Teacher perspectives on the transition planning process into post-secondary education (PSE) for students with a diagnosis of autism in post-primary schools in Ireland

Aims: This study explored teachers’ perspectives on transition planning (TP) into post-secondary education (PSE) for students with autism attending mainstream classes or an Autism Spectrum Disorder (ASD) unit attached to mainstream secondary schools in the Munster region of Ireland. This study also explored the role of Individual Education Plans (IEPs) in the transition planning process. Method: Appreciative Inquiry (AI) was employed as a framework for this research to explore teacher perspectives on current school strengths around transition planning and to explore how these strengths might be built upon as well as the role of the IEP in transition planning. Teaching staff (n=10) completed semi-structured interviews. Data were analysed thematically. Results: Results indicated that the use of formal transition plans as part of the IEP planning process was not common practice in secondary schools. Results also indicated that staffing and time as well as IEPs which were student centred, tailored to individual needs, collaborative and regularly reviewed, were noted as resources required to reach the ideal TP scenario. The importance of formal planning and a collaborative approach inclusive of all stakeholders for TP (including the PSE institutions) was expressed. TP can also be supported by strengthening communication and links between PSE institutions and post-primary schools. Conclusions: Findings indicated that a range of informal and formal work is being carried out by teachers as a means of supporting transition planning in post-primary schools. TP into PSE for students with an ASD appears to be in its infancy. The employment of AI as a strengths-based model of inquiry which focused on positive individual and organisational attributes was an appropriate methodology for the current study. Further research in this area is warranted.N

Eliciting User Requirements Using Appreciative Inquiry

Many software development projects fail because they do not meet the needs of users, are over-budget, and abandoned. To address this problem, the user requirements elicitation process was modified based on principles of Appreciative Inquiry. Appreciative Inquiry, commonly used in organizational development, aims to build organizations, processes, or systems based on success stories using a hopeful vision for an ideal future. Spanning five studies, Appreciative Inquiry was evaluated for its effectiveness with eliciting user requirements. In the first two cases, it was compared with traditional approaches with end-users and proxy-users. The third study was a quasi-experiment comparing the use of Appreciative Inquiry in different phases of in the software development cycle. The final two case studies combined all lessons learned using Appreciative Inquiry, with multiple case studies to gain additional understanding for the requirements gathered during various project phases. Each study evaluated the requirements gathered, developer and user attitudes, and the Appreciative Inquiry process itself. Requirements were evaluated for the quantity and their type regardless of whether they were implemented or not. Attitudes were evaluated for process feedback, as well as requirements and project commitment. The Appreciative Inquiry process was evaluated with differing groups, projects, and project phases to determine how and when it is best applied. Potentially interceding factors were also evaluated including: team effectiveness, emotional intelligence, perceived stress, the experience of the facilitator, and the development project type itself. Appreciative Inquiry produced positive results for the participants, the requirements obtained, and the general requirements eliciting-process. Appreciative Inquiry demonstrated benefits to the requirements gathered by increasing the number of unique requirements as well as identifying more quality-based (non-functional) and forward-looking requirements. It worked well with defined projects, when there was time for participants to reflect on the thought-provoking questions, structured questions and extra time to facilitate the extraction and translation of requirements, and a knowledgeable interviewer. The participants (end-users and developers) expressed improved vision and confidence. End-users participated consistently with immediate buy-in and enthusiasm, especially those users who were technically-inhibited. Development teams expressed improved confidence, and improved user communication and understanding

An appreciative inquiry into coaches’ perspectives on the inclusion of young people with autism in sport clubs in Ireland

Background: Young people with autism spectrum difference (ASD) engage in fewer physical activities and participate less frequently in sport than their peers. To date, research has focused on the barriers to the participation of individuals with ASD in community sport and there is a noted absence of coaches’ voices in available literature. Aim: Positioned within a social constructivist paradigm, this qualitative study aims to identify facilitators for the inclusion of young people with ASD in sport clubs. Methods: Underpinned by the socio-ecological model, this study applied appreciative inquiry to explore coaches’ perspectives and experiences regarding the inclusion of young people with ASD in their clubs. Thirteen coaches representing eight different individualised sports participated in remote semi-structured interviews. A number of inter-related factors within the club environment were generated through reflexive thematic analysis. Findings: Current strengths were linked to the sporting context, supportive relationships, and coach qualities. The ideal inclusive club required deliberate resolution with a focus on the needs rather than labels of young people with ASD. The prospective pathway to attain this inclusive setting was noted to warrant increased education, enhanced collaborative practices and improved club organisation. Trepidation was also developed as a finding whereby coaches discussed the inclusion of young people with ASD with fear and uncertainty. Conclusions: Results indicate that guidance on the inclusion of young people with ASD in clubs is in its infancy and warrants further education on both macro and micro levels. The implications of this study may inform policy and practice across sporting and educational psychology domains and will be of interest to a wide audience, transcending from macro-level organisations including national governing bodies of sport and disability organisations to the micro-level of sport clubs and leisure centres. The employment of appreciative inquiry which focused on positive coach and club attributes was an appropriate method of inquiry.N

Mediating Role of Joyful Disposition in the Relationship Between Caregivers of Children With Autism and Experiential Avoidance and Unwanted Intrusive Thoughts

Caregivers of children with autism spectrum disorder can experience excessive stressors from their children’s autistic symptoms, self-injurious behaviors, and/or morbidity events. This population of caregivers often suffers from coping and psychological issues such as experiential avoidance and unwanted intrusive thoughts that can lead to decreased quality of life and lower trait joy well-being. The purpose of this quantitative nonexperimental study was to determine the extent to which joyful disposition mediated the relationship between type of caregiver (caregivers of autistic children and caregivers of neurotypical children) and experiential avoidance and unwanted intrusive thoughts. The joyful life approach served as the theoretical foundation. The sample, recruited through SurveyMonkey, had sixty-six (74.2%) caregivers of boys and twenty-three (25.8%) caregivers with girls. Results from multiple regression analyses did not show significant relationships between type of caregiver and experiential avoidance, and type of caregiver and unwanted intrusive thoughts. Joyful disposition was not a mediator between type of caregiver and experiential avoidance, or type of caregiver and unwanted intrusive thoughts. Positive social change may occur through the development of educational programs and resources for caregivers focused on positive psychology to mitigate caregiver stress. Social change may also occur at the state level through outreach programs such as educational workshops and in-home visits from organizational advocates for caregivers and their children

Sleep Promotion in Children with Developmental Disabilities: Implications for Occupational Therapy Practice

Sleep is foundational for the health and well-being of children. The Occupational Therapy Practice Framework, Domain and Process, 4th Edition (American Occupational Therapy Association, 2020) has categorized rest and sleep as an occupation within the occupational therapy domain. Rest and sleep are defined as “Activities related to obtaining restorative rest and sleep to support healthy, active engagement in other occupations” (p. 32-33). Within this occupation domain, factors related to rest and sleep include rest, sleep preparation, and sleep participation. Rest is a time to relax and engage in quiet actions that do not induce stress or effort. Sleep preparation engages in routines that prepare one for sleep and prepare the environment for rest. And sleep participation is taking care of personal needs for sleep. Sleep is a foundational activity affecting a child’s environment, routines, performance skills, and individual preferences. Current research suggests that children with disabilities experience sleep disturbances at a higher rate than children without disabilities. Research also examines the relationship between sleep and occupational performance in children. When children do not get enough sleep, they tend to experience difficulties with engagement in school and academics and delays in attention and focus (Claerkin & Creaven, 2013). Findings from an extensive literature review found evidence-based interventions to promote sleep in children. There are also sleep screening tools that can be utilized to gather information on a child’s sleep behavior. This paper examines evidence-based interventions and sleeps screening tools that can assist children and families in sleeping better. The paper also examines occupational therapy\u27s role in treating behavioral sleep disturbances in children. Gaps in research to practice are identified, demonstrating a lack of confidence among occupational therapy practitioners in treating children who may have a sleep disturbance. This doctoral project aims to find the most effective non pharmacological interventions to promote sleep in children with developmental disabilities. Three knowledge translation projects disseminated the research and findings gathered during an extensive literature review. The first knowledge translation project was a virtual continuing education class presented through a collaborative event held by the Minnesota Occupational Therapy Association and St. Catherine University. The second project was again a collaborative presentation held by the Minnesota Occupational Therapy Association and St. Catherine University in the form of a virtual poster presentation. The third project is an article titled “Occupational Therapy’s Role in Sleep Promotion in Children with Developmental Disabilities: Assessment and Intervention,” submitted to OT Practice magazine. Completing the three knowledge translation projects increased awareness of sleep interventions and screening tools that Occupational Therapists (OTs) can utilize to treat sleep disturbance in children. This doctoral project identified a lack of confidence among some OTs about providing sleep interventions and encouraged practicing therapists to become more educated in this area of practice. Some of the implications for practice include more research to develop specific sleep questionnaires/screening tools that evaluate the effect of a lack of sleep on performance. Other research opportunities include evaluating the effectiveness of occupational therapy for improved sleep in the pediatric population and, finally, investigating the physiological effects of improved sleep in children with disabilities

Exploring Win-Win Contracts: An Appreciative Inquiry into IT Project Management

IT project management research largely adopts a negative approach with an emphasis on risks, problems and failures. Although that approach has led to important theoretical and practical insights, this study adopts a positive approach to explore complementary ways to improve current practices. Accordingly, we report from a small software firm, TelSoft, in which we applied appreciative inquiry (AI) to identify “win-win contracts” as generative metaphor for IT project management and to develop action strategies to manage scope, time, cost, and quality in TelSoft’s IT projects. As a contribution to the IT project management literature, we show how the generative metaphor and related action strategies were developed at TelSoft and discuss relationships to existing theory, most notably Theory W. In addition, as a contribution to the participatory change literature within the Information Systems discipline, we show how AI and the four steps of initiating, inquiring, imagining, and innovating were applied at TelSoft to learn about existing strengths in IT project management and to improve current practices through a series of workshops for project managers. We present the AI process in detail and discuss our experiences in relation to other approaches to participatory change

Finding resilience through music for neurodivergent children

This research paper presents a collaborative effort to design a music-making tool that seamlessly blends enjoyment with accessibility, specifically tailored to meet the needs of children with diverse abilities including those who are neurodiverse and have varying musical abilities. The study's primary objective is to provide support to children who encounter challenges in learning traditional musical instruments or who have sensory processing issues and learn their experience of using this tool. Additionally, the research explores the potential role of music therapy in this context, with a focus on how the designed tool can serve as an ideal platform for fostering creativity and self-regulation among children. Qualitative research methods, namely participatory design and cooperative inquiry, were employed to develop and refine different aspects of the music-making tool iteratively. Active involvement and feedback from the primary participants, comprising children with diverse abilities and a music therapist, played a central role throughout the tool's development process. The findings indicate that children responded positively to the technology, revealing diverse applications in music education, therapy, and play. Furthermore, this study identified valuable opportunities for immediate improvements in the robot's design to enhance its overall usability and effectiveness in catering to the needs of its users. The collaborative design approach and the integration of music therapy perspectives demonstrate significant potential for advancing inclusive music education, play and therapeutic interventions for children with diverse abilities

Mental Health in Elementary Schools: Supporting Students Using a Multi-Tiered System of Support

This Organizational Improvement Plan (OIP) provides a template for addressing the lack of mental health support available to elementary school children. It focuses on the process that will be used at one elementary school to respond to internal and external pressure to provide mental health education. This organizational change is significant and requires a comprehensive change plan. This OIP demonstrates that continuous school improvement coupled with planning and commitment provides a framework, named the hybrid change model, that will ensure successful implementation of this change initiative. This framework includes five stages: study and commit, plan, build capacity, implement and monitor, and continuously improve. Various stakeholders have a role in addressing mental health. Although schools are significant contributors to mental health service delivery, their role is complemented with services provided by others. This plan proposes a multi-tiered system of support model for service delivery. In this model, schools proactively provide mental health education and initial identification and support. If more intensive interventions are required, other professionals are enlisted. This system emphasizes equity and ensures that all children receive education about mental health. Attention is given to leadership styles that are effective in leading similar change initiatives. Ideas for monitoring and evaluating success of the initiative are explored. The importance of communication is recognized, and a detailed plan is presented. Finally, the significance of continuous school improvement in improving results for children is highlighted. Strategies for providing support for others are considered so that mental health can become ubiquitous in education

HIDING IN PLAIN SIGHT- Sustainable Physical Activity Program Development and Evaluation for Youth with Special Needs: An Evaluative Case Study

The purpose of my research was to contribute to the improvement and sustainability of the Special Needs Activity Program, and develop program implementation strategies that had practical outcomes. I conducted an evaluative case study of S.N.A.P in order to determine what a quality adapted physical activity (APA) program is, why S.N.A.P is considered a quality APA program, and what institutional policies and practices exist to support it. Data was collected via interviews, questionnaires, and observations. Data analysis involved inductive and deductive methods, and a SWOTAR evaluation. Results indicate that quality APA programs include: ‘people’, ‘environment’, and ‘expectations’; there are benefits of experiential learning; activity stations that promote creativity are valuable; several stakeholders do not know the details about S.N.A.P but recognize its value; the institution values what S.N.A.P provides, yet, there is nothing being done to sustain it. Future research should investigate the feasibility of implementing S.N.A.P in various contexts

Children’s HEalthy Weight guideline Implementation in the dental setting : a multi-phase sequential mixed methods project : the CHEWI project

There has been an increasing prevalence of childhood overweight and obesity worldwide and locally, with a quarter of Australian children now considered overweight or obese. This is of concern as obesity in childhood is associated with obesity in adulthood and increased risk of chronic diseases. In response to this, in 2015 the New South Wales (NSW) government released a Premier’s Priority titled “Tackling Childhood Obesity”, which called for all public health services to identify children above a healthy weight and refer them to appropriate services. This priority encompassed public dental services, due to the shared risk factors between childhood obesity and oral health including consumption of sugar-sweetened beverages, and the opportunities they have to recall and monitor child patients at regular intervals. In light of this, in 2018 the NSW Ministry of Health released guidelines titled ‘Growth Assessment and Dietary Advice in Public Oral Health Services’ for dental staff (DS) such as dental and/or oral health therapists and dental assistants across the state. However, to ensure these guidelines are incorporated into practice, it is anticipated that implementation strategies will be required to support dental practitioners. This study aimed to develop and pilot implementation strategies to facilitate the translation of the ‘Growth Assessment and Dietary Advice in Public Oral Health Services’ guidelines into dental staff’s practice. Specific objectives included: 1. Summarise the existing evidence on the most effective guideline implementation strategies for the dental setting. 2. Codesign implementation strategies with dental staff and parents to facilitate implementation of children’s healthy weight guidelines into the dental setting. 3. Design and psychometrically evaluate an instrument that measures dental staff behavioural intention. 4. Refine and pilot test the implementation strategies using the developed instrument and service data. This project has provided valuable insight into the systematic development of implementation strategies for the dental setting by drawing upon the principles of codesign as well as involving a range of stakeholders. It was clear that dental staff can play a key role in addressing overweight and obesity in childhood, although this can be a challenging role expansion. A systematic approach where dental staff and parents could codesign their own strategies, and in ensuring involvement of other stakeholders in the refinement of these strategies produced strategies that were acceptable, feasible, and sustainable for all involved parties. Initial findings from this project showed promising improvements to behavioural determinants and self-reported behaviours following the introduction of the strategies for one district