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Middletown Research Bulletin
Graduate Student Special Bulletin
Special Bulletin
May 2022Special Bulletin 3
Contents
Introduction 5
Interviews 6
Research Articles 12
1. Using shaping to increase foods consumed by children with autism 12
2. Transforming the Lives of Early Childhood Teachers, Autistic Children and their Families: 16
Findings and Recommendations from an Evaluation of a Programme of Continuing
Professional Development
3. The Impact of Sensory Processing on Executive and Cognitive Functions in Children 18
with Autism Spectrum Disorder in the School Context
4. Autistic Girls and School Exclusion: Perspectives of Students and their Parents 20
5. Family Perspectives on Educational Experiences, Post-School Needs, 22
and Quality of Life of Young Autistic Adults
6. School Age Outcomes of Children Diagnosed Early and Later 26
with Autism Spectrum Disorder
7. Inclusion is a Feeling, not a Place: A Qualitative Study Exploring Autistic Young People’s 29
Conceptualisations of Inclusion
8. The Experiences of Mothers of Children with Autism Spectrum Disorder: Managing Family 32
Routines and Mothers’ Health and Wellbeing
9. A Randomized Controlled Trial of a Play-Based, Peer-Mediated Pragmatic 35
Language Intervention for Children with Autism
10. Evaluating Kupferstein’s claims of the relationship of behavioral intervention to PTSS 38
for individuals with autism
11. Effects of PECS on the Emergence of Vocal Mands and the Reduction of 42
Aggressive Behavior Across Settings for a Child with Autism
12. Self-Reported Camouflaging Behaviours used by Autistic Adults During 44
Everyday Social InteractionsSpecial Bulletin 5
INTRODUCTION
13. Parent Perceptions of Barriers to Friendship Development for Children 48 This is a special Middletown Research Bulletin comprising research summaries written by students
with Autism Spectrum Disorders on the Graduate Diploma in Autism Studies (GDAS) that is provided in partnership with Mary
Immaculate College, Limerick. The students have summarised articles that are of interest to them
14. Promoting Peer Interaction for Preschool Children with 51 living and working with autism and as such cover a broad range of issues.
Complex Communication Needs and Autism Spectrum Disorder
The Bulletin commences with two interviews from tutors and one from a student on the GDAS course:
15. First-Hand Accounts of Interoceptive Difficulties in Autistic Adults 54 tutors Dr Cat Hughes and Dr Laura Ambrose and Hazel Deegan, a Special Needs Assistant and GDAS
student.
16. Inclusion is a Feeling, not a Place: A Qualitative Study Exploring 56 GDAS is a progression to the MA in Autism Studies and further details on this and the Graduate
Autistic Young People’s Conceptualisations of Inclusion Certificate in Autism Studies can be found by following the link
https://www.mic.ul.ie/faculty-of-education/programme/graduate-certificate-diploma-autism-studies.
17. Exploring Sleep Quality of Young Children with Autism 59
Spectrum Disorder and Disruptive Behaviors Please note that the views represented in this document do not necessarily reflect the views of Middletown
Centre for Autism. Reviewers have, where possible, used the original language of the article, which may
18. Randomized Controlled Trial of a Sibling Support Group: 61 differ from UK and Ireland usage and the usage of a range of terminologies for autism.
Mental Health Outcomes for Siblings of Children with Autism
19. Parent Strategies to Support Mealtime Participation of their Children 64
with Autism Spectrum Disorder
Conclusion 666 Middletown Centre for Autism Special Bulletin 7
INTERVIEW WITH
DR. CAT HUGHES
Brief biography and role on the GDAS We also focused on understanding what The students on the GDAS course are
course. researchers should be doing in their work to fully encouraged to design and conduct their
create space for autistic experience and expertise
Dr Cat Hughes is a research officer at Middletown
own research study. Can you tell us
in every step of their research.
Centre for Autism. She previously worked as about that?
research communications manager with UK The GDAS course is designed to support It has been very exciting to watch our students
autism research charity Autistica where she students wanting to further their explore topics that they are interested in and
supported researchers and community members expertise within the area of autism develop their own systematic reviews. This meant
to communicate about research and lived research. What are the benefits of that they picked a topic important to them and
experience. She has also worked extensively in conducted an evaluation of research that has
mental health research and was research manager
focusing on autism research and how can
research support the autism community? focused on it.
with Pieta House. Cat is a lecturer and helped to
develop modules on the Graduate Diploma in An exciting part of the GDAS course is that it has We started by helping them to appreciate good
Autism Studies at Mary Immaculate College. Cat a very practical focus. It’s all about examining research practice and introducing them to lots of
received an autism diagnosis herself while in how research can be used to understand and different topics in autism research. Through
university and she is passionate about inclusive address challenges that the autism community is lectures they learned about how autism research
research that improves the lives of autistic people facing. By looking at cutting-edge research and has developed over the years and where current
and their families. theory, students learn about new ideas that can be autism research is focusing. As an assignment,
brought into practice. they developed a research protocol describing
Cat, you deliver some of the lectures on their area of interest and how they planned to
the course. Can you tell us about some of The students aren’t just taught about autism conduct their review.
the topics covered in the course? research, they’re also taught how to evaluate it.
Throughout the course they learn about good Throughout the course we emphasised the
I feel lucky to get the chance to deliver lectures on research practice and how to appreciate if the importance of community perspective and
the course. My priority was to focus on how our experiences of the autistic community have been creating research that is relevant to autistic
understanding of autism has changed and considered and included. This skill can really people’s lives. To encourage this we gathered a
developed, as well as looking at research into empower students to keep challenging and review panel of autistic experts who could answer
topics that are really impacting the lives of our examining new developments in autism research questions and offer feedback to students to
community. I wanted all my sessions to get so they can better assess how useful a piece of support them in shaping a review that was as
students thinking about why research really research might be. relevant as possible.
matters and how our understanding of autistic
Learning together has also been a benefit of the In the final module students conducted and wrote
experience through research can teach us so
course. I was delighted to share my experiences as up their reviews. We held small group-supervision
much about the sorts of supports that really make
a researcher and a late-diagnosed autistic woman. sessions so they could discuss any challenges and
a difference.
Our students have also been able to share their share their learning along the way. It has been a
We covered modern theories of autism like amazing breadth of experience in relation to the privilege to see so many fascinating reviews
neurodiversity, double empathy and topics we’ve discussed. I know I learned a lot from produced and to see the dedication that all the
monotropism, which were developed by autistic hearing their experiences and perspectives. students have put into their work.
researchers. We also looked at cutting-edge
research based on topics that we know are
community priorities, like mental health, access
to diagnosis and education supports.8 Middletown Centre for Autism Special Bulletin 9
INTERVIEW WITH
DR. LAURA AMBROSE
Brief biography and role on the One of the strengths of the programme is that it is present their research proposal to a panel of policy to develop a research question that is
GDAS course. open to applicants who hold a bachelor’s degree neurodiverse researchers. In this respect students relevant to the needs of various stakeholders in
in any discipline, and so we have a very diverse are encouraged and required to conceptualise the autism community, design and conduct their
Dr Laura Ambrose is an educational psychologist student body each year. Our students include their research from a viewpoint that considers the study, analyse the data and reflect critically on the
and a lecturer in Educational and Developmental parents and siblings of autistic people, educators, needs and priorities of the autism community and implications of their findings for research,
Psychology within the Department of Educational healthcare providers, therapists, professionals are prompted to consider the complexities and practice and policy. Students will be encouraged
Psychology, Inclusive and Special Education at from disability services and members of the legal necessity of inclusive research. I think that this to apply their findings to enhance their own
Mary Immaculate College, Limerick. She has profession. We encourage students to engage in level of interaction with professionals in the field practice, ensuring that every effort is made for
worked with autistic children and young people discussion and collaboration with one another so offers students a unique opportunity to ensure research findings to be translated into real-world
across a range of settings: public and private that they can make the most of learning from one that their approach to research is consistent with environments so that the benefits may be felt by
schools, paediatric hospitals, an outpatient another’s perspectives in addition to learning the expressed priorities of the autism community, all involved.
neuropsychology clinic and a child development from the readings, lectures and assignments. while also providing students with the
centre. She has served on several federally funded opportunity to further develop their identities How do people find out or register
research grants in the US. She has also worked Graduates of the GCAS programme who have a and positions as researchers in the field. As interest about the courses designed in
with AsIAm to evaluate the impact of the Autism particular interest in autism studies research may students complete their systematic review, they partnership between MCA and MIC?
Friendly Schools Initiative. Laura joined Mary then pursue the GDAS programme. This critically analyse research in their chosen area, all
Immaculate College in 2019 and is course programme aims to support students in exploring the while identifying ways in which this research More information about the GCAS, the GDAS
coordinator for the Graduate Certificate in contemporary trends and discourse within the can and should impact on practice in the field. and the MA in Autism Studies is available on the
Autism Studies and the Graduate Diploma in field of autism research and in developing the This allows students to bridge research and Mary Immaculate College website: https://www.
Autism Studies. She will also serve as course requisite skill set to engage in desk-based practice in a chosen area that is relevant and mic.ul.ie/faculty-of-education/programme/
coordinator for the upcoming MA in Autism research. We aim to enhance student capacity to meaningful for their professional or personal graduate-certificate-diploma-autism-studies. I
Studies that will be offered in September 2022. critically reflect on research developments and development. am always happy to meet with potential students
findings; ultimately harnessing research to and answer any questions they have about the
Can you briefly describe the courses enhance practices and policies relevant for It sounds like the students gain a lot of programme.
designed in partnership between MCA autistic individuals. research knowledge and really focus on
and MIC? How does the GDAS differ from other an area of autism research that is of
Both the Graduate Certificate in Autism Studies autism courses? particular interest to them and of benefit
(GCAS) and the Graduate Diploma in Autism to the autism community. How do you
The GDAS programme begins with an
Studies (GDAS) are delivered as a partnership encourage students to pursue their area
introduction to trends and debates within autism
between Middletown Centre for Autism and of interest further?
research, with students being encouraged to
Mary Immaculate College. Both programmes are
develop critical analysis skills when engaging with For students who wish to further their research
offered on a part-time basis with a combination of
research. Following this students identify a skills we are now offering the MA in Autism
online and face-to-face teaching.
research topic that is of interest to them. They Studies. As with the GCAS and the GDAS, this
Within the GCAS programme students engage then develop a research proposal to complete a programme is delivered as a partnership between
with a range of topics: core features and systematic literature review on their topic of Middletown Centre for Autism and Mary
individual differences within autism; the use of interest and are supervised through completion of Immaculate College. Within this programme
visual learning strategies in supporting autistic their systematic literature review by supervisors students will design and conduct their own
individuals; the relationship between autism and from both Mary Immaculate College and primary research study with support from
anxiety with a view to identifying appropriate Middletown Centre for Autism. Students engage supervisors across both institutions. This will
supports; and sensory and behavioural needs for in lectures with experts across a range of research allow them to enhance their existing research
autistic individuals. topics and are also given the opportunity to skills, wherein they will analyse literature and10 Middletown Centre for Autism Special Bulletin 11
INTERVIEW WITH
HAZEL DEEGAN
Hazel Deegan is a special needs assistant in where they can have some time out. Lunchtime So when it came to assignments, I would read and The stage I was at with an assignment dictated the
ArdScoil Rís, Limerick, which is a mainstream clubs like art, chess, music, etc. work well in my keep reading, write and rewrite, and by doing this amount of time I required, so when it came to
secondary school. school, giving students an option should they want and researching an area of interest, it completely reading articles, I would fit it in around everything
to escape a loud and busy canteen. changed how I work, both on the course and in – lunch break, sitting in the car during my
As a special needs assistant (SNA) in a practice. daughter’s training or often instead of a book at
mainstream secondary school, you have a What attracted you to the graduate night. Assignment writing is different, and I needed
programmes in Autism Studies offered at Researching what inclusion means allowed me to
unique perspective on the education to commit to time blocks when I could – weekend
learn what daily life and its challenges are like for
system for our autistic students. What do Mary Immaculate College? early mornings up to lunch being my preferred
students through the students’ words. Being time and usually the most productive.
you think are the main challenges for our I lived away for several years, and when we moved assigned to one student in my role allows me a
young people in school and how can we back in 2019 I decided to change my career as I window into their world, and when researching for What advice would you give parents and
improve them for our young people? wanted to work in an area that had more meaning my systematic review, I saw that life and the professionals thinking about taking part in
for me and I had always wanted to work with challenges these students come up against daily are
Starting secondary school is daunting for most the postgrad diploma in Autism Studies?
children with additional needs. I have a degree in very similar, regardless of geographical spread.
students, but for the students I work with it is a type art and design and had initially thought of play Taking the knowledge I have learned through the The course is a big commitment. There is a lot of
of internal anxiety they find difficult to express. therapy, so having the GCAS course was an GDAS has given me a level of understanding in my reading, researching articles, using several
Fitting in and being accepted by their peers, excellent foundation for my new career path. Going position as an SNA that I may not have reached databases and learning new skills as a researcher, so
particularly in the first year as everything is new, is back to study was a big decision, but not one I have without completing the course. it was a big learning curve. The course demographic
stressful. Being part of a large class and dealing with regretted. is mixed, which was great, as on a personal level I
fourteen different subject teachers in the first year is The three modules within the postgrad learned so much from my peers. The direction I
overwhelming, and the time they were afforded by I enjoyed the GCAS so much that when they diploma in Autism Studies are taught have chosen to take with my systematic review has
their teacher in primary isn’t possible in secondary. announced we would be the first students to start through recorded and live sessions on really broadened my knowledge to hearing the
How I support a student changes throughout the the GDAS, I jumped at the chance. As the GDAS is autistic voice in research. Until I started this course,
a very different course to the GCAS, being in
most Saturdays over the year-long course.
school year. In September, gaining their trust and I didn’t realise how little there is out there in
building a relationship before anything else is vital control of what direction the year would take me How did you fit in studying around life and
evidence-based research that includes the voice of
as they need to be able to trust me and understand and deciding what my systematic review would be work?
autistic students.
that I am there for them. From there, it’s guidance based on both excited and terrified me. Having the
As mentioned, the course being online was a big
with organisational skills, creating a system that course delivered online really suited my Starting in September there were a lot of unknowns
incentive to continue with the GDAS. Motivation is
works for them at their locker and promoting their circumstances, and a mix of recorded and live for me. As the GCAS was so enjoyable I just wanted
also a huge part of this as it is your responsibility to
independence to help themselves throughout the lectures was an additional bonus. to carry on. The GDAS is a very different course,
stay on top of things, which isn’t always manageable
day while also affording them time when they need though – a lot of backwards and forwards with
Can you give us a brief description of what with a full-time job and family. I joined the live
it and, most importantly, understanding. ideas. As you decide your path through the year, it
lectures when they were on because I tended to ask
you learned from the courses and how is your decision regarding the direction you want to
Educating teachers on why these students may react a lot of questions, so I tried to assign time during
your learning impacted your daily the weekend to the lectures, and usually by Monday
go. Looking back, having an idea of what you want
differently would help both the teacher and the to achieve from this course will help with your
student. CPD courses as part of Croke Park hours practice? or Tuesday I would have completed my forum
decision, and for me linking it to my work gave me
may be an option to upskill, and having open lines The many skills I have taken from the GCAS guided input to leave time over the following three days to
the scaffolding needed when digging deeper into
of communication between teachers and SNAs to what direction I wanted my systematic review to take work on upcoming assignments. This course has
research. I recommend linking your topic to work
support the student should be encouraged as in in the GDAS. On a personal level this course has taught me that polishing my organisational skills
or home. It helped with focus and drive on the hard
most cases the SNA knows the student better than given me so much, as unlike many of my peers who makes it work in many ways.
days and changed how I work as an SNA, giving me
anyone. Having flexibility should a student need have great experience, I was very new to the world of a far greater understanding.
I work well early morning, around 6:30 a.m., so I
time out of class due to sensory sensitivities, and autism. I had to learn so much that my group already am first up in our house and always tried to work
ideally having a place to go, such as a unit or a room knew, even down to the terminology used. for a few hours before everyone else got up.12 Middletown Centre for Autism Special Bulletin 13
Using shaping to increase foods consumed by
children with autism
This article was reviewed by: Oates, S. RESEARCH AIM acceptance per trial that is one hundred percent RESEARCH FINDINGS
of trials for Ian and ninety-six percent trials for
Siobhan chose to review this article because as a The aim of the study is to examine effectiveness of Ellie. In the study the results are provided in text and
clinical nurse specialist (CNSp) in autism she has shaping and differential reinforcement to increase graphically. They indicate that both participants
noticed a significant increase in the number of the number of foods consumed by autistic At Baseline, the four targeted foods were consumed the four foods following
autistic children presenting in the resource participants. presented simultaneously to the participant on a implementation of the intervention, however the
centres with feeding behaviours ranging from white muffin tin liner on a plate. The only results were difficult to decipher.
food refusal to food selectivity (consuming a RESEARCH METHODS instruction given was verbal, ‘eat your snack’.
limited amount of foods) to mealtime behaviours. Compliance was not reinforced, and Findings/Results for Ian:
The study took place at a university-affiliated
As parents often report and express their inappropriate behaviours were ignored. • Baseline: refused chicken 83% of trials, refused
applied behaviour analysis clinic. It was
concerns and anxieties in relation to their child’s carrot 94% of trials, refused corn 96% of trials
conducted twice a week with approximately ten Intervention was identical to baseline with two
feeding problems and the impact on their child’s and peanut butter crackers 89% of trials.
trials per one hour session. The participants were exceptions: (a) targeted food acceptance resulted
overall physical development and how these
two autistic children of similar age: Ian a 7-year- in reinforcement, and (b) coloured muffin tin
impact on family life, Siobhan wanted to extend • After intervention was introduced,
old male and Ellie an 8-year-old female. Both liners were used to identify the food associated
her understanding of effective supports so she is improvements in terms of the level of food
children were selected for this study because they with reinforcement. Participants were taught to
better informed on how to support autistic acceptance were quickly demonstrated
presented with the feeding problem food recognise the importance of the coloured muffin
children and families in her professional practice.
selectivity (ate only a limited amount of foods). tin liners following verbal directions and • Mastery criterion was met for: chicken in 12
BACKGROUND Informed consent was obtained from the parents reinforcement history. trials, for carrot in 9 trials, for corn in 9 trial
of both participants and approval was obtained by and for peanut butter crackers in 9 trials
Parents and caregivers regularly highlight the participants paediatricians to rule any Data was collected at the end of each trial based
concerns in relation to feeding problems for their gastrointestinal conditions or other medical on a hierarchical level of food consumption with • On average, Ian met final mastery criterion for
autistic children. Research by Ledford and Gast issues. a clearly defined operational definition of each each food within 10 trials.
(2006) found that between 46–89% of autistic acceptance level. For each trial, the highest level
Prior to the study starting, parents engaged in a Findings/Results for Ellie:
children experience problems with feeding. of acceptance was recorded.
These problems can result in the risk of structured informal interview with the first • Baseline: refused chicken 100% of trials,
author to determine mealtime routines and Once the study participants demonstrated
nutritional and /or medical issues such as refused green bean 95% of trials, refused corn
desired treatment outcomes including identifying consistent acceptance of each food presented
malnutrition, vitamin deficiencies, weight loss or 87% of trials and peanut butter crackers 96% of
foods they wanted their child to consume that individually, multiple foods were presented to
obesity. Prior research (Panerai et al. 2018) found trials.
were not currently in the child’s repertoire. The target consumption of all four newly-acquired
that behavioural interventions can be effective in
foods identified were chicken (both), corn (both), foods within one meal time session. The number • After intervention was introduced, steady
ameliorating these difficulties for autistic children
carrot (Ian) green bean (Ellie) and a peanut butter of food items and time increased until all four improvements were demonstrated across all
and in supporting generalisation of behaviours to
cracker (both). Parents also completed a paired food items were presented and consumed within food items.
social settings and environments.
choice preference assessment to identify 8 minutes before reinforcement was accessed.
• Mastery criterion was met for: chicken in 4
There is existing evidence that interventions reinforcers. Maintenance was conducted for 2 to 4 weeks after trials, for green bean in 9 trials, for corn in 9
based on operant conditioning can be effective for
Data was collected at the end of each trial at the participant had reached mastery. trial and for peanut butter crackers in 9 trials
feeding difficulties in children thus avoiding the
Baseline, Intervention and Maintenance level. Maintenance trials were identical to Intervention
need for invasive interventions such as • On average, Ellie met final mastery criterion for
The level of food acceptance and the number of trials.
gastrostomy tubes (Marshall et al 2014). Whilst each food within 17 trials.
research on the detrimental impact feeding new foods consumed was based on a hierarchical
problems have on an autistic child’s overall level and a clearly defined operational definition
wellbeing and health, there remains a gap in of each acceptance level. To ensure reliability,
literature on this topic which the authors of the interobserver agreement (IOR) data was collected
study wanted to address. by a second person based on an agreed level of14 Middletown Centre for Autism Special Bulletin 15
STUDENT OPINION IMPLICATIONS FOR PRACTICE References
While this study focused on behavioural This study demonstrated the effectiveness of Hodges, A., Davis, T., Crandall, M., Phipps, L.
interventions for food selectivity, follow up was behavioural interventions shaping and differential and Weston, R. (2017) Using shaping to increase
not completed with the participants and families, reinforcement to overcome feeding inflexibility by foods consumed by children with autism. Journal
so it is unclear if the interventions continued to autistic participants. of Autism and Developmental Disorders, 47(8),
be effective after completion of the programme. pp.2471-2479.
Increasing food flexibility has unique benefits for
The sample size of this study was small, and an autistic child including nutritional variety and Ledford, J. R., & Gast, D. L. (2006). Feeding
participants were of a similar age. Extension to a increased social opportunities such as eating in problems in children with autism spectrum
wider cohort would be beneficial to extend restaurants, friend’s homes, birthday parties, disorders: A review. Focus on Autism and Other
understanding of effectiveness of the intervention vacations, and field trips. Developmental Disabilities, 21, 156–166.
across the autistic population.
Families of children with food inflexibility may Marshall, J., Ware, R., Ziviani, J., Hill, R. J., &
Completion of various assessments such as a have to adjust daily routines to ensure the child Dodrill, P. (2014). Efficacy of interventions to
sensory profile, functional behaviour analysis has access to his or her limited food repertoire improve feeding difficulties in children with
would provide a more comprehensive assessment during meal-times. autism spectrum disorders: A systematic review
and ensure an individualised approach to feeding and meta-analysis. Child: Care, Health, and
differences in autistic children. The inclusion of parents and caregivers is vital for Development, 41, 278–302.
the successful implementation of this important
A limitation of the study was the small number of life skill and for ensuring continuation, Panerai, S., Suraniti, G.S., Catania, V., Carmeci,
participants and lack of comparison group. consistency and transferability to a wide range of R., Elia, M. and Ferri, R. (2018) Improvements in
environments and setting. mealtime behaviors of children with special needs
Sensory differences are a core feature of autism following a day-center-based behavioral
meaning autistic individuals can present with Whilst this study demonstrated the effectiveness intervention for feeding problems. Rivista di
hypo and/or hyper sensitivities to sensory input, of this behavioural intervention to overcome psichiatria, 53(6), pp.299-308.
yet the authors did not complete a sensory profile feeding inflexibility, there is still a gap in the
assessment on participants. literature. To close this gap more studies are
needed to explore the effectiveness of different
Both participants of this study were familiar with interventions for feeding differences in the
Applied Behaviour Analysis therapy. The results autistic population.
may have been different for an autistic child not
familiar with this approach.16 Middletown Centre for Autism Special Bulletin 17
TRANSFORMING THE LIVES OF EARLY CHILDHOOD
TEACHERS, AUTISTIC CHILDREN AND THEIR FAMILIES:
FINDINGS AND RECOMMENDATIONS FROM AN
EVALUATION OF A PROGRAMME OF CONTINUING
PROFESSIONAL DEVELOPMENT
This article was reviewed by: O’Dowd, A. The results from the survey informed the as ‘individual’, ‘equality’ and ‘everyone is different’, IMPLICATIONS FOR PRACTICE
development of the Teach Me As I Am emphasising the conceptual shift in
Ann chose to review this article based on her programme. The programme was delivered over understanding of autism. Questionnaire data Practitioners will have the knowledge,
experience as an early years teacher for over thirty two days, at sixteen locations throughout Ireland, indicated that 80 per cent of participants had understanding, skills and competencies to
years. She has direct experience of the importance with varied intervals between both sessions to previous experience working with autistic support autistic children holistically and provide
of continued professional development for allow participants to reflect on their learning. children, while 60 per cent of participants did not the highest standard of education for autistic
teachers within the early years education system Following this, an evaluation sought to establish previously participate in CPD training related to children. CPD opportunities are a vital link for
and how this training can transform teachers, the impact of the programme on participants’ autism. Participants stated that they had gained parents, teachers and all professionals to ensure
giving them confidence to work with all children experiences and knowledge regarding the knowledge, confidence and expertise in providing that they have the confidence to bring about
in an inclusive and meaningful manner. provision of inclusive education for autistic for children with autism as a result of completing positive change where every autistic child is
children. the programme. A key point that emerged was valued as an individual in our society. Continued
BACKGROUND professional development opportunities may
that participants gained knowledge on the
This study was carried out to establish the impact RESEARCH METHODS importance of observation, planning and listening enable practitioners, parents and professionals to
of an autism-specific continued professional to the child. Questionnaire results also showed a see through the child’s eyes and hear their voices,
Study participants were adult learners who which may have life-changing benefits for the
development programme on the inclusive completed the Teach Me As I Am programme, change in participant beliefs and attitudes with
practices of 311 early years educators in Ireland. regard to the learning environment, showing a autistic community; a world where autistic
with data collection taking place across both days children can grow socially with their peers, where
The literature identifies and outlines key areas of of programme delivery. The programme was need to create a calm, predictable and structured
professional training that teachers require to meet physical environment to meet the child’s learning. differences are embraced and understood and are
evaluated via a multi-method approach. An no longer stigmatised, where all children are
the educational needs of autistic children within exploring and telling methodology was used as a
the early years setting. The knowledge, skills and STUDENT OPINION equal. CPD training can bring about a change
means of capturing the perspective of the autistic within society where neurodivergence is no
attitudes of early years teachers are key to effective child in their education setting, wherein two • A strength of the paper was in the identification
inclusion within the early years setting, which can longer seen as a disorder.
children wore a small portable camera in their of the impact of CPD training within the early
be achieved through providing staff with setting with the video data then being coded by years education setting. This study provides a References
continued professional development (Flynn, the researchers. A pre- and post-questionnaire detailed account of participant attitudes
Shevlin and Winter, 2013). Therefore, it is Flynn, P., Shevlin, M. G. and Winter, E., (2013).
collected demographic data, along with regarding the educational benefits of CPD
believed that appropriate early education Developing inclusive practice: teacher perceptions
information on participants’ values, beliefs, training, outlining via a range of methodologies
provision within early years education can of opportunities and constraints in the Republic
attitudes, knowledge and practices in the area of the ways in which a shift in attitude can
improve learning outcomes for autistic children. of Ireland. International Journal of Inclusive
inclusive education. Using Mentimeter, enhance teaching practice and aid in
Education. 17(10), pp. 1119–1133.
RESEARCH AIM participants recorded a pre- and post-word cloud establishing an interpersonal connection with
to share their understanding of accommodating the child. Ring, E., O’Sullivan, L., O’Keefe, S., Ferris, F. and
The purpose of the study was to evaluate the the needs of autistic children within the early Wall, E., (2019). Transforming the lives of early
Teach Me As I Am programme. This programme years environment. Six participants also • A limitation of the study was that it did not
childhood teachers, autistic children and their
was designed by Ireland’s national autism charity, completed a semi-structured interview to further include the age range of participants or years’
families: findings and recommendations from an
AsIAm, to enhance early childhood teachers’ discuss their experience of the Teach Me As I Am experience working in the field of early years.
evaluation of a programme of continuing
capacity to provide an inclusive education for programme. This information could be relevant in
professional development. Adult Learner: The
autistic students. establishing why half of the course’s participants’
Irish Journal of Adult and Community Education.
RESEARCH FINDINGS highest qualification was Level 6 teaching.
Initial consultation took place with 246 early Pp. 118–147.
childhood teachers through an online survey to The word cloud from pre-programme delivery • It must also be noted that the paper did not
establish their knowledge and experience in included terms such as ‘difficulty’, ‘social issues’ specify whether any of the participants were
working with autistic children and further and ‘out of control’, while the word cloud from from the same early years setting, which would
specific training they required. post-programme delivery highlights terms such have allowed for a collaborative learning
experience for participants.18 Middletown Centre for Autism Special Bulletin 19
THE IMPACT OF SENSORY PROCESSING ON
EXECUTIVE AND COGNITIVE FUNCTIONS IN
CHILDREN WITH AUTISM SPECTRUM DISORDER
IN THE SCHOOL CONTEXT
This article was reviewed by: Clifford, A. and the cognitive functions of verbal fluency, The group of autistic children demonstrated more IMPLICATIONS FOR PRACTICE
sustained attention and short-term memory. It sensory processing challenges and they obtained
Aoife chose to review this article because sensory investigated whether sensory processing lower task performance scores on all executive • By understanding the relationship between
processing in autistic children is an area of special differences are predictive of executive and functioning and cognitive measures. Findings sensory processing and executive functioning,
interest to her. Aoife is currently teaching in a cognitive functioning differences in autistic suggested that sensory processing challenges were it may be possible to develop targeted
mainstream junior infant classroom and has an children. Researchers hypothesised that the predictive of difficulties in the areas of inhibition, interventions.
autistic boy in her class who presents with a greater sensory processing difficulties are, the auditory-sustained attention and short-term
myriad of sensory processing differences. Aoife • The inclusion of the school context may offer
greater the cognitive and executive functioning verbal memory. particular benefit for understanding the
was interested in furthering her knowledge of challenges will be, so sensory processing
sensory processing and the various effects it has potential of child-centred interventions that
challenges will predict cognitive and executive STUDENT OPINION
on the everyday lives of autistic children. She took use playful and goal-directed activities that
functioning difficulties. The study focused on the • The purpose of the study was to learn more provide a sensory motor challenge.
it as an opportunity to better understand the boy experiences of autistic children with moderate to
in her class and gain knowledge on how best to about the impact of sensory differences on
high support needs as this group is less often • By focusing on autistic children who have
support him. executive function by determining if there is a
included in research. moderate to severe support needs, researchers
difference between autistic and non-autistic
are developing our understanding of a section
BACKGROUND RESEARCH METHODS children. As such, the case-control cross-
of the community less often included in
sectional approach was appropriate.
Executive functioning encompasses higher-order research.
A cross-sectional case-control design was used.
cognitive processes that control goal-directed There were two participating groups: a group of • A limitation of this design is the difficulty in
References
behaviour, such as working memory, planning autistic children and a group of non-autistic determining cause and effect outside of the
and inhibition. Executive dysfunction can be a children. The two groups of children were participant group; therefore, it is difficult to Pastor-Cerezuela, G., Fernández-Andrés, M-I.,
major obstacle for autistic people. It is associated matched one-to-one on non-verbal IQ, generalise the results to the whole autistic Sanz-Cervera, P. and Marín-Suelves, D., (2020).
with many challenges including communication, chronological age and gender, with forty children community. The impact of sensory processing on executive
emotion regulation, resisting impulses and in each group. A total of thirty-three teachers also and cognitive functions in children with autism
maladaptive behaviours. Some research suggests • Invitations to participate were only sent to
took part in interviews to provide demographic spectrum disorder in the school context. Research
that executive functioning is influenced by schools with TEACCH-integrated classrooms.
information and complete a questionnaire in Developmental Disabilities. 96, p. 103540. DOI:
sensory processing. Sensory processing refers to This may have created a sampling bias as it is
focusing on sensory processing issues and social 10.1016/j.ridd.2019.103540.
gathering, organising and interpreting possible that only those with a strong interest
participation. Researchers also observed the in the area opted in.
information from the auditory, visual, tactile, children in their classroom settings. They used a
gustatory and proprioceptive systems. Some broad battery of tests to evaluate each child’s • While there is benefit in focusing on children
researchers theorise that sensory processing may non-verbal IQ, verbal IQ, executive functioning with moderate to high support needs as their
act as the first step in successful higher-order and cognitive functioning. Analysis was experiences are under researched, this limits
cognitive processing like executive functioning. conducted on the quantitative data produced. the generalisability of the findings.
This article explored the impact of sensory
processing differences on the severity of executive RESEARCH FINDINGS • There was a benefit in conducting observations
functioning challenges. in the classroom. The use of a familiar setting
The hypothesis of the study was supported. There would have been especially beneficial for the
RESEARCH AIM were statistically significant differences between autistic children. Uncertainty caused by new
the autistic group and the comparison group places may create fear and stress that could
The aim of the study was to analyse the across all measures, with autistic children influence performance.
relationship between sensory processing and showing significantly higher levels of sensory,
executive functioning (inhibition and planning) cognitive and executive function difficulties.20 Middletown Centre for Autism Special Bulletin 21
AUTISTIC GIRLS AND SCHOOL EXCLUSION:
PERSPECTIVES OF STUDENTS AND THEIR PARENTS
This article was reviewed by: Ryan, E. rejection or bullying, and all these factors may RESEARCH FINDINGS addressed had there been a comparison group of
place them at greater risk of school exclusion. autistic females, or a group of autistic males who
Eilís chose to review this article because she Difficult school environments, tensions in school had experienced exclusion. Without this, this
currently works as a teacher in a mainstream RESEARCH AIM relationships and problems with staff responses study cannot distinguish between the nuanced
primary school with autism spectrum disorder were perceived to have contributed to the experiences of autistic females, which would
(ASD) classes. In recent years a lack of adequate The research aimed to gain insight into experiences exclusion of the participants from their schools.
of school exclusion from the perspective of eight develop the understanding of the female
educational placements for autistic students has Challenges within the school environment phenotype.
been a prominent educational policy concern in autistic girls and their parents. By capturing their included problems with the sensory environment,
Ireland. Even when students can access voices it was hoped that insight into their difficulties when placed with inappropriate peers IMPLICATIONS FOR PRACTICE
educational provision, school exclusion is experiences of secondary school education would and general pressures of mainstream classrooms.
disproportionally high for autistic students. be provided, adding to knowledge concerning this • The study recommended that further research
Therefore, identifying and alleviating both under-researched population. With regards to school relationships, both peer identify how mainstream settings can adopt
existing and potential barriers to students’ and staff relationships were highlighted, as well as more flexibility into their practice. It also
participation, engagement and achievement is an
RESEARCH METHODS a general lack of communication. Staff recommended that schools promote inclusive
area of interest for Eilís. The study represents one The study was advertised by contacting PRUs relationships were one of the most influential attitudes within their staff, establish positive
of the few that examined exclusion experiences (Pupil Referral Units) and special schools across aspects regarding the participants’ perceptions of relationships with families and develop
from the perspective of young autistic people. South East England. The study focused on the mainstream school and their subsequent transition plans for excluded children.
experiences of eight autistic girls and their experiences of exclusion.
BACKGROUND • Improving staff knowledge and awareness of
parents. All participants had experienced Problems with staff responses included a autism, developing effective methods of
School exclusion is highest among children with exclusion from a second-level mainstream setting. perceived lack of understanding of the girls’ needs supporting students and enabling staff to
special educational needs, including autism. It is Data was collected using semi-structured and a lack of appropriate support being provided, challenge the ethos and practices that cause
defined as either temporary suspension or interviews. The interview schedule consisted of resulting in ‘battles’ between parents and schools. such difficulties are of critical importance in
permanent expulsion. In England, exclusions of open-ended questioning regarding classroom creating an inclusive atmosphere that may limit
autistic children increased by almost 60 per cent environments, experiences of school exclusion, STUDENT OPINION the likelihood of school exclusion.
between 2011 and 2018, while in Ireland, one in prior expectations of school provision and the
• As the study aimed to investigate the autistic • The PRU model may have useful practices for
three autistic children are likely to experience experiences of mainstream settings. Given the
females’ experiences of school exclusion, a schools to adopt. It was found that PRUs had
exclusion through reduced timetables. Despite the sensitive nature of the research topic, girls were
specific subgroup of the autism population was smaller class sizes, accommodated different
high rates of exclusion, there is a dearth of given the option to have a parent present during
required. The small-scale nature of the study coping strategies and actively attempted to
literature examining autistic students’ experiences their interview.
limits the generalisation of its findings. alleviate barriers. Physical and sensory
of it and even fewer focusing on the experiences Investigator triangulation was used to enhance Contacting participants through alternative
of autistic girls, who are often overlooked in the environments are generally understood to
credibility of the findings and decrease risk of bias placements such as PRUs ensured that promote or hinder inclusion of autistic students;
classroom. In the move to secondary school, and subjectivity in the study’s results. Two of the participants had previous experience of school
fewer supports may be available, time is less however, replicating the flexible approach shown
authors analysed the data independently and exclusion; however, generalisability of the in the PRUs in mainstream classrooms would be
structured and a tendency to mask may mean developed initial themes and subthemes before findings is limited by the profile of the
that teachers miss a student’s struggles. As a both challenging and costly.
reviewing these together without theorising. Once participants in the study. As seven of the
result, they may be at greater risk of isolation, coded, the data was categorised into themes. participants were placed in a PRU, findings References
may not be reflective of autistic girls currently
Sproston, K., Sedgewick, F. and Crane, L., (2017).
experiencing temporary exclusion or a reduced
Autistic girls and school exclusion: perspectives of
timetable in their mainstream setting.
students and their parents. Autism &
• The barriers identified in this study are not Developmental Language Impairments. 2, p.
gender specific. This limitation may have been 239694151770617.22 Middletown Centre for Autism Special Bulletin 23
FAMILY PERSPECTIVES ON EDUCATIONAL EXPERIENCES,
POST-SCHOOL NEEDS, AND QUALITY OF LIFE OF YOUNG
AUTISTIC ADULTS
This article was reviewed by: Rainsford, C. individuals throughout their lives (Boucher, 2017, An interpretative qualitative methodology was
p. 262). employed via semi-structured interviews that
Carmel chose to review this article because she is took place in a convenient location for
interested in exploring what is next for autistic It is important that schools support autistic participants. Open-ended lines of questioning
teenagers as they transition from school. During students into adulthood; however, young people based on literature were used in the forty-minute
her career, the Department of Education in have reported that ‘schools can be extremely bad sessions. Responses were recorded and
Ireland formally recognised the ‘distinct places to learn if you are autistic’ (McAnulty, transcription and thematic analyses followed.
educational needs’ of autistic pupils in 1998 and 2020, p. 88). So how can we support young
allocated additional resource teaching hours and autistic people to develop the skills necessary to RESEARCH FINDINGS
SNA support (Daly et al., 2016). special education successfully transition to adulthood and obtain
needs organisers were employed to allocate similar opportunities to neurotypical peers, such The authors cite the delay in autism diagnosis and
resources to schools for autistic and other as employment and third-level education? access to support services in Ireland as two of the
children with special education needs following main factors that impact the QoL of young
the EPSEN Act in 2004. Then publicly funded Current research into the factors that affect autistic adults. These children’s services often
multidisciplinary assessments were introduced as quality of life (QoL) of young autistic adults as disappear at the age of eighteen leaving a huge
part of the Assessment of Need (AON) process they transition to third-level education and/or void when autistic people are transitioning to
under the Disability Act in 2005 (Daly et al., employment should inform current practice and independence.
2016). Though these policies have improved the guide future environmental supports.
Walsh, Dempsey and Lawler (2021) recommend
situation for autistic pupils, Carmel questioned if RESEARCH AIM that education staff be sufficiently trained on
these changes have been enough and wanted to autism. This is supported by reference to NCSE
learn from the experiences of young autistic This pilot study aimed to examine education, research. Currently there is an emphasis on
adults in Ireland who have left school and see employment and availability of supports in inclusion in Initial Teacher Education (ITE)
how the transition to adulthood could be Ireland and how they contributed to the QoL of without providing ‘detailed guidance on how to
improved for future generations. young autistic adults. The research was through enact inclusive practices’ (Hick et al., 2019). This
the lens of an adult family member (the has immediate implications for ITE, SNA training
Carmel is a primary school teacher in Charleville, participant) who could evaluate the impact.
Cork. She has worked in education for over thirty and CPD.
years. In addition to mainstream teaching, she has RESEARCH METHODS The research suggests that third-level institutions
worked towards inclusion in her former roles as need to be proactive in preventing obstacles to
principal, special education teacher and in her The lives of four autistic people aged 18–21 were
the focus of this exploratory research. Researchers entry and success. There is an ‘extra effort
current job teaching in a special class for autistic required by autistic students to thrive within
children. consider this group to be ‘a hidden population’ as
involvement with state services finishes at higher education’ (McLeod et al., 2018).
BACKGROUND eighteen. Participants were recruited following According to Mitchell and Beresford (2014),
online advertising and direct contact with autism young autistic people valued a ‘practitioner’ to
There has been an explosion of research into spectrum disorder (ASD) support groups. Clear help prepare for the move to further education.
autism in the twenty-first century, with the criteria were in place for participants regarding However, the second-level curriculum also needs
majority focusing on childhood (Lord et al., 2020; age, level of English and the method of ASD to include independence skills in preparation for
Walsh, Dempsey and Lawler, 2021). However, diagnosis. Participants were all female: three adulthood (Hume et al., 2014). Similarly, a
very little appears to be based in Ireland mothers and a sister. transition plan for post-school placement should
(Republic), and few studies examine adolescent be a focus of secondary schools, which was a
and adulthood life stages. As autism is a lifelong For such a small population the autistic young recommendation of Daly et al., (2016).
condition, research highlights the need for people varied in gender, intellectual ability and
appropriate services to support autistic the existence of a comorbid condition.24 Middletown Centre for Autism Special Bulletin 25
STUDENT OPINION In order to achieve a good QoL, this study McAnulty, D., (2020). Diary of a Young Naturalist.
highlights: London: Penguin Random House.
This research paper provides information on
factors influencing the QoL of young autistic - that autistic young people need support in McLeod, A., Allan, J., Lewis, A. and Robertson,
people who have recently left school in Ireland. A school with career guidance, social skills and C., (2018). ‘Here I come again’: the cost of success
major strength is the unique Irish context, independent living skills. for higher education students diagnosed with
considering current practices and highlighting autism. International Journal of Inclusive
- that professionals in secondary and third-level Education. 22(6), pp. 683–697.
support limitations.
education should engage with training in
Overall rigour was employed with evidence of autism and best autism practices to support Mitchell, W. and Beresford, B., (2014). Young
trustworthiness. Clear themes emerged from the autistic students to transition to third-level people with high-functioning autism and
qualitative inductive analysis: diagnostic process, education placements successfully. Asperger’s syndrome planning for and
education, services, post-school needs and family anticipating the move to college: what supports a
- parents, professionals and young autistic adults positive transition? British Journal of Special
expectations. Even though there was variance
should work in partnership to plan for Education. 41(2), pp. 151–171.
within the population of autistic people, there
transition to third-level education.
were many common findings with implications
Ring, E., Daly, P., Moloney, M., Egan, M.,
for practice. - the education of employers and society about Fitzgerald, J., Griffin, C., Long, S., McCarthy, E.,
the support needs and strengths of autistic O’Brien, T., O’Byrne, A., O’Sullivan, S., Ryan, M.,
The authors have restricted the discussion to the
people. Wall, E., Madden, R. and Gibbons, S., (2016). An
results that can be supported by literature. This
ensures that broad findings rather than individual References evaluation of education provision for students with
viewpoints alone are taken into consideration. autism spectrum disorder in Ireland. Athlone:
Boucher, J. (2017). Autism spectrum disorder: Department of Children and Science. Research
The greatest limitation of this study is the small characteristics, causes and practical issues. Second Report No. 21.
number of participants (four); however, the ed., London: Sage.
implication of this for generalisation of findings is Walsh, B., Dempsey R. and Lawler. M., (2021).
accepted by the authors. Hick, P., Matziari, A., Mintz, J., Ó Murchú, F., Family Perspectives on Educational Experiences,
Cahill. K., Hall, K., Curtin, C. and Solomon, Y., Post-School Needs, and Quality of Life of Young
The argument for using family members for the (2019). Initial Teacher Education for Inclusion: Autistic Adults. Irish Educational Studies. 40(3),
research is logical and grounded in literature. Final Report. Research Report 27, National pp. 571–588.
There is recognition of neurodiversity and an Council for Special Education Needs.
acknowledgement of the need to focus on the
autistic viewpoint for the next phase of the Hume. K., Boyd, B.A., Hamm, J.V. and
research. This will be awaited with interest. Kucharczyk, S., (2014). Supporting Independence
in adolescents on the autism spectrum. Remedial
IMPLICATIONS FOR PRACTICE and Special Education. 35(2), pp. 102–113.
As autism is a lifelong condition, the research Lord, C., McCauley, J.B., Pepa, L.A., Huerta, M.
highlights the need for supportive services prior and Pickles, A., (2020). Work, living, and the
to and state services after the age of eighteen. It is pursuit of happiness: vocational and psychosocial
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