Outputs (21)

A Scoping Review of School-Based Strategies for Addressing Anxiety, Intolerance of Uncertainty and Prediction in Autistic Pupils (2023)
Journal Article
Emerson, A., & Costley, D. (2023). A Scoping Review of School-Based Strategies for Addressing Anxiety, Intolerance of Uncertainty and Prediction in Autistic Pupils. Education Sciences, 13(6), Article 575. https://doi.org/10.3390/educsci13060575

In a typical school day, young people need to do many tasks which rely on the ability to predict. Since prediction underpins cognitive and social skills, difficulties with prediction lead to multiple challenges to learning. In this review, we conside... Read More about A Scoping Review of School-Based Strategies for Addressing Anxiety, Intolerance of Uncertainty and Prediction in Autistic Pupils.

Trying to solve the ‘worst situation’ together: participatory autism research (2022)
Journal Article
Costley, D., Emerson, A., Ropar, D., Sheppard, E., McCubbing, A., Campbell Bass, S., …Ward Penny, J. (2022). Trying to solve the ‘worst situation’ together: participatory autism research. Educational Action Research, 1-18. https://doi.org/10.1080/09650792.2021.2019075

The importance of participatory autism research is discussed in relation to a project involving six autistic researchers and five non-autistic university researchers collaborating to investigate anxiety in autistic adolescents. The paper describes th... Read More about Trying to solve the ‘worst situation’ together: participatory autism research.

The anxiety caused by secondary schools for autistic adolescents: In their own words (2021)
Journal Article
Costley, D., Emerson, A., Ropar, D., & Sheppard, E. (2021). The anxiety caused by secondary schools for autistic adolescents: In their own words. Education Sciences, 11(11), Article 726. https://doi.org/10.3390/educsci11110726

Secondary schools are increasingly becoming inclusive of all students whatever their individual needs, but we question whether teachers understand enough about specific needs in order to effectively support all their students. Research indicates that... Read More about The anxiety caused by secondary schools for autistic adolescents: In their own words.

Evaluation of a group webinar and individual video-conferencing support program designed to upskill staff working with children with autism in regional and remote areas (2020)
Journal Article
Johnsson, G., Lincoln, M., Bundy, A. C., Costley, D., & Bulkeley, K. (2022). Evaluation of a group webinar and individual video-conferencing support program designed to upskill staff working with children with autism in regional and remote areas. Health Education, 122(2), 150-163. https://doi.org/10.1108/HE-08-2020-0077

Purpose: The rollout of individualised disability funding in Australia resulted in an increased demand for services for people with a disability, particularly support for the high percentage of Australians with autism spectrum disorder. Continuing pr... Read More about Evaluation of a group webinar and individual video-conferencing support program designed to upskill staff working with children with autism in regional and remote areas.

Facilitators and Barriers to Inclusion of Students With Autism Spectrum Disorder: Parent, Teacher, and Principal Perspectives (2020)
Journal Article
Stephenson, J., Browne, L., Carter, M., Clark, T., Costley, D., Martin, J., …Sweller, N. (2021). Facilitators and Barriers to Inclusion of Students With Autism Spectrum Disorder: Parent, Teacher, and Principal Perspectives. Australasian Journal of Special and Inclusive Education, 45(1), 1-17. https://doi.org/10.1017/jsi.2020.12

The inclusion of students with autism spectrum disorder (ASD) is increasing, but there have been no longitudinal studies of included students in Australia. Interview data reported in this study concern primary school children with ASD enrolled in mai... Read More about Facilitators and Barriers to Inclusion of Students With Autism Spectrum Disorder: Parent, Teacher, and Principal Perspectives.

The Association Between Parent Engagement and Child Outcomes in Social Skills Training Programs: Discovering the Secret Agent Society in Partnership (2020)
Journal Article
Costley, D., Baldwin, S., Clark, T., Howlin, P., Taffe, J. R., Beaumont, R., …Sofronoff, K. (2020). The Association Between Parent Engagement and Child Outcomes in Social Skills Training Programs: Discovering the Secret Agent Society in Partnership. Australasian Journal of Special and Inclusive Education, 44(1), 46-59. https://doi.org/10.1017/jsi.2020.2

Previous research in clinical, community, and school settings has demonstrated positive outcomes for the Secret Agent Society (SAS) social skills training program. This is designed to help children on the autism spectrum become more aware of emotions... Read More about The Association Between Parent Engagement and Child Outcomes in Social Skills Training Programs: Discovering the Secret Agent Society in Partnership.

Implementation, Evalution and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting (2019)
Journal Article
Beaumont, R. B., Smith-Merry, J., Costley, D., Howlin, P., Sofronoff, K., Roberts, J., …Einfeld, S. L. (2019). Implementation, Evalution and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting. International Journal of Special Education, 34(1), 95-108

Socialization difficulties in children with an Autism Spectrum Disorder (ASD) are often associated with peer rejection and impaired academic achievement. Schools might appear to offer an ideal setting for social-emotional skills (SES) instruction. Ho... Read More about Implementation, Evalution and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting.

A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success (2019)
Journal Article
Carter, M., Stephenson, J., Clark, T., Costley, D., Martin, J., Williams, K., …Sweller, N. (2019). A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success. Research in Autism Spectrum Disorders, 68, Article 101452. https://doi.org/10.1016/j.rasd.2019.101452

Background: There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia s... Read More about A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success.

Utilisation of an intervention to support students on the autism spectrum: examining teachers' responses to Finished! the On-task Toolkit (2019)
Journal Article
Costley, D., Macdonald, L., Trembath, D., Ashburner, J., Haas, K., & Keen, D. (2020). Utilisation of an intervention to support students on the autism spectrum: examining teachers' responses to Finished! the On-task Toolkit. Journal of International Special Needs Education, 23(2), 79–91. https://doi.org/10.9782/17-00019

A number of studies have demonstrated visual schedules and work systems to be effective in assisting students on the autism spectrum to stay on-task and work independently in special-education settings. However, evidence of effectiveness does not ens... Read More about Utilisation of an intervention to support students on the autism spectrum: examining teachers' responses to Finished! the On-task Toolkit.

The use of visual schedules and work systems to increase the on-task behaviour of students on the autism spectrum in mainstream classrooms (2018)
Journal Article
Macdonald, L., Trembath, D., Ashburner, J., Costley, D., & Keen, D. (2018). The use of visual schedules and work systems to increase the on-task behaviour of students on the autism spectrum in mainstream classrooms. Journal of Research in Special Educational Needs, 18(4), 254-266. https://doi.org/10.1111/1471-3802.12409

Apparent differences in executive function can lead to challenges for students on the autism spectrum in mainstream settings. Difficulties with staying on-task and transitioning between tasks or task elements can interfere with students’ participatio... Read More about The use of visual schedules and work systems to increase the on-task behaviour of students on the autism spectrum in mainstream classrooms.