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This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program.

The program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms.

Results indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining.

Overall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation.

This case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.

The purpose of this paper is to describe the lack of literature and research on command hallucinations (CHs) in D/deaf persons and make suggestions for assessment, instrument development and research into CHs in D/deaf persons. This is important since it is known that hallucinations are more common in persons with hearing impairment and because CHs are known to be associated not only with distress, but also suicide and homicide.

Articles on hallucinations and CHs in D/deaf persons are discussed in the context of existing literature on CHs in hearing persons.

When compared with the literature on hearing persons it is clear that very little is known about the prevalence of CHs in D/deaf persons and that there is a significant lack of research into emotional and behavioural responses to CHs in D/deaf persons. There is no knowledge about the effectiveness of cognitive behavioural therapy (CBT) for D/deaf persons who experience CHs. This is important since a CBT approach has been found to reduce risky compliance.

This paper makes recommendations for informed and evidence-based assessments of CHs in D/deaf persons; such assessments may have an important role in reducing risk and distress.

This is the first paper to review and consider CHs in D/deaf persons as a distinct clinical phenomenon. This paper makes recommendations for the assessment of D/deaf persons who experience CHs.

The aim of this paper is to investigate reasons for treatment non‐attendance for dual diagnosis women in secure psychiatric settings.

A semi structured interview was used to investigate patients' reasons for session non attendance on the day of non participation across four wards. Reasons for non attendance were grouped using the mulifactorial offender readiness model (MORM) categories of affective, volitional, behavioural, cognitive and external. Assignment of responses to categories was undertaken by a two person team and inter rater reliability was assessed.

Patients' rates of attendance varied by ward and level of security (low vs medium); and diagnosis. Systematic enquiry about the reasons for non attendance led to increased session attendance. Reasons for non attendance were cognitive reflecting negative evaluations of treatment and treatment outcomes. Psychological therapies and educational sessions were deemed the most important along with one‐to‐one clinician appointments.

Issues of treatment engagement and the timing of treatment interventions are major issues in the care of secure psychiatric patients, particularly those with a primary diagnosis of personality disorder. Findings highlight the importance of systematic enquiry about reasons for non attendance and suggest potential interventions designed to improve engagement.

This article aims to demonstrate the methods of information gathering and retrieval used in the BALTIC Library and Archive.

All methods described are based on current practices and future plans in the Library and Archive.

The article finds that organisations or individuals that do not form a part of a larger network of institutions can use this independence to their advantage.

This article will highlight some of the ways that small teams or even individuals can develop new digital skills to expand the scope of their archives.

This paper aims to develop a model that supports public organisations in making informed strategic decisions as to which public services are most suitable to be improved through co-creation. Thus, it first identifies the features that make public services (un)suitable for co-creation and then applies this knowledge to develop a multi-criteria decision support model for the assessment of their co-creation readiness.

The decision support model is the result of design science research. While its structure is determined by a qualitative multi-criteria decision analysis, its substance builds on a content analysis of Web of Science papers and over a dozen empirical case studies.

The model is comprised of 13 criteria clustered into two groups: service readiness criteria from the perspective of service users and service readiness criteria from the perspective of a public organisation.

The model attributes rely on a limited number of empirical cases and references from the literature review. The model was tested by only one public organisation on four of its services.

The paper shifts the research focus from organisational properties and capacity, as the key co-creation drivers and barriers, to features of public services as additional factors that affect the prospect of co-creation. Thus, it makes a pioneering step towards the conceptualisation of the idea of “service readiness for co-creation” and the development of a practical instrument that supports co-creation in the public sector.

Autistic individuals are employed and access higher education opportunities at significantly lower rates than their nondisabled peers (US Bureau of Labor Statistics [BLS], 2023; Newman, 2015). Schools are an optimal setting for intervention as most individuals access the school setting. However, traditional support to facilitate postsecondary transition effectively, such as transition plans, is currently lacking (Greene, 2018; Hughes et al., 2023). The authors of the present chapter conducted a systematic review to identify school-based interventions available for autistic youth intended to support the transition from high school to higher education, entrepreneurship, and employment. The data extraction methods used by the authors identified 19 articles on interventions. Across all studies, the authors found variation in the extent to which researchers addressed entrepreneurial skills and identified two key skill development areas across different intervention modalities: employability skills and interpersonal communication skills. Based on these results, the authors discuss available school-based programming intended to prepare autistic youth for postsecondary careers and entrepreneurial opportunities and the implications of existing interventions for practitioners and researchers interested in improving outcomes for autistic students as they transition to the workplace, particularly entrepreneurial endeavors.

This paper aims to understand the experiences of disabled doctoral students at one Aotearoa New Zealand University, identifying barriers to accessibility and meaningful participation, and enabling practices.

This research was underpinned by the social model of disability and used an explanatory sequential mixed methods approach. A survey comprising closed and freeform questions was distributed to all doctoral students. From the 64 respondents, 12 also took part in an unstructured, narrative interview. Data were analysed using a combination of methods: descriptive statistics, thematic analysis and poetic inquiry.

Findings are presented mainly as data poetry. The poems centre on complexities faced by disabled doctoral students, and articulate challenges, enabling practices and possibilities for the future encountered by students in this study. Findings are additionally supported with quotes from narrative interviews, open-ended survey questions and descriptive data analysis.

The poetic inquiry approach gives voice to the collective experiences of disabled students. The poetic texts bear witness to the intersections of disability, impairment, chronic illness, neurodiversity and doctoral study, and the lives of students who navigate these intersections. These poems voice and seek to be lightning-rods for social change.