Utilisation of an intervention to support students on the autism spectrum: examining teachers' responses to Finished! the On-task Toolkit

A number of studies have demonstrated visual schedules and work systems to be effective in assisting students on the autism spectrum to stay on-task and work independently in special-education settings. However, evidence of effectiveness does not ensure a timely implementation of interventions in real-world contexts. The translatability of interventions depends to a large extent on their contextual fit and how they are perceived by those that will use them. This mixed methods study examines mainstream teachers’ responses to an information toolkit outlining the use of visual schedules and work systems as inclusive, whole-class practices. While teachers regarded the toolkit positively, their responses also offer insights into potential barriers to implementation

Piloting autism intervention research with teachers in mainstream classrooms

Although there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, whereby evidence-based intervention may take decades to translate into mainstream classroom practice. Thus, current recommendations are that, rather than presenting mainstream school teachers with interventions developed and tested in clinical or special education settings, a participatory research process should be used to facilitate implementation in real-world mainstream classrooms. This article reports on a case study that aimed to refine a structured teaching intervention package for use in mainstream classrooms, while at the same time tailoring research methods for evaluating the package in these settings. The outcomes of the project are presented with respect to (a) the development and refinement of the intervention package in consultation with a mainstream classroom teacher and (b) the lessons learned during the process that other clinical researchers, teachers, and clinicians could apply when implementing educational interventions in mainstream settings

Piloting autism intervention research with teachers in mainstream classrooms

Although there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, whereby evidence-based intervention may take decades to translate into mainstream classroom practice. Thus, current recommendations are that, rather than presenting mainstream school teachers with interventions developed and tested in clinical or special education settings, a participatory research process should be used to facilitate implementation in real-world mainstream classrooms. This article reports on a case study that aimed to refine a structured teaching intervention package for use in mainstream classrooms, while at the same time tailoring research methods for evaluating the package in these settings. The outcomes of the project are presented with respect to (a) the development and refinement of the intervention package in consultation with a mainstream classroom teacher and (b) the lessons learned during the process that other clinical researchers, teachers, and clinicians could apply when implementing educational interventions in mainstream settings

Parents, Families and Partnerships: Issues and considerations

The first contact parents may have with a professional in relation to their child with a disability is often at the point of diagnosis. From that moment onwards, parents embark on a journey that generally involves the formation of many relationships with professionals working in the field. These relationships have the potential to facilitate individual and family outcomes but may also jeopardise these outcomes. It is not surprising that researchers have been interested in examining the components of productive relationships and the impact these may have on the quality of life for individuals with disabilities and their families. This article draws on the work of contributing authors to this special issue to examine some of the research that has led to our current understandings of how parents who have a child with a disability and professionals can form meaningful and productive partnerships. It considers how the nature of these partnerships is changing, and some of the issues that have been raised as a result of these changes

Parents, families and partnerships: Issues and considerations

The first contact parents may have with a professional in relation to their child with a disability is often at the point of diagnosis. From that moment onwards, parents embark on a journey that generally involves the formation of many relationships with professionals working in the field. These relationships have the potential to facilitate individual and family outcomes but may also jeopardise these outcomes. It is not surprising that researchers have been interested in examining the components of productive relationships and the impact these may have on the quality of life for individuals with disabilities and their families. This article draws on the work of contributing authors to this special issue to examine some of the research that has led to our current understandings of how parents who have a child with a disability and professionals can form meaningful and productive partnerships. It considers how the nature of these partnerships is changing, and some of the issues that have been raised as a result of these changes

Engagement of children with autism in learning

Early engagement with the world around us provides opportunities for learning and practising new skills and acquiring knowledge critical to cognitive and social development. Children with autism typically display low levels of engagement, particularly in their social world, which limits the opportunities for learning that occur for their typically developing peers. An investigation of the literature on engagement suggests a lack of consensus about definition and measurement that may undermine the usefulness of this construct to educators. This article argues that the engagement construct can assist educators in the development and implementation of effective teaching interventions for children with autism

How well are children with autism spectrum disorder doing academically at school? An overview of the literature

The academic achievement of individuals with autism spectrum disorder has received little attention from researchers despite the importance placed on this by schools, families and students with autism spectrum disorder. Investigating factors that lead to increased academic achievement thus would appear to be very important. A review of the literature was conducted to identify factors related to the academic achievement of children and adolescents with autism spectrum disorder. A total of 19 studies were identified that met the inclusion criteria for the review. Results indicated that many individuals demonstrate specific areas of strength and weakness and there is a great deal of variability in general academic achievement across the autism spectrum. Adolescents and individuals with lower IQ scores were underrepresented, and few studies focused on environmental factors related to academic success. The importance of individualised assessments that profile the relative strengths and weaknesses of children and adolescents to aid in educational programming was highlighted. Further research on child-related and environmental factors that predict academic achievement is needed

The use of non-verbal repair strategies by children with autism

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