School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic / Athanasia KOUROUPA ; Amanda TIMMERMAN ; Amanda ALLARD ; Kylie M. GRAY ; Richard P. HASTINGS ; David HEYNE ; Glenn A. MELVIN ; Bruce TONGE in Journal of Autism and Developmental Disorders, 54-8 (August 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2998-3007 Titre : School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Athanasia KOUROUPA, Auteur ; Amanda TIMMERMAN, Auteur ; Amanda ALLARD, Auteur ; Kylie M. GRAY, Auteur ; Richard P. HASTINGS, Auteur ; David HEYNE, Auteur ; Glenn A. MELVIN, Auteur ; Bruce TONGE, Auteur Article en page(s) : p.2998-3007 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. Results: During May 2021, 32% of children presented with persistent absence (missing???10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. Conclusion: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship. En ligne : https://doi.org/10.1007/s10803-023-06025-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic [Texte imprimé et/ou numérique] / Athanasia KOUROUPA, Auteur ; Amanda TIMMERMAN, Auteur ; Amanda ALLARD, Auteur ; Kylie M. GRAY, Auteur ; Richard P. HASTINGS, Auteur ; David HEYNE, Auteur ; Glenn A. MELVIN, Auteur ; Bruce TONGE, Auteur . - p.2998-3007. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2998-3007 Index. décimale : PER Périodiques Résumé : Purpose: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. Results: During May 2021, 32% of children presented with persistent absence (missing???10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. Conclusion: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship. En ligne : https://doi.org/10.1007/s10803-023-06025-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

School participation of autistic youths: The influence of youth, family and school factors / David HEYNE ; Anke SCHEEREN ; Els BLIJD-HOOGEWYS ; Carolien RIEFFE in Autism, 28-9 (September 2024)  

Public ISBD [article]  inAutism > 28-9 (September 2024) . - p.2295-2310 Titre : School participation of autistic youths: The influence of youth, family and school factors Type de document : Texte imprimé et/ou numérique Auteurs : David HEYNE, Auteur ; Anke SCHEEREN, Auteur ; Els BLIJD-HOOGEWYS, Auteur ; Carolien RIEFFE, Auteur Article en page(s) : p.2295-2310 Langues : (en) Mots-clés : autistic traits  autistic youth  physical environment  school participation  social environment Index. décimale : PER Périodiques Résumé : Many autistic youths experience restricted school participation. The present study investigated the influences of youth, family and school factors on autistic youths' school participation. Parents of 200 Dutch autistic youths (age range: 4-16?years, Mage = 12.23?years, SDage = 2.93?years) filled in questionnaires in a national survey for autistic individuals, reporting the school participation, age and autistic traits of their child, parents' education level and self-efficacy for supporting their child?s schoolwork, and the impact of problems their child experienced with the physical and social environments of the school. Multivariate linear regression analysis using imputed data revealed that among the six predictor variables, only the impact of problems autistic youths experienced with the physical environment of school was negatively associated with their school participation. This study provided support for the essential role of the school environment in predicting autistic youths' school participation, indicating that problematic aspects in the school environment could have a greater impact on autistic youths' school participation than youth factors or family factors. This highlights the need to create a more accommodating environment at school, where autistic youths can participate easily and comfortably. Lay abstract School-aged youths have a basic human right to participate in educational and recreational activities at school. Yet, autistic youths are at high risk of being excluded from school and from school-based activities. It is important to understand how this occurs, to ensure that all autistic youths have opportunities to participate in school activities that are equal to the opportunities of their non-autistic peers. The present study investigated multiple influences on the school participation of autistic youths, including youth factors (age and autistic traits), family factors (parent education level and parental self-efficacy for supporting their child?s schoolwork) and school factors (the impact of problems autistic youths experienced with the physical and social environments of school). Using an online survey, we gathered the views and experiences of the parents of 200 autistic youths aged between 4 and 16?years, in the Netherlands. We found that among the factors, only the impact of problems that autistic youths experienced with the physical environment of school was associated with their school participation. In particular, autistic youths who experienced greater difficulties with the physical environment of school had lower levels of school participation. Our findings highlight the pressing need to modify school environments to better accommodate the needs of autistic youths so that they can participate easily and comfortably. En ligne : https://dx.doi.org/10.1177/13623613231225490 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535 [article] School participation of autistic youths: The influence of youth, family and school factors [Texte imprimé et/ou numérique] / David HEYNE, Auteur ; Anke SCHEEREN, Auteur ; Els BLIJD-HOOGEWYS, Auteur ; Carolien RIEFFE, Auteur . - p.2295-2310. Langues : (en) in Autism > 28-9 (September 2024) . - p.2295-2310 Mots-clés : autistic traits  autistic youth  physical environment  school participation  social environment Index. décimale : PER Périodiques Résumé : Many autistic youths experience restricted school participation. The present study investigated the influences of youth, family and school factors on autistic youths' school participation. Parents of 200 Dutch autistic youths (age range: 4-16?years, Mage = 12.23?years, SDage = 2.93?years) filled in questionnaires in a national survey for autistic individuals, reporting the school participation, age and autistic traits of their child, parents' education level and self-efficacy for supporting their child?s schoolwork, and the impact of problems their child experienced with the physical and social environments of the school. Multivariate linear regression analysis using imputed data revealed that among the six predictor variables, only the impact of problems autistic youths experienced with the physical environment of school was negatively associated with their school participation. This study provided support for the essential role of the school environment in predicting autistic youths' school participation, indicating that problematic aspects in the school environment could have a greater impact on autistic youths' school participation than youth factors or family factors. This highlights the need to create a more accommodating environment at school, where autistic youths can participate easily and comfortably. Lay abstract School-aged youths have a basic human right to participate in educational and recreational activities at school. Yet, autistic youths are at high risk of being excluded from school and from school-based activities. It is important to understand how this occurs, to ensure that all autistic youths have opportunities to participate in school activities that are equal to the opportunities of their non-autistic peers. The present study investigated multiple influences on the school participation of autistic youths, including youth factors (age and autistic traits), family factors (parent education level and parental self-efficacy for supporting their child?s schoolwork) and school factors (the impact of problems autistic youths experienced with the physical and social environments of school). Using an online survey, we gathered the views and experiences of the parents of 200 autistic youths aged between 4 and 16?years, in the Netherlands. We found that among the factors, only the impact of problems that autistic youths experienced with the physical environment of school was associated with their school participation. In particular, autistic youths who experienced greater difficulties with the physical environment of school had lower levels of school participation. Our findings highlight the pressing need to modify school environments to better accommodate the needs of autistic youths so that they can participate easily and comfortably. En ligne : https://dx.doi.org/10.1177/13623613231225490 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535

Types and correlates of school non-attendance in students with autism spectrum disorders / Vasiliki TOTSIKA in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1639-1649 Titre : Types and correlates of school non-attendance in students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Vasiliki TOTSIKA, Auteur ; Richard P. HASTINGS, Auteur ; Yoko DUTTON, Auteur ; Alison WORSLEY, Auteur ; Glenn MELVIN, Auteur ; Kylie GRAY, Auteur ; Bruce TONGE, Auteur ; David HEYNE, Auteur Article en page(s) : p.1639-1649 Langues : Anglais (eng) Mots-clés : *autism  *intellectual disability  *school exclusion  *school non-attendance  *school refusal  *school withdrawal  *truancy Index. décimale : PER Périodiques Résumé : Our study aimed to describe school non-attendance in students with autism. We conducted an online survey. Parents of 486 students (mean age: 11?years) indicated which days their child had missed school (over a period of 1?month). If the child had missed a day, the parent was asked to select a reason from a list of 15 possible reasons (this is a measure of types of school non-attendance called SNACK (School Non-Attendance ChecKlist; Heyne et al., 2019)). On average, students missed 5?days of school of a possible 23?days. Missing over 10% of school is known as persistent absence, and in our study, 43% of students experienced persistent absence. Older students, who attended mainstream schools, who did not live in a two-parent household and whose caregiver was unemployed were more likely to miss school. Looking at the reasons for absence, school refusal was the most frequent reason, accounting for 43% of absences. Nine percent of absence was due to school exclusion. Nine percent of absence was due to school withdrawal. Truancy was almost non-existent. A final reason describes non-problematic absence that is mostly due to medical appointments and illness. This type of absence accounted for 32% of absences in our study, and it was more likely in student with intellectual disability. School refusal was more likely among older students. School exclusion was more likely among students from single-parent, unemployed and well-educated households. Findings from this study help us to understand better the difficulties students with autism experience attending school. En ligne : http://dx.doi.org/10.1177/1362361320916967 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Types and correlates of school non-attendance in students with autism spectrum disorders [Texte imprimé et/ou numérique] / Vasiliki TOTSIKA, Auteur ; Richard P. HASTINGS, Auteur ; Yoko DUTTON, Auteur ; Alison WORSLEY, Auteur ; Glenn MELVIN, Auteur ; Kylie GRAY, Auteur ; Bruce TONGE, Auteur ; David HEYNE, Auteur . - p.1639-1649. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1639-1649 Mots-clés : *autism  *intellectual disability  *school exclusion  *school non-attendance  *school refusal  *school withdrawal  *truancy Index. décimale : PER Périodiques Résumé : Our study aimed to describe school non-attendance in students with autism. We conducted an online survey. Parents of 486 students (mean age: 11?years) indicated which days their child had missed school (over a period of 1?month). If the child had missed a day, the parent was asked to select a reason from a list of 15 possible reasons (this is a measure of types of school non-attendance called SNACK (School Non-Attendance ChecKlist; Heyne et al., 2019)). On average, students missed 5?days of school of a possible 23?days. Missing over 10% of school is known as persistent absence, and in our study, 43% of students experienced persistent absence. Older students, who attended mainstream schools, who did not live in a two-parent household and whose caregiver was unemployed were more likely to miss school. Looking at the reasons for absence, school refusal was the most frequent reason, accounting for 43% of absences. Nine percent of absence was due to school exclusion. Nine percent of absence was due to school withdrawal. Truancy was almost non-existent. A final reason describes non-problematic absence that is mostly due to medical appointments and illness. This type of absence accounted for 32% of absences in our study, and it was more likely in student with intellectual disability. School refusal was more likely among older students. School exclusion was more likely among students from single-parent, unemployed and well-educated households. Findings from this study help us to understand better the difficulties students with autism experience attending school. En ligne : http://dx.doi.org/10.1177/1362361320916967 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

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