44 results on '"Guldberg, Karen"'
Search Results
2. Using the Value Creation Framework to Capture Knowledge Co-Creation and Pathways to Impact in a Transnational Community of Practice in Autism Education
- Author
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Guldberg, Karen, Achtypi, Alexia, D'Alonzo, Luigi, Laskaridou, Katerina, Milton, Damian, Molteni, Paola, and Wood, Rebecca
- Abstract
Although theories around Communities of Practice have gained significant ground in recent years and have become an important focus for organizational development, there is a gap in studies that investigate what members gain from participation in these communities. This paper explains how the value creation framework was implemented in a transnational research and development project in autism education by examining cycles of value creation and drawing on two types of data identified by Wenger and colleagues. The value creation framework is a theoretically driven framework to assess social learning in communities. Participants involved in the learning space were co-researchers engaged in a process of investigating, sharing and reflecting on their practice. The paper discusses the methodological challenges and strengths of using the value creation framework, with a particular focus on how insights and interactions led to subsequent changes in the practice of the participants. This work has the potential to make an important contribution to methods and analysis in assessing social learning and pathways to impact in participatory research and development projects more broadly.
- Published
- 2021
- Full Text
- View/download PDF
3. Perceptions, Experiences, and Needs of Parents of Culturally and Linguistically Diverse Children with Autism: a Scoping Review
- Author
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Papoudi, Despina, Jørgensen, Clara Rübner, Guldberg, Karen, and Meadan, Hedda
- Published
- 2021
- Full Text
- View/download PDF
4. Using a 'Collaborative Contextual Enquiry' Methodology for Understanding Inclusion for Autistic Pupils in Palestine
- Author
-
Ashbee, Elaine and Guldberg, Karen
- Abstract
This study investigated concepts of inclusive education for pupils with autism in the West Bank and East Jerusalem, Palestine. The "contextual collaborative enquiry" methodology was rooted in praxis, and drew on social learning theory and communities of practice to gather a community of researchers, parents and practitioners in Palestine to investigate understandings of autism educational practice in order to identify how to move practice forward. Through mixed methods, we interviewed a purposive sample of key people (n = 19) to gain access to a broad range of perspectives on the research topic; visited centres of provision for children with special needs (n = 6) and other specialist settings (n = 8); and ran a two-day interactive and dialogic workshop with staff (n = 40) from the special needs department of the Ministry of Education. Through a rigorous Interpretative Phenomenological Analysis of interviews, field notes, questionnaires and focus groups, we found that the biggest obstacles to inclusion were stigma, lack of knowledge and poor diagnostic practices, coupled with a rigid education system and an absence of shared understanding of what inclusion might mean for Palestine. There were gaps between beliefs in social justice and the concrete reality of including children with autism. Despite obstacles and barriers to inclusion, participants were passionate about gaining new knowledge, adopting different pedagogies and enabling inclusion. These findings are significant as they highlight that a push towards more inclusive practices through social learning approaches could be a powerful driver in mounting a challenge to the inflexibility within the current education system in Palestine.
- Published
- 2018
- Full Text
- View/download PDF
5. Challenging the Knowledge-Transfer Orthodoxy: Knowledge Co-construction in Technology-Enhanced Learning for Children with Autism
- Author
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Guldberg, Karen, Parsons, Sarah, Porayska-Pomsta, Kaska, and Keay-Bright, Wendy
- Abstract
Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a "knowledge-transfer" model of evidence-based practice in which research is conducted by researchers, and is then "transferred" to practitioners to enable them to implement evidence-based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC-funded "SHAPE" project, which adopted a different model of evidence-based practice, focusing on knowledge co-construction. Pupils (N = 8), teachers (N = 10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children's social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co-construction with school practitioners, parents and pupils. Such co-construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence-based practice as an alternative to the currently dominant and narrow model of knowledge transfer.
- Published
- 2017
- Full Text
- View/download PDF
6. Evidence-Based Practice in Autism Educational Research: Can We Bridge the Research and Practice Gap?
- Author
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Guldberg, Karen
- Abstract
In order to develop deeper and better understandings of what constitutes effective educational practices, and to bridge the gap between research and practice, there is a need for a paradigm shift in autism educational research. The contribution of this paper is to examine the key methodological challenges that stand in the way of autism educational research impacting on practice. This research field is dominated by experimental research designs that evaluate the impact of "interventions" that focus on developing the skills, knowledge, and understanding of pupils with autism. For educational research to have an impact on the lives of individuals with autism, their families, and the practitioners who work with them, movement towards a more balanced range of methodologies is needed. This needs to include methodologies that situate the knowledge base of practitioners on a par with the knowledge base of researchers, drawing on the evidence base from the classroom itself, and bringing in the perspectives and views of individuals with autism, their families, and the practitioners who work with them.
- Published
- 2017
- Full Text
- View/download PDF
7. A case study of a blended e-learning programme for carers and practitioners in the field of autism spectrum disorders
- Author
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Guldberg, Karen
- Subjects
370 ,LC5201 Education extension. Adult education. Continuing education ,L Education (General) - Abstract
This research focuses on the productive learning processes of students studying a blended e-learning programme for practitioners and carers of individuals with autism spectrum disorders (ASD). It is an ethnographic case study undertaking a holistic analysis of learning processes. It draws upon socio cultural and activity theory as theoretical lenses and using dimensions from the communities of practice framework to interpret the kinds of discourse that are suggestive of a community of practice. The study examines how learners appropriate the professional discourse, values and goals of the ASD carer and the kind of collaborative engagement students have with each other’s contributions. Findings highlight that online discussions are powerful mechanisms for the development of reflection, for giving parents a strong voice and for shaping the values of this community. The research suggests that a facilitation model that enables students to be co-learners and co-tutors together, supports the development of a community of practice, thus enabling students to acquire knowledge in one context in order to transform it to another. Recommendations include the need for further studies that examine a particular communication medium in detail and over time, that communities of practice can add value to pedagogy in higher education and that programme tutors need to consider the specific properties of different communication mediums when designing programmes.
- Published
- 2008
8. Evidence-based practice in autism educational research: can we bridge the research and practice gap?
- Author
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Guldberg, Karen
- Published
- 2017
9. Training Teaching Staff to Facilitate Spontaneous Communication in Children with Autism: Adult Interactive Style Intervention (AISI)
- Author
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Kossyvaki, Lila, Jones, Glenys, and Guldberg, Karen
- Abstract
Previous research has demonstrated that the way adults interact with children with autism can have a great impact on their spontaneous communication. However, to date, few studies have focused on modifying adults' behaviour and even fewer have been conducted in school settings which actively involve teaching staff in designing the intervention. The aims of this study were twofold: (1) to explore the extent to which staff were able to build on their good practice and alter their interactive style and (2) to then assess the effects of this change on children's communication. The study used an action research methodology and involved three members of staff and six children with autism. The staff and the researcher developed an Adult Interactive Style Intervention (AISI) in partnership. This was based on two theoretical models of child development and disability. Data were collected pre- and post-intervention and at follow-up (12 months after the end of the main study) to measure change. The results showed that staff considerably increased the number of times they used AISI principles post-intervention and that this change had a significant impact on the children's spontaneous communication. All three staff took an active participatory role in the study which was considered a very positive and empowering experience.
- Published
- 2016
- Full Text
- View/download PDF
10. Digital Stories as a Method for Evidence-Based Practice and Knowledge Co-Creation in Technology-Enhanced Learning for Children with Autism
- Author
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Parsons, Sarah, Guldberg, Karen, Porayska-Pomsta, Kaska, and Lee, Rachael
- Abstract
Storytelling is a powerful means of expression especially for voices that may be difficult to hear or represent in typical ways. This paper reports and reflects on our experiences of co-creating digital stories with school practitioners in a project focusing on embedding innovative technologies for children on the autism spectrum in classroom practice. The digital stories were short films or narrated sequences of slides and images that conveyed key views about experiences and practices with or around the technologies. The creation of the digital stories aimed to empower schools and individual teachers to construct and share their own authentic narratives and to build case examples of creative technology-enhanced teaching and learning. Through focusing on our experiences with one of the schools, we examine the use of digital stories as a method for enabling knowledge co-creation with practitioners and we discuss the evidential potential of digital stories. We argue that the co-creation of digital stories enabled teachers to find their voice in critiquing the usability, usefulness, efficacy and flexibility of the technologies. Furthermore, the stories, both the process of their creation and the final artefacts, provided a concrete grounding for knowledge co-creation about teaching practices and authentic technology-enhanced learning.
- Published
- 2015
- Full Text
- View/download PDF
11. Autism and Multidisciplinary Teamwork through the SCERTS Model
- Author
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Molteni, Paola, Guldberg, Karen, and Logan, Nick
- Abstract
This research investigates multidisciplinary teamwork in an English special school located in the West Midlands region of the UK. The research was carried out by Paola Molteni, a PhD student at Università Cattolica del Sacro Cuore, Milan, Karen Guldberg of the Autism Centre for Education and Research Director at the University of Birmingham School of Education, and Nick Logan, head of the Psychology and Therapists Department at Sunfield Children's Home, Clent. The school uses the innovative SCERTS (Social Communication, Emotional Regulation, Transactional Support) model. The methodology was a collaborative and participatory case study focused on the point of view of professionals and on understanding the teamwork process through analysis of three teams working together to implement SCERTS. Methods included focus groups, semi-structured interviews, direct observations and questionnaires; the data were analysed using the Interpretative Phenomenological Analysis method. The research provides an example of good practice and enables practitioners to reflect on the issues involved in implementing a multidisciplinary process using the SCERTS approach. The findings show that the SCERTS Model can support the educational team in promoting and exchanging good daily practice and planning educational work together. The article draws out implications for further studies that aim to analyse teamwork in other settings and over a longer period.
- Published
- 2013
- Full Text
- View/download PDF
12. The Effect of Adult Interactive Style on the Spontaneous Communication of Young Children with Autism at School
- Author
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Kossyvaki, Lila, Jones, Glenys, and Guldberg, Karen
- Abstract
Relatively little is known about the effect of adult interactive style on children's communication. The aim of this study, written by Lila Kossyvaki, Glenys Jones and Karen Guldberg, all from the University of Birmingham, was to explore the effects of adult interactive style on children's spontaneous communication. The study used an action research methodology. Six children aged between four and five years with autism and three members of staff participated. Each child was video recorded for a total of two hours across four activities. The staff, in collaboration with the researcher, developed and put into practice an Adult Interactive Style Intervention (AISI) intended to promote spontaneous communication. Two months later each child was recorded for two hours across the same activities with staff using AISI. Cohen's d effect size was calculated to measure the differences pre- and post-intervention. The increase in total initiations post-intervention for all six children was significant. The findings suggest that attention should be paid to adult style when developing communication in children with autism. (Contains 4 tables and 6 figures.)
- Published
- 2012
- Full Text
- View/download PDF
13. Using iPads for the social communication and emotional regulation of autistic pupils: an exploration of key stakeholders' perspectives and practices.
- Author
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Achtypi, Alexia, Guldberg, Karen K., and Papoudi, Despina
- Subjects
- *
MOBILE learning , *SCERTS model , *EDUCATION policy , *IPADS , *EDUCATIONAL technology , *EDUCATIONAL outcomes - Abstract
Little research has focused on the implementation of iPad practices in real contexts and the identification of relevant challenges and enablers. This work explored practices relating to using iPads for autistic pupils' social communication (SC) and emotional regulation (ER) based on key stakeholders' perspectives. It employed two case studies undertaken in two primary schools located in the United Kingdom's West Midlands. The data were gathered by interviewing practitioners and parents and analyzing the schools' computing policies. The outcomes varied from iPads being used as multimodal learning tools, to teachers focusing on SC and ER, and parents mainly on recreation and ER. The findings were evaluated using Abbott's concept of e‐inclusion (2007), considering the impact of the relationship between technology, individuals and context on iPad use in situ. Issues are highlighted around pedagogy and teaching methods, offering insights into what drives teachers to make decisions regarding technology use. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
14. Implications for Practice from 'International Review of the Evidence on Best Practice in Educational Provision for Children on the Autism Spectrum'
- Author
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Guldberg, Karen, Parsons, Sarah, MacLeod, Andrea, Jones, Glenys, Prunty, Anita, and Balfe, Tish
- Abstract
This paper summarises the implications for practice arising from the "International review of the evidence on best practice in educational provision for children on the autism spectrum" and it focuses on key priorities for policy makers, families, practitioners and researchers. Findings highlight that there is little evidence to indicate how different types of provision deliver education or to identify how they impact on outcomes for individual children. Furthermore, the process of deciding on an educational intervention is clearly more complex than the results of individual research papers can tell us. Choice of intervention needs to take account of what is best suited to the child and adults concerned, including the child's characteristics, parental preference, staff expertise and the goals selected. There is a need to focus on the developmental areas of functional spontaneous communication and language, social understanding and joint attention, peer interaction and appropriate toy play. Ongoing parent and teacher collaboration is essential as is a need to develop good collaboration between different professionals, both within and outside settings. Wider inclusion of the perspectives of individuals on the autism spectrum would be welcomed. Training is an important priority as practitioners and parents need specialist knowledge and understanding of the specific needs of children and young people on the autism spectrum. Finally, there is a need for researchers, practitioners, parents and individuals on the autism spectrum to work together much more closely than they do currently in order to determine jointly research agendas and methodologies and to discuss the implications of research findings.
- Published
- 2011
- Full Text
- View/download PDF
15. Educating Children on the Autism Spectrum: Preconditions for Inclusion and Notions of 'Best Autism Practice' in the Early Years
- Author
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Guldberg, Karen
- Abstract
This article draws together findings from expert evidence and empirical studies to identify the preconditions for developing inclusive learning environments for young children on the autism spectrum. It concludes that in order to develop "best practice", practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning. Practitioners need to have knowledge of the autism spectrum and how it impacts on the child. Careful assessment of the individual child is also crucial. Finally, it is important to ensure that these young children receive direct teaching in communication and language, social understanding and skills, as well as learning with and through peers.
- Published
- 2010
- Full Text
- View/download PDF
16. Adult Learners and Professional Development: Peer-to-Peer Learning in a Networked Community
- Author
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Guldberg, Karen
- Abstract
This paper analyses how adult learners on a professional development course learn and develop through online dialogue. The research uses Wenger's community of practice framework, and assesses whether the concept of "legitimate peripheral participation" is useful in relation to this specific case study in which the students are practitioners and parents of individuals with autistic spectrum disorders (ASD). The study focuses on peer-to-peer learning and analyses a sample of asynchronous online discussions from three separate online tutorial groups. The first part of the study combines quantitative analysis of distribution patterns, with qualitative discourse analysis that measures central concepts associated with communities of practice. The second part of the study addresses whether the concept of "legitimate peripheral participation" is useful in this context. The contribution of one key individual in each group is analysed in order to provide a narrative about how that person communicates with the others, shares values and repertoires with them and gradually becomes a central member of the community. The data supports the notion that these forms of interaction and approaches to learning can favour the construction of knowledge and help to develop reflective skills and a sense of "togetherness" in the group through sharing stories with one another, developing identity through the discussions and through this enabling the development of community. The findings indicate that the learners are provided with opportunities to consider the strengths and weaknesses of ideas from multiple perspectives and that key students play a role in enabling other students to move from a position of legitimate peripheral participation to becoming full members of the community. (Contains 6 figures.)
- Published
- 2008
- Full Text
- View/download PDF
17. Tutor Roles in Facilitating Reflection on Practice through Online Discussion
- Author
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Guldberg, Karen and Pilkington, Rachel
- Abstract
This paper is concerned with teaching and learning in a blended e-learning course that supports students in reflecting on and transforming their practice. In this paper we focus on two key aspects of the online learning environment: (i) the selection of the topic of discussion (the discussion question) by the tutor and how this influences the quality of the discussion; (ii) the interventions of the tutor within the online discussion. The aim is to understand why some online discussions "take off" in terms of numbers of postings and quality of engagement whilst others are less successful. Our findings show that the nature of the question impacts on discussion outcomes and that it is therefore important for tutors to pose a range of different types of questions to students in line with learning objectives. If the tutor structures discussion and chooses questions carefully there may be less need to intervene to stimulate discussion or keep it on track than is sometimes assumed. This shifts the role of the tutor somewhat toward more preparatory and plenary work with less tutor participation required to support the development of discussion skills amongst students, particularly during later stages of the course. (Contains 8 figures.)
- Published
- 2007
18. Blending human and artificial intelligence to support Autistic children’s social communication skills
- Author
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Porayska-Pomsta, Kaska, Alcorn, Alyssa M., Avramides, Katernia, Beale, Sandra, Bernardini, Sara, Foster, Mary Ellen, Frauenberger, Christopher, Good, Judith, Guldberg, Karen, Keay-Bright, Wendy, Kossyvaki, Lila, Lemon, Oliver, Mademtzi, Marilena, Menzies, Rachel, Pain, Helen, Rajendran, Gnanathusharan, Waller, Annalu, Wass, Sam, and Smith, Tim J.
- Subjects
psyc - Abstract
This paper examines the educational efficacy of a learning environment in which children diagnosed with Autism Spectrum Conditions\ud (ASC) engage in social interactions with an artificially intelligent (AI) virtual agent and where a human practitioner acts in support of\ud the interactions. A multi-site intervention study in schools across the UK was conducted with 29 children with ASC and learning\ud difficulties, aged 4-14 years old. For reasons related to data completeness and amount of exposure to the AI environment, data for\ud 15 children was included in the analysis. The analysis revealed a significant increase in the proportion of social responses made by\ud ASC children to human practitioners. The number of initiations made to human practitioners and to the virtual agent by the ASC\ud children also increased numerically over the course of the sessions. However, due to large individual differences within the ASC\ud group, this did not reach significance. Although no evidence of transfer to the real-world post-test was shown, anecdotal evidence of\ud classroom transfer was reported. The work presented in this paper offers an important contribution to the growing body of research\ud in the context of AI technology design and use for autism intervention in real school contexts. Specifically, the work highlights key\ud methodological challenges and opportunities in this area by leveraging interdisciplinary insights in a way that (i) bridges between\ud educational interventions and intelligent technology design practices, (ii) considers the design of technology as well as the design of\ud its use (context and procedures) on par with one another, and (iii) includes design contributions from different stakeholders, including\ud children with and without ASC diagnosis, educational practitioners and researchers.
- Published
- 2018
19. Scientific review of the 'Benchmarking Autism Services Efficacy' (BASE) report (2015)
- Author
-
Guldberg, Karen and Parsons, Sarah
- Abstract
This report conducts a rigorous and independent peer-review of the five separate Volumes of the ‘Benchmarking Autism Services Efficacy,’ (BASE) report by Dillenburger, McKerr, and Jordan (2015). The BASE report was produced by Professor Karola Dillenburger, from the School of Education’s Centre for Behaviour Analysis, Queen’s University Belfast, and is available online. The research was funded by the Office of the First Minister and Deputy First Minister (OFMDFM).
- Published
- 2017
20. Using the value creation framework to capture knowledge co-creation and pathways to impact in a transnational community of practice in autism education.
- Author
-
Guldberg, Karen, Achtypi, Alexia, D'Alonzo, Luigi, Laskaridou, Katerina, Milton, Damian, Molteni, Paola, and Wood, Rebecca
- Subjects
- *
COMMUNITIES of practice , *PARTICIPANT observation , *VALUE creation , *SOCIAL learning , *AUTISM research , *EDUCATION - Abstract
Although theories around Communities of Practice have gained significant ground in recent years and have become an important focus for organizational development, there is a gap in studies that investigate what members gain from participation in these communities. This paper explains how the value creation framework was implemented in a transnational research and development project in autism education by examining cycles of value creation and drawing on two types of data identified by Wenger and colleagues. The value creation framework is a theoretically driven framework to assess social learning in communities. Participants involved in the learning space were co-researchers engaged in a process of investigating, sharing and reflecting on their practice. The paper discusses the methodological challenges and strengths of using the value creation framework, with a particular focus on how insights and interactions led to subsequent changes in the practice of the participants. This work has the potential to make an important contribution to methods and analysis in assessing social learning and pathways to impact in participatory research and development projects more broadly. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
21. Transform Autism Education - Final Report
- Author
-
Guldberg, Karen, Achtypi, A, Angelidi, E, Baker, Lesley, Bradley, Ryan, Colombo, M, Critchley, Sarah-Jane, Cumino, R, D'Alonzo, Luigi, Folci, I, Giouroukou, E, Hadjipateras-Giannoulis, K, Huggett, Steve, Kerem, Martin, Kokounaras-Liagkis, M, Kossyvaki, A, Laskiridou, Katerina, Milton, Damian, Molteni, Paola, Sala, Roberta, Simpson, Pam, Sofianopolou, Katerina, Wood, Rebecca, Zanfroni, E, Autism Education Trust, Aikaterine Laskardis Foundation, Genium, Ufficio Scolastico per la Lombardia, and Universita Cattolica del Sacro Cuore
- Subjects
HQ773.8 - Abstract
The Transform Autism Education (TAE) project focused on the domain of ‘good autism\ud practice’ in the education of pupils with autism in the UK, Greece and Italy with the overall\ud objectives to:\ud • Research good autism practice in education.\ud • Create professional development programmes in Greece and Italy.\ud • Enhance the knowledge and practice of school staff.\ud • Facilitate the inclusion of autistic children in primary schools in those countries.\ud Funded by the European Commission through Erasmus Plus Key Action 2, Strategic Partnerships\ud scheme, and led by Principal Investigator Dr. Karen Guldberg, the project involved a range of\ud Greek, Italian and UK partners. It employed the Autism Education Trust (AET) collaborative\ud training schemes in the UK as a founding model. While the requirements of each country were\ud distinct, and so necessitated careful adaptations of the materials to their specific needs, what\ud united all aspects of the project was a desire to improve the educational inclusion of autistic\ud children, as well as their general experiences in school and their outcomes.
- Published
- 2017
22. Challenging the knowledge transfer orthodoxy: knowledge co-construction in technology enhanced learning for children with autism
- Author
-
Guldberg, Karen, Parsons, Sarah, Porayska-Pomsta, Kaska, and Keay-Bright, Wendy
- Abstract
Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge transfer’ model of evidence-based practice in which research is conducted by researchers, and is then ‘transferred’ to practitioners to enable them to implement evidence-based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC funded ‘SHAPE’ project, which adopted a different model of evidence-based practice, focusing on knowledge co-construction. Pupils (N=8), teachers (N=10), a Speech and Language Therapist and a parent in three different school communities investigated creative ways in which children’s social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The Shape project shows that it is feasible to develop methodologies that enable genuine knowledge co-construction with school practitioners, parents and pupils. Such co-construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence-based practice as an alternative to the currently dominant and narrow model of knowledge transfer.
- Published
- 2017
23. Making a difference in the education of autistic children and young people: the Autism Education Trust (AET) good autism practice guidance, 2019.
- Author
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Guldberg, Karen
- Subjects
AUTISTIC children ,AUTISM ,BEST practices ,NETWORK hubs ,EDUCATION ,FACILITATED communication - Abstract
In 2007, the Department for Education set up the Autism Education Trust with the express aim of developing the understanding and practice of all those involved in autism education in England. Since that time, a whole suite of materials has been developed comprising a set of training materials for staff working in Early Years, Schools and in Post 16 settings. These are delivered by a network of training hubs. In addition, a set of Autism Standards was developed for each age phase against which a setting can ascertain the extent to which their practice reflects what is deemed to be good practice. Competency Frameworks have also been devised which contain the key knowledge and understandings staff require to teach autistic children and young people. These can be used to audit the Continuing Professional Development (CPD) needs of staff. More recently, a Progression Framework has been developed to help staff monitor the progress of autistic individuals. All these products have been informed and updated by reviews of research evidence in autism education and the insight of autistic children and adults and family members. This paper gives details of the latest review of evidence entitled Good Autism Practice in Education, written by its lead author, Karen Guldberg. Eight key principles that are currently considered to underpin good practice are discussed and summarised. The full report and a summary with case study material will soon be available free to download from the AET website (www.autismeducationtrust.org.uk). [ABSTRACT FROM AUTHOR]
- Published
- 2019
24. Using a “collaborative contextual enquiry” methodology for understanding inclusion for autistic pupils in Palestine.
- Author
-
Ashbee, Elaine and Guldberg, Karen
- Subjects
- *
INCLUSIVE education , *AUTISTIC children , *SOCIAL integration , *EDUCATION - Abstract
This study investigated concepts of inclusive education for pupils with autism in the West Bank and East Jerusalem, Palestine. The “contextual collaborative enquiry” methodology was rooted in praxis, and drew on social learning theory and communities of practice to gather a community of researchers, parents and practitioners in Palestine to investigate understandings of autism educational practice in order to identify how to move practice forward. Through mixed methods, we interviewed a purposive sample of key people (n = 19) to gain access to a broad range of perspectives on the research topic; visited centres of provision for children with special needs (n = 6) and other specialist settings (n = 8); and ran a two-day interactive and dialogic workshop with staff (n = 40) from the special needs department of the Ministry of Education. Through a rigorous Interpretative Phenomenological Analysis of interviews, field notes, questionnaires and focus groups, we found that the biggest obstacles to inclusion were stigma, lack of knowledge and poor diagnostic practices, coupled with a rigid education system and an absence of shared understanding of what inclusion might mean for Palestine. There were gaps between beliefs in social justice and the concrete reality of including children with autism. Despite obstacles and barriers to inclusion, participants were passionate about gaining new knowledge, adopting different pedagogies and enabling inclusion. These findings are significant as they highlight that a push towards more inclusive practices through social learning approaches could be a powerful driver in mounting a challenge to the inflexibility within the current education system in Palestine. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
25. Enhancing the Impact of Research and Knowledge Co-production in Higher Education Through Communities of Practice.
- Author
-
Guldberg, Karen
- Published
- 2017
- Full Text
- View/download PDF
26. Autism and Multidisciplinary teamwork: an english school experience through the SCERTS model
- Author
-
Molteni, Paola and Guldberg, Karen
- Subjects
special Education ,autism ,teamwork ,School inclusion ,Settore M-PED/03 - DIDATTICA E PEDAGOGIA SPECIALE - Published
- 2013
27. Autism and Multidisciplinary Teamwork Through the Scerts Model
- Author
-
Molteni, Paola and Guldberg, Karen
- Subjects
Autism ,Special Education ,School inclusion ,Settore M-PED/03 - DIDATTICA E PEDAGOGIA SPECIALE ,SCERTS Model - Published
- 2013
28. Promoting multidisciplinary teamwork for autism: an English school experience
- Author
-
Molteni, Paola and Guldberg, Karen
- Subjects
Teamwork ,Autism ,Special Education ,School inclusion ,Settore M-PED/03 - DIDATTICA E PEDAGOGIA SPECIALE - Published
- 2013
29. Feasibility study of a randomised controlled trial to investigate the effectiveness of using a humanoid robot to improve the social skills of children with autism spectrum disorder (Kaspar RCT): a study protocol.
- Author
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Mengoni, Silvana E., Irvine, Karen, Thakur, Deepshikha, Barton, Garry, Dautenhahn, Kerstin, Guldberg, Karen, Robins, Ben, Wellsted, David, and Sharma, Shivani
- Abstract
Introduction Interventions using robot-assisted therapy may be beneficial for the social skills development of children with autism spectrum disorder (ASD); however, randomised controlled trials (RCTs) are lacking. The present research aims to assess the feasibility of conducting an RCT evaluating the effectiveness of a social skills intervention using Kinesics and Synchronisation in Personal Assistant Robotics (Kaspar) with children with ASD. Methods and analysis Forty children will be recruited. Inclusion criteria are the following: aged 5–10 years, confirmed ASD diagnosis, IQ over 70, English-language comprehension, a carer who can complete questionnaires in English and no current participation in a private social communication intervention. Children will be randomised to receive an intervention with a therapist and Kaspar, or with the therapist only. They will receive two familiarisation sessions and six treatment sessions for 8 weeks. They will be assessed at baseline, and at 10 and 22 weeks after baseline. The primary outcome of this study is to evaluate whether the predetermined feasibility criteria for a full-scale trial are met. The potential primary outcome measures for a full-scale trial are the Social Communication Questionnaire and the Social Skills Improvement System. We will conduct a preliminary economic analysis. After the study has ended, a sample of 20 participants and their families will be invited to participate in semistructured interviews to explore the feasibility and acceptability of the study’s methods and intervention. Ethics and dissemination Parents/carers will provide informed consent, and children will give assent, where appropriate. Care will be taken to avoid pressure or coercion to participate. Aftercare is available from the recruiting NHS Trust, and a phased withdrawal protocol will be followed if children become excessively attached to the robot. The results of the study will be disseminated to academic audiences and non-academic stakeholders, for example, families of children with ASD, support groups, clinicians and charities. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
30. Training teaching staff to facilitate spontaneous communication in children with autism: Adult Interactive Style Intervention ( AISI).
- Author
-
Kossyvaki, Lila, Jones, Glenys, and Guldberg, Karen
- Subjects
TEACHER training ,LEARNING ability ,AUTISM in children ,PSYCHOLOGY of learning ,PROCESS education ,TEACHING scholarships & fellowships ,SCHOOL children ,PRIMARY education - Abstract
Previous research has demonstrated that the way adults interact with children with autism can have a great impact on their spontaneous communication. However, to date, few studies have focused on modifying adults' behaviour and even fewer have been conducted in school settings which actively involve teaching staff in designing the intervention. The aims of this study were twofold: (1) to explore the extent to which staff were able to build on their good practice and alter their interactive style and (2) to then assess the effects of this change on children's communication. The study used an action research methodology and involved three members of staff and six children with autism. The staff and the researcher developed an Adult Interactive Style Intervention ( AISI) in partnership. This was based on two theoretical models of child development and disability. Data were collected pre- and post-intervention and at follow-up (12 months after the end of the main study) to measure change. The results showed that staff considerably increased the number of times they used AISI principles post-intervention and that this change had a significant impact on the children's spontaneous communication. All three staff took an active participatory role in the study which was considered a very positive and empowering experience. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
31. Digital stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism.
- Author
-
Parsons, Sarah, Guldberg, Karen, Porayska-Pomsta, Kaśka, and Lee, Rachael
- Subjects
- *
EDUCATION of autistic children , *EDUCATIONAL technology , *EVIDENCE-based education , *NARRATIVES , *PARTICIPANT observation , *DIGITAL technology , *COMPUTERS in education - Abstract
Storytelling is a powerful means of expression especially for voices that may be difficult to hear or represent in typical ways. This paper reports and reflects on our experiences of co-creating digital stories with school practitioners in a project focusing on embedding innovative technologies for children on the autism spectrum in classroom practice. The digital stories were short films or narrated sequences of slides and images that conveyed key views about experiences and practices with or around the technologies. The creation of the digital stories aimed to empower schools and individual teachers to construct and share their own authentic narratives and to build case examples of creative technology-enhanced teaching and learning. Through focusing on our experiences with one of the schools, we examine the use of digital stories as a method for enabling knowledge co-creation with practitioners and we discuss the evidential potential of digital stories. We argue that the co-creation of digital stories enabled teachers to find their voice in critiquing the usability, usefulness, efficacy and flexibility of the technologies. Furthermore, the stories, both the process of their creation and the final artefacts, provided a concrete grounding for knowledge co-creation about teaching practices and authentic technology-enhanced learning. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
32. Building an Intelligent, Authorable Serious Game for Autistic Children and Their Carers.
- Author
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Porayska-Pomsta, Kaśka, Anderson, Keith, Bernardini, Sara, Guldberg, Karen, Smith, Tim, Kossivaki, Lila, Hodgins, Scott, and Lowe, Ian
- Published
- 2013
- Full Text
- View/download PDF
33. Knowledge Management and Value Creation in a Third Sector Organisation.
- Author
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Guldberg, Karen Rathie, Mackness, Jenny, Makriyannis, Elpida, and Tait, Charlene
- Subjects
KNOWLEDGE management ,SERVICE industries ,ORGANIZATIONAL learning ,SOCIALIZATION ,SENIOR leadership teams ,INFORMATION sharing - Abstract
This paper reports on a case study of a collaborative research project, in which researchers worked with key individuals in a third sector organisation to identify how the organisation might move forward to accelerate its learning capability. The research used the value creation framework of Wenger, Trayner and de Laat as a diagnostic tool for assessing where change is needed in building and sustaining knowledge frameworks in the organisation; we used Nonaka and Takeuchi's socialisation, externalisation, combination and internalisation framework to capture the tacit and explicit knowledge sharing processes in the organisation, and we used Wenger's concepts of horizontal, vertical and transversal to examine levels of accountability. Findings highlighted that by combining a top-down strategy with harnessing the knowledge of practitioners, the 'executive sponsorship' of the Senior Management Team is in a position to move Scottish Autism forward as a learning organisation by nurturing further opportunities for sharing knowledge across the organisation in a way that harnesses the enthusiasm and initiative of staff. Copyright © 2013 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
34. The effect of adult interactive style on the spontaneous communication of young children with autism at school.
- Author
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Kossyvaki, Lila, Jones, Glenys, and Guldberg, Karen
- Subjects
SOCIAL interaction ,AUTISM in adults ,SCHOOL children ,DIFFERENTIATION (Sociology) ,INTERPERSONAL communication in children - Abstract
Relatively little is known about the effect of adult interactive style on children's communication. The aim of this study, written by Lila Kossyvaki, Glenys Jones and Karen Guldberg, all from the University of Birmingham, was to explore the effects of adult interactive style on children's spontaneous communication. The study used an action research methodology. Six children aged between four and five years with autism and three members of staff participated. Each child was video recorded for a total of two hours across four activities. The staff, in collaboration with the researcher, developed and put into practice an Adult Interactive Style Intervention ( AISI) intended to promote spontaneous communication. Two months later each child was recorded for two hours across the same activities with staff using AISI. Cohen's d effect size was calculated to measure the differences pre- and post-intervention. The increase in total initiations post-intervention for all six children was significant. The findings suggest that attention should be paid to adult style when developing communication in children with autism. [ABSTRACT FROM AUTHOR]
- Published
- 2012
- Full Text
- View/download PDF
35. Implications for practice from 'International review of the evidence on best practice in educational provision for children on the autism spectrum'.
- Author
-
Guldberg, Karen, Parsons, Sarah, MacLeod, Andrea, Jones, Glenys, Prunty, Anita, and Balfe, Tish
- Subjects
- *
EDUCATION of people with learning disabilities , *AUTISM , *EDUCATIONAL intervention , *PARENT-teacher relationships , *SPECIAL education - Abstract
This paper summarises the implications for practice arising from the 'International review of the evidence on best practice in educational provision for children on the autism spectrum' and it focuses on key priorities for policy makers, families, practitioners and researchers. Findings highlight that there is little evidence to indicate how different types of provision deliver education or to identify how they impact on outcomes for individual children. Furthermore, the process of deciding on an educational intervention is clearly more complex than the results of individual research papers can tell us. Choice of intervention needs to take account of what is best suited to the child and adults concerned, including the child's characteristics, parental preference, staff expertise and the goals selected. There is a need to focus on the developmental areas of functional spontaneous communication and language, social understanding and joint attention, peer interaction and appropriate toy play. Ongoing parent and teacher collaboration is essential as is a need to develop good collaboration between different professionals, both within and outside settings. Wider inclusion of the perspectives of individuals on the autism spectrum would be welcomed. Training is an important priority as practitioners and parents need specialist knowledge and understanding of the specific needs of children and young people on the autism spectrum. Finally, there is a need for researchers, practitioners, parents and individuals on the autism spectrum to work together much more closely than they do currently in order to determine jointly research agendas and methodologies and to discuss the implications of research findings. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
36. International review of the evidence on best practice in educational provision for children on the autism spectrum.
- Author
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Parsons, Sarah, Guldberg, Karen, MacLeod, Andrea, Jones, Glenys, Prunty, Anita, and Balfe, Tish
- Subjects
- *
BEST practices , *AUTISM , *DATABASES , *SPECIAL education , *EDUCATIONAL intervention - Abstract
There is considerable debate regarding the most appropriate and effective ways of supporting the learning of children and young people on the autism spectrum. This international review provides a synthesis of empirical research and expert evidence (dated 2002-2008) to identify best practice in educational provision for these children. Five bibliographic databases were systematically searched using clearly defined keywords, and abstracts assessed according to explicit inclusion and exclusion criteria; 92 research papers that focused on children and young people were included. Expert evidence was drawn from policy documents and government strategies, or research reports, from the UK and Ireland. Findings show that there is insufficiently strong evidence regarding the effectiveness of one type of intervention approach compared with another. A range of educational provision should be maintained in order to cater appropriately for a wide diversity of needs. Interventions most often researched were those involving intensive behavioural techniques and some studies showed these can be successful in teaching specific skills to some children. There was limited evidence regarding the needs of older children as well as consideration of educational provision more widely, including the effects of type of setting (as distinct from a specific type of intervention or learning approach). More research is needed on other types of educational interventions currently used by parents and in schools as well as greater collaboration between researchers and practitioners to establish what works best for children and young people on the autism spectrum. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
37. Educating children on the autism spectrum: preconditions for inclusion and notions of 'best autism practice' in the early years.
- Author
-
Guldberg, Karen
- Subjects
- *
INCLUSIVE education , *AUTISM in children , *AUTISTIC children , *AUTISM spectrum disorders , *PARENT-child relationships , *SPECIAL education - Abstract
This article draws together findings from expert evidence and empirical studies to identify the preconditions for developing inclusive learning environments for young children on the autism spectrum. It concludes that in order to develop 'best practice', practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning. Practitioners need to have knowledge of the autism spectrum and how it impacts on the child. Careful assessment of the individual child is also crucial. Finally, it is important to ensure that these young children receive direct teaching in communication and language, social understanding and skills, as well as learning with and through peers. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
38. ECHOES II: the creation of a technology enhanced learning environment for typically developing children and children on the autism spectrum.
- Author
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Guldberg, Karen, Porayska-Pomsta, Kaska, Good, Judith, and Keay-Bright, Wendy
- Subjects
AUTISM spectrum disorders ,DEVELOPMENTAL disabilities ,EDUCATION of autistic children ,EDUCATION of developmentally disabled children ,ASPERGER'S syndrome - Abstract
This paper describes how researchers from diverse research disciplines are working together with design teams of children, carers and practitioners to create an exploratory multimodal environment for children. This learning environment, entitled ECHOES II, aims to be both an educational intervention and an environment through which we research children's learning. It is designed for typically developing (TD) children and children with Asperger's syndrome aged five to seven, with the aim of enabling the children to enhance their social interaction and communication skills. This paper explains the technology development process, which in order to create designs that are relevant to the individual user, is based on a deep relationship between theory, design and practice. We outline our current focus upon the inter-relationships between pedagogy, knowledge about child development, people and technology. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
39. Adult learners and professional development: peer-to-peer learning in a networked community.
- Author
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Guldberg, Karen
- Subjects
- *
ADULT students , *LEARNING , *CAREER development , *VOCATIONAL guidance , *INTERNET in education , *COMPUTER assisted instruction , *INTERNET forums , *DISCOURSE analysis , *STUDENTS - Abstract
This paper analyses how adult learners on a professional development course learn and develop through online dialogue. The research uses Wenger's community of practice framework, and assesses whether the concept of 'legitimate peripheral participation' is useful in relation to this specific case study in which the students are practitioners and parents of individuals with autistic spectrum disorders (ASD). The study focuses on peer-to-peer learning and analyses a sample of asynchronous online discussions from three separate online tutorial groups. The first part of the study combines quantitative analysis of distribution patterns, with qualitative discourse analysis that measures central concepts associated with communities of practice. The second part of the study addresses whether the concept of 'legitimate peripheral participation' is useful in this context. The contribution of one key individual in each group is analysed in order to provide a narrative about how that person communicates with the others, shares values and repertoires with them and gradually becomes a central member of the community. The data supports the notion that these forms of interaction and approaches to learning can favour the construction of knowledge and help to develop reflective skills and a sense of 'togetherness' in the group through sharing stories with one another, developing identity through the discussions and through this enabling the development of community. The findings indicate that the learners are provided with opportunities to consider the strengths and weaknesses of ideas from multiple perspectives and that key students play a role in enabling other students to move from a position of legitimate peripheral participation to becoming full members of the community. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
- View/download PDF
40. Tutor roles in Facilitating Reflection on Practice Through Online Discussion.
- Author
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Guldberg, Karen and Pilkington, Rachel
- Subjects
- *
INTERNET in education , *TUTORS & tutoring , *ONLINE information services , *LEARNING , *ONLINE education , *INTERNET forums - Abstract
This paper is concerned with teaching and learning in a blended e-learning course that supports students in reflecting on and transforming their practice. In this paper we focus on two key aspects of the online learning environment: (i) the selection of the topic of discussion (the discussion question) by the tutor and how this influences the quality of the discussion; (ii) the interventions of the tutor within the online discussion. The aim is to understand why some online discussions 'take off" in terms of numbers of postings and quality of engagement whilst others are less successful. Our findings show that the nature of the question impacts on discussion outcomes and that it is therefore important for tutors to pose a range of different types of questions to students in line with learning objectives. If the tutor structures discussion and chooses questions carefully there may be less need to intervene to stimulate discussion or keep it on track than is sometimes assumed. This shifts the role of the tutor somewhat toward more preparatory and plenary work with less tutor participation required to support the development of discussion skills amongst students, particularly during later stages of the course. [ABSTRACT FROM AUTHOR]
- Published
- 2007
41. Using Talk Effectively in the Primary Classroom by Richard Eke and John Lee, London, Routledge, 2008, 144 pp., £17.99 (paperback), ISBN 978-0-415-34281-0
- Author
-
Murray, Jane, Butt, Graham, Lloyd, John, Stephenson, Jennifer, Martin, Deidre, Smith, Heather, Weeden, Paul, Menter, Ian, Guldberg, Karen, and Szwed, Chrstine
- Abstract
The book is clearly structured, consisting of two sections. Initially, the book provides context, rationale and an articulation of the authors’ position, whilst the second section draws on the authors’ own research to provide ways in which primary student teachers and teachers might use and develop talk across some primary curriculum subjects in their practice.
42. Book reviews.
- Author
-
Murray, Jane, Butt, Graham, Lloyd, John, Stephenson, Jennifer, Martin, Deirdre, Smith, Heather, Weeden, Paul, Menter, Ian, Guldberg, Karen, and Szwed, Christine
- Subjects
NONFICTION - Abstract
The article reviews several books including "Using Talk Effectively in the Primary Classroom," by Richard Eke and John Lee, "The Globalisation of School Choice?," edited by M. Forsey, S. Davies and G. Walford and "Schoolwide Prevention Models: Lessons Learned in Elementary Schools," edited by Charles R. Greenwood, Thomas R. Kratochwill and Melissa Clements.
- Published
- 2010
- Full Text
- View/download PDF
43. Book reviews.
- Author
-
Bagnall, Richard G., Guldberg, Karen, Petersen, Nadine, Smetherham, Claire, Tøsse, Sigvart, and Weller, Susie
- Subjects
- *
EDUCATION , *NONFICTION - Abstract
The article reviews the book "Missing Men in Education," by Mary Thornton and Patricia Bricheno.
- Published
- 2008
- Full Text
- View/download PDF
44. Autism and Early Years Practice. A Guide for Early Years Professionals, Teachers and Parents.
- Author
-
Guldberg, Karen
- Subjects
- *
DEVELOPMENTAL disabilities , *NONFICTION - Abstract
Reviews the book "Autism and Early Years Practice: A Guide for Early Years Professionals, Teachers and Parents," by Kate Wall.
- Published
- 2005
- Full Text
- View/download PDF
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