David Preece
Phone: 01604 893271
Address: Centre for Education and Research
School of Education
Park Campus,
Boughton Green Rd,
Northampton NN2 7AL
UK
Address: Centre for Education and Research
School of Education
Park Campus,
Boughton Green Rd,
Northampton NN2 7AL
UK
less
InterestsView All (10)
Uploads
Papers by David Preece
supporting families living with autism – but such services are not
universally accessible. A multinational project funded by the European
Commission has been developed in order to establish such parent
training in three south-eastern European countries. To ensure that
the training was relevant and appropriate, a survey was carried out
in autumn 2015 to ascertain the attitudes of parents of children
with autism in Croatia, Cyprus and the Former Yugoslav Republic of
Macedonia regarding this issue, and to identify the areas of training
that they felt most important. Two hundred and fifty-three surveys
were distributed, and 148 were returned, a response rate of 58%.
Respondents in the three counties were overwhelmingly positive
about parent training, with almost 90% stating that they would like
to attend such training. Weekend training sessions were preferred by
the majority of respondents. There was wide variation between the
three countries with regard to what content was felt important to be
included, with parents in the FYR of Macedonia seeking information
in the greatest number of areas. Five topics were prioritised by parents
across all three countries. These were:
• Strategies for enhancing my child’s communication
• Strategies on facilitating my child’s interaction with other children
• Sensory integration and development
• General information on behavioural management strategies
• Identifying and/or developing socialisation opportunities
of students across a wide range of special educational needs.
Key opportunities, applications and barriers to use were identified. Findings from this study indicated that the way these teachers used MSST differed from extant research in this area with regard to both design and delivery. It is suggested that the desire to develop a quantitative evidence base may present unnecessary restrictions which inhibit the recognition of pedagogic issues; and that a more fluid conceptualisation of MSSTwould be reflective of real-world practice.
factors associated with parent training are discussed, as well as challenges to its provision, and the cost and potential impact of providing training is compared with other models of support. Limitations of the study and areas for further research are identified.
including triangulation of data. Data were collected on the children’s experience of day-to-day life, social workers, and short breaks services, and their wishes. Qualitative data analysis was undertaken using a template approach. The children were positive about family life, although most activities reported were solitary. None understood the role of social workers. Those who attended short breaks enjoyed some activities and peers’ company but were disturbed by noise and staff discipline. Difficulties faced in carrying out the research, and limitations arising from the research methods and the nature of ASD are acknowledged, and factors that were helpful in the process are identified.
rationale for their work is given and the criteria for involvement is discussed and defended. Two case studies illustrate the type of work done and comments from parents show just how effective
the service is. The team is small and waiting lists are long and all involved with families and children on the autism spectrum need to consider how to expand such work as it is clear how beneficial it is. If the family is well supported and is healthy physically and emotionally, then this will have positive spin-offs for the children and for those who live and work with them.
650,000, where a coordinated multiagency approach has been beneficial to service development. The major challenges that remain in England with regard to social care support for this group are identified.
upon how they assess the needs of children with ASD and their families, and upon the
types of service or interventions they seek to provide to meet those needs. However,
little is known of social workers’ understanding of the condition. Using a research instrument devised by Mavropoulou and Padeliadu (2000), a study was carried out of all social workers working with disabled children in an English local authority. The
results showed that though many workers had a good understanding of some aspects of the condition, there was also confusion about some key facts concerning ASD, the characteristics of ASD and scientific terminology, an inaccurate understanding of intervention approaches, and a more positive attitude towards the ability of generic services to meet need than was supported by the literature. Implications are discussed in terms of the provision of services to families of children with ASD in the UK, and the limitations of this study are recognized.
levels of informal support for all families, but no significant difference in the informal support available to non-users as compared to users of short break services. Robinson & Stalker’s (1990) 10-point dependency scale showed a significant difference in dependence and more difficult behaviors between
children of users and non-users. However, a large number of non-users had children with high dependence (scoring > 7 points). Access was denied by the age of the child (under 11) diagnosis (Asperger syndrome), educational placement (mainstream) and lack of social worker referral.
supporting families living with autism – but such services are not
universally accessible. A multinational project funded by the European
Commission has been developed in order to establish such parent
training in three south-eastern European countries. To ensure that
the training was relevant and appropriate, a survey was carried out
in autumn 2015 to ascertain the attitudes of parents of children
with autism in Croatia, Cyprus and the Former Yugoslav Republic of
Macedonia regarding this issue, and to identify the areas of training
that they felt most important. Two hundred and fifty-three surveys
were distributed, and 148 were returned, a response rate of 58%.
Respondents in the three counties were overwhelmingly positive
about parent training, with almost 90% stating that they would like
to attend such training. Weekend training sessions were preferred by
the majority of respondents. There was wide variation between the
three countries with regard to what content was felt important to be
included, with parents in the FYR of Macedonia seeking information
in the greatest number of areas. Five topics were prioritised by parents
across all three countries. These were:
• Strategies for enhancing my child’s communication
• Strategies on facilitating my child’s interaction with other children
• Sensory integration and development
• General information on behavioural management strategies
• Identifying and/or developing socialisation opportunities
of students across a wide range of special educational needs.
Key opportunities, applications and barriers to use were identified. Findings from this study indicated that the way these teachers used MSST differed from extant research in this area with regard to both design and delivery. It is suggested that the desire to develop a quantitative evidence base may present unnecessary restrictions which inhibit the recognition of pedagogic issues; and that a more fluid conceptualisation of MSSTwould be reflective of real-world practice.
factors associated with parent training are discussed, as well as challenges to its provision, and the cost and potential impact of providing training is compared with other models of support. Limitations of the study and areas for further research are identified.
including triangulation of data. Data were collected on the children’s experience of day-to-day life, social workers, and short breaks services, and their wishes. Qualitative data analysis was undertaken using a template approach. The children were positive about family life, although most activities reported were solitary. None understood the role of social workers. Those who attended short breaks enjoyed some activities and peers’ company but were disturbed by noise and staff discipline. Difficulties faced in carrying out the research, and limitations arising from the research methods and the nature of ASD are acknowledged, and factors that were helpful in the process are identified.
rationale for their work is given and the criteria for involvement is discussed and defended. Two case studies illustrate the type of work done and comments from parents show just how effective
the service is. The team is small and waiting lists are long and all involved with families and children on the autism spectrum need to consider how to expand such work as it is clear how beneficial it is. If the family is well supported and is healthy physically and emotionally, then this will have positive spin-offs for the children and for those who live and work with them.
650,000, where a coordinated multiagency approach has been beneficial to service development. The major challenges that remain in England with regard to social care support for this group are identified.
upon how they assess the needs of children with ASD and their families, and upon the
types of service or interventions they seek to provide to meet those needs. However,
little is known of social workers’ understanding of the condition. Using a research instrument devised by Mavropoulou and Padeliadu (2000), a study was carried out of all social workers working with disabled children in an English local authority. The
results showed that though many workers had a good understanding of some aspects of the condition, there was also confusion about some key facts concerning ASD, the characteristics of ASD and scientific terminology, an inaccurate understanding of intervention approaches, and a more positive attitude towards the ability of generic services to meet need than was supported by the literature. Implications are discussed in terms of the provision of services to families of children with ASD in the UK, and the limitations of this study are recognized.
levels of informal support for all families, but no significant difference in the informal support available to non-users as compared to users of short break services. Robinson & Stalker’s (1990) 10-point dependency scale showed a significant difference in dependence and more difficult behaviors between
children of users and non-users. However, a large number of non-users had children with high dependence (scoring > 7 points). Access was denied by the age of the child (under 11) diagnosis (Asperger syndrome), educational placement (mainstream) and lack of social worker referral.
This presentation reports on a three year project (September 2015-August 2018), funded by the European Commission, in which family members, professionals and academics from five European countries are working together in a strategic partnership to develop parent education in a part of Europe. This partnership is seeking to:
• develop a core curriculum and ecologically valid parent education materials and methods
• provide parent education to families living with autism in countries where such provision been unavailable or extremely limited
• evaluate impact using quantitative and qualitative methods
• share the curriculum and materials with stakeholders, and make recommendations to decision makers
We report on the project’s first year.
Barriers to participation and differing priorities regarding parent education in the three countries are identified.
The curriculum and training methods and materials are outlined.
Evaluation methods and tools are discussed
And experiences and data from the first parent courses (held in Spring 2016) are shared.
This is a work in progress. We value this opportunity to present our work and receive feedback.
A training programme – matching that provided to teaching staff – was provided to a cohort of 12 parents whose children attended a special primary school run by a local authority in the United Kingdom. Their children all exhibited challenging behaviour, and were regularly physically restrained at home (40% on a daily basis). Parents received 2 days initial training with a follow-up session at 12 weeks. Course content included understanding challenging behaviour, communication, de-escalation and legal issues, as well as how to physically intervene safely. Families were surveyed before and after the initial training, and after 12 weeks. Triangulation was obtained by interviewing school staff.
Results identify that the training was considered beneficial by parents and school staff alike. Parents reported greater tolerance, and increased confidence in their ability to de-escalate situations and effectively manage their child’s behaviour. There was a reduction in the overall use of physical interventions, with 50% of families using no interventions over the 12 week period. Moreover as parents and staff had undertaken the same training they had had a shared understanding, providing greater consistency and predictability for the children.
Limitations of the study are discussed, and recommendations for research and practice are suggested.