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Scottish Educational Review
In 1997, a Council in Scotland embarked upon a restructuring of its provision for secondary age p... more In 1997, a Council in Scotland embarked upon a restructuring of its provision for secondary age pupils with social, emotional and behavioural difficulties (SEBD). In 1999, the Council commissioned researchers from the University of Strathclyde, Faculty of Education, to undertake a study during school session 1998/99 with the aim of identifying the strengths and weaknesses of this new approach. The findings of the study were wide ranging but, in particular, evidence emerged to show that while no two schools organised provision in the same way, the establishment of in-school support bases was the dominant model. However, the rationale, organisation and effectiveness of provision varied considerably. It was also evident that the key departments at council level did not share the same degree of commitment in relation to the new initiative. There were also unresolved issues in respect of the empowerment of the professionals working in schools. Many of these issues are particularly releva...
Autism Research, 2010
This study combined parent and observational measures to examine the association between aberrant... more This study combined parent and observational measures to examine the association between aberrant sensory features and restricted, repetitive behaviors in children with autism (N = 67) and those with developmental delays (N = 42). Confirmatory factor analysis was used to empirically validate three sensory constructs of interest: hyperresponsiveness, hyporesponsiveness, and sensory seeking. Examining the association between the three derived sensory factor scores and scores on the Repetitive Behavior Scales-Revised revealed the co-occurrence of these behaviors in both clinical groups. Specifically, high levels of hyperresponsive behaviors predicted high levels of repetitive behaviors, and the relationship between these variables remained the same controlling for mental age. We primarily found non-significant associations between hyporesponsiveness or sensory seeking and repetitive behaviors, with the exception that sensory seeking was associated with ritualistic/sameness behaviors. These findings suggest that shared neurobiological mechanisms may underlie hyperresponsive sensory symptoms and repetitive behaviors and have implications for diagnostic classification as well as intervention.
Scottish Educational Review
This article describes a research study commissioned by a Scottish Council, designed to investiga... more This article describes a research study commissioned by a Scottish Council, designed to investigate aspects of educational provision in the first two years of secondary education and with the aim of generating a framework for the development of teaching and learning policies in the Council’s schools. The context for the research included the Council’s best value regime, the advice from HMI to schools on how the quality and outcomes of the educational experiences of pupils in S1 and S2 could be improved, and the concern of the Council at the prospective adoption by schools of practices derived from that advice, which contravened its own guidelines particularly on mixed ability classes. We report our findings in four key areas of educational provision: transition arrangements between primary and secondary school; timetabling and its effects on learning and teaching; coherence and core skills; and class organisation. Finally, we consider the difficulties of conducting objective and imp...
We would like to thank the Scottish Executive Education Department for the opportunity to contrib... more We would like to thank the Scottish Executive Education Department for the opportunity to contribute to policy process in the context of A Curriculum for Excellence by reviewing the recent literature on Curriculum Architecture. We would particularly like to thank the project manager at SEED for the way in which she managed this project and for the ongoing feedback we received. The Strathclyde team has worked hard under difficult circumstances. The team leaders are eternally grateful for the work that Colleen Clinton and Liz Seagraves did on the search process and to Summer Kenesson from QIE for her help and support from the outset. Thanks also are due to the staff who took time out of their busy schedules to work on
EDUCATION REVIEW- …, 1995
The research team would like to thank all those who made this such an enjoyable and challenging e... more The research team would like to thank all those who made this such an enjoyable and challenging exercise. The schools could not have been more hospitable and welcoming. The enthusiasm of everyone, and their willingness to give time and contribute ideas was gratifying and ...
Scottish Educational Review
In 1997, a Council in Scotland embarked upon a restructuring of its provision for secondary age p... more In 1997, a Council in Scotland embarked upon a restructuring of its provision for secondary age pupils with social, emotional and behavioural difficulties (SEBD). In 1999, the Council commissioned researchers from the University of Strathclyde, Faculty of Education, to undertake a study during school session 1998/99 with the aim of identifying the strengths and weaknesses of this new approach. The findings of the study were wide ranging but, in particular, evidence emerged to show that while no two schools organised provision in the same way, the establishment of in-school support bases was the dominant model. However, the rationale, organisation and effectiveness of provision varied considerably. It was also evident that the key departments at council level did not share the same degree of commitment in relation to the new initiative. There were also unresolved issues in respect of the empowerment of the professionals working in schools. Many of these issues are particularly releva...
Autism Research, 2010
This study combined parent and observational measures to examine the association between aberrant... more This study combined parent and observational measures to examine the association between aberrant sensory features and restricted, repetitive behaviors in children with autism (N = 67) and those with developmental delays (N = 42). Confirmatory factor analysis was used to empirically validate three sensory constructs of interest: hyperresponsiveness, hyporesponsiveness, and sensory seeking. Examining the association between the three derived sensory factor scores and scores on the Repetitive Behavior Scales-Revised revealed the co-occurrence of these behaviors in both clinical groups. Specifically, high levels of hyperresponsive behaviors predicted high levels of repetitive behaviors, and the relationship between these variables remained the same controlling for mental age. We primarily found non-significant associations between hyporesponsiveness or sensory seeking and repetitive behaviors, with the exception that sensory seeking was associated with ritualistic/sameness behaviors. These findings suggest that shared neurobiological mechanisms may underlie hyperresponsive sensory symptoms and repetitive behaviors and have implications for diagnostic classification as well as intervention.
Scottish Educational Review
This article describes a research study commissioned by a Scottish Council, designed to investiga... more This article describes a research study commissioned by a Scottish Council, designed to investigate aspects of educational provision in the first two years of secondary education and with the aim of generating a framework for the development of teaching and learning policies in the Council’s schools. The context for the research included the Council’s best value regime, the advice from HMI to schools on how the quality and outcomes of the educational experiences of pupils in S1 and S2 could be improved, and the concern of the Council at the prospective adoption by schools of practices derived from that advice, which contravened its own guidelines particularly on mixed ability classes. We report our findings in four key areas of educational provision: transition arrangements between primary and secondary school; timetabling and its effects on learning and teaching; coherence and core skills; and class organisation. Finally, we consider the difficulties of conducting objective and imp...
We would like to thank the Scottish Executive Education Department for the opportunity to contrib... more We would like to thank the Scottish Executive Education Department for the opportunity to contribute to policy process in the context of A Curriculum for Excellence by reviewing the recent literature on Curriculum Architecture. We would particularly like to thank the project manager at SEED for the way in which she managed this project and for the ongoing feedback we received. The Strathclyde team has worked hard under difficult circumstances. The team leaders are eternally grateful for the work that Colleen Clinton and Liz Seagraves did on the search process and to Summer Kenesson from QIE for her help and support from the outset. Thanks also are due to the staff who took time out of their busy schedules to work on
EDUCATION REVIEW- …, 1995
The research team would like to thank all those who made this such an enjoyable and challenging e... more The research team would like to thank all those who made this such an enjoyable and challenging exercise. The schools could not have been more hospitable and welcoming. The enthusiasm of everyone, and their willingness to give time and contribute ideas was gratifying and ...