Gibbs, Jack

Kennedy, Emma-Kate

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PATHS TO TEACH CHILDREN WITH AUTISM ABOUT EMOTIONS AND EMOTIONAL REGULATION: CHALLENGES AND OPPORTUNITIES IN IMPLEMENTATION Tenth International PATHS Learning Conference Lisbon July 1, 2015  Jack Gibbs: Special Educational Needs Co-ordinator and Lead Practitioner for Autism,  Redriff City of London Academy   Dr. Emma-Kate Kennedy: Consultant Educational Psychologist in independent practice and  Tavistock & Portman NHS Trust   Why do what we did? • engaging children through their special interests (e.g. southeastern trains)  • PATHS curriculum providing a structure to teach and make explicit knowledge and skill that may often be left implicit  • strong visual component  • use of puppets engaging and at what fits with the wider ‘developmental pitch’ for the children (e.g. Tree Foo Tom)  • exposes ‘Hidden Curriculum’   Background and context   • PATHS and SCERTS and quality standards approach to implementation • Premium placed on review and evaluation of effectiveness • Curiosity about the degree of adaptation needed and when does an approach lose it’s ‘active ingredients’  • Our questions: which factors affect the implementation of PATHS for children with ASC in our community context; and how?  • We knew there were challenges with the mainstream teacher’s implementation of PATHS - would that be similar (and with the same factors influencing the work) in the resource base?  PATHS & Autism presentation Lisbon  SCERTS   PATHS & Autism Presentation Lisbon  SCERTS: social communication, emotional regulation, transactional support  • Development of spontaneous functional emotional regulatory capacities which supports independence are of the highest priority  • Developmentally appropriate and functional  • A child’s emotional regulation and its effect on communication, social interaction and learning are always considered and arousal states monitored Prizant et al., 2006, p. 2-3 What we did Intervention aims • Children recognise the key features of basic emotions both in themselves and others • Children can label their own emotions and with support find a regulatory strategy  Key changes • Children in the base needed a motivation and a structure to the sessions • Children in the base needed to have explicit strategies shown to them  PATHS & Autism Presentation Lisbon  What we did PATHS & Autism Presentation Lisbon  Visual Structure What we did PATHS & Autism Presentation Lisbon  Makaton Signing Practical strategies  PATHS & Autism Presentation Lisbon  Activities PATHS & Autism Presentation Lisbon  Challenges – focus on the details PATHS & Autism Presentation Lisbon  What next?     • we know that expecting perfect or near-perfect implementation is unrealistic; and that interventions can still be effective even when they have been adapted  • remain curious about the relative weight of the various factors we have identified affected implementation in our case - more rigorous investigation? similar independent of the intervention or organisational factors?   PATHS & Autism Presentation Lisbon  

PATHS to teach children with autism about emotions and emotional regulation: Challenges and opportunities in implementation

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