Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents / Felicity SEDGEWICK in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1297-1306 Titre : Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Rhiannon YATES, Auteur ; Leanne PICKERING, Auteur ; Elizabeth PELLICANO, Auteur Année de publication : 2016 Article en page(s) : p.1297-1306 Langues : Anglais (eng) Mots-clés : Autism  Gender  Girls  Friendship  Peer relationships  Social motivation  Motivation, Amitié Index. décimale : PER Périodiques Résumé : This mixed-methods study examined gender differences in the social motivation and friendship experiences of adolescent boys and girls with autism relative to those without autism, all educated within special education settings. Autistic girls showed similar social motivation and friendship quality to non-autistic girls, while autistic boys reported having both qualitatively different friendships and less motivation for social contact relative to boys without autism and to girls with and without autism. Semi-structured interviews with the adolescents corroborated these findings, with one exception: autistic girls reported high levels of relational aggression within their friendships, suggesting that girls on the autism spectrum in particular may struggle with identifying and dealing with conflict in their social lives. En ligne : http://dx.doi.org/10.1007/s10803-015-2669-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents [Texte imprimé et/ou numérique] / Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Rhiannon YATES, Auteur ; Leanne PICKERING, Auteur ; Elizabeth PELLICANO, Auteur . - 2016 . - p.1297-1306. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1297-1306 Mots-clés : Autism  Gender  Girls  Friendship  Peer relationships  Social motivation  Motivation, Amitié Index. décimale : PER Périodiques Résumé : This mixed-methods study examined gender differences in the social motivation and friendship experiences of adolescent boys and girls with autism relative to those without autism, all educated within special education settings. Autistic girls showed similar social motivation and friendship quality to non-autistic girls, while autistic boys reported having both qualitatively different friendships and less motivation for social contact relative to boys without autism and to girls with and without autism. Semi-structured interviews with the adolescents corroborated these findings, with one exception: autistic girls reported high levels of relational aggression within their friendships, suggesting that girls on the autism spectrum in particular may struggle with identifying and dealing with conflict in their social lives. En ligne : http://dx.doi.org/10.1007/s10803-015-2669-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

"He?s shouting so loud but nobody?s hearing him": A multi-informant study of autistic pupils' experiences of school non-attendance and exclusion / Vivian HILL ; Elizabeth PELLICANO in Autism & Developmental Language Impairments, 8 (January-December 2023)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 8 (January-December 2023) Titre : "He?s shouting so loud but nobody?s hearing him": A multi-informant study of autistic pupils' experiences of school non-attendance and exclusion Type de document : Texte imprimé et/ou numérique Auteurs : Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Mots-clés : Inclusion  integration  school avoidance  school refusal  anxiety Index. décimale : PER Périodiques Résumé : Background and aimsChildren and young people on the autism spectrum frequently report a range of negative educational experiences and face disproportionally high rates of school non-attendance, including school avoidance and permanent exclusion, which can have a significant impact on their well-being as well as educational and broader life outcomes. To date, few studies have examined the full range of proximal (child, parent/family, school levels) and distal (community and society levels) barriers to ensuring the school attendance and the inclusion of autistic pupils. The current study sought to do just that by examining autistic young peoples' school non-attendance and exclusion experiences from the perspectives of multiple informants.MethodsWe recruited 12 autistic pupils, who had previously experienced school avoidance and/or exclusion, from one local authority in England, United Kingdom. We conducted semi-structured interviews with the young people themselves, ten of their parents, eight of their current teachers and nine local authority professionals, including six educational psychologists and three specialist autism teachers. We analyzed interviewees' responses using reflexive thematic analysis.ResultsInterviewees gave overwhelmingly negative accounts of autistic pupils' school non-attendance and exclusion experiences. Our analysis identified a range of school-related factors they felt led to, or exacerbated, negative experiences in their former mainstream schools, and which ultimately led to their or their children's school non-attendance. It also went further to identify distal factors, including fragmented educational experiences, parents "fighting" against a complex bureaucratic system to secure appropriate education for their children, and limited professional involvement.ConclusionsOur findings emphasize the importance of examining the broader context in which autistic pupils are embedded and demonstrate that such pupils are able to successfully attend-and even enjoy-school when they receive the appropriate care and support.ImplicationsSchools and local authority professionals should seek to work in partnership with parents and autistic pupils to secure the necessary support for their inclusion in mainstream education. Government policy should support the provision of sufficient local authority professionals to adopt a more proactive approach to mitigate autistic pupils' avoidance of and exclusion from school. En ligne : https://dx.doi.org/10.1177/23969415231207816 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] "He?s shouting so loud but nobody?s hearing him": A multi-informant study of autistic pupils' experiences of school non-attendance and exclusion [Texte imprimé et/ou numérique] / Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 8 (January-December 2023) Mots-clés : Inclusion  integration  school avoidance  school refusal  anxiety Index. décimale : PER Périodiques Résumé : Background and aimsChildren and young people on the autism spectrum frequently report a range of negative educational experiences and face disproportionally high rates of school non-attendance, including school avoidance and permanent exclusion, which can have a significant impact on their well-being as well as educational and broader life outcomes. To date, few studies have examined the full range of proximal (child, parent/family, school levels) and distal (community and society levels) barriers to ensuring the school attendance and the inclusion of autistic pupils. The current study sought to do just that by examining autistic young peoples' school non-attendance and exclusion experiences from the perspectives of multiple informants.MethodsWe recruited 12 autistic pupils, who had previously experienced school avoidance and/or exclusion, from one local authority in England, United Kingdom. We conducted semi-structured interviews with the young people themselves, ten of their parents, eight of their current teachers and nine local authority professionals, including six educational psychologists and three specialist autism teachers. We analyzed interviewees' responses using reflexive thematic analysis.ResultsInterviewees gave overwhelmingly negative accounts of autistic pupils' school non-attendance and exclusion experiences. Our analysis identified a range of school-related factors they felt led to, or exacerbated, negative experiences in their former mainstream schools, and which ultimately led to their or their children's school non-attendance. It also went further to identify distal factors, including fragmented educational experiences, parents "fighting" against a complex bureaucratic system to secure appropriate education for their children, and limited professional involvement.ConclusionsOur findings emphasize the importance of examining the broader context in which autistic pupils are embedded and demonstrate that such pupils are able to successfully attend-and even enjoy-school when they receive the appropriate care and support.ImplicationsSchools and local authority professionals should seek to work in partnership with parents and autistic pupils to secure the necessary support for their inclusion in mainstream education. Government policy should support the provision of sufficient local authority professionals to adopt a more proactive approach to mitigate autistic pupils' avoidance of and exclusion from school. En ligne : https://dx.doi.org/10.1177/23969415231207816 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

Parent perspectives on autistic girls’ friendships and futures / Felicity SEDGEWICK in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Parent perspectives on autistic girls’ friendships and futures Type de document : Texte imprimé et/ou numérique Auteurs : Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsYoung people?s parents often play a key role in facilitating friendships and have their own views on these friendships. Yet parents have rarely been asked to report on the friendships and peer relationships of their autistic children. This study therefore sought to examine parents? perspectives on the friendships and social difficulties of their autistic daughters, and their views and concerns about their daughters? futures.MethodsTwenty parents of autistic adolescent girls, aged between 11 and 18 years, took part in semi-structured interviews on the topics of friendships, conflict and thoughts about adulthood and the future.ResultsResults demonstrated that parents often have significant involvement in their daughters? social lives and friendships and have a range of views on these relationships. They highlighted both benefits and pitfalls of their daughters? peer interactions, and the perceived negative influence of these interactions on their daughters? mental health. Most parents had significant concerns about their daughters? futures, either about their ability to live independently, or their potential vulnerability to exploitation. Despite these concerns around sexual relationships, some parents were avoiding raising the issue with their daughters.ConclusionsAdolescent autistic girls often have positive, close friendships, but can also be the victims of bullying, with significant negative impacts on their mental health, at least according to their parents. Concerns about girls? development into adulthood were commonplace, with parents taking a range of approaches to attempt to talk about the future with their daughters.ImplicationsThere is an urgent need for more open conversations to help autistic girls stay safe and secure as they mature, supporting their ability to understand and negotiate more intimate social relationships. Future research should examine these changing relationships as autistic girls? transition to adulthood and should seek to combine the views of parents alongside the young people themselves. En ligne : https://doi.org/10.1177/2396941518794497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Parent perspectives on autistic girls’ friendships and futures [Texte imprimé et/ou numérique] / Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsYoung people?s parents often play a key role in facilitating friendships and have their own views on these friendships. Yet parents have rarely been asked to report on the friendships and peer relationships of their autistic children. This study therefore sought to examine parents? perspectives on the friendships and social difficulties of their autistic daughters, and their views and concerns about their daughters? futures.MethodsTwenty parents of autistic adolescent girls, aged between 11 and 18 years, took part in semi-structured interviews on the topics of friendships, conflict and thoughts about adulthood and the future.ResultsResults demonstrated that parents often have significant involvement in their daughters? social lives and friendships and have a range of views on these relationships. They highlighted both benefits and pitfalls of their daughters? peer interactions, and the perceived negative influence of these interactions on their daughters? mental health. Most parents had significant concerns about their daughters? futures, either about their ability to live independently, or their potential vulnerability to exploitation. Despite these concerns around sexual relationships, some parents were avoiding raising the issue with their daughters.ConclusionsAdolescent autistic girls often have positive, close friendships, but can also be the victims of bullying, with significant negative impacts on their mental health, at least according to their parents. Concerns about girls? development into adulthood were commonplace, with parents taking a range of approaches to attempt to talk about the future with their daughters.ImplicationsThere is an urgent need for more open conversations to help autistic girls stay safe and secure as they mature, supporting their ability to understand and negotiate more intimate social relationships. Future research should examine these changing relationships as autistic girls? transition to adulthood and should seek to combine the views of parents alongside the young people themselves. En ligne : https://doi.org/10.1177/2396941518794497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools / Lynsey CALDER in Autism, 17-3 (May 2013)  

Public ISBD [article]  inAutism > 17-3 (May 2013) . - p.296-316 Titre : ‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools Type de document : Texte imprimé et/ou numérique Auteurs : Lynsey CALDER, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.296-316 Langues : Anglais (eng) Mots-clés : friendships  peer relationships  mainstream school  theory of mind  social skills Index. décimale : PER Périodiques Résumé : Research has shown that friendship impacts the overall experience of mainstream school for autistic children. Using a unique combination of quantitative, qualitative and social network methods, we investigated the extent and nature of autistic children’s friendships from their perspective and from those of their mothers, teachers and classroom peers. Consistent with previous research, children with autism (n = 12), aged between 9 and 11 years, rated their friendships to be of poorer quality than their non-autistic classroom peers (n = 11). There was, however, much variability in autistic children’s ratings, which, unexpectedly, was related to neither children’s cognitive ability nor their theory of mind ability. Encouragingly, the children generally reported satisfaction with their friendships, and although no child was socially isolated, the degree of inclusion in friendship networks varied widely. Furthermore, autistic children’s social motivation emerged as a key factor in parents’ and teachers’ reports in determining both the nature and extent of their friendships. Adults played an active role in supporting children’s friendships, but this sometimes conflicted with what the children wanted. These findings highlight the need to ascertain the perspectives of young people with autism on their friendships and to consider the social and ethical implications of when and how to intervene. En ligne : http://dx.doi.org/10.1177/1362361312467866 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] ‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools [Texte imprimé et/ou numérique] / Lynsey CALDER, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur . - p.296-316. Langues : Anglais (eng) in Autism > 17-3 (May 2013) . - p.296-316 Mots-clés : friendships  peer relationships  mainstream school  theory of mind  social skills Index. décimale : PER Périodiques Résumé : Research has shown that friendship impacts the overall experience of mainstream school for autistic children. Using a unique combination of quantitative, qualitative and social network methods, we investigated the extent and nature of autistic children’s friendships from their perspective and from those of their mothers, teachers and classroom peers. Consistent with previous research, children with autism (n = 12), aged between 9 and 11 years, rated their friendships to be of poorer quality than their non-autistic classroom peers (n = 11). There was, however, much variability in autistic children’s ratings, which, unexpectedly, was related to neither children’s cognitive ability nor their theory of mind ability. Encouragingly, the children generally reported satisfaction with their friendships, and although no child was socially isolated, the degree of inclusion in friendship networks varied widely. Furthermore, autistic children’s social motivation emerged as a key factor in parents’ and teachers’ reports in determining both the nature and extent of their friendships. Adults played an active role in supporting children’s friendships, but this sometimes conflicted with what the children wanted. These findings highlight the need to ascertain the perspectives of young people with autism on their friendships and to consider the social and ethical implications of when and how to intervene. En ligne : http://dx.doi.org/10.1177/1362361312467866 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study / Chantelle MAKIN in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study Type de document : Texte imprimé et/ou numérique Auteurs : Chantelle MAKIN, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsChildren diagnosed with an autism spectrum condition are known anecdotally to be especially vulnerable during the transition to secondary school. Yet, very little is known about the child-, school- and system-level factors that can potentially make changing schools particularly difficult for these children. Here, we report on a mixed-method study, which examined the factors that influence a successful school transition for autistic children in one local education authority in England.MethodsFifteen children were seen twice in the space of four months ? once during the final term of their mainstream primary school and again during the first term of secondary school. Parents and teachers were also interviewed at both time points.ResultsOverall, our participants reported negative experiences of their transition to secondary school ? regardless of the type of secondary provision (mainstream or specialist) to which they transferred. None of the child-level factors measured during the pre-transition phase, including verbal ability, autistic symptomatology, sensory responsiveness and anxiety, predicted children?s transition success four months later. Rather, transition success appeared to be predominantly related to several school- and system-level factors, including tensions over school choice, delays in placement decisions, lack of primary preparation and communication between schools. Identity-related issues were also a key concern for many children, which appeared to have a particularly negative influence on adjustment to their new school.ConclusionsWe identified predominantly negative experiences of primary-to-secondary transition for the autistic children sampled here, which appeared to be accounted for largely by school- and system-level factors.ImplicationsApplying interventions that are designed to ease the transition to secondary school by modifying the school environment before, during and after transition to improve the fit between the autistic child and their educational environment should go some way in tackling school-related barriers to a successful transition for these children. System-level changes in the way that local authorities manage the transition process may also improve children and families? experiences. En ligne : https://doi.org/10.1177/2396941516684834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study [Texte imprimé et/ou numérique] / Chantelle MAKIN, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsChildren diagnosed with an autism spectrum condition are known anecdotally to be especially vulnerable during the transition to secondary school. Yet, very little is known about the child-, school- and system-level factors that can potentially make changing schools particularly difficult for these children. Here, we report on a mixed-method study, which examined the factors that influence a successful school transition for autistic children in one local education authority in England.MethodsFifteen children were seen twice in the space of four months ? once during the final term of their mainstream primary school and again during the first term of secondary school. Parents and teachers were also interviewed at both time points.ResultsOverall, our participants reported negative experiences of their transition to secondary school ? regardless of the type of secondary provision (mainstream or specialist) to which they transferred. None of the child-level factors measured during the pre-transition phase, including verbal ability, autistic symptomatology, sensory responsiveness and anxiety, predicted children?s transition success four months later. Rather, transition success appeared to be predominantly related to several school- and system-level factors, including tensions over school choice, delays in placement decisions, lack of primary preparation and communication between schools. Identity-related issues were also a key concern for many children, which appeared to have a particularly negative influence on adjustment to their new school.ConclusionsWe identified predominantly negative experiences of primary-to-secondary transition for the autistic children sampled here, which appeared to be accounted for largely by school- and system-level factors.ImplicationsApplying interventions that are designed to ease the transition to secondary school by modifying the school environment before, during and after transition to improve the fit between the autistic child and their educational environment should go some way in tackling school-related barriers to a successful transition for these children. System-level changes in the way that local authorities manage the transition process may also improve children and families? experiences. En ligne : https://doi.org/10.1177/2396941516684834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

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