References
- Beauchaine, T., and S. Crowell. 2020. The Oxford Handbook of Emotion Dysregulation. 1st ed. New York: Oxford University Press.
- Ben-Arieh, A., F. Casas, I. Frønes, and J. Korbin. 2014. Multifaceted Concept of Child Well-Being. Dordrecht: Springer Netherlands.
- Bonnello, C. 2022. “Wellbeing and Mental Health in the Classroom.” https://www.autism.org.uk/advice-and-guidance/professional-practice/wellbeing-school.
- Brookfield, S. 2017. Becoming a Critically Reflective Teacher. Newark: Wiley.
- Cummings, M. 2024. “YPAR and Powerful Partnerships for Change: Reconceptualisations of Youth-Led Participatory Action Research and Catalytic Validity.” Educational Action Research 32 (2): 1–23. https://doi.org/10.1080/09650792.2023.2299311.
- Denscombe, M. 2014. The Good Research Guide. 5th ed. Maidenhead: McGraw-Hill Education.
- Elliott, J. 1991. Action Research for Educational Change. 1st ed. Milton Keynes: Open University Press.
- Fielding, N., and R. Lee. 1998. Computer Analysis and Qualitative Research. London: Sage.
- Firth, J. 2019. The Teacher’s Guide to Research. London: Routledge.
- Greenwood, D., and M. Levin. 2007. Introduction to Action Research: Social Research for Social Change. Thousand Oaks: Sage Publications.
- Hanks, J. 2021. “Co-Production and Multimodality: Learners as Co-Researchers Exploring Practice.” Educational Action Research 29 (3): 462–482. https://doi.org/10.1080/09650792.2020.1812417.
- Hernandez, M. 2021. “The Difference Between Social Awkwardness and Autism.” https://www.achievebeyondusa.com/the-difference-between-social-awkwardness-and-autism/.
- Khan, R., R. Grijalva, and A. Enriquez-Gates. 2019. “Teachers As Change Agents: Promoting Meaningful Professional Development Using Action Research to Support International Educational Reform.” Forum for International Research in Education 5 (2): 214–225. https://doi.org/10.32865/fire201952167.
- Knott, F., A. Dunlop, and T. Mackay. 2006. “Living with ASD: How Do Children and Their Parents Assess Their Difficulties with Social Interaction and Understanding?” Autism: The International Journal of Research & Practice 10 (6): 609–617. https://doi.org/10.1177/1362361306068510.
- Kornblith, H. 2012. On Reflection. Oxford: Oxford University Press.
- Koshy, V. 2005. Action Research for Improving practice. 1st ed. London: Chapman.
- Lewin, K. 1946. “Action Research and Minority Problems.” Journal of Social Issues 2 (4): 34–46. https://doi.org/10.1111/j.1540-4560.1946.tb02295.x.
- Martella, R., R. Nelson, R. Morgan, and N. Marchand-Martella. 2013. Understanding and Interpreting Educational Research. New York City: Guildford Press.
- McKenzie, G., J. Powell, and R. Usher. 1997. Understanding Social Research. Florence: Taylor & Francis Group.
- Munn-Giddings, C. 2021. Research Methods & Methodologies in Education. 3rd ed. London: Sage.
- The National Autistic Society. 2022. “What Is Autism?” https://www.autism.org.uk/advice-and-guidance/what-is-autism.
- Newby, P. 2014. Research Methods for Education. 2nd ed. London: Routledge.
- Nuthall, G. 2004. “Relating Classroom Teaching to Student Learning: A Critical Analysis of Why Research Has Failed to Bridge the Theory-Practice Gap.” Harvard Educational Review 74 (3): 273–306. https://doi.org/10.17763/haer.74.3.e08k1276713824u5.
- Paulus, T., M. Woodside, and M. Zieglar. 2008. “Extending the Conversation: Qualitative Research As Dialogic Collaborative Process.” Qualitative Report 13 (2): 226–243.
- Pickard, A., and S. Childs. 2013. Research Methods in Information. 2nd ed. London: Facet.
- Pine, G. 2009. Teacher Action Research. Los Angeles: Sage.
- Rauch, F., A. Schuster, T. Stern, M. Pribila, and A. Townsend. 2014. Promoting Change Through Action Research. Rotterdam: Brill.
- Rice, C., M. Rosanoff, G. Dawson, M. Durkin, L. Croen, A. Singer, and M. Yeargin-Allsopp. 2012. “Evaluating Changes in the Prevalence of the Autism Spectrum Disorders (ASDs).” Public Health Reviews 34 (2): 1–22. https://doi.org/10.1007/BF03391685.
- Russell, G., S. Stapley, T. Newlove-Delgado, A. Salmon, R. White, F. Warren, A. Pearson, and T. Ford. 2021. “Time Trends in Autism Diagnosis Over 20 Years: A UK Population‐Based Cohort Study.” The Journal of Child Psychology and Psychiatry 63 (6): 674–682. https://doi.org/10.1111/jcpp.13505.
- Schön, D. 2017. The Reflective Practitioner. Aldershot: Academic Publishing Group.
- Tao, T., L. Wang, C. Fan, and W. Gao. (2014). “Development of self-control in children aged 3 to 9 years: Perspective from a dual-systems model.“ Scientific Reports 4 (1): 1–5.
- Townsend, A. 2013. Action Research. Maidenhead: Open University Press.
- UK Government. 2021. The National Strategy for Autistic Children, Young People and Adults: 2021-2026. London: UK Government.
- UNESCO. 2009. Policy Guidelines on Inclusion in Education. Paris: UNESCO.
- United Nations. 1989. A Summary of the UN Convention on the Rights of the Child. New York: United Nations.
- US Department of Health and Human Services. 2021. Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years. Washington DC: US Federal Government.
- WebMD. 2023. “What Is Emotional Dysregulation.” Accessed October 10, 2023.https://www.webmd.com/mental-health/what-is-emotional-dysregulation.
- Welsh Government. 2016a. Developing Community Partnerships and Multi-Agency Working. Cardiff: Welsh Government.
- Welsh Government. 2016b. Refreshed Autistic Spectrum Disorder Strategic Action Plan. Cardiff: Welsh Government.
- Welsh Government. 2019. Welsh Index of Multiple Deprivation. Cardiff: Welsh Government.
- Welsh Government. 2021. The Additional Learning Needs Code for Wales 2021. Cardiff: Welsh Government.
- Winter, R., and C. Munn-Giddings. 2001. A Handbook for Action Research in Health and Social Care. 1st ed. London: Routledge.
- World Health Organisation. 1993. ICD-10 Classification of Mental and Behavioural Disorders. Albany: World Health Organization.