David Preece

The University of Northampton | UN · School of Education

Though professionals working with children on the autism spectrum who display challenging behaviour routinely receive training in the use of both positive behavioural support techniques and physical interventions, such training is rarely provided for the parents of these children. This article reports on the impact of training provided for family m...

Much research has been undertaken examining the impact of living with autism on the family. However our understanding of life in families with children on the autism spectrum is predominantly based on research carried out with parents. Even when siblings are the specific focus of the study, parental report may be the primary data source. Furthermor...

Accessible summary• Children with autism spectrum disorders (aged 7–18 years) were interviewed about their experience of living at home and in short term care.• Parents and caregivers were also interviewed and, when the child had little or no speech, he or she was observed in both settings.• Pictures and schedules were used to prompt the children b...

This article reflects on how the first author has adapted aspects of the TEACCH structured teaching approach — developed for use with students with autism — in her work with students with multiple disabilities and visual impairment (MDVI) in a special secondary school for students with severe learning difficulties in England. A brief overview of th...

Short break services in a UK county were studied using a postal survey of 256 families with a child with an autistic spectrum disorder (ASD). Results confirmed high degrees of stress and low levels of informal support for all families, but no significant difference in the informal support available to non-users as compared to users of short break s...

Effective education is a crucial intervention for children with autism spectrum disorder (ASD) and it is vital that teachers are confident and appropriately skilled. However, a significant shortfall has been identified regarding teacher confidence and skills, both globally and more specifically regarding Central/Eastern Europe and the Balkans. To b...

It has been identified that coastal communities (local authorities with coastal borders) face greater hardships that inland areas, with higher economic and social deprivation, low pay, and elevated unemployment and health issues. This British Academy funded study uses a qualitative methodology to explore the experience of families living with auti...

Autism affects over 2% of the school population in England. Education has proven to be an effective intervention strategy that improves the quality of life of children with autism and their families. However, governmental austerity policies have increased disadvantage in coastal areas of England with a detrimental impact on people with disabilities...

Legislation and policy within Croatia, the Republic of North Macedonia and Poland supports the educational inclusion of children with autism; however, such inclusion is nascent in these countries. A survey of experienced teachers working directly with children with autism in both inclusive and special schools was undertaken in winter 2018–19. Five...

This paper discusses the published literature regarding training for teachers with regard to autism spectrum disorder (ASD). A critical literature review was carried out of papers published in English regarding this topic over the past 20 years as part of the mapping activity undertaken to develop a training programme for teachers in Croatia, Polan...

Information and support for families of children on the autism spectrum is limited in south‐east Europe. A three‐year project, Equity and Social Inclusion Through Positive Parenting (ESIPP), was established to develop and provide parent education (PE) in autism for families in Croatia, Cyprus and North Macedonia. This paper presents findings from C...

Introduction: Impact is a key concept in all aspects of research and development activity. The extent to which it is effectively identified can affect research activity at all levels: from whether an individual project is funded, to the funding granted to – and the reputations of – entire institutions. Funding for research and other activity suppor...

Data were collected from heads of households across Bhutan to gain insights regarding children with disabilities up to 18 years in Bhutan. Fieldwork was conducted by local enumerators, trained by researchers from the UK who analysed and interpreted the data. Results indicate that whilst there are largely positive attitudes towards children with dis...

This paper draws upon my research over the past 15 years – and professional practice over an even longer period – to identify factors that contribute to successful cross-disciplinary working in autism, and which can support positive outcomes for individuals on the autism spectrum. These factors include - worker attributes, including their professio...

Results of Mapping Activity from the initial phase of this project

Findings of ESIPP project - post-project poster outlining the project, its findings and impact.

Explanation and findings from the European Union-funded project that was part of the activities of the European Year of Cultural Heritage 2018 conducted in the Museum of Macedonian struggle - Skopje. Its aim was to promote the cultural heritage in the existing museum collections by enhancing accessibility; and to initiate future development of muse...

First presentation regarding our research project on the experience of families living with autism in rural coastal communities in England

Introduction to the ASD-EAST teacher education in autism project, and an overview of the findings of the initial mapping activity.

Introduction to the ASD-EAST project

It has been theoretically and practically proven that Autism Spectrum Disorder affects the whole family. Family education is very important for understanding child’s condition and behavior. That kind of education usually is developed in US and Western countries and it is typically unavailable in South-East Europe and Balkans. Therefore, the ESIPP (...

Overview of ESIPP project.

The challenges of providing education for a heterogeneous student population (in respect of gender, poverty levels, language and learning aptitude and level) have been major issues in refining Bhutanese policy and practice. These challenges are noted in respect of children with ‘special needs’ in the Bhutan Education Blueprint, 2014–24 (NSB/MoE/UNI...

This report discusses the activity of the 3-year Equity and Social Inclusion through Positive Parenting (ESIPP) project. The project promoted and contributed to equity and social inclusion by improving the skills, knowledge and understanding of parents of children on the autism spectrum through the development and provision of parent education (PE)...

Educating parents of children with ASD about the condition benefits both child and family. However, such programmes are typically unavailable in Southeast Europe. To address this, the ESIPP project developed, provided and evaluated education in autism to over 330 Croatian, Cypriot and Macedonian parents. A parent education curriculum and locally di...

Map current good practice and scope areas needing development with regard to the educational inclusion of children with ASD in Croatia, FYR of Macedonia and Poland Develop a model training programme and materials for specialist teachers supporting the educational inclusion of children and young people with ASD in these countries Use these materials...

This poster was designed for the INSAR 2018 conference in Rotterdam, May 2018, and describes the ESIPP project and findings to date.

This presentation describes the activity of the ESIPP project and findings to date.

School refusal is an important factor impacting upon poor outcomes for adolescents and youth. Individuals with autism spectrum disorder (ASD) experience characteristic difficulties regarding social interaction and communication, rigidity of thinking and sensory sensitivities. These difficulties, coupled with the heightened anxiety that many on the...

Autism spectrum disorder (ASD) is identified as having a significant impact on family life. Educating parents of children with ASD about the condition benefits both child and family. However, such programmes are typically unavailable in South-east Europe. To address this, the ESIPP project developed, provided and evaluated parent education for Croa...

Purpose: Autism Spectrum Disorder (ASD) is a lifelong developmental disability characterised by difficulties in social interaction and social communication, and restricted and repetitive behaviour (American Psychiatric Association, 2013). Despite its prevalence the world over, there is a paucity of research in some areas such as education, particul...

Presentation given at the European University Cyprus. Update regarding ESIPP project.

Purpose: Autism Spectrum Disorder (ASD) is a lifelong developmental disability characterised by difficulties in social interaction and social communication, and restricted and repetitive behaviour (American Psychiatric Association, 2013). Despite its prevalence the world over, there is a paucity of research in some areas such as education, particul...

Families living with autism spectrum disorder (ASD) face many challenges, affecting not only the child with ASD and development but also family functioning and quality of life. Parent education (PE) in ASD has been identified as a priority intervention for this group both internationally and nationally. However, though there is a large body of lite...

Families living with autism spectrum disorder (ASD) face many challenges, affecting not only the child with ASD and development but also family functioning and quality of life. Parent education (PE) in ASD has been identified as a priority intervention for this group both internationally and nationally. However, though there is a large body of lite...

General description: Autism challenges traditional parenting styles, and can make parents feel deskilled and disempowered, especially if little information or support is available to them. Giving accurate information about autism to parents, and teaching them to adapt their parenting using good autism practice has been shown to be effective in impr...

Parent training has been shown to be an important means of supporting families living with autism – but such services are not universally accessible. A multinational project funded by the European Commission has been developed in order to establish such parent training in three south-eastern European countries. To ensure that the training was...

Uvod: Autizam je doživotno stanje koje može imati značajan uticaj ne samo na pojedinca s autizmom, nego i na roditelje, braću, sestre i širu porodicu. Na području jugoistočne Evrope psihosocijalna podrška roditeljima dece sa autizmom je slabo razvijena. Ovaj rad se odnosi na trogodišnji ESIPP projekat (septembar 2015.-avgust 2018.) finansiran iz Er...

Η εκπαίδευση των οικογενειών με μέλος/η με αυτισμό θεωρείται σημαντικό μέσο για την υποστήριξη των ίδιων των οικογενειών. Παρόλα αυτά σχετικές δομές και προγράμματα δεν είναι ιδιαιτέρως διαθέσιμα ούτε στην Κύπρο ούτε και αλλού. Η εργασία αυτή έχει σκοπό να παρουσιάσει τα ευρήματα έρευνας επισκόπησης μέσω ερωτηματολογίου των σχετικών αναγκών οικογεν...

ESIPP – parent education in autism Jasmina Troshanska1, David Preece2, Loizos Symeou3, Katerina Mavrou3, Eleni Teodorou3, Jasmina Stošić4, Jasmina Fray Škrinjar4, Ron Fortuna5, Nefi Charambalos Darden6, Aurelie Baranger7, Sanja Blažević8, Julia Hardcastle9& Vladimir Trajkovski1 1Macedonian Scientific Society for Autism, 2University of Northampton;...

Autism can challenge traditional parenting styles, causing parents to feel deskilled and disempowered, especially when little information or support is available to them. The provision of accurate information about autism and teaching parents how to adapt their parenting using good autism practice has been shown to be effective in improving persona...

This document reports the findings of a research study evaluating a project supportingt the re-engagement with learning and education of students on the autism spectrum with high anxiety who were currently out of education. The research was designed to address the following research questions: • What has been the impact of the project on helping y...

Autism can challenge traditional parenting styles, causing parents to feel deskilled and disempowered, especially when little information or support is available to them (Dunn et al., 2001) and impacting on parental well-being and quality of life (Benjak, 2011; Benjak et al., 2009; Mouzourou et al., 2011). The provision of accurate information abou...

Multi-sensory storytelling (MSST) is an approach to storytelling in which ‘stories are not simply told but can be experienced with all our senses’ (Fornefeld, 2013). The act of narration is supported by the use of relevant objects, chosen for their sensory qualities (e.g. feel, smell, sound, weight, temperature) and for their appeal and relevance t...

Presentation given at workshop discussing development and delivery of parent training in Croatia, Cyprus and the Former Yugoslav Republic of Macedonia.

NB: This is an abbreviated version of the original AshokaU 2016 Exchange abstract. This presentation focuses on the evaluation of a programme of Changemaker Student Awards developed and undertaken by an AshokaU university in England to engage and reward children and young people in partner schools for their social entrepreneurship and innovation. T...

NB: This is an abbreviated version of the original AshokaU 2016 Exchange abstract. This presentation focuses on the evaluation of a programme of Changemaker Student Awards developed and undertaken by an AshokaU university in England to engage and reward children and young people in partner schools for their social entrepreneurship and innovation. T...

This article reports on research undertaken to investigate how multi-sensory storytelling (MSST) was being used within schools for students with profound and multiple learning difficulties and other special educational needs. Semi-structured interviews (n = 27) and observations (n = 18) were undertaken in five schools in the East Midlands and south...

Successful partnership working with families has long been identified as a vital component of effective programmes across education, public health and social care (Early and GlenMaye, 2000; MacKean et al., 2005; Milbourne, 2005). Where families include children with special educational needs and/or disabilities (SEND), the importance of working in...

‘All students studying for a Masters’ Degree in Education at the University of Northampton are required to carry out an independent piece of research and to present this in the form of a dissertation. Before they are able to do this, they have to undertake training in the use of research methods in education…we felt that there was room for developm...

‘All students studying for a Masters’ Degree in Education at the University of Northampton are required to carry out an independent piece of research and to present this in the form of a dissertation. Before they are able to do this, they have to undertake training in the use of research methods in education…we felt that there was room for developm...

A University since 2005, Northampton comprises six Schools and 14,000 students and has embarked on a programme of major changes, asserting itself a leader in social enterprise and innovation and planning a new campus. Our School of Education has a good reputation for teaching but despite its current tally of 40 PhD students it is less renowned for...

In this paper I consider some of the tensions and problems that can arise, and that need to be addressed, in attempting to undertake research with hard to reach groups of ‘subjects’. In terms of my research this specifically relates to studies undertaken families that include children on the autism spectrum (including the children on the spectrum t...

Poster presented at Autism Europe Conference, Budapest September 2013

Presentation on parent education/autism given in Ohrid, Macedonia October 2013.

This article identifies the importance of short breaks (respite care) services to many families with children with autism spectrum disorder (ASD), as well as the obstacles that may prevent families accessing such services. Factors that families with children with ASD identify as helpful in making short breaks successful are discussed and reference...

This article discusses the need for specialist social care support for individuals with autism spectrum disorders (ASD) and their families. It outlines how services for this group have been developed in England, making particular reference to services in Northamptonshire, a local government area with a population of 650,000, where a coordinated mul...

The authors describe the work of a team whose main focus is to work with families on areas that are presenting difficulties for the child and the family in the home setting. The rationale for their work is given and the criteria for involvement is discussed and defended. Two case studies illustrate the type of work done and comments from parents sh...

How social workers perceive autistic spectrum disorders (ASD) will inevitably impact upon how they assess the needs of children with ASD and their families, and upon the types of service or interventions they seek to provide to meet those needs. However, little is known of social workers’ understanding of the condition. Using a research instrument...

'Structured Teaching', as advocated by the TEACCH approach (Treatment and Education of Autistic and related Communication handicapped CHildren) is widely used to promote independence and facilitate teaching and learning for individuals with autistic spectrum disorders (ASD). Key principles underpinning the approach include assessment and individual...

There has been a steady increase in the number of children diagnosed as having an autistic spectrum disorder (ASD). Consequently, demand for services to meet the needs of these children and their families has increased. Northamptonshire County Council's approach to addressing the needs of this group has been through the development of multi-agency...

Consultation with children receiving services from social services departments is required by international and national legislation. Research has been undertaken examining the experience of children with disabilities receiving short-term care. However, none of these studies has focused on autistic spectrum disorders (ASDs). The present paper sugge...

Consistency of approach across environments is an integral part of service delivery for children with autistic spectrum disorders in Northamptonshire. These services use the 'structured teaching' approach developed by Division TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children). A collaborative, multi-discipl...