Anxiety Disorders in Adults with Autism Spectrum Disorder: A Population-Based Study / Victoria NIMMO-SMITH in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.308-318 Titre : Anxiety Disorders in Adults with Autism Spectrum Disorder: A Population-Based Study Type de document : texte imprimé Auteurs : Victoria NIMMO-SMITH, Auteur ; Hein HEUVELMAN, Auteur ; Christina DALMAN, Auteur ; Michael LUNDBERG, Auteur ; Selma IDRING, Auteur ; Peter CARPENTER, Auteur ; Cecilia MAGNUSSON, Auteur ; Dheeraj RAI, Auteur Article en page(s) : p.308-318 Langues : Anglais (eng) Mots-clés : Anxiety  Autism spectrum disorder  Epidemiology  Intellectual disability  Mental health Index. décimale : PER Périodiques Résumé : Anxiety is common in children with ASD; however, the burden of specific anxiety disorders for adults with ASD is under-researched. Using the Stockholm Youth Cohort, we compared anxiety disorder diagnoses among autistic adults (n = 4049), with or without intellectual disability, and population controls (n = 217,645). We conducted additional sibling analyses. Anxiety disorders were diagnosed in 20.1% of adults with ASD compared with 8.7% of controls (RR = 2.62 [95% CI 2.47-2.79]), with greatest risk for autistic people without intellectual disability. Rates of almost all individual anxiety disorders were raised, notably obsessive-compulsive disorder and phobic anxiety disorders. Anxiety disorders were more common in full siblings and half-siblings of people with ASD. The implications of this are explored. En ligne : http://dx.doi.org/10.1007/s10803-019-04234-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Anxiety Disorders in Adults with Autism Spectrum Disorder: A Population-Based Study [texte imprimé] / Victoria NIMMO-SMITH, Auteur ; Hein HEUVELMAN, Auteur ; Christina DALMAN, Auteur ; Michael LUNDBERG, Auteur ; Selma IDRING, Auteur ; Peter CARPENTER, Auteur ; Cecilia MAGNUSSON, Auteur ; Dheeraj RAI, Auteur . - p.308-318. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.308-318 Mots-clés : Anxiety  Autism spectrum disorder  Epidemiology  Intellectual disability  Mental health Index. décimale : PER Périodiques Résumé : Anxiety is common in children with ASD; however, the burden of specific anxiety disorders for adults with ASD is under-researched. Using the Stockholm Youth Cohort, we compared anxiety disorder diagnoses among autistic adults (n = 4049), with or without intellectual disability, and population controls (n = 217,645). We conducted additional sibling analyses. Anxiety disorders were diagnosed in 20.1% of adults with ASD compared with 8.7% of controls (RR = 2.62 [95% CI 2.47-2.79]), with greatest risk for autistic people without intellectual disability. Rates of almost all individual anxiety disorders were raised, notably obsessive-compulsive disorder and phobic anxiety disorders. Anxiety disorders were more common in full siblings and half-siblings of people with ASD. The implications of this are explored. En ligne : http://dx.doi.org/10.1007/s10803-019-04234-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Changes in Prevalence of Autism Spectrum Disorders in 2001–2011: Findings from the Stockholm Youth Cohort / Selma IDRING in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1766-1773 Titre : Changes in Prevalence of Autism Spectrum Disorders in 2001–2011: Findings from the Stockholm Youth Cohort Type de document : texte imprimé Auteurs : Selma IDRING, Auteur ; Michael LUNDBERG, Auteur ; Harald STURM, Auteur ; Christina DALMAN, Auteur ; Clara GUMPERT, Auteur ; Dheeraj RAI, Auteur ; Brian K. LEE, Auteur ; Cecilia MAGNUSSON, Auteur Article en page(s) : p.1766-1773 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Intellectual disability  Prevalence  Time trend  Stockholm  Sweden Index. décimale : PER Périodiques Résumé : In a record-linkage study in Stockholm, Sweden, the year 2011 prevalence of diagnosed autism spectrum disorders (ASD) was found to be 0.40, 1.74, 2.46, and 1.76 % among 0–5, 6–12, 13–17, and 18–27 year olds, respectively. The corresponding proportion of cases with a recorded diagnosis of intellectual disability was 17.4, 22.1, 26.1 and 29.4 %. Between 2001 and 2011, ASD prevalence increased almost 3.5 fold among children aged 2–17 years. The increase was mainly accounted for by an eightfold increase of ASD without intellectual disability (from 0.14 to 1.10 %), while the prevalence of ASD with intellectual disability increased only slightly (from 0.28 to 0.34 %). The increase in ASD prevalence is likely contributed to by extrinsic factors such as increased awareness and diagnostics. En ligne : http://dx.doi.org/10.1007/s10803-014-2336-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Changes in Prevalence of Autism Spectrum Disorders in 2001–2011: Findings from the Stockholm Youth Cohort [texte imprimé] / Selma IDRING, Auteur ; Michael LUNDBERG, Auteur ; Harald STURM, Auteur ; Christina DALMAN, Auteur ; Clara GUMPERT, Auteur ; Dheeraj RAI, Auteur ; Brian K. LEE, Auteur ; Cecilia MAGNUSSON, Auteur . - p.1766-1773. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1766-1773 Mots-clés : Autism spectrum disorders  Intellectual disability  Prevalence  Time trend  Stockholm  Sweden Index. décimale : PER Périodiques Résumé : In a record-linkage study in Stockholm, Sweden, the year 2011 prevalence of diagnosed autism spectrum disorders (ASD) was found to be 0.40, 1.74, 2.46, and 1.76 % among 0–5, 6–12, 13–17, and 18–27 year olds, respectively. The corresponding proportion of cases with a recorded diagnosis of intellectual disability was 17.4, 22.1, 26.1 and 29.4 %. Between 2001 and 2011, ASD prevalence increased almost 3.5 fold among children aged 2–17 years. The increase was mainly accounted for by an eightfold increase of ASD without intellectual disability (from 0.14 to 1.10 %), while the prevalence of ASD with intellectual disability increased only slightly (from 0.28 to 0.34 %). The increase in ASD prevalence is likely contributed to by extrinsic factors such as increased awareness and diagnostics. En ligne : http://dx.doi.org/10.1007/s10803-014-2336-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Completion of Upper Secondary Mainstream School in Autistic Students in Sweden / Isidora STARK in Journal of Autism and Developmental Disorders, 55-10 (October 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3622-3630 Titre : Completion of Upper Secondary Mainstream School in Autistic Students in Sweden Type de document : texte imprimé Auteurs : Isidora STARK, Auteur ; Jessica E. RAST, Auteur ; Michael LUNDBERG, Auteur ; Nora DÖRING, Auteur ; Anna OHLIS, Auteur ; Selma IDRING NORDSTRÖM, Auteur ; Dheeraj RAI, Auteur ; Cecilia MAGNUSSON, Auteur Article en page(s) : p.3622-3630 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Higher education is an increasingly necessary achievement to attain employment. However, even in cases where a student has the academic skills to succeed, educational environments may not support students across all other domains necessary for education success, including social and communication needs. This is especially true for students with disabilities and autistic students, where the rate of completion of non-compulsory education is unknown. We used the Stockholm Youth Cohort (children aged 0–17 years from 2001 to 2011), a total population cohort (N = 736,180) including 3,918 autistic individuals, to investigate the association between autism without intellectual disability and completion of upper secondary education. We assessed the impact of sex and co-occurring Attention-Deficit/Hyperactivity Disorder (ADHD) on this association. By age 20 years (the expected age of completion), 68% of autistic students and 91% of non-autistic students admitted to upper secondary education had completed. In logistic regression models adjusted for student demographics, autistic students had almost five-fold higher odds of not completing secondary school (OR 4.90, 95% CI 4.56 5.26) compared to their non-autistic peers. Autistic students with ADHD had particularly high odds of non-completion of upper secondary school. Autistic students without intellectual disability attending mainstream education are substantially less likely to complete upper secondary education as compared to their peers. These findings have implications for the appraisal of how inclusive school policies serve autistic students’ academic and social needs, ultimately addressing population health and independent living. En ligne : https://doi.org/10.1007/s10803-024-06470-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568 [article] Completion of Upper Secondary Mainstream School in Autistic Students in Sweden [texte imprimé] / Isidora STARK, Auteur ; Jessica E. RAST, Auteur ; Michael LUNDBERG, Auteur ; Nora DÖRING, Auteur ; Anna OHLIS, Auteur ; Selma IDRING NORDSTRÖM, Auteur ; Dheeraj RAI, Auteur ; Cecilia MAGNUSSON, Auteur . - p.3622-3630. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3622-3630 Index. décimale : PER Périodiques Résumé : Higher education is an increasingly necessary achievement to attain employment. However, even in cases where a student has the academic skills to succeed, educational environments may not support students across all other domains necessary for education success, including social and communication needs. This is especially true for students with disabilities and autistic students, where the rate of completion of non-compulsory education is unknown. We used the Stockholm Youth Cohort (children aged 0–17 years from 2001 to 2011), a total population cohort (N = 736,180) including 3,918 autistic individuals, to investigate the association between autism without intellectual disability and completion of upper secondary education. We assessed the impact of sex and co-occurring Attention-Deficit/Hyperactivity Disorder (ADHD) on this association. By age 20 years (the expected age of completion), 68% of autistic students and 91% of non-autistic students admitted to upper secondary education had completed. In logistic regression models adjusted for student demographics, autistic students had almost five-fold higher odds of not completing secondary school (OR 4.90, 95% CI 4.56 5.26) compared to their non-autistic peers. Autistic students with ADHD had particularly high odds of non-completion of upper secondary school. Autistic students without intellectual disability attending mainstream education are substantially less likely to complete upper secondary education as compared to their peers. These findings have implications for the appraisal of how inclusive school policies serve autistic students’ academic and social needs, ultimately addressing population health and independent living. En ligne : https://doi.org/10.1007/s10803-024-06470-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568

Qualification for upper secondary education in individuals with autism without intellectual disability: Total population study, Stockholm, Sweden / Isidora STARK in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.1036-1046 Titre : Qualification for upper secondary education in individuals with autism without intellectual disability: Total population study, Stockholm, Sweden Type de document : texte imprimé Auteurs : Isidora STARK, Auteur ; Peiwen LIAO, Auteur ; Cecilia MAGNUSSON, Auteur ; Michael LUNDBERG, Auteur ; Dheeraj RAI, Auteur ; Anton LAGER, Auteur ; Selma IDRING NORDSTRÖM, Auteur Article en page(s) : p.1036-1046 Langues : Anglais (eng) Mots-clés : Attention-deficit hyperactivity disorder  autism  predictors  school outcome  total population cohort Index. décimale : PER Périodiques Résumé : Obtaining a quality education is important for any individual's chances of leading a healthy and thriving life. Currently, educational policies in many countries underscore the rights of students with autism to be educated in mainstream schools. While there is some knowledge on school outcomes among students with autism from older studies, little is known about rates of qualification for upper secondary education among children with autism in mainstream schools today. This lack of knowledge is problematic since autism is diagnosed more widely, and prior evidence may not be relevant for individuals with autism and their families today. Using Swedish registers, we therefore examined this in a study including all children and young people in Stockholm County in 2001 through 2011. We found that about two thirds of children with autism without intellectual disability qualified for upper secondary education at the expected age, in comparison with about nine in ten among typically developing peers. We also found that girls with autism had further difficulties obtaining such qualification than boys and that those who were additionally diagnosed with attention-deficit hyperactivity disorder were particularly at risk of non-qualification. Finally, students with autism without intellectual disability had a greater chance of completing compulsory education if given an extended period to graduate. These findings underline the need for supportive interventions for children with autism during compulsory school. They may also challenge the inclusive education policy adopted by majority of western countries, at least in the wake of addressing special needs in mainstream schooling. En ligne : http://dx.doi.org/10.1177/1362361320975929 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Qualification for upper secondary education in individuals with autism without intellectual disability: Total population study, Stockholm, Sweden [texte imprimé] / Isidora STARK, Auteur ; Peiwen LIAO, Auteur ; Cecilia MAGNUSSON, Auteur ; Michael LUNDBERG, Auteur ; Dheeraj RAI, Auteur ; Anton LAGER, Auteur ; Selma IDRING NORDSTRÖM, Auteur . - p.1036-1046. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.1036-1046 Mots-clés : Attention-deficit hyperactivity disorder  autism  predictors  school outcome  total population cohort Index. décimale : PER Périodiques Résumé : Obtaining a quality education is important for any individual's chances of leading a healthy and thriving life. Currently, educational policies in many countries underscore the rights of students with autism to be educated in mainstream schools. While there is some knowledge on school outcomes among students with autism from older studies, little is known about rates of qualification for upper secondary education among children with autism in mainstream schools today. This lack of knowledge is problematic since autism is diagnosed more widely, and prior evidence may not be relevant for individuals with autism and their families today. Using Swedish registers, we therefore examined this in a study including all children and young people in Stockholm County in 2001 through 2011. We found that about two thirds of children with autism without intellectual disability qualified for upper secondary education at the expected age, in comparison with about nine in ten among typically developing peers. We also found that girls with autism had further difficulties obtaining such qualification than boys and that those who were additionally diagnosed with attention-deficit hyperactivity disorder were particularly at risk of non-qualification. Finally, students with autism without intellectual disability had a greater chance of completing compulsory education if given an extended period to graduate. These findings underline the need for supportive interventions for children with autism during compulsory school. They may also challenge the inclusive education policy adopted by majority of western countries, at least in the wake of addressing special needs in mainstream schooling. En ligne : http://dx.doi.org/10.1177/1362361320975929 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

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