ORCID Profile
0000-0002-5934-0478
Current Organisation
Macquarie University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Special Education and Disability | Specialist Studies in Education |
Publisher: Springer Science and Business Media LLC
Date: 02-01-2020
DOI: 10.1007/S10803-019-04348-8
Abstract: Pragmatic difficulties resulting in problems with reciprocal conversation are widely studied in in iduals with autism spectrum disorder (ASD). There is some consensus on the conversation differences between in iduals with autism compared to neurotypical groups and groups with other developmental delays. There is little information on whether conversation partners (neurotypical or with ASD) of in iduals with ASD find these differences problematic. The results indicate that behaviors reported to be the most problematic were not necessarily behaviors commonly addressed in research. Further, some conversational capacities that have received less research focus were perceived as more problematic. Although conversation partners who had ASD themselves reported the frequency of behaviors similarly to the neurotypical group, they did not find the behaviors as problematic.
Publisher: Informa UK Limited
Date: 1995
Publisher: Wiley
Date: 07-1999
DOI: 10.1002/(SICI)1520-6807(199907)36:4<347::AID-PITS7>3.0.CO;2-G
Publisher: Edith Cowan University
Date: 2014
Publisher: Cambridge University Press (CUP)
Date: 27-09-2021
DOI: 10.1017/JSI.2021.21
Abstract: The current study was conducted to examine the types of adjustments used to support students with special educational needs in mainstream classrooms and how schools monitored the effectiveness of the adjustments they use. A range of stakeholders were interviewed in 22 mainstream schools across New South Wales, Australia, and the interviews were analysed for key themes. Some schools had a narrow focus on a few key areas, with teaching assistants being the most commonly reported adjustment. Few schools used formal formative monitoring to evaluate the effectiveness of adjustments. Options for improvement schools could consider include examining the breadth of adjustments, establishing clear measurable goals, considering alternative strategies for use of teaching assistants, and ensuring adjustments are monitored.
Publisher: Cambridge University Press (CUP)
Date: 03-11-2022
DOI: 10.1017/JSI.2021.23
Abstract: The increasing inclusion of students with disabilities in regular classes still leads to debate and many advocate for full inclusion of all students. Arguments for full inclusion are generally rights-based, but proponents also claim research supports the effectiveness of full inclusion over specialist provision for all students with disabilities. In this article, we analyse and critique the use of the research literature in an Australian advocacy paper as an ex le of the broad claims made concerning full inclusion. We examine the extent to which the sources used provide conclusive evidence about the merits of full inclusion. We find the advocacy paper relies heavily on opinion and non-peer-reviewed literature, with little use of quantitative research that compares outcomes for students in different settings. We suggest that policymakers should treat the conclusions drawn in this paper cautiously and give due consideration to the literature that is not supportive of full inclusion.
Publisher: Cambridge University Press (CUP)
Date: 30-03-2022
DOI: 10.1017/JSI.2021.24
Abstract: Self-determination skills, including competencies such as decision-making, are regarded by parents and teachers as important for students with special needs. Although not necessarily regarded as appropriate, teaching assistants often take substantial responsibility for delivering educational programs to students and little is known about their perspectives on self-determination. Perspectives of teaching assistants may impact on their support of programs to enhance self-determination that are developed by teachers. Teaching assistants in New South Wales mainstream schools ( N = 320) were surveyed regarding their views on the importance and frequency of instruction of seven competencies related to self-determination of students with special needs. Consistent with previous research, assistants rated all the competencies highly in terms of importance, but frequency of implementation was more variable. Moderate correlations were found between ratings of importance and frequency of implementation, suggesting that greater instructional time was devoted to competencies viewed as more important. Limited differences were found between assistants working at primary and secondary levels. Although features of the interactions of teaching assistants that can inhibit self-determination have been often identified in previous research, it is argued that, paradoxically, assistants may be well positioned to facilitate the development of self-determination with appropriate training and supervision. Directions for future research are identified.
Publisher: Informa UK Limited
Date: 16-01-2023
Publisher: Springer Science and Business Media LLC
Date: 08-06-2018
Publisher: Informa UK Limited
Date: 02-2007
Publisher: Cambridge University Press (CUP)
Date: 27-04-2022
DOI: 10.1017/JSI.2022.2
Abstract: Parents whose autistic 1 child’s needs are not met within mainstream schooling may seek alternative modes of education, such as home or distance education. There is a paucity of research on the delivery of home or distance education programs for autistic students. This study reports on the experiences of parents, students and teachers in the inaugural year of Australia’s first hybrid distance education program (distance education with parent/carers as supervisors) specifically designed for autistic students. Interviews with eight parents, four students and two teachers gathered their perceptions of the program’s benefits, challenges and suggestions for improvements. All parents, students and teachers reported positive overall perceptions of and experiences in the program, and a range of outcomes for students and parents. Flexibility was identified as a key benefit of the program. Challenges identified included a lack of opportunities for students’ social interactions and the effort required of parents to support their child’s participation. Additional longitudinal research is needed to determine the long-term impact of programs of this type and to evaluate strategies for increasing student independence.
Publisher: Wiley
Date: 03-2002
DOI: 10.1046/J.1360
Publisher: Springer Science and Business Media LLC
Date: 04-12-2013
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: Emerald Group Publishing Limited
Date: 2013
Publisher: Edith Cowan University
Date: 10-2022
DOI: 10.14221/AJTE.2022V47N10.4
Abstract: The characteristics and content of post-graduate courses in special and/or inclusive teacher education in Australian universities were examined using publicly available material on university websites. Content analysis was guided by a set of content area elements covering desirable skills and knowledge for special educators that were identified in the Australian literature. The presence or absence of these content elements in each course and in core or elective units was coded for 28 courses from 21 universities. All or most courses covered generic content such as teaching strategies and evaluating and using research. However, more specialist content, such as explicit teaching strategies and instruction in literacy and numeracy, was absent from over half the courses. The implications of these findings are discussed in the context of the limitations necessarily imposed by the inclusion of only publicly available online information.
Publisher: Cambridge University Press (CUP)
Date: 12-2006
Abstract: This article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The focus of the study was on the prevalence of severe challenging behaviour and the nature of presenting behaviour. Questionnaires were directed to school staff and information was obtained from 41 of the 53 primary schools in the diocese. Using very conservative criteria, the estimate of numbers of students with severe challenging behaviour was approximately 1 per school. Students were typically male and were academically below average. The most frequently reported challenging behaviour (e.g., calling out, out of seat) was inherently minor in nature for the most part, but at high frequency this could be extremely disruptive to the operation of a classroom. More serious behaviours, such as physical aggression to other school students and staff, were also reported at concerning frequency, noting that such behaviours place staff and other students at risk. The present study adds to the limited Australian data describing students in regular schools with challenging behaviour by providing specific information on the classroom frequency of such behaviour and the academic performance of students.
Publisher: Cambridge University Press (CUP)
Date: 05-2014
DOI: 10.1017/JSE.2014.4
Abstract: With the increasing number of treatment and intervention options for parents of children with autism spectrum disorders (ASD) in recent years, the number and types of interventions that parents are choosing to use has become of interest. In the present paper, the authors review 41 articles (describing 42 studies) presenting quantitative data on intervention choices of parents of children with ASD. Speech therapy was the most commonly reported intervention for both current and lifetime use. Across the studies, parents were reported to be using a variety of interventions, from those with strong empirical support, such as applied behaviour analysis (ABA), to others that lacked such support, such as dietary interventions. Some differences in the data presented across studies may be attributed to the range of different methodologies used to collect the data. Recommendations for future research, including those related to collecting treatment usage data more consistently, are discussed.
Publisher: Edith Cowan University
Date: 2015
Publisher: Informa UK Limited
Date: 02-01-2016
DOI: 10.3109/07434618.2015.1136688
Abstract: This paper describes an intervention to teach the use of the Choiceboard Creator app on an iPad for choice making to a student with autism, severe intellectual disability, and challenging behavior. This app provides flexibility in the number of pictures and blank distractors displayed, produces voice output, shuffles the picture arrangement after each activation, and makes the selected picture more salient by enlarging it once it has been selected. The effectiveness of the intervention was explored using a multiple baseline across three settings. Pre- and post-assessments of the student's ability to select a picture given the spoken word or the object and to select the object given the spoken word or the picture explored the further development of picture skills. The student learned to use a display of three pictures in free play, a display of two pictures in morning circle, and a display of five pictures at morning tea.
Publisher: Elsevier BV
Date: 05-2012
Publisher: Informa UK Limited
Date: 08-2012
Publisher: Cambridge University Press (CUP)
Date: 15-04-2014
DOI: 10.1017/JSE.2014.3
Abstract: Although qualified special educators are more likely to provide effective teaching for students with disabilities and special education needs, it seems many teachers in special education and support positions are not qualified for this role. The study reported here provided analysis of 219 job advertisements for special education positions in order to ascertain what employers required of applicants for special education positions. Advertisements represented all states and sectors in Australia, although the s le does not fully reflect the relative numbers of schools in each state. Most positions were for class teachers or for teachers providing support within and across schools. Special education qualifications and experience in special education were not common criteria for employment. The concerns raised by this finding are addressed through suggestions for formal recognition for special educators and accreditation of teacher education programs preparing special educators.
Publisher: SAGE Publications
Date: 13-08-2014
Abstract: Over the last decade, the obligation of general and special educators to utilize evidence-based instructional practices has become more prominent. Research increasingly suggests the failure of didactic teacher training alone to ensure implementation with fidelity of these practices by teachers in their classrooms. Multicomponent training (MCT) strategies utilizing didactic presentations, followed by coaching with role-play and specific performance feedback, offer a useful strategy for training teachers of students with severe disabilities in the evidence-based practices of their field. This pilot study successfully demonstrated the efficiency, feasibility, and acceptability of a school-based MCT strategy in the training of four teachers of students with severe disabilities in the use of simultaneous prompting (SP). The MCT strategy utilized demonstrated the efficacy of a research-based performance feedback process. Implications for the comprehensive and rigorous training of teachers of students with severe disabilities are discussed.
Publisher: Springer Science and Business Media LLC
Date: 02-2021
Publisher: Springer Science and Business Media LLC
Date: 26-10-2013
Publisher: Informa UK Limited
Date: 30-12-2020
Publisher: Springer Science and Business Media LLC
Date: 08-02-2020
Publisher: Informa UK Limited
Date: 2009
DOI: 10.1080/07434610802602810
Abstract: Communication symbols for students with severe intellectual disabilities often take the form of computer-generated line drawings. This study investigated the effects of the match between color and shape of line drawings and the objects they represented on drawing recognition and use. The match or non-match between color and shape of the objects and drawings did not have an effect on participants' ability to match drawings to objects, or to use drawings to make choices.
Publisher: Informa UK Limited
Date: 21-01-2020
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 07-2019
Publisher: Wiley
Date: 03-2004
Publisher: Springer Science and Business Media LLC
Date: 12-12-2016
DOI: 10.1007/S10803-015-2673-5
Abstract: There has been limited research exploring the similarity of perception of friendship quality between children with Autism Spectrum Disorder (ASD) and their friends. In this study, 45 children with ASD participated together with their friends. Two levels of friendship quality congruency were investigated: reciprocity and mutuality. A high proportion of the friendships were reciprocated for both the mixed and non-mixed friendship groups. Nevertheless, students with ASD reported substantial differences in perceptions of their friendship quality as compared to their nominated friends. The findings of the present study mirrored those of previous research with typically developing children. Further study is required to systematically investigate the differences in friendship quality perceptions within friendship dyads for both typically developing children and those with ASD diagnosis.
Publisher: Cambridge University Press (CUP)
Date: 1996
Publisher: Edith Cowan University
Date: 30-04-2018
Publisher: Elsevier BV
Date: 07-2017
Publisher: Cambridge University Press (CUP)
Date: 07-02-2019
DOI: 10.1017/JSI.2018.19
Abstract: This study provides an in-depth examination of the understanding and implementation of cognitive–behavioural approaches (CBA) by Australian teachers of students with both autism spectrum disorder and intellectual disability. Semistructured interviews were completed with 13 New South Wales teachers and several themes emerged. Interviewed teachers appeared to have limited knowledge about CBA their description of the application of CBA and their reported practices included few features specific and unique to CBA. They primarily perceived CBA as a tool for behaviour management addressing emotion was a theme but addressing cognition was not a salient feature of their practice. Most teachers seemed unaware of the potential of CBA in fostering generalisation or maintenance, and important student characteristics appeared to be seldom considered in teacher planning of their CBA programs. Directions for enhancing teacher knowledge and supporting their practice of CBA are suggested.
Publisher: SAGE Publications
Date: 07-06-2017
Publisher: Springer Netherlands
Publisher: Elsevier BV
Date: 02-2013
Publisher: Cambridge University Press (CUP)
Date: 2000
Publisher: No publisher found
Date: 2013
Publisher: MDPI AG
Date: 19-01-2023
Abstract: We reviewed the content of units in master’s-level special and/or inclusive education courses in Australia to determine whether the content relating to instructional practices and behaviour support and intervention included evidence-based practices (practices drawn from sound research). We identified claims about evidence-based practices made in publicly available materials describing unit content and determined whether these claims were supported by the actual content described. Of the 28 courses examined, six made no claims about evidence-based practices, 19 courses included supported claims and 15 courses included unsupported claims. Interpretation of the results should be cautious given the limited material available for some courses, but overall, the results are cause for concern. We believe there is a need for formal standards for special/inclusive education courses and certification for qualified special educators in Australia.
Publisher: Informa UK Limited
Date: 09-2012
Publisher: Elsevier BV
Date: 2018
Publisher: Springer Science and Business Media LLC
Date: 26-07-2013
DOI: 10.1007/S10803-013-1878-8
Abstract: This article presents a review of the research on the use of mobile touch-screen devices such as PDAs, iPod Touches, iPads and smart phones by people with developmental disabilities. Most of the research has been on very basic use of the devices as speech generating devices, as a means of providing video, pictorial and/or audio self-prompting and for leisure activities such as listening to music and watching videos. Most research studies were small-n designs that provided a preponderant level of research evidence. There is a clear need for more research with younger participants and with a much wider range of apps, including educational apps.
Publisher: Informa UK Limited
Date: 2009
DOI: 10.1080/07434610903031133
Abstract: The iconicity of graphic symbols and the iconicity hypothesis are theoretical concepts that have had an impact on the use of augmentative and alternative communication strategies for people with severe intellectual disabilities. This article reviews some of the recent literature on the impact of iconicity on symbol recognition and use by typically developing children and relates those findings to people with severe disability. It seems that although iconicity may have some impact on symbol learning, there are other variables that are likely to be much more important. It is likely that iconicity is not helpful to those learning graphic symbols who have little or no comprehension of spoken language.
Publisher: Springer Science and Business Media LLC
Date: 07-2008
DOI: 10.1007/S10803-008-0605-3
Abstract: Therapists who use sensory integration therapy may recommend that children wear weighted vests as an intervention strategy that they claim may assist in remediating problems such as inattentiveness, hyperactivity, stereotypic behaviors and clumsiness. Seven studies examining weighted vests are reviewed. While there is only a limited body of research and a number of methodological weaknesses, on balance, indications are that weighted vests are ineffective. There may be an arguable case for continued research on this intervention but weighted vests cannot be recommended for clinical application at this point. Suggestions are offered for future research with regard to addressing methodological problems.
Publisher: Elsevier BV
Date: 12-2019
Publisher: Cambridge University Press (CUP)
Date: 30-07-2019
DOI: 10.1017/JSI.2019.7
Abstract: The ability to generate narratives is important for literacy development. Children with autism spectrum disorder (ASD) have been found to generate less complex narratives than typically developing peers. This pilot AB study was designed to investigate the efficacy of a brief intervention procedure to develop the macrostructure of original fictional narratives based on a realistic scenario in one child, aged 9 years 8 months, with autism spectrum disorder and language disorder. The intervention targeted the characters, setting, problem, feelings, and fix of fictional narrative. Intervention involved the use of macrostructure icons, pictures to support the generation of narratives, clinician modelling, and the participant telling the entire narrative each session. The participant received 12 training sessions of 4–6 minutes each and the intervention was effective. Areas for future research include implementation of a stronger research design and investigation of generalisation to fantasy-based fictional narratives.
Publisher: Cambridge University Press (CUP)
Date: 04-10-2019
DOI: 10.1017/JSI.2019.9
Abstract: Extant research addressing implicit factors related to intervention decisions made by parents of children with autism spectrum disorder (ASD) is limited and findings have been inconsistent. In the present study, 74 parents of preschoolers with ASD were surveyed regarding intervention use. The possible relationships between implicit parent factors (education level, age, causal beliefs about ASD, complementary and alternative medicine [CAM] use, and family income) and child factors (time since diagnosis, and perceived severity of ASD), and the number and type of interventions used were examined. Consistent with previous research, only a small number of significant relationships were found, including that family income, parent use of CAM, mother’s education, parent belief in an unknown aetiology of ASD, and time since child’s diagnosis were all related to the number of interventions used. Some specific findings of previous research were not replicated in the present study (e.g., neither beliefs in environmental aetiology of ASD nor parent education levels were related to the use of specific CAM interventions), indicating that factors affecting decision-making may not be consistent across s les. Nevertheless, future research including an expanded range of possible implicit factors with more erse s les may provide a more accurate predictive model of parent decision-making.
Publisher: Springer Science and Business Media LLC
Date: 19-11-2017
DOI: 10.1007/S10803-016-2970-7
Abstract: The current study examined the level of friendship satisfaction of children with autism spectrum disorder (ASD) and their nominated friends (with and without diagnosis of ASD). A total of 77 target children with ASD and friends from 49 nominated friendships participated in the study. Relatively high levels of friendship satisfaction were reported by both target children and their nominated friends with no overall difference between dyads involving typically developing friends and friends with ASD. Analysis at the in idual dyad level showed a high level of agreement on the reported level of satisfaction across the target participants and their friends. Limitations and directions for future research are presented.
Publisher: Cambridge University Press (CUP)
Date: 24-03-2015
DOI: 10.1017/JSE.2015.2
Abstract: The components of quality educational planning for students with moderate and severe intellectual disability are well established, but schools and special educators may not always achieve a desirable standard. This article reports on the change in quality of documentation related to in idual planning and programming over a span of 4 years in a special school enrolling high-school-aged students with moderate to severe intellectual disability. The school implemented a program of professional learning, led by school staff, directed at improving planning and programming. There were significant changes in the quality of short-term goals and documentation of teaching programs. There was an increase in the quality of long-term goals but this did not reach significance. Instructional objectives were introduced in the final year of the study, and were not part of previous documentation. There was no evidence of implementation of formal monitoring procedures over the time span of the study. The difficulties observed and the changes as a result of the professional learning reflect those reported elsewhere in the literature, and demonstrate that a school commitment to improving program quality can have positive results.
Publisher: Informa UK Limited
Date: 16-04-2018
Publisher: Informa UK Limited
Date: 04-06-2018
Publisher: Springer Science and Business Media LLC
Date: 26-08-2020
Publisher: Edith Cowan University
Date: 2011
Publisher: Informa UK Limited
Date: 1996
Publisher: Cambridge University Press (CUP)
Date: 07-2015
DOI: 10.1017/JSE.2015.9
Abstract: Extant research on sources of information about interventions used by parents of children with autism spectrum disorder (ASD) has provided a general overview of sources used. However, it has provided little insight into why parents view certain sources as reliable or trustworthy, or how useful parents found the information provided to them by the sources and why. This paper provides a qualitative analysis of interviews conducted with 12 Australian parents of preschool-age children with ASD. Participants discussed the factors related to their perceptions of the reliability and trustworthiness of sources used, as well as the usefulness of the information provided. Parent ratings of the reliability of sources were influenced by factors including the firsthand experience of other parents, the parent's relationship with the source, and their beliefs about the sources’ intentions. A number of parents reported that sources provided either information of limited use or an overwhelming amount of information. Considerable variation was reported in the usefulness of information provided to parents. Recommendations regarding research and practice are offered.
Publisher: Elsevier BV
Date: 08-2012
DOI: 10.1016/J.AJPATH.2012.04.007
Abstract: Inflammatory mediators from peripheral tissues may control dendritic cell (DC) development in the bone marrow. In this study, DCs (CD11c(+) cells) differentiated from the bone marrow of mice with inflammation of the airways, or the peritoneal cavity had poor priming ability resulting in reduced, long-lived responses to that antigen in vivo. This indicates enhancement of regulatory mechanisms of immune responses through a peripheral tissue-bone marrow axis. If CD11c(+) cells, expanded from the bone marrow of mice with tissue inflammation were antigen pre-loaded and injected into mice already sensitized to that antigen, then subsequent contact hypersensitivity responses were significantly reduced. The effects of inflammation were imprinted in vivo and were independent of in vitro culture conditions for DC differentiation. The effect of tissue inflammation on the bone marrow DC precursors was not detected in mice treated subcutaneously with slow-release indomethacin pellets, suggesting a role for prostanoids, including prostaglandin E(2), in differentiation of regulatory CD11c(+) cells from bone marrow. Our study represents an important homeostatic process with potential for therapeutic use in the future.
Publisher: Informa UK Limited
Date: 09-2010
Publisher: SAGE Publications
Date: 07-10-2010
Abstract: In this article, the authors report on an in idualized professional learning activity, based on the principles described by Gersten and colleagues, implemented by two academics with three teachers without special education qualifications teaching students with severe and multiple disabilities. The professional learning consisted of consultation based around observation of classroom practice (live or by video recording) focusing on the use of strategies to increase the number of opportunities for communication offered to students. Analysis of video recordings of targeted activities over baseline and intervention sessions demonstrated an increase in the opportunities teachers offered, with larger effects in two of the classes.
Publisher: Elsevier BV
Date: 02-2014
Publisher: Cambridge University Press (CUP)
Date: 07-2011
DOI: 10.1375/AJSE.35.1.47
Abstract: This research examined the reported level of implementation of eight practices in a national s le of Australian special education teachers, replicating the North American study of Burns and Ysseldyke (2009). The 194 respondents reported extensive use of a number of evidence-based practices, such as direct instruction and applied behaviour analysis. Conversely, a number of practices that have very weak empirical foundations or can be considered disproven, such as perceptual-motor training and modality instruction, continue to be used at moderate-to-high levels. In addition, compared to their North American counterparts, Australian special education teachers used a number of evidence-based practices significantly less frequently and used perceptual-motor programs more frequently. Implications of these results are discussed.
Publisher: SAGE Publications
Date: 2018
Abstract: Background and aims: Given that problems with social interaction and communication are defining features of autism spectrum disorder, it stands to reason that in iduals with autism spectrum disorder have difficulties in conversation. There is a growing body of research on the conversation skills of in iduals with autism spectrum disorder, including research conducted to compare these skills to those of typically developing in iduals and those with other disabilities. Such comparisons may offer insight into the extent to which conversational skills may be deficient and whether deficits are unique to a particular diagnostic group. Main contribution: This review provides an examination of comparative studies of pragmatic aspects of conversation that included in iduals with autism spectrum disorder. Only a small number of consistent findings emerged from the analysis. Groups with autism spectrum disorder find it difficult to stay on topic and provide novel, relevant information. They also tend to perseverate more and initiate and respond less during conversation but, contrary to expectation, similar numbers of turns were offered to partners, and there was little difference in the way communication breakdowns were repaired or clarified. There was a contradictory finding on the use of eye gaze. Conclusions and implications: Some consistent findings were reported but overall, fewer than expected between group differences were found. The fragmented nature of the research and inconsistent operational definitions of variables measured made analysis problematic. Further research and replication of studies is recommended before definitive conclusions can be drawn.
Publisher: Informa UK Limited
Date: 12-2011
Publisher: Cambridge University Press (CUP)
Date: 2005
Publisher: Cambridge University Press (CUP)
Date: 09-2007
Publisher: Informa UK Limited
Date: 14-11-2013
Publisher: SAGE Publications
Date: 12-2015
Abstract: The use of a schedule to guide students with special education needs through a series of activities can increase independence and self-management as well as improve on-task behavior. In the study reported here, three young boys with developmental disabilities were taught to use the scheduling app First Then on an iPad. Least to most prompting was the instructional strategy employed. The intervention was carried out by class teachers in special education classrooms as part of their regular daily routine. There was a clear intervention effect for all students and two met the mastery criterion of all steps correct for 3 consecutive days.
Publisher: Informa UK Limited
Date: 06-2005
Publisher: Springer Science and Business Media LLC
Date: 29-10-2019
Publisher: Informa UK Limited
Date: 06-2008
Publisher: Cambridge University Press (CUP)
Date: 09-2008
Publisher: Springer Science and Business Media LLC
Date: 29-07-2017
DOI: 10.1007/S10803-017-3257-3
Abstract: Students with autism spectrum disorder (ASD) are at heightened risk of post-secondary educational failure and account for approximately 1% of students in post-secondary education. Findings from an on-line survey of students with ASD attending university in Australian are reported in this study. Respondents indicated high rates of academic and non-academic difficulties but low usage of supports. Ratings for supports were idiosyncratic, and some students indicated discomfort from using supports or disclosing their disability. Those students who delayed their disclosure accessed fewer supports and reported a poorer overall university experience. Recommendations were made including the need for better transition support and alternative strengths based approaches that use more flexible and in idualised curriculum designs.
Publisher: Springer Science and Business Media LLC
Date: 08-12-2018
DOI: 10.1007/S10803-018-3840-2
Abstract: The findings from a systematic literature review of 24 empirical studies of interventions for post-secondary students with autism spectrum disorder (ASD) are reported in this study. A erse range of interventions were examined, many of which appeared feasible and high rates of participant satisfaction were also reported. Differing responses within and among interventions may point to the possible need for in idualized supports. Few studies analyzed a specific academic support despite many students with ASD indicating they prefer these supports and that they find them useful. This may highlight the need for participant preferences to be given more consideration when designing supports. Most studies were of poor quality, however, so any conclusions are tentative. Directions for future research were discussed.
Publisher: Elsevier BV
Date: 12-2015
DOI: 10.1016/J.RIDD.2015.09.022
Abstract: Sensory integration therapy (SIT) is a controversial intervention that is widely used for people with disabilities. Systematic analysis was conducted on the outcomes of 17 single case design studies on sensory integration therapy for people with, or at-risk of, a developmental or learning disability, disorder or delay. An assessment of the quality of methodology of the studies found most used weak designs and poor methodology, with a tendency for higher quality studies to produce negative results. Based on limited comparative evidence, functional analysis-based interventions for challenging behavior were more effective that SIT. Overall the studies do not provide convincing evidence for the efficacy of sensory integration therapy. Given the findings of the present review and other recent analyses it is advised that the use of SIT be limited to experimental contexts. Issues with the studies and possible improvements for future research are discussed including the need to employ designs that allow for adequate demonstration of experimental control.
Publisher: Informa UK Limited
Date: 04-2015
Publisher: Cambridge University Press (CUP)
Date: 07-2005
DOI: 10.1375/AJGC.15.1.1
Abstract: There is increasing concern about the number of preschool children displaying problem behaviour. This study examines the relative contribution of potential risk factors, particularly those related to families, to problem behaviour in the lives of a s le of western Sydney three- to five-year-old children. Problem behaviour was assessed using the Child Behavior Checklist (Achenbach & Edelbrock, 1991), encompassing measures of anxious, depressed, uncommunicative, obsessive, somatic complaint, social withdrawal, hyperactive, aggressive, and delinquent behaviours. Particularly salient risk factors associated with problem behaviour were found to be children's behaviour when very young (an indicant of temperament), personal stress in parents associated with concerns about the family and economic worries, and parenting characterised by guilt and anxiety.
Publisher: Cambridge University Press (CUP)
Date: 13-07-2016
DOI: 10.1017/JSE.2016.6
Abstract: Scripts in written or auditory form have been used to teach conversational skills to in iduals with autism spectrum disorder (ASD), but with the proliferation of handheld tablet devices the scope to combine these 2 formats has broadened. The aim of this pilot study was to investigate if a script-based intervention, presented on an iPad conversational app, would be effective in teaching basic conversation skills within a school setting. A multiple baseline with probe design across scripts was employed to teach a student with ASD on-topic responses. Experimental control was demonstrated across 2 of the 3 baselines. Surprisingly, a substantial degree of generalisation was evident, which may have compromised demonstration of experimental control. This app may be a practical and effective tool for teaching on-topic responses to an in idual with ASD, and further research is warranted.
Publisher: Springer Science and Business Media LLC
Date: 28-10-2020
DOI: 10.1007/S10803-019-04259-8
Abstract: An on-line survey of 102 (51 females undergraduate and graduate) university students with ASD across Australia and New Zealand examined student characteristics and satisfaction with academic and non-academic supports. A broad range of disciplines were studied, and the participants' reported strengths included a passion for learning, strong technology skills, and creative thoughts. The participants' greatest concerns were academic requirements and mental health, including high rates of self-harm and suicidal ideation. Despite support satisfaction ratings being high, support usage was low, possibly indicating a mismatch of supports and needs, lack of awareness of available supports, and/or poor advocacy skills.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 10-2016
Publisher: Springer Science and Business Media LLC
Date: 25-10-2011
Publisher: Informa UK Limited
Date: 02-07-2020
Publisher: Informa UK Limited
Date: 06-1999
Publisher: SAGE Publications
Date: 04-2007
DOI: 10.1177/000494410705100102
Abstract: Perceptual motor programs (PMPs) are used widely in Australian schools. This study reports on an analysis of the information about the uses and the rationales for these programs drawn from the websites of Australian schools. Wide-ranging claims are made for the benefits of these programs for students with difficulties and for typically developing students but there is evidence that they are not effective in improving academic and other skills. Although the survey is limited to 117 schools with websites that mention PMPs, the uncritical acceptance of these programs by schools and teachers is of concern. Calls are made for professional bodies, teacher training institutions and government departments concerned with education to disseminate clear guidelines on effective interventions to schools and teachers.
Publisher: Elsevier BV
Date: 04-2017
Publisher: Informa UK Limited
Date: 04-2000
Publisher: SAGE Publications
Date: 08-2009
DOI: 10.1177/000494410905300202
Abstract: Perceptual motor programs continue to be used in Australian schools despite evidence showing they do not influence academic learning. Brain Gym® is one perceptual motor program that is used in schools in Australia and overseas. There is little evidence to support the claims made about the benefits of Brain Gym® its theoretical underpinning has been subject to criticism by neuroscientists. A search was made of Internet sites, including state department of education sites to locate information provided to teachers about Brain Gym®. Although education departments and others responsible for providing advice and professional development to teachers espouse research-based practice, they continue to endorse and support the use of Brain Gym®.
Publisher: Public Library of Science (PLoS)
Date: 31-12-2013
Publisher: Wiley
Date: 12-2009
Publisher: Informa UK Limited
Date: 2007
DOI: 10.1080/07434610600924457
Abstract: Line drawings are commonly used as communication symbols for in iduals with severe intellectual disabilities. This study investigated the effect of color on the recognition and use of line drawings by young children with severe intellectual disabilities and poor verbal comprehension who were beginning picture users. Drawings where the color of the picture matched the object and where the color of the drawing did not match the object were used, as well as black and white line drawings. Tentative findings suggest that some students with intellectual disabilities may find it more difficult to recognize and line drawings where the color does not match the object compared to line drawings where the color of the drawing does match the color of the object.
Publisher: Edith Cowan University
Date: 04-2014
Publisher: Cambridge University Press (CUP)
Date: 10-10-2013
DOI: 10.1017/JSE.2013.15
Abstract: This article reports the findings of a one-year follow-up study of Australian beginning primary teachers’ perceived preparedness to manage a variety of problematic student behaviours, and their confidence and use of behaviour management strategies based on their preservice coursework in classroom behaviour management. A total of 216 primary teachers in their first year of employment located across Australia responded to the online survey. Based on their coursework preparation in classroom behaviour management, the first-year teachers felt, at best, only somewhat prepared to manage disruption, noncompliance and disorganisation problems, and closer to not at all prepared to manage aggressive, antisocial, or destructive behaviours. Their perceptions of preparedness to manage all categories of problem behaviours had decreased significantly since course completion in the past year. First-year teachers were aware of a wide range of strategies for responding to problem behaviours, and felt somewhat confident in using most of the strategies. Their confidence in use had increased for most strategies, but only minimally, since completing their teacher education programs. Issues with current preservice coursework in classroom behaviour management in teacher education programs are discussed, and suggestions for addressing preparation and confidence issues are offered.
Publisher: Informa UK Limited
Date: 03-07-2014
Publisher: Cambridge University Press (CUP)
Date: 22-08-2022
DOI: 10.1017/JSI.2022.10
Abstract: There are various models for supporting students with disability and their teachers in mainstream schools. In New South Wales, each school has a learning and support teacher allocation and the New South Wales Department of Education recommends each school have a learning support team. This paper draws on in-depth interviews with school staff from 22 schools, including 16 learning and support teachers, 20 class teachers, 25 school executives and other stakeholders. We report here on the role of learning and support teachers and learning support teams in planning, implementing and evaluating adjustments and on the operation of learning support teams. Qualitative analysis of the interview transcripts revealed two kinds of learning support teams: those that focus on a particular student and those that oversee the education and resource provision for all students with disability in a school. Some teams had more of a focus on administration and resourcing, while others dealt more with educational adjustments. Similarly, some learning and support teachers were more involved in administrative and liaison roles, while others were more active in supporting teachers and providing services directly to students. The most detailed descriptions of support were provided by learning and support teachers with special education qualifications.
Publisher: Division of International Special Education and Services (DISES)
Date: 11-2014
DOI: 10.9782/2159-4341-17.2.60
Abstract: For young children with autism spectrum disorder (ASD) in regular schools, ASD specific service delivery options include regular class placement with itinerant consultative support and support class placement. This study provided an examination of levels of parent, teacher and principal satisfaction with both regular class placement (n = 39) and a satellite support class option (n=35), which provides a more gradual transition into regular class. Given that regular class placement was the ultimate goal for children enrolled in the study, factors that either facilitated or acted as barriers to successful inclusion were examined for those children currently in regular classes. There were relatively high levels of parent, teacher and principal satisfaction with both satellite support class and regular class placement for children with ASD, with higher levels of parental satisfaction with satellite support placement. Across all respondents, the most frequently identified facilitating factors were related to teaching practices and skills. In contrast, barriers identified were generally related to child characteristics. A number of suggestions for future research are offered.
Publisher: Springer Science and Business Media LLC
Date: 03-03-2011
Publisher: Edith Cowan University
Date: 10-2020
DOI: 10.14221/AJTE.2020V45N10.6
Abstract: The term neuromyths refers to misconceptions about learning and the brain. Educator neuromyths may result in inappropriate instruction, labelling of learners, and wasted resources. To date, little research has considered the sources of these beliefs. We surveyed 1359 Australian preservice educators (M = 22.7, SD = 5.7 years) about their sources of information for 15 neuromyth and 17 general brain knowledge statements. Consistent with previous studies, neuromyth beliefs were prevalent. Predictors of neuromyth accuracy included general brain knowledge and completion of university classes addressing neuromyths, although effects were modest. Depending on the belief, participants relied on general knowledge, academic staff, school staff, and popular media. Recommendations for teacher education are presented.
Publisher: Cambridge University Press (CUP)
Date: 12-2008
Abstract: This article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The data reported in this study relates to support services accessed by schools and their perceived efficacy as well as impacts of dealing with challenging behaviour on the school community. A total of 51 students were identified as having severe challenging behaviour using very conservative criteria. In-school supports were most frequently used and rated as most efficacious. External supports services tended to be used less frequently and were rated as less efficacious. Parental support was seen as limited and a range of family factors was viewed to both facilitate and hinder support of students. A range of significant impacts on the school community was documented. The support of students with severe challenging behaviour in regular school settings will clearly present an ongoing issue and several suggestions arising from the present research are offered.
Publisher: Springer Science and Business Media LLC
Date: 07-12-2015
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: SAGE Publications
Date: 04-02-2022
DOI: 10.1177/10883576211073689
Abstract: People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported pragmatic behaviors problematic. We examined the effect of relationship type, regularity of contact, and age of the person with ASD on conversation partner perceptions. For problem scores, multiple regressions indicated an effect for relationship type such that friends tended to report lower problem scores than siblings/other relatives, parents, or life partners. Difficulties understanding humor was reported to be more problematic by friends, whereas for life partners it was the failure to keep conversations going and inappropriate terminations. Further research is needed to confirm and extend these results to better inform interventions into social communication.
Publisher: Informa UK Limited
Date: 30-06-2022
Publisher: Cambridge University Press (CUP)
Date: 04-2008
Publisher: Cambridge University Press (CUP)
Date: 12-2011
Abstract: Dempsey (this issue) has provided a commentary on our study (Carter, Stephenson, & Strnadová, 2011) examining the reported rates of use of instructional practices by Australian special educators. Examining this commentary, it is evident that on many issues we are on the same page and agree on many of the fundamental conclusions to be drawn from the study. Nevertheless, Dempsey did express concern regarding several aspects of the reporting of the study, which were suggested to have the ‘potential to mislead’ readers. In essence, these criticisms revolve around four substantive points and these will each be addressed.
Publisher: Cambridge University Press (CUP)
Date: 2005
Publisher: Informa UK Limited
Date: 05-2011
Publisher: Informa UK Limited
Date: 02-07-2016
Publisher: Edith Cowan University
Date: 05-2012
Publisher: Cambridge University Press (CUP)
Date: 08-2009
DOI: 10.1375/AJSE.33.1.6
Abstract: This article examines literature published since 1997 on functional behaviour assessment (FBA) and behaviour intervention plans (BIPs), involving school-based personnel, for children identified as having or being at risk of emotional/behavioural disorder (E/BD) in school settings. Of interest was the level of involvement of school-based personnel in the FBA and BIP processes, intervention efficacy, the social validity of assessment and intervention, and intervention treatment integrity. Results indicate that involvement of school-based personnel in all FBA processes and BIP design was not common practice. FBA-based BIPs were found to be effective in reducing problem behaviours targeted for change for the majority of student participants. Social validity and treatment integrity measures, when reported, were high. Issues of training and barriers to successful application are discussed.
Publisher: Elsevier BV
Date: 2012
Publisher: Informa UK Limited
Date: 10-02-2017
Publisher: Springer Science and Business Media LLC
Date: 29-10-2014
Publisher: Cambridge University Press (CUP)
Date: 16-11-2017
DOI: 10.1017/JSE.2017.7
Abstract: A pilot study of the effectiveness of guided access to websites that provide information on intervention options for children with autism spectrum disorder (ASD) was conducted with 12 parents of preschool-aged children with ASD. Guided access to reliable websites that included information about the efficacy of interventions for ASD (Raising Children Network, 2006–2014 Research Autism, 2006–2014) was provided in the format of a DVD presentation. The guidelines for choosing interventions provided on the Raising Children Network (2009) website were reiterated and assistance was provided with navigation and interpretation of the sites. Participants reported the guided access to reliable websites as useful and also reported an increased level of confidence in making intervention decisions after using the package. However, the guided access did not appear to influence the factors that parents considered important in decision-making, their understanding of the level of research support for interventions, nor their desire to use different interventions. Implications for future research and attempts to disseminate information to parents are discussed.
Publisher: Informa UK Limited
Date: 04-08-2015
Publisher: No publisher found
Date: 2002
Publisher: Informa UK Limited
Date: 23-02-2009
Publisher: Springer Science and Business Media LLC
Date: 30-10-2009
Publisher: Informa UK Limited
Date: 2009
DOI: 10.1080/07434610903031216
Abstract: Picture-book reading provides an effective intervention context for young children learning spoken language and may also be appropriate for teaching the use of augmentative and alternative communication to children with severe intellectual disabilities. This study reports on a group intervention using a semiscripted book reading routine implemented by a teacher in a classroom for students with severe intellectual disabilities. Student use of line drawings was observed over the course of the intervention. Students' abilities to match words, line drawings, book illustrations, and real objects were assessed weekly. There were differences between baseline and intervention performances for all students, and these differences were particularly noticeable for one student.
Publisher: Elsevier BV
Date: 11-2012
Start Date: 08-2011
End Date: 12-2015
Amount: $348,446.00
Funder: Australian Research Council
View Funded ActivityStart Date: 09-2016
End Date: 12-2019
Amount: $191,000.00
Funder: Australian Research Council
View Funded Activity