60 results on '"Bond, Caroline"'
Search Results
2. Emotionally based school non‐attendance: Development of a local authority, multi‐agency approach to supporting regular attendance
3. Systemic school-based approaches for supporting students with attendance difficulties: a systematic literature review
4. “We want it to be a culture”: children and young people’s perceptions of what underpins and undermines education-based wellbeing provision
5. Complete Genome Sequences of Cluster F1 Mycobacteriophages Akhila and MilanaBonita
6. User perspectives of robotic telepresence technology in schools: A systematic literature review
7. How is Video Interaction Guidance (VIG) applied in education settings? A scoping review
8. Video Interaction Guidance: Practitioners’ perspectives on longer-term outcomes
9. The use of AV1 robot avatars in schools – A tool for inclusion?
10. The experience of transitioning to adulthood for young people on the autistic spectrum in the UK : a framework synthesis of current evidence using an Ecosystemic model
11. The role that schools hold in supporting young people with selective mutism: a systematic literature review
12. Autistic girls and emotionally based school avoidance: supportive factors for successful re-engagement in mainstream high school
13. What are the experiences and practices of educational psychologists when working with and supporting autistic, gender-diverse children and young people?
14. How do gender-diverse young people experience high school? A systematic literature review
15. An exploration of how selective mutism training informs teachers' understanding and practice
16. Emotionally based school non-attendance: two successful returns to school following lockdown
17. Primary-school aged children’s understanding and experiences of loneliness: a qualitative enquiry
18. Video Interaction Guidance with families: A systematic review of the research
19. A Systematic Review of the Development and Psychometric Properties of Loneliness Measures for Children and Adolescents
20. The implementation of Lego ® ‐Based Therapy in two English mainstream primary schools
21. How does growth mindset inform interventions in primary schools? A systematic literature review
22. What do we know about home education and autism? A thematic synthesis review
23. The mainstream school experiences of adolescent autistic girls
24. Exploring Psychological Frameworks to Guide Educational Psychologists’ Practice in Relation to Child Sexual Exploitation
25. The educational psychologist’s role in child protection and safeguarding: an exploration of research over time
26. Characteristics of effective small group social skill interventions in mainstream primary education: a systematic literature review
27. How Does a Level 2 Rights Respecting School Facilitate Play for Children with Special Educational Needs and Disabilities (SEND)?
28. The school experiences of autistic girls and adolescents: a systematic review
29. A systematic literature review of teachers’ beliefs on play in contemporary education
30. A qualitative study of specialist schools’ processes of eliciting the views of young people with autism spectrum disorders in planning their transition to adulthood
31. Undertaking a Systematic Literature Review of Educational Interventions for Children and Young People on the Autism Spectrum
32. A UK and Ireland survey of educational psychologists’ intervention practices for students with autism spectrum disorder
33. Children’s access to their right to play: Findings from two exploratory studies
34. A cross-national review of evidence-based psychosocial treatments for children and adolescents with autistic spectrum disorders in the United Kingdom, Ireland, and United States
35. Professional learning among specialist staff in resourced mainstream schools for pupils with ASD and SLI
36. The use of a peer-mediated intervention for a pupil with autism spectrum disorder: Pupil, peer and staff perceptions
37. A systematic literature review of qualitative research methods for eliciting the views of young people with ASD about their educational experiences
38. Developing mainstream resource provision for pupils with autism spectrum disorder: parent and pupil perceptions
39. An exploratory product evaluation of the Manchester Motor Skills Programme
40. The relationship between motor skills difficulties and self-esteem in children and adolescents: a systematic literature review
41. Supervision for school psychologists in training: Developing a framework from empirical findings
42. How have target pupil, peer and school level outcomes related to peer-mediated interventions for pupils with ASD been evaluated?
43. Educational interventions for children with ASD: A systematic literature review 2008–2013
44. Developing mainstream resource provision for pupils with autism spectrum disorder: staff perceptions and satisfaction
45. Developing as a practitioner: How supervision supports the learning and development of trainee educational psychologists in three-year doctoral training
46. What does belonging mean for young people who are International New Arrivals?
47. Practice Placement Experiences and Needs of Trainee Educational Psychologists in England
48. Linking regulation of practitioner school psychology and the United Nations Convention on the Rights of the Child: The need to build a bridge
49. An exploration of primary to secondary school transition planning for children with Down’s syndrome
50. The assessment of children’s motor skills
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