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Autism or autistic spectrum disorder (ASD) is a lifelong neurodevelopmental condition that affects around 700,000 people in the UK. Until recently knowledge of autism prevalence was mainly restricted to children, but in 2007 the Adult Psychiatric Morbidity Survey (APMS) included for the first time a measure of ASD. Professor Traolach (Terry) Brugha and his group developed an innovative methodology to measure the prevalence of autism in adults — previously not thought possible — and found it to be just over 1% of the population studied. The evidence collated by the Social and Epidemiological Psychiatry group has led to a range of actions across central and local government as well as the charitable sector, and since 2010, has transformed diagnostic and support services. It has also improved professional training, changed attitudes across society and reduced the isolation and exclusion that adults with autism often face.
Dr Rosa Hoekstra engages in research on the biological, cultural and cognitive aspects of autism, and in communicating the findings of these studies to a wider audience. Her involvement in developing a rapid quantitative instrument of autistic traits has aided diagnostic practice. Through The Open University's OpenLearn website and open educational resources associated with the Health Education And Training (HEAT) programme, Hoekstra contributes to raising autism awareness both in the UK and abroad.
The AHRC-funded project `Imagining Autism' has had a significant, and in some cases life-changing, impact on the participants and their families, as well as on educational psychologists, charities and experts working in the fields of autism and cognitive functioning. The impacts are two-fold:
The project has challenged stereotypes and departed from skills-based interventions (which focus narrowly on specific cognitive or social skills, such as counting, or dressing) prevalent in education and health settings, leading to new understandings of the capabilities of a marginalised group. It has demonstrated its capacity to transform lives.
In 1999 Kerstin Dautenhahn proposed a new multidisciplinary research direction encompassing robotics, psychology, assistive technology, interaction design, human-robot interaction and autism therapy. In 2005 she began developing the humanoid robot Kaspar, whose evaluations suggested therapeutic suitability for children with autism. Ongoing research a) led to the development of appropriate human-robot interaction technology, interaction scenarios and methodological approaches b) stimulated national and international public discourse on robot-assisted therapy for children with autism; and c) informed practitioners' views on using robot technology in autism therapy. A former doctoral student also exploited her Hertfordshire training via an international robotics start-up marketing toys for children with autism.
We addressed a serious mismatch between increasing rates of autism diagnosis across Europe and the shortage of professionals skilled in effective treatment provided by Applied Behaviour Analysis (ABA; www.bacb.com). A parent-lead charity (PEAT) was established in N. Ireland (www.peatni.org); teams from 7 European countries adapted our multimedia training resources (www.stamppp.com); Masters and Certificate level courses were established. Government documents informing policy in Scotland and New Zealand were corrected. Schools and charities in the Republic of Ireland, Poland, and Portugal, and other Masters level courses subsequently appeared in Ireland (http://tinyurl.com/cxpo66m). Simple Steps NI Ltd. was established involving PEAT and Manleys (http://www.manleys.co.uk).
Four staff align with impact in the interdisciplinary field of Childhood Studies; Broadhead, Brock, Moss and Potter. Their research examines different, related aspects of early to late childhood. The impact is evident in several domains. Research has contributed to policy and professional development in relation to the early years and autistic spectrum disorders. It has enhanced pedagogies in schools concerning play and children's social participation. It has improved communication with children through the development of play approaches and approaches for those children diagnosed on the autistic spectrum. It has contributed to childhood workforce skill enhancement in relation to the early years and men's professional and familial involvement with children. This research has also informed public awareness of children's perspectives and experiences through the use of media and other forms of public engagement.
Our research has had substantial impact on the mental health and welfare of children with suspected autistic disorders, on their education, on the well-being of their families, and on the activities of healthcare professionals and their services for children in both paediatric and psychiatric practice. We developed a new diagnostic test for autistic spectrum disorders, which allows for better, more reliable diagnosis of these conditions. The test has been included in healthcare guidelines and professional standards in the UK and many other countries around the world, including influencing the revision of the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-5).
This case study describes the impact of research into early childhood education and care (ECEC), highlighting significant findings, outputs, pathways to change and impacts for early education and care services for children under three. Impacts have been substantial, including increased awareness of this `phase'; improved access to professional development; democratic practitioner participation and improved practitioner knowledge. Additionally, influence on policy debate about childcare, changes to organisational policies and practices in the public sector, and commercial development in the private sector, are described. The reach of the impact ranges from individual to organisational levels and local to international contexts.
This case study has two strands:
Research in the Unit impacts on the training and professional development of teachers and the inclusion of pupils vulnerable to underachievement, including those with special educational needs (SEN) or from disadvantaged areas; and in the Further Education (FE) sector with disengaged learners, or young Black men. It has developed specialised skills in new teachers for teaching diverse learners (a UK government priority) and informed reforms in the initial teacher-training curriculum. Research with experienced teachers has informed inclusive education guidance provided to international education agencies, LEAs, and schools; and to FE colleges nationally, thereby impacting upon the learning of children and young people.