PhD student, writing up stage.
I am undertaking an action research case study into the effect of adult style on the spontaneous communication of young children with autism at school. The main research question that I aim to answer is: ‘How and why do children with autism initiate communication before and after the implementation of an intervention which focuses on adult style?’
Six children and three members of staff have participated in my study. Each child has been video recorded for a total of 2 hours across different activities (baseline). Then, an intervention on communication enabling adult style was presented to the staff supplemented by videos of their own practice taken at baseline. The intervention was put in practice –after a month of piloting- and each child was recorded for another 2 hours across the same activities to check pre and post intervention differences in their spontaneous communication (e.g. frequency, methods, functions, partners, activities). A follow up study was conducted a year after the main part of the study to check whether the changes in children’s communication and staff’s practice were maintained.
The impact of adult style on social communication skills in young children with autism and learning difficulties.
Use of technology enhanced learning environments to enable social communication for children on the spectrum.
Play skills in children with autism and learning difficulties.
Dr. Glenys Jones (main supervisor) and Dr. Karen Guldberg (joint supervisor)
Greek Public Welfare Foundation "Propondis"
Membership of Research and Professional Organisations
British Psychological Society, Graduate member.
National Autistic Society.
Autism West Midlands.
Kossyvaki, L. ‘Adult Interactive Style and its Impact on the Spontaneous Communication of Children with Autism in the Classroom’, The National Autistic Society’s Professional Conference: Working Together for Better Outcomes, 28th-29th February 2012, Manchester.
Kossyvaki L. ‘Using action research in special education: advantages and challenges’, 10th research student conference Curiosity driven or improving policy and practice. What's the point of University research in an age of austerity?, 19th November 2011, School of Education, University of Birmingham, Birmingham.
Kossyvaki L., Jones, G. and Guldberg, K. ‘Spontaneous communication of children with autism at school and the impact of teaching staff’s interactive style’ (in Greek), 3rd Conference on Autism Spectrum Disorders: Therapeutic- Educational Interventions, 22nd-23rd October 2010, Mesologi, Greece.
Mademtzi, M., Guldberg, K. and Kossyvaki, L. ‘ECHOES II: A technology-enhanced learning environment for improving children’s with autism joint attention’ (in Greek), 3rd Conference on Autism Spectrum Disorders: Therapeutic-Educational Interventions, 22nd-23rd October 2010, Mesologi, Greece.
Kossyvaki, L. (2011) Autism, play and social interaction by Gammeltoft, L. and Sollok Nordenhof M (2007). Book reviewed in Good Autism Practice, 12 (1), 94.
Kossyvaki, L., Jones, G. and Guldberg, K. The effect of adult style on young children with autism at school, Autism Conference Communication: the Key to Success, 20th May 2011, Edge Hill University, Ormskirk, Lancashire.
Kossyvaki, L. The effect of adult style on the communication of young children on the autism spectrum, 9th research student conference ‘’Education Researchers: Research for Change’’, 5th July 2010, School of Education, University of Birmingham