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Aim: There is a growing evidence-base for the effectiveness of Video Interaction Guidance (VIG) in enhancing communication within relationships. However, its longer-term outcomes are unclear. This paper explores practitioners' views and experiences in relation to VIG's longer-term outcomes. Method: Findings from studies that evaluate VIG's effectiveness were discussed in a focus group of 11 VIG practitioners in the context of their views and experiences. Key concepts were identified through thematic analysis and used to devise a questionnaire, which was completed by 26 VIG-trained Educational Psychologists (EPs); responses were categorised using content analysis. Findings: Practitioners propose several factors that might contribute to maintenance or decay of outcomes. Findings suggest there is variation in practice relating to longer-term outcomes. Opportunities for development are discussed in relation to research, training and practice. Limitations: The main phase of this research focused on VIG practice in educational psychology, potentially limiting transferability to other contexts. Conclusions: A model is proposed for the delivery of VIG, based on EP practitioners' suggestions for enhancing maintenance of outcomes beyond the end of the intervention. Implications for training and research are also discussed.

The diverse needs of pupils with autism spectrum disorder (ASD) have led to a continuum of educational provision being promoted in many countries, and which is often developed at a local level. The majority of children and young people with ASD in the UK attend mainstream schools, and resourced mainstream schools are increasingly part of this continuum of provision. These schools offer additional environmental modifications and adult support over and above that normally provided by mainstream schools. How parents and pupils perceive such provisions has not previously been investigated. The current study was designed to explore the perceptions of parents and pupils in five primary and three secondary resource provision schools in one Local Authority during the pupils' first year at the provisions. A series of interviews took place with 16 parents and 9 pupils during this initial year. Data were analysed using inductive and deductive thematic analysis. Bronfenbrenner's bio-ecosystemic theory was used to conceptualise and organise the complex interactions between home, local education systems, school systems and sub-systems, and their impact on pupil outcomes over time. Findings and implications are discussed in relation to theory and practice.

This study is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore intended, unintended, positive and negative outcomes for four Key Stage 2 (KS2) children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills and self-esteem were assessed using standardised measures pre- and post-intervention and at follow-up. Semi-structured interviews and a focus group were used to elicit the views of pupils, the class teacher and the group leader. Results indicated positive yet variable improvements in motor skill domains which were sustained at three month follow-up. Qualitative data highlights some perceived improvement in children's social skills, confidence and use of meta-cognitive strategies and an unexpected perceived outcome for one child with co-existing speech and language difficulties. The responses of this group highlight some individual factors which practitioner educational psychologists (EPs) should consider when planning motor skills interventions with schools.

The majority of children and young people with autism spectrum disorder are educated in mainstream schools. The diverse needs of this group of pupils has led to a continuum of provision being promoted in the UK and other countries, and developed at a local level. This continuum includes mainstream schools with resource provision which can offer enhanced physical and staffing resources beyond those normally provided in mainstream schools. How teaching staff perceive such provisions and their development over time have not previously been investigated. The current study was designed to explore the perceptions of staff working in five primary and three secondary school resource provisions in one local authority throughout the first year of the provisions and at three-year follow-up.Sixty-six interviews with senior teachers, mainstream teachers and resource provision staff took place during the initial year, with 21 three-year follow-up interviews. Data were analysed using inductive and deductive thematic analysis. Data provide tentative support for Bronfenbrenner's bio-ecosystemic theory as a framework for representing the complex interactions within the resource provision schools, between systems and their development over time. Findings and implications are discussed in relation to theory and practice.