Browsing by Person "Baxter, Julie"

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Piloting a Home Visual Support Intervention with Families of Autistic Children and Children with Related Needs Aged 0–12
(MDPI, 2023-03-01) Rutherford, Marion; Baxter, Julie; Johnston, Lorna; Tyagi, Vaibhav; Maciver, Donald
Visual supports are an important intervention for autistic individuals and others with neurodevelopmental differences. However, families often report limited access to visual supports and lack of information and confidence in their use at home. This pilot study aimed to evaluate the feasibility and effectiveness of a home-based visual supports intervention. Methods: 29 families with children (n = 20 males; mean age 6.59 years [Range 3.64–12.21 years SD 2.57]) receiving support for autism or related needs participated in the study. Parents engaged in an individualised assessment and intervention process through home visits, completing pre- and post-measures. Qualitative methods were used to explore the parents’ experiences of the intervention. Results: The intervention led to a statistically significant improvement in parent-reported quality of life (t28 = 3.09, p = 0.005) and parent-reported perception of autism-specific difficulties (t28 = 2.99, p = 0.006). Parents also reported improved access to resources and relevant information and increased confidence in using visual supports at home. The home visit model was strongly supported by the parents. Conclusion: The results provide initial evidence of the acceptability, practicality, and utility of the home-based visual supports intervention. These findings suggest that outreach into the family home may be a beneficial mechanism for delivering interventions related to visual supports. This study highlights the potential of home-based interventions to improve access to resources and information for families and the importance of visual supports in the home setting.
Pupils’ views on visual timetables and labels in mainstream primary classrooms
(Bild, 2020-10-01) Rutherford, Marion; Lahood-Kullberg, Brittany; Baxter, Julie; Johnston, Lorna; Cebula, Katie
The use of visual timetables and other visual supports such as labelling materials, places and people with words, symbols and/or photos has been advocated by many to enhance communication and understanding, particularly for children with special educational needs. These are used by staff in mainstream and special settings, and parents and carers also often develop these for use at home. A number of studies have been conducted to explore the value of these from the perspective of the adults who implement them but few studies have sought to obtain the children’s views. In this paper, the authors who work at Queen Margaret University, (MR); within the NHS Lothian Speech and Language Therapy Department (MR); within the Additional Support for Learning Service (JB & LJ) in Edinburgh; and at the University of Edinburgh (BLK & KC) report on a study they conducted to gain the views of 109 pupils with (36) and without additional support needs (73) attending two mainstream primary schools. They conclude that most pupils in both groups found these useful but that they could be more involved in deciding how these were implemented and updated.
Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review
(Sage, 2019-08-26) Rutherford, Marion; Baxter, Julie; Grayson, Zoe; Johnston, Lorna; O’Hare, Anne
Visual supports are recommended in autism spectrum disorder clinical guidelines. They can reduce anxiety, increase predictability, support communication and improve participation. They are implemented regularly in schools but evidence about home visual supports is limited. This paper reports results of a scoping literature review, alongside qualitative evaluation with parents and professionals. We report findings from 34 studies, identifying 4 categories of visual support and heterogeneity in participant characteristics, intervention methods, environments and outcome measures. Qualitative data from questionnaires (n=101) and focus groups generated key themes about home visual supports, through thematic analysis: 1) Access 2) Participation focussed 3) Individualisation 4) Teaching methods 5) Consistency 6) Information and Training. We propose consensus with terminology and implications for practice and research.