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 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] / 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 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] / 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

'It's different for girls': Gender differences in the friendships and conflict of autistic and neurotypical adolescents / F. SEDGEWICK in Autism, 23-5 (July 2019)  

Public ISBD [article]  inAutism > 23-5 (July 2019) . - p.1119-1132 Titre : 'It's different for girls': Gender differences in the friendships and conflict of autistic and neurotypical adolescents Type de document : texte imprimé Auteurs : F. SEDGEWICK, Auteur ; Vivian HILL, Auteur ; E. PELLICANO, Auteur Article en page(s) : p.1119-1132 Langues : Anglais (eng) Mots-clés : autism  conflict  friends  gender  girls  peers  relationships Index. décimale : PER Périodiques Résumé : This mixed-methods study examined gender differences in the friendships and conflict experiences of autistic girls and boys relative to their neurotypical peers. In total, 102 adolescents (27 autistic girls, 26 autistic boys, 26 neurotypical girls, and 23 neurotypical boys), aged between 11 and 18 years completed the Friendship Qualities Scale, the Revised Peer Experiences Questionnaire and were interviewed about their friendships. Results demonstrated that in many ways, the friendships and social experiences of autistic girls are similar to those of neurotypical girls. Autistic girls, however, have significantly more social challenges than their neurotypical peers, experiencing more conflict and finding that conflict harder to manage successfully. Autistic boys showed quantitatively different friendship patterns to all other groups. There were consistent gender differences in the type of conflict which boys and girls experienced, regardless of diagnostic status. These findings suggest that gender, rather than diagnosis per se, plays a critical role in the way that autistic adolescents perceive and experience their social relationships. En ligne : http://dx.doi.org/10.1177/1362361318794930 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] 'It's different for girls': Gender differences in the friendships and conflict of autistic and neurotypical adolescents [texte imprimé] / F. SEDGEWICK, Auteur ; Vivian HILL, Auteur ; E. PELLICANO, Auteur . - p.1119-1132. Langues : Anglais (eng) in Autism > 23-5 (July 2019) . - p.1119-1132 Mots-clés : autism  conflict  friends  gender  girls  peers  relationships Index. décimale : PER Périodiques Résumé : This mixed-methods study examined gender differences in the friendships and conflict experiences of autistic girls and boys relative to their neurotypical peers. In total, 102 adolescents (27 autistic girls, 26 autistic boys, 26 neurotypical girls, and 23 neurotypical boys), aged between 11 and 18 years completed the Friendship Qualities Scale, the Revised Peer Experiences Questionnaire and were interviewed about their friendships. Results demonstrated that in many ways, the friendships and social experiences of autistic girls are similar to those of neurotypical girls. Autistic girls, however, have significantly more social challenges than their neurotypical peers, experiencing more conflict and finding that conflict harder to manage successfully. Autistic boys showed quantitatively different friendship patterns to all other groups. There were consistent gender differences in the type of conflict which boys and girls experienced, regardless of diagnostic status. These findings suggest that gender, rather than diagnosis per se, plays a critical role in the way that autistic adolescents perceive and experience their social relationships. En ligne : http://dx.doi.org/10.1177/1362361318794930 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

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 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] / 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

School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach / C. CLARKE in Journal of Autism and Developmental Disorders, 47-12 (December 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3883-3895 Titre : School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach Type de document : texte imprimé Auteurs : C. CLARKE, Auteur ; Vivian HILL, Auteur ; Tony CHARMAN, Auteur Année de publication : 2017 Article en page(s) : p.3883-3895 Langues : Anglais (eng) Mots-clés : Autism  Cognitive behavioural therapy  Coping behaviours  Mixed methods  Schools based interventions Index. décimale : PER Périodiques Résumé : Children with a diagnosis of autism are more likely to experience anxiety than their typically developing peers. Research suggests that Cognitive Behavioural Therapy (CBT) could offer a way to help children with autism manage their anxiety but most evidence is based on clinical trials. This study investigated a school-based CBT programme using a quasi-experimental design incorporating the child and parent versions of the Spence Children's Anxiety Scale (Spence, J Abnorm Psy 106(2):280-297, 1997) and the Coping Scale for Children and Youth (Brodzinsky et al., J Appl Dev Psychol 13:195-214, 1992). Interview data was incorporated to help understand the process of change further. Children in the experimental condition had lower levels of anxiety, maintained at follow-up and changes were found in coping behaviours such as lower behavioural avoidance strategies but increased problem solving strategies at follow-up. Limitations of the research together with future directions are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2801-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326 [article] School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach [texte imprimé] / C. CLARKE, Auteur ; Vivian HILL, Auteur ; Tony CHARMAN, Auteur . - 2017 . - p.3883-3895. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3883-3895 Mots-clés : Autism  Cognitive behavioural therapy  Coping behaviours  Mixed methods  Schools based interventions Index. décimale : PER Périodiques Résumé : Children with a diagnosis of autism are more likely to experience anxiety than their typically developing peers. Research suggests that Cognitive Behavioural Therapy (CBT) could offer a way to help children with autism manage their anxiety but most evidence is based on clinical trials. This study investigated a school-based CBT programme using a quasi-experimental design incorporating the child and parent versions of the Spence Children's Anxiety Scale (Spence, J Abnorm Psy 106(2):280-297, 1997) and the Coping Scale for Children and Youth (Brodzinsky et al., J Appl Dev Psychol 13:195-214, 1992). Interview data was incorporated to help understand the process of change further. Children in the experimental condition had lower levels of anxiety, maintained at follow-up and changes were found in coping behaviours such as lower behavioural avoidance strategies but increased problem solving strategies at follow-up. Limitations of the research together with future directions are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2801-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326

‘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)  

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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)  

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