce the occurrence of perseverative requesting and other problem behavior in a young girl with autism spectrum disorder (ASD). Design/methodology/approach In this single-case study, subsequent to a functional analysis and a preference assessment, an intervention package consisting of three components (i.e. a tolerance for delay to reinforcement, choice-making and visual schedule) was implemented sequentially to address perseverative requesting and other problem behavior maintained by access to preferred items/activities in a young girl with ASD. Findings Via the intervention package, the girl demonstrated higher self-control skills (i.e. delaying access to preferred items/activities, choosing more preferred items/activities with delayed access over less preferred ones with immediate access, completing tasks before having access to preferred items/activities) with a reduction of perseverative requesting or other problem behavior. Originality/value The current case study presents concrete steps that could be applied to address tangible-maintained perseverative requesting using more natural and educationally relevant signals while improving the child’s appropriate skills (e.g. delay to reinforcement, self-control and task engagement).
{"title":"Reducing perseverative requesting and other problem behavior in a young girl with autism: a sequentially implemented intervention package","authors":"Mo Chen, Shelley Kreibich","doi":"10.1108/aia-09-2020-0055","DOIUrl":"https://doi.org/10.1108/aia-09-2020-0055","url":null,"abstract":"\u0000Purpose\u0000This study aims to use a sequentially implemented intervention package to reduce the occurrence of perseverative requesting and other problem behavior in a young girl with autism spectrum disorder (ASD).\u0000\u0000\u0000Design/methodology/approach\u0000In this single-case study, subsequent to a functional analysis and a preference assessment, an intervention package consisting of three components (i.e. a tolerance for delay to reinforcement, choice-making and visual schedule) was implemented sequentially to address perseverative requesting and other problem behavior maintained by access to preferred items/activities in a young girl with ASD.\u0000\u0000\u0000Findings\u0000Via the intervention package, the girl demonstrated higher self-control skills (i.e. delaying access to preferred items/activities, choosing more preferred items/activities with delayed access over less preferred ones with immediate access, completing tasks before having access to preferred items/activities) with a reduction of perseverative requesting or other problem behavior.\u0000\u0000\u0000Originality/value\u0000The current case study presents concrete steps that could be applied to address tangible-maintained perseverative requesting using more natural and educationally relevant signals while improving the child’s appropriate skills (e.g. delay to reinforcement, self-control and task engagement).\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43006676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-17DOI: 10.1108/aia-11-2021-0045
C. Conn, N. Mahoney, Yasmeen Multani, Jodie Rees
Purpose Professional learning has been highlighted as critical to improvement in educational practice for Autistic learners. Empirical evidence about what is effective for professional learning in education suggests it is a “bottom-up” process of intellectual, practical and emotional engagement and application of new knowledge to specific contexts. The purpose of this study was to gather information about postgraduate professional learning that sought to combine lived experience with reflection on practice in a critical pedagogy approach for practitioners working with Autistic learners in post-16 education. Design/methodology/approach Participants in the study represented all further education (FE) colleges in Wales and included experienced teachers and leaders, most of whom have a role focused on inclusion and learning support within their setting. Two phases of data collection were carried out, namely, a baseline survey (n = 36) and follow-up interviews (n = 15) at the end of the year of study. Interviews explored personal experiences of learning, knowledge and beliefs about practice and change in this respect and professionals’ priorities for the development of practice. Findings Findings present information gathered from the interviews and indicate that the course did not provide practitioners with new knowledge about autism but supported the development of more nuanced understandings of autism and more professional confidence about practice. However, familiarisation with lived experience and critical reflection on practice were described as supporting the questioning of basic assumptions and greater appreciation of the nature of difference for Autistic learners. Originality/value Study findings reframe what should be considered the focus of support practices for Autistic learners in FE.
{"title":"Impact of critical pedagogy on professional learning for post-16 education","authors":"C. Conn, N. Mahoney, Yasmeen Multani, Jodie Rees","doi":"10.1108/aia-11-2021-0045","DOIUrl":"https://doi.org/10.1108/aia-11-2021-0045","url":null,"abstract":"\u0000Purpose\u0000Professional learning has been highlighted as critical to improvement in educational practice for Autistic learners. Empirical evidence about what is effective for professional learning in education suggests it is a “bottom-up” process of intellectual, practical and emotional engagement and application of new knowledge to specific contexts. The purpose of this study was to gather information about postgraduate professional learning that sought to combine lived experience with reflection on practice in a critical pedagogy approach for practitioners working with Autistic learners in post-16 education.\u0000\u0000\u0000Design/methodology/approach\u0000Participants in the study represented all further education (FE) colleges in Wales and included experienced teachers and leaders, most of whom have a role focused on inclusion and learning support within their setting. Two phases of data collection were carried out, namely, a baseline survey (n = 36) and follow-up interviews (n = 15) at the end of the year of study. Interviews explored personal experiences of learning, knowledge and beliefs about practice and change in this respect and professionals’ priorities for the development of practice.\u0000\u0000\u0000Findings\u0000Findings present information gathered from the interviews and indicate that the course did not provide practitioners with new knowledge about autism but supported the development of more nuanced understandings of autism and more professional confidence about practice. However, familiarisation with lived experience and critical reflection on practice were described as supporting the questioning of basic assumptions and greater appreciation of the nature of difference for Autistic learners.\u0000\u0000\u0000Originality/value\u0000Study findings reframe what should be considered the focus of support practices for Autistic learners in FE.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43807488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-17DOI: 10.1108/aia-01-2022-0002
J. Sakdalan, Yvonne Maxwell
Purpose Despite some advances in the assessment and treatment of autism spectrum disorder (ASD), there remains a paucity of intervention and research literature in treating adults with ASD. There is growing evidence supporting a relationship between the core features of ASD and emotion dysregulation. There is an overlap between ASD and borderline personality disorder (BPD) characteristics such as emotional dysregulation, sensory issues and social skills deficits. This paper aims to explore the applications of dialectical behaviour therapy (DBT) concepts and skills in treating ASD individuals who display challenging or offending behaviours. The similarities in characteristics between ASD and BPD and the core issue of emotion dysregulation hold promise in the utility of DBT with ASD. Design/methodology/approach This is a conceptual paper that includes a case vignette. Findings A DBT-informed treatment approach using the adaptations and reconceptualization, i.e. risky mind–wise mind outlined in this paper, can be considered promising in addressing issues for ASD individuals, particularly those with challenging and/or offending behaviours. DBT incorporates different elements of applied behaviour analysis, cognitive behavioural therapy, mindfulness skills, sensory-based treatments, psychosocial interventions and emotion regulation skills, which makes it a more cohesive and integrated approach to treatment. The authors assert that DBT can be considered a more integrated, strengths-based, habilitative and trauma-informed approach which can be promising in its application to address challenging behaviours or offending in ASD individuals. Research limitations/implications It is recommended that research be carried out to evaluate the effectiveness of adapted DBT programs in treating ASD individuals presenting with challenging and/or offending behaviours. Future research can focus on evaluating the effectiveness of the different DBT concepts and skills and the different DBT modules to determine which components of the program are particularly useful for this client group. Practical implications Treatment manuals have already been developed for clients with intellectual disability and developmental disabilities who exhibit challenging and/or offending behaviour; hence, it is recommended that modifications be made to make it more applicable and appropriate for ASD individuals. Modifications should address ASD-specific issues (e.g. black and white thinking, cognitive rigidity, sensory issues, impaired theory of mind, emotion dysregulation issues, social skills deficits and anxiety issues). The use of DBT has much wider implications regarding addressing comorbid mental health conditions and personality issues in this client group. Originality/value There are limited psychological interventions that prove to be useful for individuals with ASD with complex presentations and challenging or offending behaviours. This paper discusses the application of a
{"title":"The application of adapted dialectical behaviour therapy concepts and skills in the treatment of adults with autistic spectrum disorder who display challenging or offending behaviours","authors":"J. Sakdalan, Yvonne Maxwell","doi":"10.1108/aia-01-2022-0002","DOIUrl":"https://doi.org/10.1108/aia-01-2022-0002","url":null,"abstract":"\u0000Purpose\u0000Despite some advances in the assessment and treatment of autism spectrum disorder (ASD), there remains a paucity of intervention and research literature in treating adults with ASD. There is growing evidence supporting a relationship between the core features of ASD and emotion dysregulation. There is an overlap between ASD and borderline personality disorder (BPD) characteristics such as emotional dysregulation, sensory issues and social skills deficits. This paper aims to explore the applications of dialectical behaviour therapy (DBT) concepts and skills in treating ASD individuals who display challenging or offending behaviours. The similarities in characteristics between ASD and BPD and the core issue of emotion dysregulation hold promise in the utility of DBT with ASD.\u0000\u0000\u0000Design/methodology/approach\u0000This is a conceptual paper that includes a case vignette.\u0000\u0000\u0000Findings\u0000A DBT-informed treatment approach using the adaptations and reconceptualization, i.e. risky mind–wise mind outlined in this paper, can be considered promising in addressing issues for ASD individuals, particularly those with challenging and/or offending behaviours. DBT incorporates different elements of applied behaviour analysis, cognitive behavioural therapy, mindfulness skills, sensory-based treatments, psychosocial interventions and emotion regulation skills, which makes it a more cohesive and integrated approach to treatment. The authors assert that DBT can be considered a more integrated, strengths-based, habilitative and trauma-informed approach which can be promising in its application to address challenging behaviours or offending in ASD individuals.\u0000\u0000\u0000Research limitations/implications\u0000It is recommended that research be carried out to evaluate the effectiveness of adapted DBT programs in treating ASD individuals presenting with challenging and/or offending behaviours. Future research can focus on evaluating the effectiveness of the different DBT concepts and skills and the different DBT modules to determine which components of the program are particularly useful for this client group.\u0000\u0000\u0000Practical implications\u0000Treatment manuals have already been developed for clients with intellectual disability and developmental disabilities who exhibit challenging and/or offending behaviour; hence, it is recommended that modifications be made to make it more applicable and appropriate for ASD individuals. Modifications should address ASD-specific issues (e.g. black and white thinking, cognitive rigidity, sensory issues, impaired theory of mind, emotion dysregulation issues, social skills deficits and anxiety issues). The use of DBT has much wider implications regarding addressing comorbid mental health conditions and personality issues in this client group.\u0000\u0000\u0000Originality/value\u0000There are limited psychological interventions that prove to be useful for individuals with ASD with complex presentations and challenging or offending behaviours. This paper discusses the application of a","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47239670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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