Learning from the community: iterative co-production of a programme to support the development of attention, regulation and thinking skills in toddlers at elevated likelihood of autism or ADHD DOI Creative Commons
Alexandra Hendry, Victoria Hulks,

Shona Murphy

et al.

Research Involvement and Engagement, Journal Year: 2025, Volume and Issue: 11(1)

Published: Jan. 24, 2025

Abstract Programmes designed to support children with known, or increased likelihood of, autism ADHD often focus on reducing behaviours central a clinical diagnosis. However, supporting pursue their own goals and cope everyday life through fostering executive function (EF) development, without enforcing neuro-normative assumptions, may be more acceptable neurodivergent people, beneficial. The co-production process for this neurodiversity-affirming programme involved: Review of research priorities identified during published public-and-clinician consultations; iterative development two pilot rounds general community sample; consultation stakeholders (parents connection ADHD, alongside early years specialists, psychologists therapists) check acceptability the proposal, refine logic model materials. resultant programme—Supporting Toddlers develop strong Attention, Regulation Thinking skills (START)—involves three mechanisms change: child has appropriate play-based opportunities practise EF skills; Parenting linked EFs are encouraged; Parents empowered improve environmental-fit so that stressors reduced.

Language: Английский

Learning from the community: iterative co-production of a programme to support the development of attention, regulation and thinking skills in toddlers at elevated likelihood of autism or ADHD DOI Creative Commons
Alexandra Hendry, Victoria Hulks,

Shona Murphy

et al.

Research Involvement and Engagement, Journal Year: 2025, Volume and Issue: 11(1)

Published: Jan. 24, 2025

Abstract Programmes designed to support children with known, or increased likelihood of, autism ADHD often focus on reducing behaviours central a clinical diagnosis. However, supporting pursue their own goals and cope everyday life through fostering executive function (EF) development, without enforcing neuro-normative assumptions, may be more acceptable neurodivergent people, beneficial. The co-production process for this neurodiversity-affirming programme involved: Review of research priorities identified during published public-and-clinician consultations; iterative development two pilot rounds general community sample; consultation stakeholders (parents connection ADHD, alongside early years specialists, psychologists therapists) check acceptability the proposal, refine logic model materials. resultant programme—Supporting Toddlers develop strong Attention, Regulation Thinking skills (START)—involves three mechanisms change: child has appropriate play-based opportunities practise EF skills; Parenting linked EFs are encouraged; Parents empowered improve environmental-fit so that stressors reduced.

Language: Английский

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