Search

Aim: We describe the theoretical model underlying our interventions in metacognition and self-regulated learning (SRL). Our studies are the only ones in which all SRL components are trained in various learning domains and transfer between these domains is explicitly addressed, and that use both offline and online measures to evaluate the effects of the intervention. Method: Pre-experimental and quasi-experimental studies in regular classes were conducted. Offline and online measures were used to evaluate the effects of the interventions. Findings: Self-regulated learning can be enhanced in students with learning difficulties and intellectual disabilities, as well as in typically developing students. Improved SR behaviours are accompanied by improved academic performance. Limitations: Typical problems associated with data collecting using questionnaires (offline) were encountered. On the other hand, online measures require an important investment of resources. Therefore, the number of participants was limited in the observational studies, which makes generalisation more difficult. Furthermore, it must be acknowledged that quasi-experimental studies are difficult to realise in a natural context. Conclusions: Interventions based on metacognition and self-regulated learning can be effectively implemented in various natural settings. The results of our first series of studies are very positive, but more studies with control groups and delayed post-test to assess maintenance of the learned skills are needed. [ABSTRACT FROM AUTHOR]

Many professionals and families have expressed enthusiasm about annual reviews that implement a person-centred philosophy. Person-centred planning (PCP) has been perceived to facilitate a transition process, as well as supporting the key features of pupil involvement and family participation. This paper focuses on the way in which person-centred reviews (PCRs) support transition planning for young people with special educational needs (SEN) at post-16 transition. It looks at the literature to identify the main advantages, barriers and challenges of implementing PCRs. A multiple case-study design explores the process and features of PCRs for six pupils who attended post-16 provision within a special school in the North West of England. Thematic analysis of non-participant observation of PCRs, post-PCR questionnaires to professionals and interviews with the parents identified strengths, difficulties and limitations related to the implementation of PCRs. Evaluating the efficacy of PCP and PCRs has become important, but there is limited research that focuses on this. The study sought to determine key positive and challenging aspects of PCRs within a focus on transition from special school. The PCR served the main purpose of enhancing the involvement of external services that were perceived to be required to determine post-secondary destinations. The findings suggest that the school's focus on the structural process of the PCRs and their delivery may supersede the wider notion of transition planning. The background and the skills of the PCR facilitator emerged as an important factor. The extent to which the PCR aids the formulation of transition goals and the achievement of a transition plan is discussed. Implications for educational psychology practice and the concept of transition-focused education are considered. [ABSTRACT FROM AUTHOR]

Aim: Many educational and clinical psychologists are involved in autism diagnosis services, yet there is no clarity about the nature of the disorder underlying what they believe they are diagnosing. This paper therefore aims to examine some typical assumptions about the implications of an autism spectrum disorder (ASD) diagnosis. Rationale: This conceptual review questions whether ASD represents a distinct kind of disorder, in view of the substantial changes in definitions of autism over the past 50 years. This is addressed from the perspective of philosophy of science by considering whether ASD constitutes a natural kind with explanatory and predictive value. Findings: Research studies have failed to identify any distinct cognitive abnormality which uniquely characterises autism. There are no interventions specifically for people with an ASD diagnosis which, when available, are not also effective for those with other conditions. Outcomes for those with the diagnosis may be more varied than hitherto supposed and may depend on other variables apart from the diagnosis itself. Limitations: It is impossible to cover all relevant research for a fully comprehensive overview of the field in a paper of this length. However, most of the research and review papers cited are of recent date. Conclusions: It is difficult to see ASD as a distinct natural kind of psychological disorder. The outlook for those diagnosed is often hard to predict. Psychologists therefore need to be cautious about the manner in which they communicate diagnoses to avoid overly gloomy prognostications. [ABSTRACT FROM AUTHOR]

Aim: The current study investigated the WISC-IV UK scores of children with ASD to explore the profile of their cognitive abilities. The research aimed to establish whether cognitive profiles among the children in the sample were consistent with previous research. Method: An archival study of WISC-IV UK scores of 134 children with ASD attending a specialist autism service was conducted. Comparisons were made between group mean scores in each of the WISC-IV UK indices of both the current sample and the WISC-IV UK standardisation sample. In addition, scores were analysed using the multiple single case study approach which calculated individual profiles for each child in the sample. Findings: Deficits in the Processing Speed and Working Memory indices were identified for a significant number in the sample. No difference between Verbal Comprehension and Perceptual Reasoning indices were apparent in analyses of group mean scores. Conclusion: The findings identified an uneven pattern of scoring in the WISC-IV for children with ASD. Since large individual differences in scoring were concealed in analyses of group mean comparisons, this highlighted the importance of considering each individual child's unique profile. Implications for educational psychologists working with children with ASD are also discussed. [ABSTRACT FROM AUTHOR]

From its origins during the qualitative revolution of the 1960s, grounded theory has become one of the most popular methodologies in use today. Glaser and Strauss's (1967) book introducing the method represented a breakthrough, standing out for the systematic procedures it presented and how it countered the dominant view that quantitative research is the only valid approach to scientific inquiry. Grounded theory is a broad method, spanning contrasting ontologies but with nevertheless consistent guidelines and procedures, where the researcher avoids formulating a hypothesis in advance and instead takes a reflexive approach to prior knowledge and assumptions, focusing on the individual and how they see the world that they experience. The guidelines of grounded theory are applied as flexible tools rather than strict rules, providing a system for developing conceptual frameworks that define the relationships between categories. In grounded theory research, through the recursive processes of theoretical sensitive coding, theoretical sampling and constant comparison, data is broken down before the relationships between categories are used to construct an integrated framework which expresses the core concepts of the data, and can be used to explain or predict phenomena. This paper outlines the history and development of the method, along with the relationship between different versions of grounded theory and their epistemological and ontological positions. Grounded theory research carried out by educational psychologists and psychologists working in education will also be examined before using the author's own experience to outline a worked example of the method. [ABSTRACT FROM AUTHOR]

This paper sought to investigate the experiences of South Asian parents living in the UK who have a child with autism. This had been identified as an under-represented cultural group by previous research in the field (Ravindran & Myers, 2012). Key ideas from sociocultural theory and intersectionality underpin the paper which is based on a study that aimed to explore how culture influenced parents' construction and experience of their child's autism. In-depth interviews were carried out with nine parents and the data was analysed using the Corbin and Strauss (2008) grounded theory model. The main finding was that parents' construction of autism privileged 'medical model perspectives' and this was largely underpinned by cultural values and beliefs. This is turn had a significant impact on how they responded to their child's autism label and how they worked with professionals. This paper reflects on how Educational Psychologists can use these insights to better support and understand the needs of South Asian families who have a child with autism. [ABSTRACT FROM AUTHOR]

There is a high prevalence of adolescents presenting with sexually harmful behaviour, with studies identifying 20 per cent to 35 per cent of abuse against same age peers and younger children being committed by adolescents. In addition, there is a high prevalence of adolescents presenting with sexually harmful behaviours who have intellectual disabilities, with figures of 20 per cent to 44 per cent reported in the UK. One school-based UK study found 88 per cent of special schools had regular experience of pupil-related sexually abusive events. This paper will consider the evidence of gender differences in sexually harmful behaviour between adolescents with and without an intellectual disability. The development of sexuality is considered in the context of social understandings of what is seen as culturally normal and that which is seen as abusive behaviour. Suggestions for child psychologists supporting children and schools are provided. [ABSTRACT FROM AUTHOR]

This paper reports an idiographic study, which explores how three young people identified as presenting with social, emotional and behavioural difficulties (SEBD) experienced the process of a person-centred transition review meeting. Semi-structured interviews were used to gather views and experiences. Interpretative Phenomenological Analysis (IPA) was used to explore participants' personal experiences in depth. Analysis revealed several themes that occurred across participants. Power was a salient issue, identifiable in different forms across themes. The process of person-centred reviews incorporated an expectation of reciprocity that reduced power imbalances and encouraged the boys and their families to participate more fully. Implications are considered. [ABSTRACT FROM AUTHOR]

This paper describes the results of a national survey of schools for pupils with severe learning difficulties (SLD) in England which aimed to obtain a profile of the characteristics of children and young people attending these schools. It is a follow-up to a previous study conducted by Male (1996). A postal questionnaire was sent to head teachers of all SLD schools in England which sought to elicit their perceptions as to the proportion of pupils in their schools with profound and multiple learning difficulties (PMLD), autistic spectrum disorders (ASD), life limiting conditions and challenging behaviours. Head teachers were also asked to supply information about pupil numbers, proportions of boys to girls, staff numbers and characteristics. One-hundred-and-sixty-seven head teachers replied, giving a 52 per cent response rate, representing in excess of 10,000 pupils. The results indicated perceived increases in the number of pupils with PMLD, ASD, life-limiting conditions and those showing challenging behaviours. Teacher: pupil ratios appear to have remained stable over time but TA numbers relative to pupil numbers have increased. The proportion of teachers in SLD schools possessing relevant additional qualifications appears to be decreasing. A particular challenge identified by head teachers was the increasing need to cater for a widening ability range of pupils. [ABSTRACT FROM AUTHOR]