GIS (Global Individual Support)

evaluation of support for caregivers in child day care and teachers in kindergarten

Developmental support for autistic children presents several challenges for caregivers in child day care and teachers in kindergarten. It is often difficult to include these children in daily activities in child day care or in the classroom. Some children have additional issues, such as melt downs or problems with eating or sleeping. Global Individual Support (GIS) is a short-term support program. Experienced professionals from home guidance services provide practical support and guidance to deal with these challenges in childcare and in school.

What? Global Individual Support (GIS)

For whom? Autistic children between 0 and 7 years old

Why? To support caregivers and teachers in their effort to maximize participation of autistic children in regular childcare or education

What is the research about?

Development of a support program using the expertise of home guidance services in childcare and school
Through an online survey with caregivers and teachers, we will gain more insight into their support needs. Concrete objectives will be developed inspired by these needs in a working group with professionals from home guidance services. After reviewing the scientific literature, the working group then develops a manual in which the objectives and methods of the support program are described. Teachers and caregivers will participate in a study on their experiences with the program through questionnaires, interviews and focus groups. In this way, GIS can be optimally adjusted to what is needed in childcare and in school.

What impact does GIS have on the children and caregivers / teachers?
An observational and survey study will be performed in child day care centres and in schools. Observations of the interaction between child and caregiver or teacher in the inclusive context, before and after GIS, will be used to examine how both the child’s and the adult’s behaviour changes as a result of the support program. Teachers and parents complete questionnaires at different time points to map the effect on the child’s behaviour (e.g., social skills, language, play, emotion regulation). We also use questionnaires to examine how the behaviour of the caregiver or teacher towards the autistic child and the perception of the relationship with the child change. Furthermore, satisfaction of parents and teachers will be assessed.

For questions about GIS:

In collaboration with

Liga Autisme Vlaanderen (Het Raster, Limburgse Stichting Autisme, Tanderuis en Victor)
Chloè Bontinck (Liga Autisme Vlaanderen), Inge Depreeuw (Het Raster), Ilse Dedroog (LSA), Christel Cloetens (Tanderuis), Lien Devriese (Victor)

Contact person ACCA
Sara Van der Paelt