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Form, Function and Feedback on the School Refusal Assessment Scale-Revised in Children on the Autism Spectrum / Dawn ADAMS in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
[article]
Titre : Form, Function and Feedback on the School Refusal Assessment Scale-Revised in Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Dawn ADAMS, Auteur ; Raechel MCLUCAS, Auteur ; Hayley MITCHELSON, Auteur ; Kate SIMPSON, Auteur ; Nicole DARGUE, Auteur Article en page(s) : p.2156-2167 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Feedback Humans Schools Students Asd Anxiety Psychometrics School anxiety School attendance Index. décimale : PER Périodiques Résumé : School refusal is more prevalent in children on the autism spectrum than among their peers. The function of school refusal can be explored using the school refusal assessment scale-revised (SRAS-R) but its relevance to children on the spectrum has not been investigated. Parents of 121 children (M age 11.9 years) on the autism spectrum completed the SRAS-R and provided feedback on it applicability. Confirmatory factor analysis suggests unsuitability of the original four-factor structure proposed for neurotypical students. Only 41.7% of parents considered the questionnaire an adequate method for reporting on school refusal in children on the autism spectrum with the majority (90%) identifying additional questions to evaluate factors associated with school refusal in autism. En ligne : http://dx.doi.org/10.1007/s10803-021-05107-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2156-2167[article] Form, Function and Feedback on the School Refusal Assessment Scale-Revised in Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Dawn ADAMS, Auteur ; Raechel MCLUCAS, Auteur ; Hayley MITCHELSON, Auteur ; Kate SIMPSON, Auteur ; Nicole DARGUE, Auteur . - p.2156-2167.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2156-2167
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Feedback Humans Schools Students Asd Anxiety Psychometrics School anxiety School attendance Index. décimale : PER Périodiques Résumé : School refusal is more prevalent in children on the autism spectrum than among their peers. The function of school refusal can be explored using the school refusal assessment scale-revised (SRAS-R) but its relevance to children on the spectrum has not been investigated. Parents of 121 children (M age 11.9 years) on the autism spectrum completed the SRAS-R and provided feedback on it applicability. Confirmatory factor analysis suggests unsuitability of the original four-factor structure proposed for neurotypical students. Only 41.7% of parents considered the questionnaire an adequate method for reporting on school refusal in children on the autism spectrum with the majority (90%) identifying additional questions to evaluate factors associated with school refusal in autism. En ligne : http://dx.doi.org/10.1007/s10803-021-05107-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000 / J. G. ELLIOTT in Journal of Child Psychology and Psychiatry, 60-1 (January 2019)
[article]
Titre : Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000 Type de document : Texte imprimé et/ou numérique Auteurs : J. G. ELLIOTT, Auteur ; M. PLACE, Auteur Article en page(s) : p.4-15 Langues : Anglais (eng) Mots-clés : Anxiety cognitive behaviour therapy fears phobias school attendance school refusal Index. décimale : PER Périodiques Résumé : BACKGROUND: A generation has passed since the literature on the conceptualisation, assessment and treatment of school refusal was reviewed in this journal (Elliott, ). In the light of considerable gaps in the literature, identified at that time, and growing international interest, the current paper sought to identify progress subsequently made this century. METHODS: We open with discussion of continuing conceptual uncertainty as to whether school refusal should incorporate both truancy and absenteeism marked by anxiety and distress. We then consider progress in treatment, and conclude by examining prognosis and subsequent adult functioning. In selecting intervention studies for review, our primary focus has been upon RCTS, systematic reviews and meta-analyses. RESULTS: The literature review indicates that, since the turn of the century, there has been little substantial advance in knowledge that can guide practitioners. Many of the issues raised in the 1999 paper, in particular, conceptual confusion over this heterogeneous condition, a dearth of rigorous RCT designs, limited knowledge of underlying mechanisms and uncertainty as to the long-term effects of specific forms of intervention, are little clearer than before. CONCLUSIONS: While several sound publications are available to guide intervention for school refusal, there is a continuing need for rigorous studies that can provide evidence to support individualised and tailored responses to an incapacitating problem with many causes and manifestations. While a multisystemic response to intervention approach is considered attractive, the practicalities of operating this across disparate professional borders are likely to present a long-term challenge. En ligne : http://dx.doi.org/10.1111/jcpp.12848 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=374
in Journal of Child Psychology and Psychiatry > 60-1 (January 2019) . - p.4-15[article] Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000 [Texte imprimé et/ou numérique] / J. G. ELLIOTT, Auteur ; M. PLACE, Auteur . - p.4-15.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-1 (January 2019) . - p.4-15
Mots-clés : Anxiety cognitive behaviour therapy fears phobias school attendance school refusal Index. décimale : PER Périodiques Résumé : BACKGROUND: A generation has passed since the literature on the conceptualisation, assessment and treatment of school refusal was reviewed in this journal (Elliott, ). In the light of considerable gaps in the literature, identified at that time, and growing international interest, the current paper sought to identify progress subsequently made this century. METHODS: We open with discussion of continuing conceptual uncertainty as to whether school refusal should incorporate both truancy and absenteeism marked by anxiety and distress. We then consider progress in treatment, and conclude by examining prognosis and subsequent adult functioning. In selecting intervention studies for review, our primary focus has been upon RCTS, systematic reviews and meta-analyses. RESULTS: The literature review indicates that, since the turn of the century, there has been little substantial advance in knowledge that can guide practitioners. Many of the issues raised in the 1999 paper, in particular, conceptual confusion over this heterogeneous condition, a dearth of rigorous RCT designs, limited knowledge of underlying mechanisms and uncertainty as to the long-term effects of specific forms of intervention, are little clearer than before. CONCLUSIONS: While several sound publications are available to guide intervention for school refusal, there is a continuing need for rigorous studies that can provide evidence to support individualised and tailored responses to an incapacitating problem with many causes and manifestations. While a multisystemic response to intervention approach is considered attractive, the practicalities of operating this across disparate professional borders are likely to present a long-term challenge. En ligne : http://dx.doi.org/10.1111/jcpp.12848 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=374 Practitioner Review: School Refusal: Issues of Conceptualisation, Assessment, and Treatment / Julian G. ELLIOTT in Journal of Child Psychology and Psychiatry, 40-7 (October 1999)
[article]
Titre : Practitioner Review: School Refusal: Issues of Conceptualisation, Assessment, and Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Julian G. ELLIOTT, Auteur Année de publication : 1999 Article en page(s) : p.1001-1012 Langues : Anglais (eng) Mots-clés : Anxiety behaviour therapy fears phobias school attendance school refusal Index. décimale : PER Périodiques Résumé : Developments in the assessment and treatment of school refusal have often been hampered by a failure to recognise its essentially heterogeneous nature. This paper provides a review of major conceptual complexities that have helped to undermine developments in clinical practice. In particular, it considers the distinction between school refusal and truancy, and school phobia and separation anxiety. Common approaches to the assessment and treatment of school refusal are outlined. Although behavioural and cognitive behavioural approaches are now widely accepted as central to treatment, it is increasingly recognised that individually tailored programmes, utilising a range of approaches, are most likely to prove successful. An approach focusing upon the functions, rather than the symptoms, of school refusal is advocated as having most promise for assessment and the subsequent formulation of individual prescriptive treatment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1001-1012[article] Practitioner Review: School Refusal: Issues of Conceptualisation, Assessment, and Treatment [Texte imprimé et/ou numérique] / Julian G. ELLIOTT, Auteur . - 1999 . - p.1001-1012.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1001-1012
Mots-clés : Anxiety behaviour therapy fears phobias school attendance school refusal Index. décimale : PER Périodiques Résumé : Developments in the assessment and treatment of school refusal have often been hampered by a failure to recognise its essentially heterogeneous nature. This paper provides a review of major conceptual complexities that have helped to undermine developments in clinical practice. In particular, it considers the distinction between school refusal and truancy, and school phobia and separation anxiety. Common approaches to the assessment and treatment of school refusal are outlined. Although behavioural and cognitive behavioural approaches are now widely accepted as central to treatment, it is increasingly recognised that individually tailored programmes, utilising a range of approaches, are most likely to prove successful. An approach focusing upon the functions, rather than the symptoms, of school refusal is advocated as having most promise for assessment and the subsequent formulation of individual prescriptive treatment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Psychopathological symptoms associated with psychosocial functioning in children and adolescents with autism spectrum disorders and their typically developing peers / Jonathan LASSEN in Research in Autism Spectrum Disorders, 98 (October 2022)
[article]
Titre : Psychopathological symptoms associated with psychosocial functioning in children and adolescents with autism spectrum disorders and their typically developing peers Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan LASSEN, Auteur ; Bodil AGGERNAES, Auteur ; Malene FOLDAGER, Auteur ; Jesper PEDERSEN, Auteur ; Bob ORANJE, Auteur ; Troels W. KJAER, Auteur ; Sidse ARNFRED, Auteur ; Martin VESTERGAARD, Auteur Article en page(s) : 102040 Langues : Anglais (eng) Mots-clés : ASD Autism School attendance Adaptive behavior Special education Internalizing Index. décimale : PER Périodiques Résumé : Children and adolescents with autism have increased prevalence of psychosocial disabilities. Studies in autism indicate that key psychosocial factors including adaptive functioning, school absence, special needs education, frequency of peer socialization and participation in organized leisure activities may differ in their relationship with autistic, internalizing and externalizing symptoms, but the findings are so far mixed. Therefore, we examined if these measures of psychosocial functioning displayed specific associations with autistic, internalizing and/or externalizing symptoms in 61 children with autism aged 7-14 years compared to 61 typically developing controls. Multiple linear regression analyses across all participants showed that lower adaptive functioning, frequency of peer socialization and participation in leisure activities were driven by more social communication problems and not internalizing, externalizing or autistic-like symptoms including rigidity, stereotypy and sensory sensitivity. Notably, increased school absence was specifically driven by more internalizing symptoms and not autistic or externalizing symptoms. These associations were observed across all participants, both children with autism and their typically developing peers, and therefore appear to be dimensional and general in nature. Within the autism group, children who received special needs education displayed fewer social communication problems compared to those who attended regular education, while a developmental history of social interaction problems was related to lower adaptive functioning. Our findings suggest that social communication problems are more critical for psychosocial functioning than other autistic-like behaviors, internalizing or externalizing symptoms but that efforts to reduce school absence specifically need to target internalizing symptoms and not autistic-like or externalizing symptoms. En ligne : https://doi.org/10.1016/j.rasd.2022.102040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490
in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102040[article] Psychopathological symptoms associated with psychosocial functioning in children and adolescents with autism spectrum disorders and their typically developing peers [Texte imprimé et/ou numérique] / Jonathan LASSEN, Auteur ; Bodil AGGERNAES, Auteur ; Malene FOLDAGER, Auteur ; Jesper PEDERSEN, Auteur ; Bob ORANJE, Auteur ; Troels W. KJAER, Auteur ; Sidse ARNFRED, Auteur ; Martin VESTERGAARD, Auteur . - 102040.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102040
Mots-clés : ASD Autism School attendance Adaptive behavior Special education Internalizing Index. décimale : PER Périodiques Résumé : Children and adolescents with autism have increased prevalence of psychosocial disabilities. Studies in autism indicate that key psychosocial factors including adaptive functioning, school absence, special needs education, frequency of peer socialization and participation in organized leisure activities may differ in their relationship with autistic, internalizing and externalizing symptoms, but the findings are so far mixed. Therefore, we examined if these measures of psychosocial functioning displayed specific associations with autistic, internalizing and/or externalizing symptoms in 61 children with autism aged 7-14 years compared to 61 typically developing controls. Multiple linear regression analyses across all participants showed that lower adaptive functioning, frequency of peer socialization and participation in leisure activities were driven by more social communication problems and not internalizing, externalizing or autistic-like symptoms including rigidity, stereotypy and sensory sensitivity. Notably, increased school absence was specifically driven by more internalizing symptoms and not autistic or externalizing symptoms. These associations were observed across all participants, both children with autism and their typically developing peers, and therefore appear to be dimensional and general in nature. Within the autism group, children who received special needs education displayed fewer social communication problems compared to those who attended regular education, while a developmental history of social interaction problems was related to lower adaptive functioning. Our findings suggest that social communication problems are more critical for psychosocial functioning than other autistic-like behaviors, internalizing or externalizing symptoms but that efforts to reduce school absence specifically need to target internalizing symptoms and not autistic-like or externalizing symptoms. En ligne : https://doi.org/10.1016/j.rasd.2022.102040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 Editorial Perspective: COVID-19 pandemic-related psychopathology in children and adolescents with mental illness / O. H. JEFSEN in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)
[article]
Titre : Editorial Perspective: COVID-19 pandemic-related psychopathology in children and adolescents with mental illness Type de document : Texte imprimé et/ou numérique Auteurs : O. H. JEFSEN, Auteur ; C. ROHDE, Auteur ; B. NØRREMARK, Auteur ; S. D. ØSTERGAARD, Auteur Article en page(s) : p.798-800 Langues : Anglais (eng) Mots-clés : Adolescent COVID-19/prevention & control Child Denmark Female Humans Male Mental Disorders/etiology/prevention & control Mentally Ill Persons Adhd Anxiety Covid-19 autism spectrum disorders depression school attendance Index. décimale : PER Périodiques Résumé : The coronavirus disease (COVID-19) pandemic is likely to have negative health consequences way beyond those caused by the virus per se - including significant psychological distress. Children and adolescents who already live with a mental illness may be particularly vulnerable to the distress associated with the pandemic - due to, for example, fear of the virus as well as the significant societal changes launched to minimize spread of the virus (social distancing and quarantine). In this editorial perspective, we (a) provide data on COVID-19 pandemic-related psychopathology in children and adolescents from a large psychiatric treatment setting in Denmark, (b) give advice on how the likely harmful effects of the COVID-19 pandemic on the mental health of children and adolescents may be minimized, and (c) propose six lines of research into pandemic-related psychopathology with emphasis on children and adolescents. Finally, we underline the necessity of politicians, health authorities, and funding bodies supporting these research initiatives here and now. En ligne : http://dx.doi.org/10.1111/jcpp.13292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.798-800[article] Editorial Perspective: COVID-19 pandemic-related psychopathology in children and adolescents with mental illness [Texte imprimé et/ou numérique] / O. H. JEFSEN, Auteur ; C. ROHDE, Auteur ; B. NØRREMARK, Auteur ; S. D. ØSTERGAARD, Auteur . - p.798-800.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.798-800
Mots-clés : Adolescent COVID-19/prevention & control Child Denmark Female Humans Male Mental Disorders/etiology/prevention & control Mentally Ill Persons Adhd Anxiety Covid-19 autism spectrum disorders depression school attendance Index. décimale : PER Périodiques Résumé : The coronavirus disease (COVID-19) pandemic is likely to have negative health consequences way beyond those caused by the virus per se - including significant psychological distress. Children and adolescents who already live with a mental illness may be particularly vulnerable to the distress associated with the pandemic - due to, for example, fear of the virus as well as the significant societal changes launched to minimize spread of the virus (social distancing and quarantine). In this editorial perspective, we (a) provide data on COVID-19 pandemic-related psychopathology in children and adolescents from a large psychiatric treatment setting in Denmark, (b) give advice on how the likely harmful effects of the COVID-19 pandemic on the mental health of children and adolescents may be minimized, and (c) propose six lines of research into pandemic-related psychopathology with emphasis on children and adolescents. Finally, we underline the necessity of politicians, health authorities, and funding bodies supporting these research initiatives here and now. En ligne : http://dx.doi.org/10.1111/jcpp.13292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456