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

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

The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism:a pragmatic, group randomised controlled trial

OBJECTIVE: To assess the effectiveness of expert training and consultancy for teachers of children with autism spectrum disorder in the use of the Picture Exchange Communication System (PECS). METHOD: DESIGN: Group randomised, controlled trial (3 groups: immediate treatment, delayed treatment, no treatment). PARTICIPANTS: 84 elementary school children, mean age 6.8 years. TREATMENT: A 2-day PECS workshop for teachers plus 6 half-day, school-based training sessions with expert consultants over 5 months. OUTCOME MEASURES: Rates of: communicative initiations, use of PECS, and speech in the classroom; Autism Diagnostic Observation Schedule-Generic (ADOS-G) domain scores for Communication and Reciprocal Social Interaction; scores on formal language tests. RESULTS: Controlling for baseline age, developmental quotient (DQ) and language; rates of initiations and PECS usage increased significantly immediately post-treatment (Odds Ratio (OR) of being in a higher ordinal rate category 2.72, 95% confidence interval 1.22-6.09, p < .05 and OR 3.90 (95%CI 1.75-8.68), p < .001, respectively). There were no increases in frequency of speech, or improvements in ADOS-G ratings or language test scores. CONCLUSIONS: The results indicate modest effectiveness of PECS teacher training/consultancy. Rates of pupils' initiations and use of symbols in the classroom increased, although there was no evidence of improvement in other areas of communication. TREATMENT effects were not maintained once active intervention ceased