How well are children with autism spectrum disorder doing academically at school? An overview of the literature / Deb KEEN in Autism, 20-3 (April 2016)  

Public ISBD [article]  inAutism > 20-3 (April 2016) . - p.276-294 Titre : How well are children with autism spectrum disorder doing academically at school? An overview of the literature Type de document : Texte imprimé et/ou numérique Auteurs : Deb KEEN, Auteur ; Amanda A. WEBSTER, Auteur ; Greta RIDLEY, Auteur Article en page(s) : p.276-294 Langues : Anglais (eng) Mots-clés : academic achievement  autism spectrum disorders  education outcomes  predictors Index. décimale : PER Périodiques Résumé : The academic achievement of individuals with autism spectrum disorder has received little attention from researchers despite the importance placed on this by schools, families and students with autism spectrum disorder. Investigating factors that lead to increased academic achievement thus would appear to be very important. A review of the literature was conducted to identify factors related to the academic achievement of children and adolescents with autism spectrum disorder. A total of 19 studies were identified that met the inclusion criteria for the review. Results indicated that many individuals demonstrate specific areas of strength and weakness and there is a great deal of variability in general academic achievement across the autism spectrum. Adolescents and individuals with lower IQ scores were underrepresented, and few studies focused on environmental factors related to academic success. The importance of individualised assessments that profile the relative strengths and weaknesses of children and adolescents to aid in educational programming was highlighted. Further research on child-related and environmental factors that predict academic achievement is needed. En ligne : http://dx.doi.org/10.1177/1362361315580962 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] How well are children with autism spectrum disorder doing academically at school? An overview of the literature [Texte imprimé et/ou numérique] / Deb KEEN, Auteur ; Amanda A. WEBSTER, Auteur ; Greta RIDLEY, Auteur . - p.276-294. Langues : Anglais (eng) in Autism > 20-3 (April 2016) . - p.276-294 Mots-clés : academic achievement  autism spectrum disorders  education outcomes  predictors Index. décimale : PER Périodiques Résumé : The academic achievement of individuals with autism spectrum disorder has received little attention from researchers despite the importance placed on this by schools, families and students with autism spectrum disorder. Investigating factors that lead to increased academic achievement thus would appear to be very important. A review of the literature was conducted to identify factors related to the academic achievement of children and adolescents with autism spectrum disorder. A total of 19 studies were identified that met the inclusion criteria for the review. Results indicated that many individuals demonstrate specific areas of strength and weakness and there is a great deal of variability in general academic achievement across the autism spectrum. Adolescents and individuals with lower IQ scores were underrepresented, and few studies focused on environmental factors related to academic success. The importance of individualised assessments that profile the relative strengths and weaknesses of children and adolescents to aid in educational programming was highlighted. Further research on child-related and environmental factors that predict academic achievement is needed. En ligne : http://dx.doi.org/10.1177/1362361315580962 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

A systematic review of the diagnostic stability of Autism Spectrum Disorder / Sue WOOLFENDEN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.345-354 Titre : A systematic review of the diagnostic stability of Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sue WOOLFENDEN, Auteur ; Vanessa SARKOZY, Auteur ; Greta RIDLEY, Auteur ; Katrina WILLIAMS, Auteur Année de publication : 2012 Article en page(s) : p.345-354 Langues : Anglais (eng) Mots-clés : Diagnostic stability  Autism  Autistic Disorder  Autism Spectrum Disorder  Children  Prognosis Index. décimale : PER Périodiques Résumé : There is debate in the current literature regarding the permanence of an Autism Spectrum Disorder (ASD) diagnosis. We undertook a systematic review of the diagnostic stability of ASD to summarise current evidence. A comprehensive search strategy was used to identify studies. Participants were children with ASD. Risk of bias was assessed by examining the sample selected, recruitment method, completeness of follow up, timing of diagnosis and blinding. Twenty three studies assessed diagnostic stability with a total of 1466 participants. Fifty three to100% of children still had a diagnosis of Autistic Disorder (AD) and 14–100% of children still had a diagnosis of another form of ASD at follow up. There is some evidence that Autistic Disorder is a reasonably stable diagnosis; however a significant minority of children will no longer meet diagnostic criteria after a period of follow up, particularly those diagnosed in the preschool years with cognitive impairment. Other Autism Spectrum Disorders have very variable stability between studies and clinicians when using this diagnosis need inform parents of its instability. This study supports the stricter diagnostic criteria in DSM-V. There is a need for long term, large population cohort studies measuring diagnostic stability. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.06.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] A systematic review of the diagnostic stability of Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sue WOOLFENDEN, Auteur ; Vanessa SARKOZY, Auteur ; Greta RIDLEY, Auteur ; Katrina WILLIAMS, Auteur . - 2012 . - p.345-354. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.345-354 Mots-clés : Diagnostic stability  Autism  Autistic Disorder  Autism Spectrum Disorder  Children  Prognosis Index. décimale : PER Périodiques Résumé : There is debate in the current literature regarding the permanence of an Autism Spectrum Disorder (ASD) diagnosis. We undertook a systematic review of the diagnostic stability of ASD to summarise current evidence. A comprehensive search strategy was used to identify studies. Participants were children with ASD. Risk of bias was assessed by examining the sample selected, recruitment method, completeness of follow up, timing of diagnosis and blinding. Twenty three studies assessed diagnostic stability with a total of 1466 participants. Fifty three to100% of children still had a diagnosis of Autistic Disorder (AD) and 14–100% of children still had a diagnosis of another form of ASD at follow up. There is some evidence that Autistic Disorder is a reasonably stable diagnosis; however a significant minority of children will no longer meet diagnostic criteria after a period of follow up, particularly those diagnosed in the preschool years with cognitive impairment. Other Autism Spectrum Disorders have very variable stability between studies and clinicians when using this diagnosis need inform parents of its instability. This study supports the stricter diagnostic criteria in DSM-V. There is a need for long term, large population cohort studies measuring diagnostic stability. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.06.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

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