Murin, M., Hellriegel, J., Mandy, W. (2016). Autism Spectrum Condition and the transition into secondary school: A handbook for implementing strategies in the mainstream school setting. JKP, London UK

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Due to her passion for supporting children and young people within Autism Spectrum in education, Marianna and her colleagues from Great Ormond Street Hospital and Institute of Child Health in London, conducted a three year research study into how environmental modification can lead to significant improvements in psychological functioning and outcomes. This practical handbook describes research-evaluated programme to make the transition from primary to secondary school as smooth as possible for children with Autism Spectrum. The first part of the book explains how to create individualised transition plans for each child and describes how school staff can collaborate effectively with parents and caregiver to facilitate preparation for transition. Part two contains a wealth of practical resources for use directly with pupils that help to address the most frequent support needs and how to implement these in the setting of mainstream secondary schools, including difficulties with planning an organisation, cognitive flexibility, language and communication, social integration and initiating and maintaining friendships.

“This is an indispensable resource for anyone working with young autistic people. There are so few programmes and resources designed specifically to support young autistic people as they make the transition to secondary school – until now. This handbook describes STEP-ASC, a new programme developed by clinical psychologists at the world-leading Great Ormond Street Hospital, demonstrated to help teachers and professionals ease the transition process for these young people” 

Professor Liz Pellicano, Director, Centre for Research in Autism and Education (CRAE), UCL Institute of Education, University College London.

“This book is essential reading for teachers, special needs coordinators, clinicians and parents caring for children with Autism Spectrum Conditions facing the sometimes challenging transition from primary to secondary education. It is clear, knowledgeable and insightful and contains a wealth of resources and materials that make up a ‘toolbox’ to help practitioners and parents support children through this process. I cannot recommend it more highly.”

Professor Tony Charman, Chair in Clinical Psychology, Institute of Psychiatry, Psychology and Neuroscience, King’s College London.

Mandy, W., Murin, M., Baykaner, O., Staunton, S., Cobb, R., Hellriegel, J., Anderson, S., Skuse, D. (2016). Easing the transition to secondary education for children with Autism Spectrum Condition: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Condition (STEP-ASC). Autism (DOI: 10.1177/1362361315598892) 

Mandy, W., Murin, M., Baykaner. O., Staunton, S., Cobb, R., Hellriegel, J., Anderson, S., Skuse, D. (2016). The transition from primary to secondary school in mainstream education for children with Autism Spectrum Condition. Autism (DOI: 10.1177/1362361314562616)

Gordon, K., Murin, M., Baykaner, O., Roughan, L., Livermore-Hardy, V., Skuse, D. & Mandy, W. (2014). A Randomised controlled trial of Pegasus, a psycho-educational programme for young people with high-functioning Autism Spectrum Condition. JCPP (DOI: 10.1111/jcpp.12304) 

Murin, M., Mandy, W., Baykaner, O., Anderson, S. & Skuse, D. (2013). What are the predictors of successful transition of children with ASC from primary to secondary mainstream school? IMFAR poster presentation. 

Murin, M., Brown-Wright, L., DeJong, M., Mandy, W. & Skuse, D. (2013) Does early maltreatment and abuse influence the development of social communication skills and contribute to the development of features consistent with autism? IMFAR poster presentation.

Anderson, S., Hellriegel. J., Murin, M., Mandy, W. & Skuse, D. (2013). Exploring views of school transition for children with ASC in the UK. IMFAR poster presentation.

Tobin, H., Staunton, S., Mandy, W., Skuse, D., Hellriegel, J., Baykaner, O., Anderson, S. & Murin, M. (2012). A qualitative examination of parental experiences of the transition to mainstream secondary school for children with Autism Spectrum Condition. Educational & Child Psychology, 29 (1), pp. 75-85. 

Gordon, K., Murin, M. & Mandy, W. (2012) Can PEGASUS psycho-educational programme improve the understanding, well-being and functioning of young people with an Autism Spectrum Condition and their families? A randomized controlled trial. IMFAR poster presentation. 

Murin, M., Willis, C., Minnis, H., Mandy, W., Hellriegel, J. & Skuse, D. (2010). Discriminating Reactive Attachment Disorder from Autism Spectrum Conditions: key symptoms and clinical characteristics. IMFAR poster presentation.

Hellriegel, J., Murin, M., Mandy, W. & Skuse, D. (2010). How accurate are teachers at estimating the cognitive abilities of children on the Autism Spectrum? IMFAR poster presentation.

Murin, M., Slator, L., Mandy, W. & Skuse, D. (2008) Do motor difficulties contribute to peer rejection and social isolation in ‘High-functioning’ children with Autistic Spectrum Disorders? IMFAR poster presentation.

Rutter, M., Kreppner, J., Croft, C., Murin, M., Colvert E., Beckett, C., Castle, J. & Sonuga-Barke (2007) Early adolescent outcomes of institutionally deprived and non-deprived adoptees. III. Quasi-autism. Journal of Child Psychology and Psychiatry, (48), pp 1200 – 1207.

International Molecular Genetic Study of Autism Consortium (2002) FOXP2 Is Not a Major Susceptibility Gene for Autism or Specific Language Impairment. Am. J. Hum. Genet.,70(5), 1318-1327.

International Molecular Genetic Study of Autism Consortium (2001) Further characterization of the autism susceptibility locus AUTS1 on chromosome 7q. Human Molecular Genetics, 10, 973-982.

International Molecular Genetic Study of Autism Consortium (2001) A Genomewide Screen for Autism: Strong Evidence for Linkage to Chromosomes 2q, 7q and 16p. Am. J. Hum. Genet., 69, 570-581

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