{"id":3373,"date":"2023-11-11T23:07:00","date_gmt":"2023-11-11T21:07:00","guid":{"rendered":"https:\/\/ecec.ihu.gr\/?page_id=3373"},"modified":"2025-09-11T10:55:18","modified_gmt":"2025-09-11T08:55:18","slug":"kossyvaki","status":"publish","type":"page","link":"https:\/\/ecec.ihu.gr\/en\/kossyvaki\/","title":{"rendered":"Lila Kossivaki"},"content":{"rendered":"<h6><a href=\"\/en\/staff\/\"><span uk-icon=\"icon:  arrow-left\"><\/span><br \/>\nACADEMIC STAFF<\/a><\/h6>\n<p><img decoding=\"async\" src=\"\/wp-content\/uploads\/Lila-Kossyvaki_photo.jpeg\" alt=\"\"><\/p>\n<div>Assistant Professor<\/div>\n<h1>\n<p class=\"western\"><span><span lang=\"en-GB\"><span style=\"color: #000000;\">Lila Kossyvaki<\/span><\/span><\/span><\/p>\n<\/h1>\n<ul>\n<li>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span style=\"color: #0000ff;\"><u><a href=\"mailto:l.kossyvaki@ihu.gr\"><span lang=\"en-GB\">l.kossyvaki@ihu.gr<\/span><\/a>,\u00a0<\/u><\/span><span style=\"color: #0000ff;\"><u><a href=\"mailto:lilakossyvaki@gmail.com\"><span lang=\"en-GB\">lilakossyvaki@gmail.com<\/span><\/a><\/u><\/span><a href=\"mailto:tsitiridou@bc.teithe.gr\" target=\"_blank\" rel=\"noopener\"><\/a><\/p>\n<\/div>\n<\/li>\n<li>\n<div>\n<p><a href=\"https:\/\/scholar.google.com\/citations?user=N_7Eh20AAAAJ\">Personal page<\/a><\/p>\n<\/div>\n<\/li>\n<\/ul>\n<div>\n<p class=\"western\"><span><span lang=\"en-GB\"><span style=\"color: #000000;\">Dr Lila Kossyvaki (BEd, MEd, PGCHE, PhD, CPsychol) is an Assistant Professor in Early Childhood Special Education at the International Hellenic University. Before taking on this position, she worked for several years at the University of Birmingham in the UK (Teaching and Research Fellow: July 2013-June 2015, Assistant Professor: July 2015-July 2022 and Associate Professor: August 2022-September 2023). Lila has published several research papers in international, peer reviewed journals of high impact, a research monograph (published by Routledge and translated into Arabic), chapters in edited books, research reports, hands-on resources for educators and therapists and she has co-edited a book. She has presented her work at academic and professional conferences in various countries in Europe, North and South America and Asia. Lila has worked in a number of schools and special education settings in the UK and in Greece.<\/span><\/span><\/span><\/p>\n<p><span>Lila holds an Honorary Senior Research Fellow position at the University of Birmingham.<\/span><\/p>\n<\/div>\n<h3>\n<p class=\"western\"><span style=\"font-size: large;\"><span lang=\"en-GB\"><b>Undergraduate Courses<\/b><\/span><\/span><\/p>\n<\/h3>\n<ul>\n<li>\n<div>\n<p class=\"western\"><span lang=\"en-GB\">Special Education<\/span><\/p>\n<p class=\"western\">\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\">Developmental Psychopathology<\/p>\n<p class=\"western\">\n<\/div>\n<\/li>\n<li>\n<div>\n<p>Assessment and interventions in special education<\/p>\n<\/div>\n<\/li>\n<li>\n<div>\n<p>Special issues of communication and interaction difficulties<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<h3>Research Interests<\/h3>\n<ul>\n<li>\n<div>\n<p class=\"western\"><span lang=\"en-GB\">Autism and severe\/ profound intellectual disabilities <\/span><\/p>\n<p class=\"western\">\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span lang=\"en-GB\">The effect of neurotypical (non-autistic) adults&#8217; interactive style on the spontaneous communication of individuals with autism and other disabilities<\/span><\/p>\n<p class=\"western\">\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span lang=\"en-GB\">Use of technology in the education of people with autism and severe\/profound intellectual disabilities <\/span><\/p>\n<p class=\"western\">\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span lang=\"en-GB\">Developing play skills in children with autism and\/or severe\/profound intellectual disabilities <\/span><\/p>\n<p class=\"western\">\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span lang=\"en-GB\">The impact of music on the education and life of people with severe\/profound intellectual disabilities and\/or autism<\/span><\/p>\n<p class=\"western\">\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span lang=\"en-GB\">Teacher training<\/span><\/p>\n<p class=\"western\">\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span lang=\"en-GB\">Parent training <\/span><\/p>\n<p class=\"western\">\n<\/div>\n<\/li>\n<li>\n<div>\n<p><span lang=\"en-GB\">Video Interaction Guidance (VIG)<\/span><\/p>\n<\/div>\n<\/li>\n<\/ul>\n<h3>Publications<\/h3>\n<ul>\n<li>\n<div>\n<p class=\"western\"><span style=\"color: #7f7f7f;\"><span lang=\"en-GB\"><b>Research monograph<\/b><\/span><\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> (2017) <\/span><span lang=\"en-US\"><i>Adult Interactive Style Intervention and Participatory Research Designs in Autism: Bridging the gap between academic research and practice<\/i><\/span><span lang=\"en-US\">. London:\u00a0Routledge. The <\/span><span lang=\"en-GB\">research<\/span><span lang=\"en-US\"> <\/span><span lang=\"en-GB\">monograph has been translated into Arabic<\/span><span lang=\"en-US\"> (2019) <\/span><span lang=\"en-GB\">by<\/span><span lang=\"en-US\"> Dar Al Fiker Publishers and Distributors.<\/span><\/p>\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span style=\"color: #7f7f7f;\"><span lang=\"en-GB\"><b>Edited book<\/b><\/span><\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Imray, P., <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> and Sissons, M. (<\/span><span lang=\"en-GB\">2023<\/span><span lang=\"en-US\">) <\/span><span lang=\"en-US\"><i>A Different View of Curriculum and Assessment<\/i><\/span><span lang=\"en-GB\"><i> for<\/i><\/span><span lang=\"en-US\"><i> Severe, Complex and Profound Learning Disabilities<\/i><\/span><span lang=\"en-US\">. London: Routledge<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span style=\"color: #7f7f7f;\"><span lang=\"en-GB\"><b>Book chapters<\/b><\/span><\/span><\/p>\n<p class=\"western\"><span lang=\"en-GB\">Imray, P., Sissons, M. and <\/span><span lang=\"en-GB\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\"> (2023) Defining Learning Characteristics. In P. Imray, L. Kossyvaki and M.Sissons, M. (Eds.)\u00a0<\/span><span lang=\"en-GB\"><i>A Different View of Curriculum and Assessment for Severe, Complex and Profound Learning Disabilities<\/i><\/span><span lang=\"en-GB\">. London: Routledge.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-GB\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\">, Imray, P. and Sissons, M. (2023) The use and abuse of research: educational research and its importance for learners with SLD, CLD and PMLD. In P. Imray, L. Kossyvaki and M.Sissons, M. (Eds.)\u00a0<\/span><span lang=\"en-GB\"><i>A Different View of Curriculum and Assessment for Severe, Complex and Profound Learning Disabilities<\/i><\/span><span lang=\"en-GB\">. London: Routledge.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-GB\">Vidal Esteve, I., L\u00f3pez Mar\u00ed, M., <\/span><span lang=\"en-GB\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\">, Reraki, M. and Peirats Chac\u00f3n, J. (2022) An\u00e1lisis comparativo de pr\u00e1cticas inclusivas en Espa\u00f1a e Inglaterra.In V. Gabarda and A. Tijeras (coords.). Contradicciones del sistema educativo: an\u00e1lisis cr\u00edtico y metamorfosis en una sociedad plural y diversa. Dykinson.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-GB\"><b>Kossyvaki L., <\/b><\/span><span lang=\"en-GB\">Tzonaka, Z. and Sereti, K. (2022) Education and Autism. In I. Vogindroukas, G., Karadanos and K., Francis (Eds.). Autism Spectrum Disorder: Clinical and Educational Issues (pp. 385-426). Athens<\/span>: <span lang=\"en-GB\">Kyriakidis<\/span>.<\/p>\n<p class=\"western\"><span lang=\"en-US\">Papoudi, D. and<\/span><span lang=\"en-US\"><b>\u00a0Kossyvaki, L.\u00a0<\/b><\/span><span lang=\"en-US\">(2018) Play and Children with Autism: Insights from Research and Implications for Practice. In P. Smith and J. Roopnarine (Eds.)\u00a0<\/span><span lang=\"en-US\"><i>The Cambridge Handbook of Play: Developmental and Disciplinary Perspectives<\/i><\/span><span lang=\"en-US\">\u00a0(pp. 563-579). Cambridge: Cambridge University Press<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span style=\"color: #7f7f7f;\"><span lang=\"en-GB\"><b>Peer-reviewed papers<\/b><\/span><\/span><\/p>\n<p>Mela, A. and<span>\u00a0<\/span><strong>Kossyvaki, L.<\/strong>\u00a0(2025) Early Years teachers&#8217; knowledge and perceptions about autism in Greece.<span>\u00a0<\/span><em>Support for Learning<\/em>.<\/p>\n<p>Moustaka, M., <strong>Kossyvaki, L.<\/strong> and Terlektsi, E. (2025) Using Point-of-View video modelling with young autistic students:\u00a0 a systematic literature review. <em>International Journal of Developmental Disabilities<\/em>, 1-14.<\/p>\n<p class=\"western\"><span lang=\"en-US\">Alaharbi, H., Terlektsi, E. and <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> (<\/span><span lang=\"en-GB\">2023<\/span><span lang=\"en-US\">) Dialogic reading effect on communication for children with autism: A systematic review. <\/span><span lang=\"en-US\"><i>Review Journal of Autism and Developmental Disorders<\/i><\/span><span lang=\"en-GB\">, 1-21.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Rushton, R., <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> and Terlektsi, E. (2023) Musical preferences of people with profound intellectual and multiple disabilities: a participatory design with proxies. <\/span><span lang=\"en-US\"><i>British Journal of Learning Disabilities<\/i><\/span><span lang=\"en-GB\"><i>.<\/i><\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Rushton, R., <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> and Terlektsi, E. (2023) Music-based interventions for people with profound and multiple learning disabilities: A systematic review of the literature.\u00a0<\/span><span lang=\"en-US\"><i>Journal of Intellectual Disabilities<\/i><\/span><span lang=\"en-US\">,\u00a027(2), 370-387<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Vidal, I. and <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> (2023) Inclusion of students with ASD in Spain: a scoping review of the international literature. <\/span><span lang=\"en-US\"><i>International Journal of Developmental Disabilities<\/i><\/span><span lang=\"en-US\">, 1-10<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Imray, P, <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> and Sissons, M. (<\/span><span lang=\"en-GB\">2023<\/span><span lang=\"en-US\">) Evidence Based Practice: The use and abuse of research. <\/span><span lang=\"en-US\"><i>Support for Learning<\/i><\/span><span lang=\"en-US\">, 38(1): 51-66<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Meadan, H., Cristescu, L., Alharbi, H. and Tuite, D. (<\/span><span lang=\"en-GB\">2022<\/span><span lang=\"en-US\">) Investigating the impact of online parent-implemented training and coaching on mothers of autistic children and their children.<\/span><span lang=\"en-GB\"> <\/span><span lang=\"en-US\"><i>Research\u00a0in\u00a0Autism\u00a0Spectrum\u00a0Disorders<\/i><\/span><span style=\"color: #222222;\"><span lang=\"en-GB\"><span>,\u00a0<\/span><\/span><\/span><span style=\"color: #222222;\"><span lang=\"en-GB\"><i><span>98<\/span><\/i><\/span><\/span><span style=\"color: #222222;\"><span lang=\"en-GB\"><span>, 102044.<\/span><\/span><\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">P\u00e9rez-Fuster, P., Herrera, G., <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> and Ferrer, A. (<\/span><span lang=\"en-GB\">2022<\/span><span lang=\"en-US\">) Enhancing Joint Attention Skills in Children with Autism Spectrum Disorder through an Augmented Reality Technology-Mediated Intervention. <\/span><span lang=\"en-US\"><i>Children<\/i><\/span><span lang=\"en-US\">, 9(2): 258<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Rushton, R., <\/span><span lang=\"en-US\"><b>Kossyvaki L.<\/b><\/span><span lang=\"en-US\"> and Terlektsi, E. (<\/span><span lang=\"en-GB\">2022<\/span><span lang=\"en-US\">) Music-based interventions for people with profound and multiple learning disabilities: a systematic review of the literature. <\/span><span lang=\"en-US\"><i>Journal of Intellectual Disabilities<\/i><\/span><span lang=\"en-US\">, 17446295221087563<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> (2021) Autism education in Greece at the beginning of the 21st century: Reviewing the literature. <\/span><span lang=\"en-US\"><i>Support for Learning<\/i><\/span><span lang=\"en-US\">, 36(2): 183-203<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Rushton, R. and <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> (2021) The role of music within the home-lives of young people with profound and multiple learning disabilities: parental perspectives. <\/span><span lang=\"en-US\"><i>British Journal of Learning Disabilities<\/i><\/span><span lang=\"en-GB\"><i>.<\/i><\/span><\/p>\n<p class=\"western\"><span style=\"color: #000000;\"><span lang=\"en-US\">Rushton, R. and <\/span><\/span><span style=\"color: #000000;\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><\/span><span style=\"color: #000000;\"><span lang=\"en-US\"> (2020) Using Musical Play with children with Profound and Multiple Learning Disabilities at school. <\/span><\/span><span style=\"color: #000000;\"><span lang=\"en-US\"><i>British Journal of Special Education<\/i><\/span><\/span><span style=\"color: #000000;\"><span lang=\"en-GB\">, 47(4): 489-509.<\/span><\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L<\/b><\/span><span lang=\"en-US\">.\u00a0and Curran, S. (2020) The role of technology-mediated music-making in enhancing engagement and social communication in children with autism and intellectual disabilities.\u00a0<\/span><span lang=\"en-US\"><i>Journal of Intellectual Disabilities<\/i><\/span><span lang=\"en-US\">, 24(1): 118\u2013138<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\"><b> <\/b><\/span><span lang=\"en-US\">(2019)<\/span><span lang=\"en-GB\"> <\/span><span lang=\"en-US\"><a href=\"https:\/\/research.birmingham.ac.uk\/portal\/en\/publications\/why-is-research-important-reflections-for-professionals-and-parents(15ecf4b3-8be1-4f53-9537-a4dcb2dda54f).html\">Why is research important? Reflections for professionals and parents<\/a>. <\/span><span lang=\"en-US\"><i>PMLD Link<\/i><\/span><span lang=\"en-US\">, 31.2 (90)<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Porayska-Pomsta, K., Alcorn, A.M., Avramides, K., Beale, S., Bernardini, S., Foster, M.E., &#8230; <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> et al. (2018) Blending human and artificial intelligence to support autistic children\u2019s social communication skills. <\/span><span lang=\"en-US\"><i>ACM Transactions on Computer-Human Interaction (TOCHI)<\/i><\/span><span lang=\"en-US\">, 25(6)<\/span><span lang=\"en-GB\">:<\/span><span lang=\"en-US\"> 1-35<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Muller Spaniol, M.,\u00a0Shalev, L.,\u00a0<\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">\u00a0and Mevorach, C. (2017)\u00a0Attention training in autism as a potential approach to improving academic performance: a school-based pilot study.\u00a0<\/span><span lang=\"en-US\"><i>Journal of Autism and Developmental Disorders<\/i><\/span><span lang=\"en-US\">, 48(2): 592-610<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> and Papoudi, D. (2016) A review of play interventions for children with autism at school. <\/span><span lang=\"en-US\"><i>International Journal of Disability, Development and Education<\/i><\/span><span lang=\"en-US\">, 63(1):<\/span><span lang=\"en-GB\"> <\/span><span lang=\"en-US\">45-63<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Jones, G. and Guldberg, K. (2016) Training teaching staff to facilitate spontaneous communication in children with autism: Adult Interactive Style Intervention (AISI).\u00a0<\/span><span lang=\"en-US\"><i>Journal of Research in Special Educational Needs<\/i><\/span><span lang=\"en-US\">, 16(3): 156-168<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> (2013) Adult interactive style and autism: reviewing the literature to inform school practice.<\/span><span lang=\"en-GB\"> <\/span><span lang=\"en-US\"><i>Good Autism Practice<\/i><\/span><span lang=\"en-US\">, 14(2): 23-32<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Jones, G. and Guldberg, K. (2012) The effect of adult interactive style on the spontaneous communication of young children with autism at school. <\/span><span lang=\"en-US\"><i>British Journal of Special Education<\/i><\/span><span lang=\"en-US\">, 39(4): 173-184<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Avramides, K., Bernardini, S., Foster, M.E., Frauenberger, C., <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> and Mademtzi, M. (2012) State of-the-art in TEL to support social communication skill development in children with autism: a multi-disciplinary review.<\/span><span lang=\"en-GB\"> <\/span><span lang=\"en-US\"><i>International Journal of Technology Enhanced Learning<\/i><\/span><span lang=\"en-US\">, 4 (5\/6): 359\u2013372<\/span><span style=\"color: #7f7f7f;\"><span lang=\"en-GB\"><b>.<\/b><\/span><\/span><\/p>\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span style=\"color: #7f7f7f;\"><span lang=\"en-GB\"><b>Research reports <\/b><\/span><\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\">Guldberg, K., Achtypi, A., Angelidi, E., Baker, L., Bradley, R., Colombo, M., Critchley, S-J., Cumino, R., D\u2019Alonzo, L., Folci, I., Giouroukou, E., Hadjipateras-Giannoulis, K., Huggett, S., Kerem, M., Kokounaras-Liagkis, M., <\/span><span lang=\"en-GB\"><b>Kossyvaki, A.<\/b><\/span><span lang=\"en-GB\">, Laskaridou, K., Milton, D., Molteni, P., Sala, R., Simpson, P., Sofianopolou, K., Wood, R. and Zanfroni, E. (2017) <\/span><span lang=\"en-GB\"><i>Transform Autism Education: Final Report<\/i><\/span><span lang=\"en-GB\">. ERASMUS PLUS KA2: Cooperation and innovation for good practices. <\/span><\/p>\n<p class=\"western\"><span lang=\"en-GB\">Guldberg, K., Ashbee, E., <\/span><span lang=\"en-GB\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\">, Bradley, R. and Basulayyim, A. (2017) <\/span><span lang=\"en-GB\"><i>Meeting the Needs of Pupils with Autism in Qatar: Moving forward.<\/i><\/span><span lang=\"en-GB\"> Doha, Qatar: World Innovation Summit for Education (WISE)\/Qatar Foundation.<\/span><\/p>\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\" align=\"justify\"><span style=\"color: #7f7f7f;\"><span lang=\"en-GB\"><b>Materials for teachers and therapists <\/b><\/span><\/span><\/p>\n<p class=\"western\"><span lang=\"en-GB\">Ware, J., Ayub-Buhlar, T., Bradley, A., Bradshaw, J\u2026., <\/span><span lang=\"en-GB\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\"> et al. (2020) <\/span><span lang=\"en-GB\"><i>Routes for Learning: Guidance<\/i><\/span><span lang=\"en-GB\">. Welsh Government. Available: <\/span><span style=\"color: #0000ff;\"><u><a href=\"https:\/\/hwb.gov.wales\/api\/storage\/f4133444-0b1d-4f66-aa46-8f76edd09199\/curriculum-2022-routes-for-learning-guidance-final-web-ready-e-130720.pdf\"><span lang=\"en-GB\">https:\/\/hwb.gov.wales\/api\/storage\/f4133444-0b1d-4f66-aa46-8f76edd09199\/curriculum-2022-routes-for-learning-guidance-final-web-ready-e-130720.pdf<\/span><\/a><\/u><\/span><span lang=\"en-GB\"> <\/span><span style=\"color: #ff0000;\"><span lang=\"en-GB\"> <\/span><\/span><\/p>\n<p class=\"western\"><span lang=\"en-GB\">Calveley, J., Longhorn, F, <\/span><span lang=\"en-GB\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\">, Bhogal, K. and Healey, L. (2021) <\/span><span lang=\"en-GB\"><i>Timetables for learners with Profound and Multiple Learning Disabilities<\/i><\/span><span lang=\"en-GB\">. Published online by NAC (Non-Verbal Affective Care) Community Interest Company. Available: <a href=\"https:\/\/learning.nacwellbeing.org\/wp-content\/uploads\/2022\/01\/Timetables-E-Book-A4-Document.pdf\">https:\/\/learning.nacwellbeing.org\/wp-content\/uploads\/2022\/01\/Timetables-E-Book-A4-Document.pdf<\/a><\/span><\/p>\n<\/p>\n<p class=\"western\"><span lang=\"en-GB\">Shalev, L., Mevorach, C. and <\/span><span lang=\"en-GB\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\"> (2022) Massive Open Online Course (MOOC) \u2018Attention and Autism\u2019. Available: <\/span><span style=\"color: #0000ff;\"><u><a href=\"https:\/\/www.futurelearn.com\/courses\/attention-and-autism-greek\/2\"><span lang=\"en-GB\">https:\/\/www.futurelearn.com\/courses\/attention-and-autism-greek\/2<\/span><\/a><\/u><\/span><span lang=\"en-GB\"> (Greek)<\/span><\/p>\n<p class=\"western\"><span style=\"color: #0000ff;\"><u><a href=\"https:\/\/www.futurelearn.com\/courses\/attention-and-autism\"><span lang=\"en-GB\">https:\/\/www.futurelearn.com\/courses\/attention-and-autism<\/span><\/a><\/u><\/span><span lang=\"en-GB\"> (English)<\/span><\/p>\n<\/div>\n<\/li>\n<\/ul>\n<h3>Presentations<\/h3>\n<ul>\n<li>\n<div>\n<p class=\"western\"><span style=\"color: #7f7f7f;\"><span lang=\"en-GB\"><b>Presentations at international conferences judged by referees <\/b><\/span><\/span><\/p>\n<p>Terlektsi, E., <strong>Kossyvaki, L.<\/strong> and Rushton, R. \u2018Identifying good practice in supporting inclusive practices for deaf children with autism\u2019. International Congress on the Education of the Deaf, Rome, Italy, 7<sup>th<\/sup> to 11<sup>th<\/sup> July 2025.<\/p>\n<p>Terlektsi, E., <strong>Kossyvaki, L.<\/strong> and Waller, C. \u2018Teaching staff\u2019s\u00a0attitudes, experience and knowledge of school-based\u202fresearch in special education\u2019. British Educational Research Association Conference, Birmingham, UK, 12<sup>th<\/sup> to 14<sup>th<\/sup> September 2023.<\/p>\n<p class=\"western\"><span lang=\"en-US\">Rachanioti, E., Alevriadou, A., Laskaraki, E., Mevorach, C., Shalev, l., <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Herrera, G., Alharbi, H., L\u00f3pez Fern\u00e1ndez, A. and Baisa, A. \u2018Evidence-based practices targeting non-social attention training in children with autism: a Systematic Literature Review\u2019. 13<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> Autism-Europe International Congress, Cracow, Poland, 7<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">-9<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">October 2022<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-GB\"><b><span>Kossyvaki, L.<\/span><\/b><\/span><span lang=\"en-GB\"><span>, Laskaraki, E., Alevriadou, A., Mevorach, C., Shalev, L., Herrera, G., Alharbi, H., L\u00f3pez Fern\u00e1ndez, A. and Rachanioti, E. \u2018School staff views on attention in autism: data from Greece, Israel, Spain and the UK\u2019. <\/span><\/span><span lang=\"en-US\">13<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> Autism-Europe International Congress, Cracow, Poland, 7<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">-9<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">October 2022<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-GB\"><b><span>Kossyvaki, L.<\/span><\/b><\/span><span lang=\"en-GB\"><span> and Meadan, H. \u2018Telepractice parent-implemented training and coaching in rural areas in the UK: impact on children with autism and their mothers\u2019. <\/span><\/span><span lang=\"en-US\">13<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> Autism-Europe International Congress, Cracow, Poland, 7<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">-9<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">October 2022<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Alharbi, H., Cristescu, L. and Tuite, D. \u2018Using telepractice to train and coach mothers of children with autism in a rural county in the UK during the COVID-19 pandemic\u2019. British Educational Research Association Conference, 13<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> to 16<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> September 2021<\/span><span lang=\"en-GB\"> (online).<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Alharbi, H., Terlektsi, E. and <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Using Dialogic Reading Intervention for Mothers of Children with Autism in Saudi Arabia\u2019. British Educational Research Association Conference,13th to 16th September 2021 <\/span><span lang=\"en-GB\">(online).<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Cristescu, L., <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Alharbi, H. and Tuite, D. \u2018Use of\u00a0Telepractice to Train and Coach\u00a0Mothers of Children with Autism\u2019. European Conference on Educational Research, 6<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> to 10<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> September 2021<\/span><span lang=\"en-GB\"> (online).<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Alharbi, H., Terlektsi, E. and <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Introducing Dialogic Reading Intervention for Children with Autism in Saudi Arabia\u2019. European Conference on Educational Research, 6th to 10th September 2021<\/span><span lang=\"en-GB\"> (online).<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Laskaraki, E., Alevriadou, A., Mevorach, C., Shalev, L. and Herrera, G. \u2018Attention Training in Autism: the Views of Education Professionals from Greece, Israel, Spain and the UK\u2019. European Conference on Educational Research, 6<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> to 10<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> September 2021<\/span><span lang=\"en-GB\"> (online).<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Papadakis, G. and Curran, S. \u2018Using technology-mediated music-making at school with children with autism and intellectual disabilities: a participatory multidisciplinary approach\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> <\/span>\u03a4<span lang=\"en-US\">he 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info- exclusion, Aristotle University of Thessaloniki, Greece, 20<\/span><sup><span lang=\"en-US\">th <\/span><\/sup><span lang=\"en-US\">to 22<\/span><sup><span lang=\"en-US\">nd <\/span><\/sup><span lang=\"en-US\">June 2018<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Bradley, H., Connelly, C. and Peters, A. \u2018The significance of developing practitioner researchers in the field of SPMLD: two study<\/span><span lang=\"en-GB\"> <\/span><span lang=\"en-US\">examples\u2019<\/span><span lang=\"en-GB\">. <\/span><span lang=\"en-US\">Raising the Bar III: National PMLD Conference, University of Birmingham, UK, 25<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> October 2019<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Bradley, H., Goodwin, M., Beesley N. and Brough, E. \u2018Applying the PMLD Core &amp; Essential Service Standards at Higher Education (HE): the case of the University of Birmingham S\/PMLD programme\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> Raising the Bar II: National Conference on the PMLD Core &amp; Essential Service Standards, University of Birmingham, UK, 2<\/span><sup><span lang=\"en-US\">nd<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">November 2018<\/span><span lang=\"en-GB\">. <\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> and Papoudi, P. \u2018Identifying the gaps at school-based play interventions for children with autism\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> XI Autism-Europe International Congress, Edinburgh, UK, 16<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">-18<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">September 2016<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Guldberg, K., Bradley, R., Laskaridou, K. Molteni, P., <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Angelidi, E., D\u2019Alonzo, L., Hadjipateras-Giannoulis, K. and Sala, R.<\/span><span lang=\"en-GB\"> <\/span><span lang=\"en-US\">\u2018Inclusion in practice: European perspectives on educating and empowering pupils with autism\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> XI Autism-Europe International Congress, Edinburgh, UK, 16<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">-18<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">September 2016<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Porayska-Pomsta, P., Guldberg, K., Anderson, K., Smith, T. and Alvarez, J. \u2018Using technology with parents at home: 5 case studies from the SHARE-IT project\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> ITASD Conference, Pasteur Institute, Paris, France, 3<\/span><sup><span lang=\"en-US\">rd<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">and 4<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">October 2014<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Guldberg, K., <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> and Perez-Fuster, P. \u2018Using NAO the robot to develop activities for children w<\/span>\u03b9<span lang=\"en-US\">th autism: interdisciplinary processes and participatory design\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> ITASD Conference, Pasteur Institute, Paris, France, 3<\/span><sup><span lang=\"en-US\">rd<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">and 4<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">October 2014<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\">Porayska-Pomsta, K., Anderson, K., Bernardini, S., Guldberg, K., Smith, T., <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Hodgings, S. and Lowe, I. \u2018<a href=\"https:\/\/iris.ucl.ac.uk\/iris\/publication\/1072613\/1\">Building an Intelligent Authorable Serious Game for Autistic Children and their Carers<\/a>\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> 10th International Conference, ACE 2013 Boekelo, The Netherlands, 13<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> November 2013<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Jones, G. and Guldberg, K. \u2018Adult Interactive Style Intervention: how can adults increase the spontaneous communication of autistic children?\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> 10<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">International Autism-Europe Congress, Budapest, Hungary, 26<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">\u201328<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">September 2013<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Jones, G. and Guldberg, K. \u2018Action research in special schools: an innovative way of training staff\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> European Conference on Educational Research, Bah\u00e7e\u015fehir University, Istanbul, Turkey, 10<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">\u201313<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">September 2013<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><a href=\"http:\/\/www.eera-ecer.de\/ecer-programmes\/search-programmes\/conference\/8\/searchForContributionByPerson\/?no_cache=1&amp;personUid=58580&amp;cHash=dcd37b9c7cdbeca8264c42039c0a6300\"><span lang=\"en-US\">Guldberg, K.,<\/span><span lang=\"en-US\"><b> Kossyvaki<\/b><\/span><\/a><span lang=\"en-US\"><b>, L.<\/b><\/span><span lang=\"en-US\">, <a href=\"http:\/\/www.eera-ecer.de\/ecer-programmes\/search-programmes\/conference\/8\/searchForContributionByPerson\/?no_cache=1&amp;personUid=58584&amp;cHash=43cb0765a5c2e70630bc295d80d856a0\">Porayska-Pomsta<\/a>, K., <a href=\"http:\/\/www.eera-ecer.de\/ecer-programmes\/search-programmes\/conference\/8\/searchForContributionByPerson\/?no_cache=1&amp;personUid=58583&amp;cHash=cc0c1bfa43ff3d58d41f59e5e84d029c\">Parsons<\/a>, S.,<a href=\"http:\/\/www.eera-ecer.de\/ecer-programmes\/search-programmes\/conference\/8\/searchForContributionByPerson\/?no_cache=1&amp;personUid=58582&amp;cHash=42c8078ba44d12b6673855af19938039\">Mademtzi<\/a>, M. and <a href=\"http:\/\/www.eera-ecer.de\/ecer-programmes\/search-programmes\/conference\/8\/searchForContributionByPerson\/?no_cache=1&amp;personUid=58581&amp;cHash=d6b631def795bc69ce4d9875195127fe\">Keay-Bright<\/a>, W. \u2018The future use of technologies in the classroom: participatory research and e-inclusion as tools to promote creativity at schools\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> European Conference on Educational Research, Bah\u00e7e\u015fehir<\/span><span lang=\"en-GB\"> <\/span><span lang=\"en-US\">University, Istanbul, Turkey, 10<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">\u201313<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">September 2013<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> and Jones, G. \u2018Using action research to promote spontaneous communication in children with autism at school in the UK\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> European Conference on Educational Research, University of Cadiz, Spain,18<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">-21<\/span><sup><span lang=\"en-US\">st<\/span><\/sup><span lang=\"en-US\"> September 2012<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u00a0\u2018Adult Interactive Style and its impact on the spontaneous communication of children with autism in the classroom\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> The National Autistic Society\u2019s professional conference: working together for better outcomes, Manchester, UK, 28<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">-29<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">February 2012<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki L.<\/b><\/span><span lang=\"en-US\"> \u2018Using action research in special education: advantages and challenges\u2019, 10<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-GB\"> <\/span><span lang=\"en-US\">research student conference entitled Curiosity driven or improving policy and practice. What&#8217;s the point of University research in an age of austerity?<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> School of Education, University of Birmingham, Birmingham, UK, 19<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">November 2011<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<p class=\"western\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\">, Jones, G. and Guldberg, K. \u2018The effect of adult style on young children with autism at school\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> Communication: the key to success addressing autism and Asperger\u2019s syndrome, Edge Hill University, Ormskirk, Lancashire, UK, 20<\/span><sup><span lang=\"en-US\">th <\/span><\/sup><span lang=\"en-US\">May 2011<\/span><span lang=\"en-GB\">.<\/span><\/p>\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span style=\"color: #7f7f7f;\"><span lang=\"en-GB\"><b>Presentations at Greek conferences judged by referees <\/b><\/span><\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\"><b>Kossyvaki, L. <\/b><\/span><span lang=\"en-GB\">and Meadan, H. &#8216;Training and coaching parents of children with autism using telepractice; examples from the United States and the United Kingdom&#8217;. 8th Panhellenic Autism Conference, Ioannis Vellidis Conference Centre, Thessaloniki, Greece, 13-15 October 2023.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\"><b>Kossyvaki, L<\/b><\/span><span lang=\"en-GB\">., Shalev, L., Mevorach, C., Tzonaka, Z. and Rahanioti, E. &#8216;Autism and attention: a research-based online training course for teachers and health professionals&#8217;. 8th Panhellenic Autism Conference, Ioannis Vellidis Conference Centre, Thessaloniki, Greece, 13-15 October 2023.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\">, Laskaridou, K., Jones, G. and Guldberg, K. &#8216;Improving classroom communication while focusing on teachers: adaptations of an English intervention model to Greek mainstream schools&#8217;. 4th Panhellenic Autism Conference, Thessaloniki, Greece, 4-6 October 2013.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\"><b>Kossyvaki, L<\/b><\/span><span lang=\"en-GB\">., Jones, G. and Guldberg, K. &#8216;Spontaneous communication of children with autism in school and the role of teaching staff&#8217;. 3rd Conference on Autism Spectrum Disorders Therapeutic-Educational Interventions, Messologgi, Greece, 22-23 October 2011.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\">Mademtzi, M., Guldberg, K. and <\/span><span lang=\"en-GB\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\">: &#8216;ECHOES II: A technological intervention for the development of joint attention in children with autism&#8217;. 3rd Conference on Autistic Spectrum Disorders Therapeutic-Educational Interventions, Messolonggi, Greece, 22-23 October 2011.<\/span><\/p>\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span style=\"color: #7f7f7f;\"><span lang=\"en-GB\"><b>International conferences (invited)<\/b><\/span><\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\"><b>Kossyvaki, L. <\/b><\/span><span lang=\"en-GB\">\u2018What research tell us (and doesn\u2019t tell us) about what works in the education of learners with PMLD and SLD\u2019. EQUALS National Conference, Friend\u2019s House, London, UK, 23<\/span><sup><span lang=\"en-GB\">rd<\/span><\/sup><span lang=\"en-GB\"> June 2023.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\"><b>Kossyvaki, L. <\/b><\/span><span lang=\"en-US\">\u2018The crucial importance of research in our everyday practice with learners with PMLD\u2019. PMLD National Conference, Sunningdale School, Sunderland, UK, 24<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> March 2023.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\"><b>Kossyvaki, L. <\/b><\/span><span lang=\"en-US\">\u2018Communication and language development in autism\u2019. Language and cognition at Birmingham (LACAB), University of Birmingham, Birmingham, UK, 8th June 2023.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Teacher Training and Attention in Autism: a quadrilingual research project to bring universities and schools together\u2019. BIAC<\/span><sup><span lang=\"en-US\">2<\/span><\/sup><span lang=\"en-US\"> Summer 2021 &#8211; Balkan International Autism Congress, Izmir Democracy University, Turkey, 1st-3rd July 2021 (online).<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Using i-PiCS (internet-based Parent-implemented Communication Strategies) to train and coach parents of children with autism\u2018.BIAC<\/span><sup><span lang=\"en-US\">2<\/span><\/sup><span lang=\"en-US\"> Summer 2021 &#8211; Balkan International Autism Congress, Izmir Democracy University, Turkey, 1st-3rd July 2021 (online).<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L. <\/b><\/span><span lang=\"en-US\">\u2018The significance of research in the field of SPLMD: informing good practice<\/span><span lang=\"en-US\">\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> The Best of British Very Special Education: Bridging the void between the past and future, Swiss Cottage School, London, UK, 28<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">and 29<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">November 2019.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\"><b> <\/b><\/span><span lang=\"en-GB\">\u2018<\/span><span lang=\"en-US\">The role of neurotypical people in promoting communication in individuals with autism: the Adult Interactive Style Intervention (AISI)\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> 1st International Autism Meeting, Alexandroupolis, Greece, 25<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">-27<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">August 2019.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Adult Interactive Style Intervention (AISI): How teaching staff can promote spontaneous communication in children with autism\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> Yayasan Hasanah Forum on Inclusion, Kuala Lumpur, Malaysia, 29<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-GB\"> <\/span><span lang=\"en-US\">November 2018.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Challenges to inclusion\u2019, Changes Big and Small: Inclusive Transformation for Malaysian Schools<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> Education Malaysia RITE Roundtable, Kuala Lumpur, Malaysia, 27<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-GB\"> <\/span><span lang=\"en-US\">November 2018.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Autism in the world of SLD\/PMLD \u2013 spontaneous communication\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> Best of British Special Education: a two-day Forum, Swiss Cottage School, London<\/span><span lang=\"en-GB\">, UK,<\/span><span lang=\"en-US\"> 2<\/span><sup><span lang=\"en-US\">nd <\/span><\/sup><span lang=\"en-US\">and 3<\/span><sup><span lang=\"en-US\">rd <\/span><\/sup><span lang=\"en-US\">March 2017.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\"><b> <\/b><\/span><span lang=\"en-US\">\u2018Adult Interactive Style Intervention (AISI): How teaching staff can promote spontaneous communication in children with autism and SLD\u2019<\/span><span lang=\"en-GB\">.<\/span><span lang=\"en-US\"> 5<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-GB\"> <\/span><span lang=\"en-US\">annual conference,<\/span><span lang=\"en-GB\"> <\/span><span lang=\"en-US\">Autism West Midlands, Queen Elizabeth Hospital, Birmingham, UK, 28<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><sup><span lang=\"en-GB\"> <\/span><\/sup><span lang=\"en-US\">November 2016.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018AISI: An adult-focused intervention to promote spontaneous communication in children with autism and SLD\/PMLD\u2019. Road Map for Life Conference, Swiss Cottage School, London, UK, 13<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> May 2016.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018The effect of adult interactive style on the spontaneous communication of young children with autism at school\u2019. Yale Child Study Center, Yale University, US, 11<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> November 2015.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Inclusion in the Greek context: from theory to practice\u2019. International Conference on Inclusion, Varese, Italy, 28<\/span><sup><span lang=\"en-US\">th <\/span><\/sup><span lang=\"en-US\">September 2015.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> and Papoudi, D. \u2018Enhancing self-other awareness via the lens of video in training teaching staff of children with autism\u2019. It takes two to tango: a translational approach to self-other dynamics, School of Psychology, University of Birmingham, UK, 6<\/span><sup><span lang=\"en-US\">th <\/span><\/sup><span lang=\"en-US\">July 2015.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\">Papoudi, D. and <\/span><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Video Interaction Guidance as an innovative tool to train teaching staff at school. School of Education conference, University of Birmingham, UK, 6<\/span><sup><span lang=\"en-US\">th <\/span><\/sup><span lang=\"en-US\">July 2015.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Spontaneous communication in autism: do we hold more than half of the solution?\u2019. Autism Study Day, University of Northampton, UK, 12<\/span><sup><span lang=\"en-US\">th <\/span><\/sup><span lang=\"en-US\">June 2015. <\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Working in partnership with school staff to promote spontaneous communication in children with autism\u2019. School of Education Research Seminar, University of Northampton, UK, 21<\/span><sup><span lang=\"en-US\">st <\/span><\/sup><span lang=\"en-US\">October 2014. <\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Doing research in the wild: taking technology into schools and homes\u2019. The Birmingham eMind Conference: Is technology rewiring young minds? Implications for mental health, School of Psychology, University of Birmingham, UK, 6<\/span><sup><span lang=\"en-US\">th <\/span><\/sup><span lang=\"en-US\">June 2014.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-US\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-US\"> \u2018Creating effective communication partnerships\u2019, lecture for the postgraduate course in Autism Spectrum. The Autism Centre, Sheffield Hallam University, UK, 30<\/span><sup><span lang=\"en-US\">th <\/span><\/sup><span lang=\"en-US\">April 2014 and 1<\/span><sup><span lang=\"en-US\">st <\/span><\/sup><span lang=\"en-US\">May 2013.<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\"><b>Kossyvaki<\/b><\/span><span lang=\"en-US\"><b>, <\/b><\/span><span lang=\"en-GB\"><b>L<\/b><\/span><span lang=\"en-US\"><b>. <\/b><\/span><span lang=\"en-GB\">and<\/span><span lang=\"en-US\"> <\/span><span lang=\"en-GB\">Guldberg<\/span><span lang=\"en-US\">, <\/span><span lang=\"en-GB\">K<\/span><span lang=\"en-US\">. \u2018<\/span><span lang=\"en-GB\">Technology<\/span><span lang=\"en-US\"> enh<\/span><span lang=\"en-GB\">anced <\/span><span lang=\"en-US\">l<\/span><span lang=\"en-GB\">earning<\/span><span lang=\"en-US\"> <\/span><span lang=\"en-GB\">and<\/span><span lang=\"en-US\"> <\/span><span lang=\"en-GB\">children with autism\u2019<\/span><span lang=\"en-US\">. Autism: talk, learn, understand, Piraeus, Greece, 4<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\">-5<\/span><sup><span lang=\"en-US\">th<\/span><\/sup><span lang=\"en-US\"> April 2014. <\/span><\/p>\n<\/div>\n<\/li>\n<li>\n<div>\n<p class=\"western\"><span style=\"color: #7f7f7f;\"><span lang=\"en-GB\"><b>Greek conferences (invited)<\/b><\/span><\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\"><b>Kossyvaki, L. <\/b><\/span><span lang=\"en-GB\">&#8216;Autism and attention difficulties in the educational process: from assessment to intervention&#8217;. 9th International Conference for the Promotion of Educational Innovation. Larissa, Greece, 20-22 October 2023 (online).<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\"><b>Kossyvaki, L. <\/b><\/span><span lang=\"en-GB\">&#8216;Autism and Play&#8217;. Pedagogical Workshop of the Association for the Protection of Equality and Rights of Persons with Disabilities &#8216;YPERION&#8217; and the 2nd P.E.K.E.S. Ionian Islands, Lixouri, Greece, 3 December 2019 (online).<\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\"><b>Kossyvaki, L. <\/b><\/span><span lang=\"en-GB\">&#8216;Autism and Play&#8217;. 7th Panhellenic Autism Conference, Athens, Greece, 1-3 November 2019. <\/span><\/p>\n<p class=\"western\" align=\"justify\"><span lang=\"en-GB\"><b>Kossyvaki, L.<\/b><\/span><span lang=\"en-GB\"> &#8216;Spontaneous communication of children with autism: are we the problem after all?&#8217;. Autism: we speak, we learn, we understand, Piraeus, Greece, 4-5 April 2014.<\/span><\/p>\n<\/div>\n<\/li>\n<\/ul>\n<h3>\u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03ac &#038; \u0391\u03bd\u03b1\u03c0\u03c4\u03c5\u03be\u03b9\u03b1\u03ba\u03ac \u03a0\u03c1\u03bf\u03b3\u03c1\u03ac\u03bc\u03bc\u03b1\u03c4\u03b1<\/h3>\n<ul>\n<li>\n<h3>Principal Investigator (PI)<\/h3>\n<div>\n<p>2022:\u00a0<span>\u2018Online practitioner-implemented training and coaching for children with autism\u2019. \u03a7\u03c1\u03b7\u03bc\u03b1\u03c4\u03bf\u03b4\u03bf\u03c4\u03bf\u03cd\u03bc\u03b5\u03bd\u03bf \u03b1\u03c0\u03cc \u03c4\u03bf Department of Disability, Inclusion and Special Needs (DISN), \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03cc \u03a4\u03bc\u03ae\u03bc\u03b1, \u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u03c4\u03bf\u03c5 Birmingham (\u00a3951.5).<\/span><\/p>\n<p class=\"western\" align=\"left\"><span><span lang=\"el-GR\">20<\/span><span lang=\"en-GB\">19<\/span><span lang=\"el-GR\">-20<\/span><span lang=\"en-GB\">2<\/span><span lang=\"el-GR\">2:\u00a0<\/span><\/span><span>\u2018Teacher Training and Attention in Autism\u2019. \u03a7\u03c1\u03b7\u03bc\u03b1\u03c4\u03bf\u03b4\u03bf\u03c4\u03bf\u03cd\u03bc\u03b5\u03bd\u03bf \u03b1\u03c0\u03cc \u03c4\u03b7\u03bd \u0395\u03c5\u03c1\u03c9\u03c0\u03b1\u03ca\u03ba\u03ae \u0388\u03bd\u03c9\u03c3\u03b7 (Erasmus+ Programme, KA2, Project Agreement Number 2019-1-UK01-KA201-061560 (\u20ac292,487).<\/span><\/p>\n<p class=\"western\" align=\"left\"><span><span lang=\"en-GB\">2019<\/span><span lang=\"el-GR\">-20<\/span><span lang=\"en-GB\">2<\/span><span lang=\"el-GR\">1:\u00a0<\/span><\/span>\u2018<span><span lang=\"en-GB\">Using telepractice to train and coach parents of children with autism in rural areas in North England\u2019 (SRG19\\190421) <\/span><span lang=\"el-GR\">\u03c3\u03b5<\/span><span lang=\"en-GB\"> <\/span><span lang=\"el-GR\">\u03c3\u03c5\u03bd\u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1<\/span><span lang=\"en-GB\"><\/span><span lang=\"el-GR\">\u03bc\u03b5<\/span><span lang=\"en-GB\"> <\/span><span lang=\"el-GR\">\u03c4\u03bf<\/span><span lang=\"en-GB\"> <\/span><span lang=\"el-GR\">\u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf<\/span><span lang=\"en-GB\"> <\/span><span lang=\"el-GR\">\u03c4\u03bf\u03c5<\/span><span lang=\"en-GB\"> Illinois, US. <\/span><span lang=\"el-GR\">\u03a7\u03c1\u03b7\u03bc\u03b1\u03c4\u03bf\u03b4\u03bf\u03c4\u03bf\u03cd\u03bc\u03b5\u03bd\u03bf<\/span><span lang=\"en-GB\"> <\/span><span lang=\"el-GR\">\u03b1\u03c0\u03cc<\/span><span lang=\"en-GB\"> <\/span><span lang=\"el-GR\">\u03c4<\/span><span lang=\"en-GB\">o British Academy\/ Leverhulme Small Research Grants Scheme (\u00a39,027.27).<\/span><\/span><\/p>\n<p class=\"western\" align=\"left\"><span><span lang=\"en-GB\">2018:\u00a0<\/span><\/span>\u2018<span><span lang=\"en-GB\">Let them be before they do: the impact of adopting a non-demand approach on the challenging behaviour of secondary aged pupils with complex needs\u2019. <\/span><span lang=\"el-GR\">\u03a7\u03c1\u03b7\u03bc\u03b1\u03c4\u03bf\u03b4\u03bf\u03c4\u03bf\u03cd\u03bc\u03b5\u03bd\u03bf<\/span><span lang=\"en-GB\"> <\/span><span lang=\"el-GR\">\u03b1\u03c0\u03cc<\/span><span lang=\"en-GB\"> <\/span><span lang=\"el-GR\">\u03c4\u03bf<\/span><span lang=\"en-GB\"> Department of Disability, Inclusion and Special Needs (DISN), <\/span><span lang=\"el-GR\">\u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03cc<\/span><span lang=\"en-GB\"> <\/span><span lang=\"el-GR\">\u03a4\u03bc\u03ae\u03bc\u03b1<\/span><span lang=\"en-GB\">, <\/span><span lang=\"el-GR\">\u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf<\/span><span lang=\"en-GB\"> <\/span><span lang=\"el-GR\">\u03c4\u03bf\u03c5<\/span><span lang=\"en-GB\">Birmingham (\u00a31,000).<\/span><\/span><\/p>\n<p class=\"western\" align=\"left\"><span><span lang=\"en-GB\">2015-2016:\u00a0<\/span><\/span>\u2018<span><span lang=\"en-GB\">Using new technologies at school: working with pupils with autism and additional complex needs\u2019 <\/span><span lang=\"el-GR\">\u03c3\u03b5<\/span><span lang=\"en-US\"> <\/span><span lang=\"el-GR\">\u03c3\u03c5\u03bd\u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1<\/span><span lang=\"en-US\"> <\/span><span lang=\"el-GR\">\u03bc\u03b5<\/span><span lang=\"en-US\"> <\/span><span lang=\"el-GR\">\u03c4\u03bf<\/span><span lang=\"en-US\"> <\/span><span lang=\"en-GB\">Filisia Interfaces. <\/span><span lang=\"el-GR\">\u03a7\u03c1\u03b7\u03bc\u03b1\u03c4\u03bf\u03b4\u03bf\u03c4\u03bf\u03cd\u03bc\u03b5\u03bd\u03bf<\/span><span lang=\"en-US\"> <\/span><span lang=\"el-GR\">\u03b1\u03c0\u03cc<\/span><span lang=\"en-US\"> <\/span><span lang=\"el-GR\">\u03c4\u03bf<\/span><span lang=\"en-US\"> <\/span><span lang=\"en-GB\">Innovate UK (\u00a35,000).<\/span><\/span><\/p>\n<\/div>\n<\/li>\n<li>\n<h3>Co-Investigator (CI)<\/h3>\n<div>\n<p class=\"western\" align=\"justify\"><span>2023-2025:\u00a0<\/span><span><span lang=\"en-GB\">Evidencing good practice in supporting deaf children with autism\u2019 (SRG23\\230771). \u03a7\u03c1\u03b7\u03bc\u03b1\u03c4\u03bf\u03b4\u03bf\u03c4\u03bf\u03cd\u03bc\u03b5\u03bd\u03bf \u03b1\u03c0\u03cc \u03c4<\/span><span lang=\"el-GR\">\u03bf<\/span><span lang=\"en-GB\"> British Academy\/ Leverhulme Small Research Grants Scheme (\u00a3 \u00a39986). \u03a3\u03c5\u03bd\u03c4\u03bf\u03bd\u03af\u03c3\u03c4\u03c1\u03b9\u03b1: Dr Emmanouela Terlektsi, \u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u03c4\u03bf\u03c5 Birmingham.<\/span><\/span><\/p>\n<p class=\"western\" align=\"justify\"><span><span lang=\"en-GB\">2022-2023: <\/span><\/span>\u2018<span><span lang=\"en-GB\">Practitioners as researchers: knowledge co-production in special education\u2019. \u03a7\u03c1\u03b7\u03bc\u03b1\u03c4\u03bf\u03b4\u03bf\u03c4\u03bf\u03cd\u03bc\u03b5\u03bd\u03bf \u03b1\u03c0\u03cc \u03c4\u03bf Economic and Social Research Council (ESRC) Impact Acceleration Account-User Engagement Fund (\u00a34,462.38). \u03a3\u03c5\u03bd\u03c4\u03bf\u03bd\u03af\u03c3\u03c4\u03c1\u03b9\u03b1: Dr Emmanouela Terlektsi, University of Birmingham, \u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u03c4\u03bf\u03c5 Birmingham.<\/span><\/span><\/p>\n<p class=\"western\" align=\"justify\"><span>2022-2023:\u00a0<\/span>\u2018<span><span lang=\"en-GB\">Embedding attention intervention for autistic children in a specialist service\u2019. \u03a7\u03c1\u03b7\u03bc\u03b1\u03c4\u03bf\u03b4\u03bf\u03c4\u03bf\u03cd\u03bc\u03b5\u03bd\u03bf \u03b1\u03c0\u03cc \u03c4\u03bf Economic and Social Research Council (ESRC) Impact Acceleration Account- Follow-on Fund (\u00a310,010). \u03a3\u03c5\u03bd\u03c4\u03bf\u03bd\u03b9\u03c3\u03c4\u03ae\u03c2: Dr Carmel Mevorach, \u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u03c4\u03bf\u03c5 Birmingham.<\/span><\/span><\/p>\n<p class=\"western\" align=\"justify\"><span><span lang=\"en-GB\">2017-2018:\u00a0<\/span><\/span>\u2018<span><span lang=\"en-GB\">Tablet based attention training in schools for children with Autism Spectrum Disorders\u2019. \u03a7\u03c1\u03b7\u03bc\u03b1\u03c4\u03bf\u03b4\u03bf\u03c4\u03bf\u03cd\u03bc\u03b5\u03bd\u03bf \u03b1\u03c0\u03cc \u03c4\u03bf Economic and Social Research Council (ESRC) Impact Acceleration Account-User Engagement Fund (\u00a36,120). \u03a3\u03c5\u03bd\u03c4\u03bf\u03bd\u03b9\u03c3\u03c4\u03ae\u03c2: Dr Carmel Mevorach, \u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u03c4\u03bf\u03c5 Birmingham.<\/span><\/span><\/p>\n<p align=\"justify\">2017:\u00a0\u2018<span><span lang=\"en-GB\">Meeting the needs of pupils with autism in Qatar: moving forward, raising awareness and building capacity\u2019. <\/span><span lang=\"el-GR\">\u03a7\u03c1\u03b7\u03bc\u03b1\u03c4\u03bf\u03b4\u03bf\u03c4\u03bf\u03cd\u03bc\u03b5\u03bd\u03bf<\/span><span lang=\"en-GB\"> <\/span><span lang=\"el-GR\">\u03b1\u03c0\u03cc<\/span><span lang=\"en-GB\"> <\/span><span lang=\"el-GR\">\u03c4\u03bf<\/span><span lang=\"en-GB\"> The World Innovation Summit for Education (WISE): an initiative of the Qatar Foundation (\u00a360,000). <\/span><span lang=\"el-GR\">\u03a3\u03c5\u03bd\u03c4\u03bf\u03bd\u03af\u03c3\u03c4\u03c1\u03b9\u03b1: Professor Karen Guldberg, \u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u03c4\u03bf\u03c5 Birmingham.<\/span><\/span><\/p>\n<\/div>\n<\/li>\n<li>\n<h3>Researcher<\/h3>\n<div>\n<p>2025 &#8211; \u2018Thriving Schools: A Systemic, Whole School Approach to Mental Health and Well-being\u2019. Funded by the European Commission (Erasmus LS Programme). PI: Regional Directorate of Primary &amp; Secondary Education of Epirus.<\/p>\n<p>2014-2017: \u2018Transform Autism Education: enhancing the skills, knowledge and understanding of teachers in the UK, Italy and Greece\u2019. Funded by the European Commission (Erasmus + Programme, KA2, 2014-2015: project manager \/2015-2017: researcher). PI: Professor Karen Guldberg, University of Birmingham.<\/p>\n<p>2012-2016: \u2018Effects of play-based behavioural training on brain activity in children with autism\u2019. Funded by Autistica. PIs: Prof Chris Oliver \u03ba\u03b1\u03b9 Dr Joseph McCleery, University of Birmingham.<\/p>\n<p>2013-2014: \u2018School-Home Autism Research Environment through Intelligent Technologies\u2019. Funded by the Engineering and Physical Sciences Research Council (EPSRC). PI: Dr Kaska Porayska-Pomsta, UCL.<\/p>\n<p>2013: \u2018Alumni Impact Fund Robotics project\u2019. Funded by the Circles of Influence. PI: Professor Karen Guldberg, University of Birmingham.<\/p>\n<p>2012-2013: \u2018Shaping the future of technology use in the classroom\u2019. Funded by the Economic and Social Research Council (ESRC). PI: Professor Karen Guldberg, University of Birmingham.<\/p>\n<p>2011: \u0384ECHOES II: Improving children\u2019s social interaction through exploratory learning in a multimodal environment\u2019. Funded by the: 1. Engineering and Physical Sciences Research Council (EPSRC), 2. Economic and Social Research Council (ESRC) and 3. Teaching and Learning Research Programme- Technology Enhanced Learning (TLRP-TEL). PIs: Dr Kaska Porayska-Pomsta, UCL and Oliver Lemon, Heriot-Watt University.<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<p><!--more--><br \/>\n<!-- {\"type\":\"layout\",\"children\":[{\"type\":\"section\",\"props\":{\"style\":\"default\",\"width\":\"default\",\"vertical_align\":\"middle\",\"title_position\":\"top-left\",\"title_rotation\":\"left\",\"title_breakpoint\":\"xl\",\"image_position\":\"bottom-left\",\"image\":\"\"},\"children\":[{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"position_sticky_breakpoint\":\"m\",\"image_position\":\"center-center\",\"media_overlay_gradient\":\"\"},\"children\":[{\"type\":\"headline\",\"props\":{\"title_element\":\"h6\",\"title_color\":\"muted\",\"content\":\"<span uk-icon=\\\"icon:  arrow-left\\\"><\\\/span>\\nACADEMIC STAFF\",\"link\":\"en\\\/staff\\\/\"},\"name\":\"back to staff\"}]}]},{\"type\":\"row\",\"props\":{\"layout\":\"1-3,2-3\"},\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"media_overlay_gradient\":\"\",\"width_medium\":\"1-3\",\"position_sticky_breakpoint\":\"m\"},\"children\":[{\"type\":\"image\",\"props\":{\"margin\":\"default\",\"image_svg_color\":\"primary\",\"image_box_decoration\":\"primary\",\"image\":\"wp-content\\\/uploads\\\/Lila-Kossyvaki_photo.jpeg\",\"image_box_decoration_inverse\":false,\"image_svg_inline\":false},\"name\":\"\\u03a6\\u03c9\\u03c4\\u03bf\\u03b3\\u03c1\\u03b1\\u03c6\\u03af\\u03b1\"}]},{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"media_overlay_gradient\":\"\",\"width_medium\":\"2-3\",\"position_sticky_breakpoint\":\"m\"},\"children\":[{\"type\":\"headline\",\"props\":{\"title_element\":\"div\",\"title_color\":\"primary\",\"content\":\"Assistant Professor\"},\"name\":\"\\u03a4\\u03af\\u03c4\\u03bb\\u03bf\\u03c2\"},{\"type\":\"headline\",\"props\":{\"title_element\":\"h1\",\"title_style\":\"h1\",\"margin\":\"small\",\"content\":\"\n\n<p class=\\\"western\\\"><span><span lang=\\\"en-GB\\\"><span style=\\\"color: #000000;\\\">Lila Kossyvaki<\\\/span><\\\/span><\\\/span><\\\/p>\"},\"name\":\"\\u039f\\u03bd\\u03bf\\u03bc\\u03b1\\u03c4\\u03b5\\u03c0\\u03ce\\u03bd\\u03c5\\u03bc\\u03bf\"},{\"type\":\"list\",\"props\":{\"show_image\":true,\"show_link\":true,\"image_svg_color\":\"emphasis\",\"image_align\":\"left\",\"image_vertical_align\":true,\"margin\":\"small\",\"list_size\":\"\",\"list_type\":\"vertical\",\"list_element\":\"ul\",\"list_horizontal_separator\":\", \",\"column_breakpoint\":\"m\"},\"children\":[{\"type\":\"list_item\",\"props\":{\"content\":\"\",\"icon\":\"search\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span style=\\\"color: #0000ff;\\\"><u><a href=\\\"mailto:l.kossyvaki@ihu.gr\\\"><span lang=\\\"en-GB\\\">l.kossyvaki@ihu.gr<\\\/span><\\\/a>,\\u00a0<\\\/u><\\\/span><span style=\\\"color: #0000ff;\\\"><u><a href=\\\"mailto:lilakossyvaki@gmail.com\\\"><span lang=\\\"en-GB\\\">lilakossyvaki@gmail.com<\\\/span><\\\/a><\\\/u><\\\/span><a href=\\\"mailto:tsitiridou@bc.teithe.gr\\\" target=\\\"_blank\\\" rel=\\\"noopener\\\"><\\\/a><\\\/p>\",\"icon\":\"mail\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p><a href=\\\"https:\\\/\\\/scholar.google.com\\\/citations?user=N_7Eh20AAAAJ\\\">Personal page<\\\/a><\\\/p>\",\"icon\":\"world\"}}],\"name\":\"\\u03a3\\u03c4\\u03bf\\u03b9\\u03c7\\u03b5\\u03af\\u03b1 \\u03b5\\u03c0\\u03b9\\u03ba\\u03bf\\u03b9\\u03bd\\u03c9\\u03bd\\u03af\\u03b1\\u03c2\"},{\"type\":\"text\",\"props\":{\"margin\":\"default\",\"column_breakpoint\":\"m\",\"content\":\"\n\n<p class=\\\"western\\\"><span><span lang=\\\"en-GB\\\"><span style=\\\"color: #000000;\\\">Dr Lila Kossyvaki (BEd, MEd, PGCHE, PhD, CPsychol) is an Assistant Professor in Early Childhood Special Education at the International Hellenic University. Before taking on this position, she worked for several years at the University of Birmingham in the UK (Teaching and Research Fellow: July 2013-June 2015, Assistant Professor: July 2015-July 2022 and Associate Professor: August 2022-September 2023). Lila has published several research papers in international, peer reviewed journals of high impact, a research monograph (published by Routledge and translated into Arabic), chapters in edited books, research reports, hands-on resources for educators and therapists and she has co-edited a book. She has presented her work at academic and professional conferences in various countries in Europe, North and South America and Asia. Lila has worked in a number of schools and special education settings in the UK and in Greece.<\\\/span><\\\/span><\\\/span><\\\/p>\\n\n\n<p><span>Lila holds an Honorary Senior Research Fellow position at the University of Birmingham.<\\\/span><\\\/p>\"},\"name\":\"\\u03a3\\u03cd\\u03bd\\u03c4\\u03bf\\u03bc\\u03bf \\u03b2\\u03b9\\u03bf\\u03b3\\u03c1\\u03b1\\u03c6\\u03b9\\u03ba\\u03cc \\u2013 \\u03c0\\u03c1\\u03bf\\u03c6\\u03af\\u03bb \"},{\"type\":\"social\",\"props\":{\"link_style\":\"button\",\"margin\":\"default\",\"link_target\":true,\"grid_gap\":\"small\",\"grid\":\"horizontal\",\"status\":\"disabled\"},\"name\":\"\\u039a\\u03bf\\u03b9\\u03bd\\u03c9\\u03bd\\u03b9\\u03ba\\u03ac \\u03b4\\u03af\\u03ba\\u03c4\\u03c5\\u03b1\",\"children\":[{\"type\":\"social_item\",\"props\":{\"link\":\"tel:\"}},{\"type\":\"social_item\",\"props\":{\"link\":\"https:\\\/\\\/scholar.google.com\\\/citations?hl=el&user=BE0KiJUAAAAJ\"}},{\"type\":\"social_item\",\"props\":{\"link\":\"https:\\\/\\\/www.linkedin.com\"}},{\"type\":\"social_item\",\"props\":{\"link\":\"https:\\\/\\\/facebook.com\"}}]}]}]},{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"media_overlay_gradient\":\"\",\"width_medium\":\"1-1\",\"position_sticky_breakpoint\":\"m\"},\"children\":[{\"type\":\"headline\",\"props\":{\"title_element\":\"h3\",\"content\":\"\n\n<p class=\\\"western\\\"><span style=\\\"font-size: large;\\\"><span lang=\\\"en-GB\\\"><b>Undergraduate Courses<\\\/b><\\\/span><\\\/span><\\\/p>\"},\"name\":\"\\u0394\\u03b9\\u03b4\\u03b1\\u03c3\\u03ba\\u03cc\\u03bc\\u03b5\\u03bd\\u03b1 \\u039c\\u03b1\\u03b8\\u03ae\\u03bc\\u03b1\\u03c4\\u03b1 - \\u039b\\u03af\\u03c3\\u03c4\\u03b1\"},{\"type\":\"list\",\"props\":{\"show_image\":true,\"show_link\":true,\"image_svg_color\":\"emphasis\",\"image_align\":\"left\",\"image_vertical_align\":false,\"icon\":\"chevron-right\",\"list_size\":\"\",\"list_type\":\"vertical\",\"list_element\":\"ul\",\"list_horizontal_separator\":\", \",\"column_breakpoint\":\"m\"},\"children\":[{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">Special Education<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\">Developmental Psychopathology<\\\/p>\\n\n\n<p class=\\\"western\\\"><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p>Assessment and interventions in special education<\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p>Special issues of communication and interaction difficulties<\\\/p>\"}}],\"name\":\"\\u0394\\u03b9\\u03b4\\u03b1\\u03c3\\u03ba\\u03cc\\u03bc\\u03b5\\u03bd\\u03b1 \\u039c\\u03b1\\u03b8\\u03ae\\u03bc\\u03b1\\u03c4\\u03b1 - \\u039b\\u03af\\u03c3\\u03c4\\u03b1\"},{\"type\":\"headline\",\"props\":{\"title_element\":\"h3\",\"content\":\"Postgraduate Courses\",\"status\":\"disabled\"},\"name\":\"\\u039c\\u03b5\\u03c4\\u03b1\\u03c0\\u03c4\\u03c5\\u03c7\\u03b9\\u03b1\\u03ba\\u03ac \\u039c\\u03b1\\u03b8\\u03ae\\u03bc\\u03b1\\u03c4\\u03b1 - \\u03a4\\u03af\\u03c4\\u03bb\\u03bf\\u03c2\"},{\"type\":\"list\",\"props\":{\"show_image\":true,\"show_link\":true,\"image_svg_color\":\"emphasis\",\"image_align\":\"left\",\"image_vertical_align\":false,\"icon\":\"chevron-right\",\"list_size\":\"\",\"list_type\":\"vertical\",\"list_element\":\"ul\",\"list_horizontal_separator\":\", \",\"column_breakpoint\":\"m\",\"status\":\"disabled\"},\"children\":[{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p>Social and Cultural Pedagogical Approaches<\\\/p>\\n\n\n<p>Educational Research Methodology<\\\/p>\\n\n\n<p>Crisis and Conflict Management in Education<\\\/p>\"}}],\"name\":\"\\u039c\\u03b5\\u03c4\\u03b1\\u03c0\\u03c4\\u03c5\\u03c7\\u03b9\\u03b1\\u03ba\\u03ac \\u039c\\u03b1\\u03b8\\u03ae\\u03bc\\u03b1\\u03c4\\u03b1 - \\u039b\\u03af\\u03c3\\u03c4\\u03b1\"},{\"type\":\"headline\",\"props\":{\"title_element\":\"h3\",\"content\":\"Research Interests\"},\"name\":\"\\u0395\\u03c1\\u03b5\\u03c5\\u03bd\\u03b7\\u03c4\\u03b9\\u03ba\\u03ac \\u0395\\u03bd\\u03b4\\u03b9\\u03b1\\u03c6\\u03ad\\u03c1\\u03bf\\u03bd\\u03c4\\u03b1 - \\u03a4\\u03af\\u03c4\\u03bb\\u03bf\\u03c2\"},{\"type\":\"list\",\"props\":{\"show_image\":true,\"show_link\":true,\"image_svg_color\":\"emphasis\",\"image_align\":\"left\",\"image_vertical_align\":false,\"icon\":\"chevron-right\",\"list_size\":\"\",\"list_type\":\"vertical\",\"list_element\":\"ul\",\"list_horizontal_separator\":\", \",\"column_breakpoint\":\"m\"},\"children\":[{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">Autism and severe\\\/ profound intellectual disabilities <\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">The effect of neurotypical (non-autistic) adults' interactive style on the spontaneous communication of individuals with autism and other disabilities<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">Use of technology in the education of people with autism and severe\\\/profound intellectual disabilities <\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">Developing play skills in children with autism and\\\/or severe\\\/profound intellectual disabilities <\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">The impact of music on the education and life of people with severe\\\/profound intellectual disabilities and\\\/or autism<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">Teacher training<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">Parent training <\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p><span lang=\\\"en-GB\\\">Video Interaction Guidance (VIG)<\\\/span><\\\/p>\"}}],\"name\":\"\\u0395\\u03c1\\u03b5\\u03c5\\u03bd\\u03b7\\u03c4\\u03b9\\u03ba\\u03ac \\u0395\\u03bd\\u03b4\\u03b9\\u03b1\\u03c6\\u03ad\\u03c1\\u03bf\\u03bd\\u03c4\\u03b1 - \\u039b\\u03af\\u03c3\\u03c4\\u03b1\"},{\"type\":\"headline\",\"props\":{\"title_element\":\"h3\",\"content\":\"Publications\"},\"name\":\"\\u0394\\u03b7\\u03bc\\u03bf\\u03c3\\u03b9\\u03b5\\u03cd\\u03c3\\u03b5\\u03b9\\u03c2 - \\u03a4\\u03af\\u03c4\\u03bb\\u03bf\\u03c2\"},{\"type\":\"list\",\"props\":{\"show_image\":true,\"show_link\":true,\"image_svg_color\":\"emphasis\",\"image_align\":\"left\",\"image_vertical_align\":false,\"list_style\":\"divider\",\"list_size\":\"large\",\"icon\":\"chevron-right\",\"class\":\"\",\"list_type\":\"vertical\",\"list_element\":\"ul\",\"list_horizontal_separator\":\", \",\"column_breakpoint\":\"m\"},\"children\":[{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span style=\\\"color: #7f7f7f;\\\"><span lang=\\\"en-GB\\\"><b>Research monograph<\\\/b><\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> (2017) <\\\/span><span lang=\\\"en-US\\\"><i>Adult Interactive Style Intervention and Participatory Research Designs in Autism: Bridging the gap between academic research and practice<\\\/i><\\\/span><span lang=\\\"en-US\\\">. London:\\u00a0Routledge. The <\\\/span><span lang=\\\"en-GB\\\">research<\\\/span><span lang=\\\"en-US\\\"> <\\\/span><span lang=\\\"en-GB\\\">monograph has been translated into Arabic<\\\/span><span lang=\\\"en-US\\\"> (2019) <\\\/span><span lang=\\\"en-GB\\\">by<\\\/span><span lang=\\\"en-US\\\"> Dar Al Fiker Publishers and Distributors.<\\\/span><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span style=\\\"color: #7f7f7f;\\\"><span lang=\\\"en-GB\\\"><b>Edited book<\\\/b><\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Imray, P., <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> and Sissons, M. (<\\\/span><span lang=\\\"en-GB\\\">2023<\\\/span><span lang=\\\"en-US\\\">) <\\\/span><span lang=\\\"en-US\\\"><i>A Different View of Curriculum and Assessment<\\\/i><\\\/span><span lang=\\\"en-GB\\\"><i> for<\\\/i><\\\/span><span lang=\\\"en-US\\\"><i> Severe, Complex and Profound Learning Disabilities<\\\/i><\\\/span><span lang=\\\"en-US\\\">. London: Routledge<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span style=\\\"color: #7f7f7f;\\\"><span lang=\\\"en-GB\\\"><b>Book chapters<\\\/b><\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">Imray, P., Sissons, M. and <\\\/span><span lang=\\\"en-GB\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\"> (2023) Defining Learning Characteristics. In P. Imray, L. Kossyvaki and M.Sissons, M. (Eds.)\\u00a0<\\\/span><span lang=\\\"en-GB\\\"><i>A Different View of Curriculum and Assessment for Severe, Complex and Profound Learning Disabilities<\\\/i><\\\/span><span lang=\\\"en-GB\\\">. London: Routledge.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\">, Imray, P. and Sissons, M. (2023) The use and abuse of research: educational research and its importance for learners with SLD, CLD and PMLD. In P. Imray, L. Kossyvaki and M.Sissons, M. (Eds.)\\u00a0<\\\/span><span lang=\\\"en-GB\\\"><i>A Different View of Curriculum and Assessment for Severe, Complex and Profound Learning Disabilities<\\\/i><\\\/span><span lang=\\\"en-GB\\\">. London: Routledge.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">Vidal Esteve, I., L\\u00f3pez Mar\\u00ed, M., <\\\/span><span lang=\\\"en-GB\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\">, Reraki, M. and Peirats Chac\\u00f3n, J. (2022) An\\u00e1lisis comparativo de pr\\u00e1cticas inclusivas en Espa\\u00f1a e Inglaterra.In V. Gabarda and A. Tijeras (coords.). Contradicciones del sistema educativo: an\\u00e1lisis cr\\u00edtico y metamorfosis en una sociedad plural y diversa. Dykinson.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki L., <\\\/b><\\\/span><span lang=\\\"en-GB\\\">Tzonaka, Z. and Sereti, K. (2022) Education and Autism. In I. Vogindroukas, G., Karadanos and K., Francis (Eds.). Autism Spectrum Disorder: Clinical and Educational Issues (pp. 385-426). Athens<\\\/span>: <span lang=\\\"en-GB\\\">Kyriakidis<\\\/span>.<\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Papoudi, D. and<\\\/span><span lang=\\\"en-US\\\"><b>\\u00a0Kossyvaki, L.\\u00a0<\\\/b><\\\/span><span lang=\\\"en-US\\\">(2018) Play and Children with Autism: Insights from Research and Implications for Practice. In P. Smith and J. Roopnarine (Eds.)\\u00a0<\\\/span><span lang=\\\"en-US\\\"><i>The Cambridge Handbook of Play: Developmental and Disciplinary Perspectives<\\\/i><\\\/span><span lang=\\\"en-US\\\">\\u00a0(pp. 563-579). Cambridge: Cambridge University Press<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span style=\\\"color: #7f7f7f;\\\"><span lang=\\\"en-GB\\\"><b>Peer-reviewed papers<\\\/b><\\\/span><\\\/span><\\\/p>\\n\n\n<p>Mela, A. and<span>\\u00a0<\\\/span><strong>Kossyvaki, L.<\\\/strong>\\u00a0(2025) Early Years teachers' knowledge and perceptions about autism in Greece.<span>\\u00a0<\\\/span><em>Support for Learning<\\\/em>.<\\\/p>\\n\n\n<p>Moustaka, M., <strong>Kossyvaki, L.<\\\/strong> and Terlektsi, E. (2025) Using Point-of-View video modelling with young autistic students:\\u00a0 a systematic literature review. <em>International Journal of Developmental Disabilities<\\\/em>, 1-14.<\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Alaharbi, H., Terlektsi, E. and <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> (<\\\/span><span lang=\\\"en-GB\\\">2023<\\\/span><span lang=\\\"en-US\\\">) Dialogic reading effect on communication for children with autism: A systematic review. <\\\/span><span lang=\\\"en-US\\\"><i>Review Journal of Autism and Developmental Disorders<\\\/i><\\\/span><span lang=\\\"en-GB\\\">, 1-21.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Rushton, R., <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> and Terlektsi, E. (2023) Musical preferences of people with profound intellectual and multiple disabilities: a participatory design with proxies. <\\\/span><span lang=\\\"en-US\\\"><i>British Journal of Learning Disabilities<\\\/i><\\\/span><span lang=\\\"en-GB\\\"><i>.<\\\/i><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Rushton, R., <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> and Terlektsi, E. (2023) Music-based interventions for people with profound and multiple learning disabilities: A systematic review of the literature.\\u00a0<\\\/span><span lang=\\\"en-US\\\"><i>Journal of Intellectual Disabilities<\\\/i><\\\/span><span lang=\\\"en-US\\\">,\\u00a027(2), 370-387<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Vidal, I. and <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> (2023) Inclusion of students with ASD in Spain: a scoping review of the international literature. <\\\/span><span lang=\\\"en-US\\\"><i>International Journal of Developmental Disabilities<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 1-10<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Imray, P, <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> and Sissons, M. (<\\\/span><span lang=\\\"en-GB\\\">2023<\\\/span><span lang=\\\"en-US\\\">) Evidence Based Practice: The use and abuse of research. <\\\/span><span lang=\\\"en-US\\\"><i>Support for Learning<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 38(1): 51-66<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Meadan, H., Cristescu, L., Alharbi, H. and Tuite, D. (<\\\/span><span lang=\\\"en-GB\\\">2022<\\\/span><span lang=\\\"en-US\\\">) Investigating the impact of online parent-implemented training and coaching on mothers of autistic children and their children.<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\"><i>Research\\u00a0in\\u00a0Autism\\u00a0Spectrum\\u00a0Disorders<\\\/i><\\\/span><span style=\\\"color: #222222;\\\"><span lang=\\\"en-GB\\\"><span>,\\u00a0<\\\/span><\\\/span><\\\/span><span style=\\\"color: #222222;\\\"><span lang=\\\"en-GB\\\"><i><span>98<\\\/span><\\\/i><\\\/span><\\\/span><span style=\\\"color: #222222;\\\"><span lang=\\\"en-GB\\\"><span>, 102044.<\\\/span><\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">P\\u00e9rez-Fuster, P., Herrera, G., <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> and Ferrer, A. (<\\\/span><span lang=\\\"en-GB\\\">2022<\\\/span><span lang=\\\"en-US\\\">) Enhancing Joint Attention Skills in Children with Autism Spectrum Disorder through an Augmented Reality Technology-Mediated Intervention. <\\\/span><span lang=\\\"en-US\\\"><i>Children<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 9(2): 258<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Rushton, R., <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> and Terlektsi, E. (<\\\/span><span lang=\\\"en-GB\\\">2022<\\\/span><span lang=\\\"en-US\\\">) Music-based interventions for people with profound and multiple learning disabilities: a systematic review of the literature. <\\\/span><span lang=\\\"en-US\\\"><i>Journal of Intellectual Disabilities<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 17446295221087563<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> (2021) Autism education in Greece at the beginning of the 21st century: Reviewing the literature. <\\\/span><span lang=\\\"en-US\\\"><i>Support for Learning<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 36(2): 183-203<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Rushton, R. and <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> (2021) The role of music within the home-lives of young people with profound and multiple learning disabilities: parental perspectives. <\\\/span><span lang=\\\"en-US\\\"><i>British Journal of Learning Disabilities<\\\/i><\\\/span><span lang=\\\"en-GB\\\"><i>.<\\\/i><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span style=\\\"color: #000000;\\\"><span lang=\\\"en-US\\\">Rushton, R. and <\\\/span><\\\/span><span style=\\\"color: #000000;\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><\\\/span><span style=\\\"color: #000000;\\\"><span lang=\\\"en-US\\\"> (2020) Using Musical Play with children with Profound and Multiple Learning Disabilities at school. <\\\/span><\\\/span><span style=\\\"color: #000000;\\\"><span lang=\\\"en-US\\\"><i>British Journal of Special Education<\\\/i><\\\/span><\\\/span><span style=\\\"color: #000000;\\\"><span lang=\\\"en-GB\\\">, 47(4): 489-509.<\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L<\\\/b><\\\/span><span lang=\\\"en-US\\\">.\\u00a0and Curran, S. (2020) The role of technology-mediated music-making in enhancing engagement and social communication in children with autism and intellectual disabilities.\\u00a0<\\\/span><span lang=\\\"en-US\\\"><i>Journal of Intellectual Disabilities<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 24(1): 118\\u2013138<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\"><b> <\\\/b><\\\/span><span lang=\\\"en-US\\\">(2019)<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\"><a href=\\\"https:\\\/\\\/research.birmingham.ac.uk\\\/portal\\\/en\\\/publications\\\/why-is-research-important-reflections-for-professionals-and-parents(15ecf4b3-8be1-4f53-9537-a4dcb2dda54f).html\\\">Why is research important? Reflections for professionals and parents<\\\/a>. <\\\/span><span lang=\\\"en-US\\\"><i>PMLD Link<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 31.2 (90)<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Porayska-Pomsta, K., Alcorn, A.M., Avramides, K., Beale, S., Bernardini, S., Foster, M.E., ... <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> et al. (2018) Blending human and artificial intelligence to support autistic children\\u2019s social communication skills. <\\\/span><span lang=\\\"en-US\\\"><i>ACM Transactions on Computer-Human Interaction (TOCHI)<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 25(6)<\\\/span><span lang=\\\"en-GB\\\">:<\\\/span><span lang=\\\"en-US\\\"> 1-35<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Muller Spaniol, M.,\\u00a0Shalev, L.,\\u00a0<\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">\\u00a0and Mevorach, C. (2017)\\u00a0Attention training in autism as a potential approach to improving academic performance: a school-based pilot study.\\u00a0<\\\/span><span lang=\\\"en-US\\\"><i>Journal of Autism and Developmental Disorders<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 48(2): 592-610<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> and Papoudi, D. (2016) A review of play interventions for children with autism at school. <\\\/span><span lang=\\\"en-US\\\"><i>International Journal of Disability, Development and Education<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 63(1):<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\">45-63<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Jones, G. and Guldberg, K. (2016) Training teaching staff to facilitate spontaneous communication in children with autism: Adult Interactive Style Intervention (AISI).\\u00a0<\\\/span><span lang=\\\"en-US\\\"><i>Journal of Research in Special Educational Needs<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 16(3): 156-168<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> (2013) Adult interactive style and autism: reviewing the literature to inform school practice.<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\"><i>Good Autism Practice<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 14(2): 23-32<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Jones, G. and Guldberg, K. (2012) The effect of adult interactive style on the spontaneous communication of young children with autism at school. <\\\/span><span lang=\\\"en-US\\\"><i>British Journal of Special Education<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 39(4): 173-184<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Avramides, K., Bernardini, S., Foster, M.E., Frauenberger, C., <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> and Mademtzi, M. (2012) State of-the-art in TEL to support social communication skill development in children with autism: a multi-disciplinary review.<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\"><i>International Journal of Technology Enhanced Learning<\\\/i><\\\/span><span lang=\\\"en-US\\\">, 4 (5\\\/6): 359\\u2013372<\\\/span><span style=\\\"color: #7f7f7f;\\\"><span lang=\\\"en-GB\\\"><b>.<\\\/b><\\\/span><\\\/span><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span style=\\\"color: #7f7f7f;\\\"><span lang=\\\"en-GB\\\"><b>Research reports <\\\/b><\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\">Guldberg, K., Achtypi, A., Angelidi, E., Baker, L., Bradley, R., Colombo, M., Critchley, S-J., Cumino, R., D\\u2019Alonzo, L., Folci, I., Giouroukou, E., Hadjipateras-Giannoulis, K., Huggett, S., Kerem, M., Kokounaras-Liagkis, M., <\\\/span><span lang=\\\"en-GB\\\"><b>Kossyvaki, A.<\\\/b><\\\/span><span lang=\\\"en-GB\\\">, Laskaridou, K., Milton, D., Molteni, P., Sala, R., Simpson, P., Sofianopolou, K., Wood, R. and Zanfroni, E. (2017) <\\\/span><span lang=\\\"en-GB\\\"><i>Transform Autism Education: Final Report<\\\/i><\\\/span><span lang=\\\"en-GB\\\">. ERASMUS PLUS KA2: Cooperation and innovation for good practices. <\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">Guldberg, K., Ashbee, E., <\\\/span><span lang=\\\"en-GB\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\">, Bradley, R. and Basulayyim, A. (2017) <\\\/span><span lang=\\\"en-GB\\\"><i>Meeting the Needs of Pupils with Autism in Qatar: Moving forward.<\\\/i><\\\/span><span lang=\\\"en-GB\\\"> Doha, Qatar: World Innovation Summit for Education (WISE)\\\/Qatar Foundation.<\\\/span><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span style=\\\"color: #7f7f7f;\\\"><span lang=\\\"en-GB\\\"><b>Materials for teachers and therapists <\\\/b><\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">Ware, J., Ayub-Buhlar, T., Bradley, A., Bradshaw, J\\u2026., <\\\/span><span lang=\\\"en-GB\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\"> et al. (2020) <\\\/span><span lang=\\\"en-GB\\\"><i>Routes for Learning: Guidance<\\\/i><\\\/span><span lang=\\\"en-GB\\\">. Welsh Government. Available: <\\\/span><span style=\\\"color: #0000ff;\\\"><u><a href=\\\"https:\\\/\\\/hwb.gov.wales\\\/api\\\/storage\\\/f4133444-0b1d-4f66-aa46-8f76edd09199\\\/curriculum-2022-routes-for-learning-guidance-final-web-ready-e-130720.pdf\\\"><span lang=\\\"en-GB\\\">https:\\\/\\\/hwb.gov.wales\\\/api\\\/storage\\\/f4133444-0b1d-4f66-aa46-8f76edd09199\\\/curriculum-2022-routes-for-learning-guidance-final-web-ready-e-130720.pdf<\\\/span><\\\/a><\\\/u><\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span style=\\\"color: #ff0000;\\\"><span lang=\\\"en-GB\\\"> <\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">Calveley, J., Longhorn, F, <\\\/span><span lang=\\\"en-GB\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\">, Bhogal, K. and Healey, L. (2021) <\\\/span><span lang=\\\"en-GB\\\"><i>Timetables for learners with Profound and Multiple Learning Disabilities<\\\/i><\\\/span><span lang=\\\"en-GB\\\">. Published online by NAC (Non-Verbal Affective Care) Community Interest Company. Available: <a href=\\\"https:\\\/\\\/learning.nacwellbeing.org\\\/wp-content\\\/uploads\\\/2022\\\/01\\\/Timetables-E-Book-A4-Document.pdf\\\">https:\\\/\\\/learning.nacwellbeing.org\\\/wp-content\\\/uploads\\\/2022\\\/01\\\/Timetables-E-Book-A4-Document.pdf<\\\/a><\\\/span><\\\/p>\\n\n\n<p><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\">Shalev, L., Mevorach, C. and <\\\/span><span lang=\\\"en-GB\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\"> (2022) Massive Open Online Course (MOOC) \\u2018Attention and Autism\\u2019. Available: <\\\/span><span style=\\\"color: #0000ff;\\\"><u><a href=\\\"https:\\\/\\\/www.futurelearn.com\\\/courses\\\/attention-and-autism-greek\\\/2\\\"><span lang=\\\"en-GB\\\">https:\\\/\\\/www.futurelearn.com\\\/courses\\\/attention-and-autism-greek\\\/2<\\\/span><\\\/a><\\\/u><\\\/span><span lang=\\\"en-GB\\\"> (Greek)<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span style=\\\"color: #0000ff;\\\"><u><a href=\\\"https:\\\/\\\/www.futurelearn.com\\\/courses\\\/attention-and-autism\\\"><span lang=\\\"en-GB\\\">https:\\\/\\\/www.futurelearn.com\\\/courses\\\/attention-and-autism<\\\/span><\\\/a><\\\/u><\\\/span><span lang=\\\"en-GB\\\"> (English)<\\\/span><\\\/p>\"}}],\"name\":\"\\u0394\\u03b7\\u03bc\\u03bf\\u03c3\\u03b9\\u03b5\\u03cd\\u03c3\\u03b5\\u03b9\\u03c2 - \\u039b\\u03af\\u03c3\\u03c4\\u03b1\"},{\"type\":\"headline\",\"props\":{\"title_element\":\"h3\",\"content\":\"Presentations\"},\"name\":\"\\u03a0\\u03b1\\u03c1\\u03bf\\u03c5\\u03c3\\u03b9\\u03ac\\u03c3\\u03b5\\u03b9\\u03c2 - \\u03a4\\u03af\\u03c4\\u03bb\\u03bf\\u03c2\"},{\"type\":\"list\",\"props\":{\"show_image\":true,\"show_link\":true,\"image_svg_color\":\"emphasis\",\"image_align\":\"left\",\"image_vertical_align\":false,\"list_style\":\"divider\",\"list_size\":\"large\",\"icon\":\"chevron-right\",\"class\":\"\",\"list_type\":\"vertical\",\"list_element\":\"ul\",\"list_horizontal_separator\":\", \",\"column_breakpoint\":\"m\"},\"children\":[{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span style=\\\"color: #7f7f7f;\\\"><span lang=\\\"en-GB\\\"><b>Presentations at international conferences judged by referees <\\\/b><\\\/span><\\\/span><\\\/p>\\n\n\n<p>Terlektsi, E., <strong>Kossyvaki, L.<\\\/strong> and Rushton, R. \\u2018Identifying good practice in supporting inclusive practices for deaf children with autism\\u2019. International Congress on the Education of the Deaf, Rome, Italy, 7<sup>th<\\\/sup> to 11<sup>th<\\\/sup> July 2025.<\\\/p>\\n\n\n<p>Terlektsi, E., <strong>Kossyvaki, L.<\\\/strong> and Waller, C. \\u2018Teaching staff\\u2019s\\u00a0attitudes, experience and knowledge of school-based\\u202fresearch in special education\\u2019. British Educational Research Association Conference, Birmingham, UK, 12<sup>th<\\\/sup> to 14<sup>th<\\\/sup> September 2023.<\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Rachanioti, E., Alevriadou, A., Laskaraki, E., Mevorach, C., Shalev, l., <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Herrera, G., Alharbi, H., L\\u00f3pez Fern\\u00e1ndez, A. and Baisa, A. \\u2018Evidence-based practices targeting non-social attention training in children with autism: a Systematic Literature Review\\u2019. 13<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> Autism-Europe International Congress, Cracow, Poland, 7<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">-9<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">October 2022<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\"><b><span>Kossyvaki, L.<\\\/span><\\\/b><\\\/span><span lang=\\\"en-GB\\\"><span>, Laskaraki, E., Alevriadou, A., Mevorach, C., Shalev, L., Herrera, G., Alharbi, H., L\\u00f3pez Fern\\u00e1ndez, A. and Rachanioti, E. \\u2018School staff views on attention in autism: data from Greece, Israel, Spain and the UK\\u2019. <\\\/span><\\\/span><span lang=\\\"en-US\\\">13<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> Autism-Europe International Congress, Cracow, Poland, 7<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">-9<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">October 2022<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-GB\\\"><b><span>Kossyvaki, L.<\\\/span><\\\/b><\\\/span><span lang=\\\"en-GB\\\"><span> and Meadan, H. \\u2018Telepractice parent-implemented training and coaching in rural areas in the UK: impact on children with autism and their mothers\\u2019. <\\\/span><\\\/span><span lang=\\\"en-US\\\">13<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> Autism-Europe International Congress, Cracow, Poland, 7<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">-9<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">October 2022<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Alharbi, H., Cristescu, L. and Tuite, D. \\u2018Using telepractice to train and coach mothers of children with autism in a rural county in the UK during the COVID-19 pandemic\\u2019. British Educational Research Association Conference, 13<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> to 16<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> September 2021<\\\/span><span lang=\\\"en-GB\\\"> (online).<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Alharbi, H., Terlektsi, E. and <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Using Dialogic Reading Intervention for Mothers of Children with Autism in Saudi Arabia\\u2019. British Educational Research Association Conference,13th to 16th September 2021 <\\\/span><span lang=\\\"en-GB\\\">(online).<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Cristescu, L., <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Alharbi, H. and Tuite, D. \\u2018Use of\\u00a0Telepractice to Train and Coach\\u00a0Mothers of Children with Autism\\u2019. European Conference on Educational Research, 6<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> to 10<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> September 2021<\\\/span><span lang=\\\"en-GB\\\"> (online).<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Alharbi, H., Terlektsi, E. and <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Introducing Dialogic Reading Intervention for Children with Autism in Saudi Arabia\\u2019. European Conference on Educational Research, 6th to 10th September 2021<\\\/span><span lang=\\\"en-GB\\\"> (online).<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Laskaraki, E., Alevriadou, A., Mevorach, C., Shalev, L. and Herrera, G. \\u2018Attention Training in Autism: the Views of Education Professionals from Greece, Israel, Spain and the UK\\u2019. European Conference on Educational Research, 6<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> to 10<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> September 2021<\\\/span><span lang=\\\"en-GB\\\"> (online).<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Papadakis, G. and Curran, S. \\u2018Using technology-mediated music-making at school with children with autism and intellectual disabilities: a participatory multidisciplinary approach\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> <\\\/span>\\u03a4<span lang=\\\"en-US\\\">he 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info- exclusion, Aristotle University of Thessaloniki, Greece, 20<\\\/span><sup><span lang=\\\"en-US\\\">th <\\\/span><\\\/sup><span lang=\\\"en-US\\\">to 22<\\\/span><sup><span lang=\\\"en-US\\\">nd <\\\/span><\\\/sup><span lang=\\\"en-US\\\">June 2018<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Bradley, H., Connelly, C. and Peters, A. \\u2018The significance of developing practitioner researchers in the field of SPMLD: two study<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\">examples\\u2019<\\\/span><span lang=\\\"en-GB\\\">. <\\\/span><span lang=\\\"en-US\\\">Raising the Bar III: National PMLD Conference, University of Birmingham, UK, 25<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> October 2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Bradley, H., Goodwin, M., Beesley N. and Brough, E. \\u2018Applying the PMLD Core &amp; Essential Service Standards at Higher Education (HE): the case of the University of Birmingham S\\\/PMLD programme\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> Raising the Bar II: National Conference on the PMLD Core &amp; Essential Service Standards, University of Birmingham, UK, 2<\\\/span><sup><span lang=\\\"en-US\\\">nd<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">November 2018<\\\/span><span lang=\\\"en-GB\\\">. <\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> and Papoudi, P. \\u2018Identifying the gaps at school-based play interventions for children with autism\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> XI Autism-Europe International Congress, Edinburgh, UK, 16<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">-18<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">September 2016<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Guldberg, K., Bradley, R., Laskaridou, K. Molteni, P., <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Angelidi, E., D\\u2019Alonzo, L., Hadjipateras-Giannoulis, K. and Sala, R.<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\">\\u2018Inclusion in practice: European perspectives on educating and empowering pupils with autism\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> XI Autism-Europe International Congress, Edinburgh, UK, 16<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">-18<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">September 2016<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Porayska-Pomsta, P., Guldberg, K., Anderson, K., Smith, T. and Alvarez, J. \\u2018Using technology with parents at home: 5 case studies from the SHARE-IT project\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> ITASD Conference, Pasteur Institute, Paris, France, 3<\\\/span><sup><span lang=\\\"en-US\\\">rd<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">and 4<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">October 2014<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Guldberg, K., <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> and Perez-Fuster, P. \\u2018Using NAO the robot to develop activities for children w<\\\/span>\\u03b9<span lang=\\\"en-US\\\">th autism: interdisciplinary processes and participatory design\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> ITASD Conference, Pasteur Institute, Paris, France, 3<\\\/span><sup><span lang=\\\"en-US\\\">rd<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">and 4<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">October 2014<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\">Porayska-Pomsta, K., Anderson, K., Bernardini, S., Guldberg, K., Smith, T., <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Hodgings, S. and Lowe, I. \\u2018<a href=\\\"https:\\\/\\\/iris.ucl.ac.uk\\\/iris\\\/publication\\\/1072613\\\/1\\\">Building an Intelligent Authorable Serious Game for Autistic Children and their Carers<\\\/a>\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> 10th International Conference, ACE 2013 Boekelo, The Netherlands, 13<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> November 2013<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Jones, G. and Guldberg, K. \\u2018Adult Interactive Style Intervention: how can adults increase the spontaneous communication of autistic children?\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> 10<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">International Autism-Europe Congress, Budapest, Hungary, 26<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">\\u201328<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">September 2013<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Jones, G. and Guldberg, K. \\u2018Action research in special schools: an innovative way of training staff\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> European Conference on Educational Research, Bah\\u00e7e\\u015fehir University, Istanbul, Turkey, 10<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">\\u201313<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">September 2013<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><a href=\\\"http:\\\/\\\/www.eera-ecer.de\\\/ecer-programmes\\\/search-programmes\\\/conference\\\/8\\\/searchForContributionByPerson\\\/?no_cache=1&amp;personUid=58580&amp;cHash=dcd37b9c7cdbeca8264c42039c0a6300\\\"><span lang=\\\"en-US\\\">Guldberg, K.,<\\\/span><span lang=\\\"en-US\\\"><b> Kossyvaki<\\\/b><\\\/span><\\\/a><span lang=\\\"en-US\\\"><b>, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, <a href=\\\"http:\\\/\\\/www.eera-ecer.de\\\/ecer-programmes\\\/search-programmes\\\/conference\\\/8\\\/searchForContributionByPerson\\\/?no_cache=1&amp;personUid=58584&amp;cHash=43cb0765a5c2e70630bc295d80d856a0\\\">Porayska-Pomsta<\\\/a>, K., <a href=\\\"http:\\\/\\\/www.eera-ecer.de\\\/ecer-programmes\\\/search-programmes\\\/conference\\\/8\\\/searchForContributionByPerson\\\/?no_cache=1&amp;personUid=58583&amp;cHash=cc0c1bfa43ff3d58d41f59e5e84d029c\\\">Parsons<\\\/a>, S.,<a href=\\\"http:\\\/\\\/www.eera-ecer.de\\\/ecer-programmes\\\/search-programmes\\\/conference\\\/8\\\/searchForContributionByPerson\\\/?no_cache=1&amp;personUid=58582&amp;cHash=42c8078ba44d12b6673855af19938039\\\">Mademtzi<\\\/a>, M. and <a href=\\\"http:\\\/\\\/www.eera-ecer.de\\\/ecer-programmes\\\/search-programmes\\\/conference\\\/8\\\/searchForContributionByPerson\\\/?no_cache=1&amp;personUid=58581&amp;cHash=d6b631def795bc69ce4d9875195127fe\\\">Keay-Bright<\\\/a>, W. \\u2018The future use of technologies in the classroom: participatory research and e-inclusion as tools to promote creativity at schools\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> European Conference on Educational Research, Bah\\u00e7e\\u015fehir<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\">University, Istanbul, Turkey, 10<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">\\u201313<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">September 2013<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> and Jones, G. \\u2018Using action research to promote spontaneous communication in children with autism at school in the UK\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> European Conference on Educational Research, University of Cadiz, Spain,18<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">-21<\\\/span><sup><span lang=\\\"en-US\\\">st<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> September 2012<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u00a0\\u2018Adult Interactive Style and its impact on the spontaneous communication of children with autism in the classroom\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> The National Autistic Society\\u2019s professional conference: working together for better outcomes, Manchester, UK, 28<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">-29<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">February 2012<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Using action research in special education: advantages and challenges\\u2019, 10<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\">research student conference entitled Curiosity driven or improving policy and practice. What's the point of University research in an age of austerity?<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> School of Education, University of Birmingham, Birmingham, UK, 19<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">November 2011<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\">, Jones, G. and Guldberg, K. \\u2018The effect of adult style on young children with autism at school\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> Communication: the key to success addressing autism and Asperger\\u2019s syndrome, Edge Hill University, Ormskirk, Lancashire, UK, 20<\\\/span><sup><span lang=\\\"en-US\\\">th <\\\/span><\\\/sup><span lang=\\\"en-US\\\">May 2011<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span style=\\\"color: #7f7f7f;\\\"><span lang=\\\"en-GB\\\"><b>Presentations at Greek conferences judged by referees <\\\/b><\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki, L. <\\\/b><\\\/span><span lang=\\\"en-GB\\\">and Meadan, H. 'Training and coaching parents of children with autism using telepractice; examples from the United States and the United Kingdom'. 8th Panhellenic Autism Conference, Ioannis Vellidis Conference Centre, Thessaloniki, Greece, 13-15 October 2023.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki, L<\\\/b><\\\/span><span lang=\\\"en-GB\\\">., Shalev, L., Mevorach, C., Tzonaka, Z. and Rahanioti, E. 'Autism and attention: a research-based online training course for teachers and health professionals'. 8th Panhellenic Autism Conference, Ioannis Vellidis Conference Centre, Thessaloniki, Greece, 13-15 October 2023.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\">, Laskaridou, K., Jones, G. and Guldberg, K. 'Improving classroom communication while focusing on teachers: adaptations of an English intervention model to Greek mainstream schools'. 4th Panhellenic Autism Conference, Thessaloniki, Greece, 4-6 October 2013.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki, L<\\\/b><\\\/span><span lang=\\\"en-GB\\\">., Jones, G. and Guldberg, K. 'Spontaneous communication of children with autism in school and the role of teaching staff'. 3rd Conference on Autism Spectrum Disorders Therapeutic-Educational Interventions, Messologgi, Greece, 22-23 October 2011.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\">Mademtzi, M., Guldberg, K. and <\\\/span><span lang=\\\"en-GB\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\">: 'ECHOES II: A technological intervention for the development of joint attention in children with autism'. 3rd Conference on Autistic Spectrum Disorders Therapeutic-Educational Interventions, Messolonggi, Greece, 22-23 October 2011.<\\\/span><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span style=\\\"color: #7f7f7f;\\\"><span lang=\\\"en-GB\\\"><b>International conferences (invited)<\\\/b><\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki, L. <\\\/b><\\\/span><span lang=\\\"en-GB\\\">\\u2018What research tell us (and doesn\\u2019t tell us) about what works in the education of learners with PMLD and SLD\\u2019. EQUALS National Conference, Friend\\u2019s House, London, UK, 23<\\\/span><sup><span lang=\\\"en-GB\\\">rd<\\\/span><\\\/sup><span lang=\\\"en-GB\\\"> June 2023.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki, L. <\\\/b><\\\/span><span lang=\\\"en-US\\\">\\u2018The crucial importance of research in our everyday practice with learners with PMLD\\u2019. PMLD National Conference, Sunningdale School, Sunderland, UK, 24<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> March 2023.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki, L. <\\\/b><\\\/span><span lang=\\\"en-US\\\">\\u2018Communication and language development in autism\\u2019. Language and cognition at Birmingham (LACAB), University of Birmingham, Birmingham, UK, 8th June 2023.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Teacher Training and Attention in Autism: a quadrilingual research project to bring universities and schools together\\u2019. BIAC<\\\/span><sup><span lang=\\\"en-US\\\">2<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> Summer 2021 - Balkan International Autism Congress, Izmir Democracy University, Turkey, 1st-3rd July 2021 (online).<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Using i-PiCS (internet-based Parent-implemented Communication Strategies) to train and coach parents of children with autism\\u2018.BIAC<\\\/span><sup><span lang=\\\"en-US\\\">2<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> Summer 2021 - Balkan International Autism Congress, Izmir Democracy University, Turkey, 1st-3rd July 2021 (online).<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L. <\\\/b><\\\/span><span lang=\\\"en-US\\\">\\u2018The significance of research in the field of SPLMD: informing good practice<\\\/span><span lang=\\\"en-US\\\">\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> The Best of British Very Special Education: Bridging the void between the past and future, Swiss Cottage School, London, UK, 28<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">and 29<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">November 2019.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\"><b> <\\\/b><\\\/span><span lang=\\\"en-GB\\\">\\u2018<\\\/span><span lang=\\\"en-US\\\">The role of neurotypical people in promoting communication in individuals with autism: the Adult Interactive Style Intervention (AISI)\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> 1st International Autism Meeting, Alexandroupolis, Greece, 25<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">-27<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">August 2019.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Adult Interactive Style Intervention (AISI): How teaching staff can promote spontaneous communication in children with autism\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> Yayasan Hasanah Forum on Inclusion, Kuala Lumpur, Malaysia, 29<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\">November 2018.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Challenges to inclusion\\u2019, Changes Big and Small: Inclusive Transformation for Malaysian Schools<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> Education Malaysia RITE Roundtable, Kuala Lumpur, Malaysia, 27<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\">November 2018.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Autism in the world of SLD\\\/PMLD \\u2013 spontaneous communication\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> Best of British Special Education: a two-day Forum, Swiss Cottage School, London<\\\/span><span lang=\\\"en-GB\\\">, UK,<\\\/span><span lang=\\\"en-US\\\"> 2<\\\/span><sup><span lang=\\\"en-US\\\">nd <\\\/span><\\\/sup><span lang=\\\"en-US\\\">and 3<\\\/span><sup><span lang=\\\"en-US\\\">rd <\\\/span><\\\/sup><span lang=\\\"en-US\\\">March 2017.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\"><b> <\\\/b><\\\/span><span lang=\\\"en-US\\\">\\u2018Adult Interactive Style Intervention (AISI): How teaching staff can promote spontaneous communication in children with autism and SLD\\u2019<\\\/span><span lang=\\\"en-GB\\\">.<\\\/span><span lang=\\\"en-US\\\"> 5<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\">annual conference,<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"en-US\\\">Autism West Midlands, Queen Elizabeth Hospital, Birmingham, UK, 28<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><sup><span lang=\\\"en-GB\\\"> <\\\/span><\\\/sup><span lang=\\\"en-US\\\">November 2016.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018AISI: An adult-focused intervention to promote spontaneous communication in children with autism and SLD\\\/PMLD\\u2019. Road Map for Life Conference, Swiss Cottage School, London, UK, 13<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> May 2016.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018The effect of adult interactive style on the spontaneous communication of young children with autism at school\\u2019. Yale Child Study Center, Yale University, US, 11<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> November 2015.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Inclusion in the Greek context: from theory to practice\\u2019. International Conference on Inclusion, Varese, Italy, 28<\\\/span><sup><span lang=\\\"en-US\\\">th <\\\/span><\\\/sup><span lang=\\\"en-US\\\">September 2015.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> and Papoudi, D. \\u2018Enhancing self-other awareness via the lens of video in training teaching staff of children with autism\\u2019. It takes two to tango: a translational approach to self-other dynamics, School of Psychology, University of Birmingham, UK, 6<\\\/span><sup><span lang=\\\"en-US\\\">th <\\\/span><\\\/sup><span lang=\\\"en-US\\\">July 2015.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\">Papoudi, D. and <\\\/span><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Video Interaction Guidance as an innovative tool to train teaching staff at school. School of Education conference, University of Birmingham, UK, 6<\\\/span><sup><span lang=\\\"en-US\\\">th <\\\/span><\\\/sup><span lang=\\\"en-US\\\">July 2015.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Spontaneous communication in autism: do we hold more than half of the solution?\\u2019. Autism Study Day, University of Northampton, UK, 12<\\\/span><sup><span lang=\\\"en-US\\\">th <\\\/span><\\\/sup><span lang=\\\"en-US\\\">June 2015. <\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Working in partnership with school staff to promote spontaneous communication in children with autism\\u2019. School of Education Research Seminar, University of Northampton, UK, 21<\\\/span><sup><span lang=\\\"en-US\\\">st <\\\/span><\\\/sup><span lang=\\\"en-US\\\">October 2014. <\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Doing research in the wild: taking technology into schools and homes\\u2019. The Birmingham eMind Conference: Is technology rewiring young minds? Implications for mental health, School of Psychology, University of Birmingham, UK, 6<\\\/span><sup><span lang=\\\"en-US\\\">th <\\\/span><\\\/sup><span lang=\\\"en-US\\\">June 2014.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-US\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-US\\\"> \\u2018Creating effective communication partnerships\\u2019, lecture for the postgraduate course in Autism Spectrum. The Autism Centre, Sheffield Hallam University, UK, 30<\\\/span><sup><span lang=\\\"en-US\\\">th <\\\/span><\\\/sup><span lang=\\\"en-US\\\">April 2014 and 1<\\\/span><sup><span lang=\\\"en-US\\\">st <\\\/span><\\\/sup><span lang=\\\"en-US\\\">May 2013.<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki<\\\/b><\\\/span><span lang=\\\"en-US\\\"><b>, <\\\/b><\\\/span><span lang=\\\"en-GB\\\"><b>L<\\\/b><\\\/span><span lang=\\\"en-US\\\"><b>. <\\\/b><\\\/span><span lang=\\\"en-GB\\\">and<\\\/span><span lang=\\\"en-US\\\"> <\\\/span><span lang=\\\"en-GB\\\">Guldberg<\\\/span><span lang=\\\"en-US\\\">, <\\\/span><span lang=\\\"en-GB\\\">K<\\\/span><span lang=\\\"en-US\\\">. \\u2018<\\\/span><span lang=\\\"en-GB\\\">Technology<\\\/span><span lang=\\\"en-US\\\"> enh<\\\/span><span lang=\\\"en-GB\\\">anced <\\\/span><span lang=\\\"en-US\\\">l<\\\/span><span lang=\\\"en-GB\\\">earning<\\\/span><span lang=\\\"en-US\\\"> <\\\/span><span lang=\\\"en-GB\\\">and<\\\/span><span lang=\\\"en-US\\\"> <\\\/span><span lang=\\\"en-GB\\\">children with autism\\u2019<\\\/span><span lang=\\\"en-US\\\">. Autism: talk, learn, understand, Piraeus, Greece, 4<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\">-5<\\\/span><sup><span lang=\\\"en-US\\\">th<\\\/span><\\\/sup><span lang=\\\"en-US\\\"> April 2014. <\\\/span><\\\/p>\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"\n\n<p class=\\\"western\\\"><span style=\\\"color: #7f7f7f;\\\"><span lang=\\\"en-GB\\\"><b>Greek conferences (invited)<\\\/b><\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki, L. <\\\/b><\\\/span><span lang=\\\"en-GB\\\">'Autism and attention difficulties in the educational process: from assessment to intervention'. 9th International Conference for the Promotion of Educational Innovation. Larissa, Greece, 20-22 October 2023 (online).<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki, L. <\\\/b><\\\/span><span lang=\\\"en-GB\\\">'Autism and Play'. Pedagogical Workshop of the Association for the Protection of Equality and Rights of Persons with Disabilities 'YPERION' and the 2nd P.E.K.E.S. Ionian Islands, Lixouri, Greece, 3 December 2019 (online).<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki, L. <\\\/b><\\\/span><span lang=\\\"en-GB\\\">'Autism and Play'. 7th Panhellenic Autism Conference, Athens, Greece, 1-3 November 2019. <\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span lang=\\\"en-GB\\\"><b>Kossyvaki, L.<\\\/b><\\\/span><span lang=\\\"en-GB\\\"> 'Spontaneous communication of children with autism: are we the problem after all?'. Autism: we speak, we learn, we understand, Piraeus, Greece, 4-5 April 2014.<\\\/span><\\\/p>\"}}],\"name\":\"\\u03a0\\u03b1\\u03c1\\u03bf\\u03c5\\u03c3\\u03b9\\u03ac\\u03c3\\u03b5\\u03b9\\u03c2 - \\u039b\\u03af\\u03c3\\u03c4\\u03b1\"},{\"type\":\"headline\",\"props\":{\"title_element\":\"h3\",\"content\":\"Books\",\"status\":\"disabled\"},\"name\":\"\\u0392\\u03b9\\u03b2\\u03bb\\u03af\\u03b1 - \\u03a4\\u03af\\u03c4\\u03bb\\u03bf\\u03c2\"},{\"type\":\"list\",\"props\":{\"show_image\":true,\"show_link\":true,\"image_svg_color\":\"emphasis\",\"image_align\":\"left\",\"image_vertical_align\":false,\"list_style\":\"divider\",\"list_size\":\"large\",\"icon\":\"chevron-right\",\"class\":\"\",\"list_type\":\"vertical\",\"list_element\":\"ul\",\"list_horizontal_separator\":\", \",\"column_breakpoint\":\"m\",\"status\":\"disabled\"},\"children\":[{\"type\":\"list_item\",\"props\":{\"content\":\"1\"}},{\"type\":\"list_item\",\"props\":{\"content\":\"2\"}}],\"name\":\"\\u0392\\u03b9\\u03b2\\u03bb\\u03af\\u03b1 - \\u039b\\u03af\\u03c3\\u03c4\\u03b1\"},{\"type\":\"headline\",\"props\":{\"title_element\":\"h3\",\"content\":\"\\u0395\\u03c1\\u03b5\\u03c5\\u03bd\\u03b7\\u03c4\\u03b9\\u03ba\\u03ac & \\u0391\\u03bd\\u03b1\\u03c0\\u03c4\\u03c5\\u03be\\u03b9\\u03b1\\u03ba\\u03ac \\u03a0\\u03c1\\u03bf\\u03b3\\u03c1\\u03ac\\u03bc\\u03bc\\u03b1\\u03c4\\u03b1\"},\"name\":\"\\u0395\\u03c1\\u03b5\\u03c5\\u03bd\\u03b7\\u03c4\\u03b9\\u03ba\\u03ac & \\u0391\\u03bd\\u03b1\\u03c0\\u03c4\\u03c5\\u03be\\u03b9\\u03b1\\u03ba\\u03ac \\u03a0\\u03c1\\u03bf\\u03b3\\u03c1\\u03ac\\u03bc\\u03bc\\u03b1\\u03c4\\u03b1 - \\u03a4\\u03af\\u03c4\\u03bb\\u03bf\\u03c2\"},{\"type\":\"accordion\",\"props\":{\"show_image\":true,\"show_link\":true,\"collapsible\":true,\"image_svg_color\":\"emphasis\",\"image_align\":\"top\",\"image_grid_width\":\"1-2\",\"image_grid_breakpoint\":\"m\",\"link_text\":\"Read more\",\"link_style\":\"default\",\"content_column_breakpoint\":\"m\"},\"children\":[{\"type\":\"accordion_item\",\"props\":{\"title\":\"Principal Investigator (PI)\",\"content\":\"\n\n<p>2022:\\u00a0<span>\\u2018Online practitioner-implemented training and coaching for children with autism\\u2019. \\u03a7\\u03c1\\u03b7\\u03bc\\u03b1\\u03c4\\u03bf\\u03b4\\u03bf\\u03c4\\u03bf\\u03cd\\u03bc\\u03b5\\u03bd\\u03bf \\u03b1\\u03c0\\u03cc \\u03c4\\u03bf Department of Disability, Inclusion and Special Needs (DISN), \\u03a0\\u03b1\\u03b9\\u03b4\\u03b1\\u03b3\\u03c9\\u03b3\\u03b9\\u03ba\\u03cc \\u03a4\\u03bc\\u03ae\\u03bc\\u03b1, \\u03a0\\u03b1\\u03bd\\u03b5\\u03c0\\u03b9\\u03c3\\u03c4\\u03ae\\u03bc\\u03b9\\u03bf \\u03c4\\u03bf\\u03c5 Birmingham (\\u00a3951.5).<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"left\\\"><span><span lang=\\\"el-GR\\\">20<\\\/span><span lang=\\\"en-GB\\\">19<\\\/span><span lang=\\\"el-GR\\\">-20<\\\/span><span lang=\\\"en-GB\\\">2<\\\/span><span lang=\\\"el-GR\\\">2:\\u00a0<\\\/span><\\\/span><span>\\u2018Teacher Training and Attention in Autism\\u2019. \\u03a7\\u03c1\\u03b7\\u03bc\\u03b1\\u03c4\\u03bf\\u03b4\\u03bf\\u03c4\\u03bf\\u03cd\\u03bc\\u03b5\\u03bd\\u03bf \\u03b1\\u03c0\\u03cc \\u03c4\\u03b7\\u03bd \\u0395\\u03c5\\u03c1\\u03c9\\u03c0\\u03b1\\u03ca\\u03ba\\u03ae \\u0388\\u03bd\\u03c9\\u03c3\\u03b7 (Erasmus+ Programme, KA2, Project Agreement Number 2019-1-UK01-KA201-061560 (\\u20ac292,487).<\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"left\\\"><span><span lang=\\\"en-GB\\\">2019<\\\/span><span lang=\\\"el-GR\\\">-20<\\\/span><span lang=\\\"en-GB\\\">2<\\\/span><span lang=\\\"el-GR\\\">1:\\u00a0<\\\/span><\\\/span>\\u2018<span><span lang=\\\"en-GB\\\">Using telepractice to train and coach parents of children with autism in rural areas in North England\\u2019 (SRG19\\\\190421) <\\\/span><span lang=\\\"el-GR\\\">\\u03c3\\u03b5<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03c3\\u03c5\\u03bd\\u03b5\\u03c1\\u03b3\\u03b1\\u03c3\\u03af\\u03b1<\\\/span><span lang=\\\"en-GB\\\"><\\\/span><span lang=\\\"el-GR\\\">\\u03bc\\u03b5<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03c4\\u03bf<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03a0\\u03b1\\u03bd\\u03b5\\u03c0\\u03b9\\u03c3\\u03c4\\u03ae\\u03bc\\u03b9\\u03bf<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03c4\\u03bf\\u03c5<\\\/span><span lang=\\\"en-GB\\\"> Illinois, US. <\\\/span><span lang=\\\"el-GR\\\">\\u03a7\\u03c1\\u03b7\\u03bc\\u03b1\\u03c4\\u03bf\\u03b4\\u03bf\\u03c4\\u03bf\\u03cd\\u03bc\\u03b5\\u03bd\\u03bf<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03b1\\u03c0\\u03cc<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03c4<\\\/span><span lang=\\\"en-GB\\\">o British Academy\\\/ Leverhulme Small Research Grants Scheme (\\u00a39,027.27).<\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"left\\\"><span><span lang=\\\"en-GB\\\">2018:\\u00a0<\\\/span><\\\/span>\\u2018<span><span lang=\\\"en-GB\\\">Let them be before they do: the impact of adopting a non-demand approach on the challenging behaviour of secondary aged pupils with complex needs\\u2019. <\\\/span><span lang=\\\"el-GR\\\">\\u03a7\\u03c1\\u03b7\\u03bc\\u03b1\\u03c4\\u03bf\\u03b4\\u03bf\\u03c4\\u03bf\\u03cd\\u03bc\\u03b5\\u03bd\\u03bf<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03b1\\u03c0\\u03cc<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03c4\\u03bf<\\\/span><span lang=\\\"en-GB\\\"> Department of Disability, Inclusion and Special Needs (DISN), <\\\/span><span lang=\\\"el-GR\\\">\\u03a0\\u03b1\\u03b9\\u03b4\\u03b1\\u03b3\\u03c9\\u03b3\\u03b9\\u03ba\\u03cc<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03a4\\u03bc\\u03ae\\u03bc\\u03b1<\\\/span><span lang=\\\"en-GB\\\">, <\\\/span><span lang=\\\"el-GR\\\">\\u03a0\\u03b1\\u03bd\\u03b5\\u03c0\\u03b9\\u03c3\\u03c4\\u03ae\\u03bc\\u03b9\\u03bf<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03c4\\u03bf\\u03c5<\\\/span><span lang=\\\"en-GB\\\">Birmingham (\\u00a31,000).<\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"left\\\"><span><span lang=\\\"en-GB\\\">2015-2016:\\u00a0<\\\/span><\\\/span>\\u2018<span><span lang=\\\"en-GB\\\">Using new technologies at school: working with pupils with autism and additional complex needs\\u2019 <\\\/span><span lang=\\\"el-GR\\\">\\u03c3\\u03b5<\\\/span><span lang=\\\"en-US\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03c3\\u03c5\\u03bd\\u03b5\\u03c1\\u03b3\\u03b1\\u03c3\\u03af\\u03b1<\\\/span><span lang=\\\"en-US\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03bc\\u03b5<\\\/span><span lang=\\\"en-US\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03c4\\u03bf<\\\/span><span lang=\\\"en-US\\\"> <\\\/span><span lang=\\\"en-GB\\\">Filisia Interfaces. <\\\/span><span lang=\\\"el-GR\\\">\\u03a7\\u03c1\\u03b7\\u03bc\\u03b1\\u03c4\\u03bf\\u03b4\\u03bf\\u03c4\\u03bf\\u03cd\\u03bc\\u03b5\\u03bd\\u03bf<\\\/span><span lang=\\\"en-US\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03b1\\u03c0\\u03cc<\\\/span><span lang=\\\"en-US\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03c4\\u03bf<\\\/span><span lang=\\\"en-US\\\"> <\\\/span><span lang=\\\"en-GB\\\">Innovate UK (\\u00a35,000).<\\\/span><\\\/span><\\\/p>\"}},{\"type\":\"accordion_item\",\"props\":{\"title\":\"Co-Investigator (CI)\",\"content\":\"\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span>2023-2025:\\u00a0<\\\/span><span><span lang=\\\"en-GB\\\">Evidencing good practice in supporting deaf children with autism\\u2019 (SRG23\\\\230771). \\u03a7\\u03c1\\u03b7\\u03bc\\u03b1\\u03c4\\u03bf\\u03b4\\u03bf\\u03c4\\u03bf\\u03cd\\u03bc\\u03b5\\u03bd\\u03bf \\u03b1\\u03c0\\u03cc \\u03c4<\\\/span><span lang=\\\"el-GR\\\">\\u03bf<\\\/span><span lang=\\\"en-GB\\\"> British Academy\\\/ Leverhulme Small Research Grants Scheme (\\u00a3 \\u00a39986). \\u03a3\\u03c5\\u03bd\\u03c4\\u03bf\\u03bd\\u03af\\u03c3\\u03c4\\u03c1\\u03b9\\u03b1: Dr Emmanouela Terlektsi, \\u03a0\\u03b1\\u03bd\\u03b5\\u03c0\\u03b9\\u03c3\\u03c4\\u03ae\\u03bc\\u03b9\\u03bf \\u03c4\\u03bf\\u03c5 Birmingham.<\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span><span lang=\\\"en-GB\\\">2022-2023: <\\\/span><\\\/span>\\u2018<span><span lang=\\\"en-GB\\\">Practitioners as researchers: knowledge co-production in special education\\u2019. \\u03a7\\u03c1\\u03b7\\u03bc\\u03b1\\u03c4\\u03bf\\u03b4\\u03bf\\u03c4\\u03bf\\u03cd\\u03bc\\u03b5\\u03bd\\u03bf \\u03b1\\u03c0\\u03cc \\u03c4\\u03bf Economic and Social Research Council (ESRC) Impact Acceleration Account-User Engagement Fund (\\u00a34,462.38). \\u03a3\\u03c5\\u03bd\\u03c4\\u03bf\\u03bd\\u03af\\u03c3\\u03c4\\u03c1\\u03b9\\u03b1: Dr Emmanouela Terlektsi, University of Birmingham, \\u03a0\\u03b1\\u03bd\\u03b5\\u03c0\\u03b9\\u03c3\\u03c4\\u03ae\\u03bc\\u03b9\\u03bf \\u03c4\\u03bf\\u03c5 Birmingham.<\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span>2022-2023:\\u00a0<\\\/span>\\u2018<span><span lang=\\\"en-GB\\\">Embedding attention intervention for autistic children in a specialist service\\u2019. \\u03a7\\u03c1\\u03b7\\u03bc\\u03b1\\u03c4\\u03bf\\u03b4\\u03bf\\u03c4\\u03bf\\u03cd\\u03bc\\u03b5\\u03bd\\u03bf \\u03b1\\u03c0\\u03cc \\u03c4\\u03bf Economic and Social Research Council (ESRC) Impact Acceleration Account- Follow-on Fund (\\u00a310,010). \\u03a3\\u03c5\\u03bd\\u03c4\\u03bf\\u03bd\\u03b9\\u03c3\\u03c4\\u03ae\\u03c2: Dr Carmel Mevorach, \\u03a0\\u03b1\\u03bd\\u03b5\\u03c0\\u03b9\\u03c3\\u03c4\\u03ae\\u03bc\\u03b9\\u03bf \\u03c4\\u03bf\\u03c5 Birmingham.<\\\/span><\\\/span><\\\/p>\\n\n\n<p class=\\\"western\\\" align=\\\"justify\\\"><span><span lang=\\\"en-GB\\\">2017-2018:\\u00a0<\\\/span><\\\/span>\\u2018<span><span lang=\\\"en-GB\\\">Tablet based attention training in schools for children with Autism Spectrum Disorders\\u2019. \\u03a7\\u03c1\\u03b7\\u03bc\\u03b1\\u03c4\\u03bf\\u03b4\\u03bf\\u03c4\\u03bf\\u03cd\\u03bc\\u03b5\\u03bd\\u03bf \\u03b1\\u03c0\\u03cc \\u03c4\\u03bf Economic and Social Research Council (ESRC) Impact Acceleration Account-User Engagement Fund (\\u00a36,120). \\u03a3\\u03c5\\u03bd\\u03c4\\u03bf\\u03bd\\u03b9\\u03c3\\u03c4\\u03ae\\u03c2: Dr Carmel Mevorach, \\u03a0\\u03b1\\u03bd\\u03b5\\u03c0\\u03b9\\u03c3\\u03c4\\u03ae\\u03bc\\u03b9\\u03bf \\u03c4\\u03bf\\u03c5 Birmingham.<\\\/span><\\\/span><\\\/p>\\n\n\n<p align=\\\"justify\\\">2017:\\u00a0\\u2018<span><span lang=\\\"en-GB\\\">Meeting the needs of pupils with autism in Qatar: moving forward, raising awareness and building capacity\\u2019. <\\\/span><span lang=\\\"el-GR\\\">\\u03a7\\u03c1\\u03b7\\u03bc\\u03b1\\u03c4\\u03bf\\u03b4\\u03bf\\u03c4\\u03bf\\u03cd\\u03bc\\u03b5\\u03bd\\u03bf<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03b1\\u03c0\\u03cc<\\\/span><span lang=\\\"en-GB\\\"> <\\\/span><span lang=\\\"el-GR\\\">\\u03c4\\u03bf<\\\/span><span lang=\\\"en-GB\\\"> The World Innovation Summit for Education (WISE): an initiative of the Qatar Foundation (\\u00a360,000). <\\\/span><span lang=\\\"el-GR\\\">\\u03a3\\u03c5\\u03bd\\u03c4\\u03bf\\u03bd\\u03af\\u03c3\\u03c4\\u03c1\\u03b9\\u03b1: Professor Karen Guldberg, \\u03a0\\u03b1\\u03bd\\u03b5\\u03c0\\u03b9\\u03c3\\u03c4\\u03ae\\u03bc\\u03b9\\u03bf \\u03c4\\u03bf\\u03c5 Birmingham.<\\\/span><\\\/span><\\\/p>\"}},{\"type\":\"accordion_item\",\"props\":{\"title\":\"Researcher\",\"content\":\"\n\n<p>2025 - \\u2018Thriving Schools: A Systemic, Whole School Approach to Mental Health and Well-being\\u2019. Funded by the European Commission (Erasmus LS Programme). PI: Regional Directorate of Primary &amp; Secondary Education of Epirus.<\\\/p>\\n\n\n<p>2014-2017: \\u2018Transform Autism Education: enhancing the skills, knowledge and understanding of teachers in the UK, Italy and Greece\\u2019. Funded by the European Commission (Erasmus + Programme, KA2, 2014-2015: project manager \\\/2015-2017: researcher). PI: Professor Karen Guldberg, University of Birmingham.<\\\/p>\\n\n\n<p>2012-2016: \\u2018Effects of play-based behavioural training on brain activity in children with autism\\u2019. Funded by Autistica. PIs: Prof Chris Oliver \\u03ba\\u03b1\\u03b9 Dr Joseph McCleery, University of Birmingham.<\\\/p>\\n\n\n<p>2013-2014: \\u2018School-Home Autism Research Environment through Intelligent Technologies\\u2019. Funded by the Engineering and Physical Sciences Research Council (EPSRC). PI: Dr Kaska Porayska-Pomsta, UCL.<\\\/p>\\n\n\n<p>2013: \\u2018Alumni Impact Fund Robotics project\\u2019. Funded by the Circles of Influence. PI: Professor Karen Guldberg, University of Birmingham.<\\\/p>\\n\n\n<p>2012-2013: \\u2018Shaping the future of technology use in the classroom\\u2019. Funded by the Economic and Social Research Council (ESRC). PI: Professor Karen Guldberg, University of Birmingham.<\\\/p>\\n\n\n<p>2011: \\u0384ECHOES II: Improving children\\u2019s social interaction through exploratory learning in a multimodal environment\\u2019. Funded by the: 1. Engineering and Physical Sciences Research Council (EPSRC), 2. Economic and Social Research Council (ESRC) and 3. Teaching and Learning Research Programme- Technology Enhanced Learning (TLRP-TEL). PIs: Dr Kaska Porayska-Pomsta, UCL and Oliver Lemon, Heriot-Watt University.<\\\/p>\"}}],\"name\":\"\\u0395\\u03c1\\u03b5\\u03c5\\u03bd\\u03b7\\u03c4\\u03b9\\u03ba\\u03ac & \\u0391\\u03bd\\u03b1\\u03c0\\u03c4\\u03c5\\u03be\\u03b9\\u03b1\\u03ba\\u03ac \\u03a0\\u03c1\\u03bf\\u03b3\\u03c1\\u03ac\\u03bc\\u03bc\\u03b1\\u03c4\\u03b1 - \\u0391\\u03ba\\u03bf\\u03c1\\u03bd\\u03c4\\u03b5\\u03cc\\u03bd\"}]}]}],\"name\":\"vcard v4 EN 2022\\\/10\\\/09\"}],\"version\":\"2.7.22\"} --><\/p>\n","protected":false},"excerpt":{"rendered":"<p>ACADEMIC STAFF Assistant Professor Lila Kossyvaki l.kossyvaki@ihu.gr,\u00a0lilakossyvaki@gmail.com Personal page Dr Lila Kossyvaki (BEd, MEd, PGCHE, PhD, CPsychol) is an Assistant Professor in Early Childhood Special Education at the International Hellenic University. Before taking on this position, she worked for several years at the University of Birmingham in the UK (Teaching and Research Fellow: July 2013-June [&hellip;]<\/p>\n","protected":false},"author":13,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/ecec.ihu.gr\/en\/wp-json\/wp\/v2\/pages\/3373\/"}],"collection":[{"href":"https:\/\/ecec.ihu.gr\/en\/wp-json\/wp\/v2\/pages\/"}],"about":[{"href":"https:\/\/ecec.ihu.gr\/en\/wp-json\/wp\/v2\/types\/page\/"}],"author":[{"embeddable":true,"href":"https:\/\/ecec.ihu.gr\/en\/wp-json\/wp\/v2\/users\/13\/"}],"replies":[{"embeddable":true,"href":"https:\/\/ecec.ihu.gr\/en\/wp-json\/wp\/v2\/comments\/?post=3373"}],"version-history":[{"count":21,"href":"https:\/\/ecec.ihu.gr\/en\/wp-json\/wp\/v2\/pages\/3373\/revisions\/"}],"predecessor-version":[{"id":5653,"href":"https:\/\/ecec.ihu.gr\/en\/wp-json\/wp\/v2\/pages\/3373\/revisions\/5653\/"}],"wp:attachment":[{"href":"https:\/\/ecec.ihu.gr\/en\/wp-json\/wp\/v2\/media\/?parent=3373"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}