Co-occurring Conditions and Quality of Life in Autistic Children Attending General Education or Special Education Schools / Chantal VAN DEN HELDER in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3988-4000 Titre : Co-occurring Conditions and Quality of Life in Autistic Children Attending General Education or Special Education Schools Type de document : texte imprimé Auteurs : Chantal VAN DEN HELDER, Auteur ; Rachel PLAK, Auteur ; Sander BEGEER, Auteur ; Martijn MEETER, Auteur Article en page(s) : p. 3988-4000 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A majority of children with autism is diagnosed with one or more co-occurring mental health conditions. We aimed to explore how co-occurring conditions and Quality of Life differ between school types (general education vs. special education schools), and whether co-occurring conditions were subject to the same trends over time for the two school types. Secondary, we aimed to analyze associations with child characteristics. Repeated cross- sectional data from 2013 to 2022 on children with autism (N = 1534,aged 5–15 years) in the Netherlands were used. Across school types, we showed a decrease in externalizing and language-learning conditions over time. Language-learning conditions became more concentrated in special education schools. Hyperactivity-inattention difficulties remained stable, emotional difficulties decreased and behavioral difficulties increased. Compared to those in general education, children in special education schools faced more behavioral and hyperactivity-inattention challenges. School type, duration of the study, externalizing, internalizing and language-learning conditions were all unrelated to QoL. Autistic girls experienced more behavioral difficulties compared to boys with autism. In conclusion, children with autism in special education schools experience similar QoL, but have more (severe) co-occurring conditions than those attending general education. En ligne : https://doi.org/10.1007/s10803-025-06839-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Co-occurring Conditions and Quality of Life in Autistic Children Attending General Education or Special Education Schools [texte imprimé] / Chantal VAN DEN HELDER, Auteur ; Rachel PLAK, Auteur ; Sander BEGEER, Auteur ; Martijn MEETER, Auteur . - p. 3988-4000. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3988-4000 Index. décimale : PER Périodiques Résumé : A majority of children with autism is diagnosed with one or more co-occurring mental health conditions. We aimed to explore how co-occurring conditions and Quality of Life differ between school types (general education vs. special education schools), and whether co-occurring conditions were subject to the same trends over time for the two school types. Secondary, we aimed to analyze associations with child characteristics. Repeated cross- sectional data from 2013 to 2022 on children with autism (N = 1534,aged 5–15 years) in the Netherlands were used. Across school types, we showed a decrease in externalizing and language-learning conditions over time. Language-learning conditions became more concentrated in special education schools. Hyperactivity-inattention difficulties remained stable, emotional difficulties decreased and behavioral difficulties increased. Compared to those in general education, children in special education schools faced more behavioral and hyperactivity-inattention challenges. School type, duration of the study, externalizing, internalizing and language-learning conditions were all unrelated to QoL. Autistic girls experienced more behavioral difficulties compared to boys with autism. In conclusion, children with autism in special education schools experience similar QoL, but have more (severe) co-occurring conditions than those attending general education. En ligne : https://doi.org/10.1007/s10803-025-06839-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects / Rachel PLAK ; Martijn MEETER ; Sander BEGEER in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2651-2662 Titre : Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects Type de document : texte imprimé Auteurs : Rachel PLAK, Auteur ; Martijn MEETER, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.2651-2662 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Inclusive education policies stimulate children with special educational needs, including autism, to attend regular education. We aimed to explore change over time in school placement and transitions of autistic children since the introduction of an inclusive education policy in the Netherlands (2014) and to examine the role of individual child characteristics. This study used longitudinal data from 2013 to 2021 on autistic children (N = 1463, aged 5-16 years). We expected an increase in regular school placements and transitions to regular schools. Surprisingly, the proportion of children with autism in regular schools slightly decreased. Special school placement was more likely for boys and autistic children with lower intelligence scores, co-occurring conditions or behavioral and peer relation problems. Younger autistic children and those with lower intelligence scores more often transferred from a regular to a special school. The opposite transition was more common in older autistic children and those with higher intelligence scores. The likelihood of special-to-regular transitions did not change, but regular-to-special transitions were more prevalent during the years just after the policy change than in later years. The inclusive policy had little impact on the school placement, and at most led to a delayed drop in referrals to special schools. En ligne : https://doi.org/10.1007/s10803-024-06369-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects [texte imprimé] / Rachel PLAK, Auteur ; Martijn MEETER, Auteur ; Sander BEGEER, Auteur . - p.2651-2662. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2651-2662 Index. décimale : PER Périodiques Résumé : Inclusive education policies stimulate children with special educational needs, including autism, to attend regular education. We aimed to explore change over time in school placement and transitions of autistic children since the introduction of an inclusive education policy in the Netherlands (2014) and to examine the role of individual child characteristics. This study used longitudinal data from 2013 to 2021 on autistic children (N = 1463, aged 5-16 years). We expected an increase in regular school placements and transitions to regular schools. Surprisingly, the proportion of children with autism in regular schools slightly decreased. Special school placement was more likely for boys and autistic children with lower intelligence scores, co-occurring conditions or behavioral and peer relation problems. Younger autistic children and those with lower intelligence scores more often transferred from a regular to a special school. The opposite transition was more common in older autistic children and those with higher intelligence scores. The likelihood of special-to-regular transitions did not change, but regular-to-special transitions were more prevalent during the years just after the policy change than in later years. The inclusive policy had little impact on the school placement, and at most led to a delayed drop in referrals to special schools. En ligne : https://doi.org/10.1007/s10803-024-06369-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Predicting academic success of autistic students in higher education / Theo BAKKER in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1803-1816 Titre : Predicting academic success of autistic students in higher education Type de document : texte imprimé Auteurs : Theo BAKKER, Auteur ; Lydia KRABBENDAM, Auteur ; Sandjai BHULAI, Auteur ; Martijn MEETER, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.1803-1816 Langues : Anglais (eng) Mots-clés : academic achievement;autism;higher education;predictive modeling;propensity score weighting;student retention Index. décimale : PER Périodiques Résumé : Individuals with autism increasingly enroll in universities, but little is known about predictors for their success. This study developed predictive models for the academic success of autistic bachelor students (N=101) in comparison to students with other health conditions (N=2465) and students with no health conditions (N=25,077). We applied propensity score weighting to balance outcomes. The research showed that autistic students' academic success was predictable, and these predictions were more accurate than predictions of their peers' success. For first-year success, study choice issues were the most important predictors (parallel program and application timing). Issues with participation in pre-education (missingness of grades in pre-educational records) and delays at the beginning of autistic students' studies (reflected in age) were the most influential predictors for the second-year success and delays in the second and final year of their bachelor?s program. In addition, academic performance (average grades) was the strongest predictor for degree completion in 3 years. These insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students.Laymen SummaryWhat is already known about the topic?Autistic youths increasingly enter universities. We know from existing research that autistic students are at risk of dropping out or studying delays. Using machine learning and historical information of students, researchers can predict the academic success of bachelor students. However, we know little about what kind of information can predict whether autistic students will succeed in their studies and how accurate these predictions will be.What does this article add?In this research, we developed predictive models for the academic success of 101 autistic bachelor students. We compared these models to 2,465 students with other health conditions and 25,077 students without health conditions. The research showed that the academic success of autistic students was predictable. Moreover, these predictions were more precise than predictions of the success of students without autism.For the success of the first bachelor year, concerns with aptitude and study choice were the most important predictors. Participation in pre-education and delays at the beginning of autistic students' studies were the most influential predictors for second-year success and delays in the second and final year of their bachelor?s program. In addition, academic performance in high school was the strongest predictor for degree completion in 3 years.Implications for practice, research, or policyThese insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students. En ligne : http://dx.doi.org/10.1177/13623613221146439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Predicting academic success of autistic students in higher education [texte imprimé] / Theo BAKKER, Auteur ; Lydia KRABBENDAM, Auteur ; Sandjai BHULAI, Auteur ; Martijn MEETER, Auteur ; Sander BEGEER, Auteur . - p.1803-1816. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1803-1816 Mots-clés : academic achievement;autism;higher education;predictive modeling;propensity score weighting;student retention Index. décimale : PER Périodiques Résumé : Individuals with autism increasingly enroll in universities, but little is known about predictors for their success. This study developed predictive models for the academic success of autistic bachelor students (N=101) in comparison to students with other health conditions (N=2465) and students with no health conditions (N=25,077). We applied propensity score weighting to balance outcomes. The research showed that autistic students' academic success was predictable, and these predictions were more accurate than predictions of their peers' success. For first-year success, study choice issues were the most important predictors (parallel program and application timing). Issues with participation in pre-education (missingness of grades in pre-educational records) and delays at the beginning of autistic students' studies (reflected in age) were the most influential predictors for the second-year success and delays in the second and final year of their bachelor?s program. In addition, academic performance (average grades) was the strongest predictor for degree completion in 3 years. These insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students.Laymen SummaryWhat is already known about the topic?Autistic youths increasingly enter universities. We know from existing research that autistic students are at risk of dropping out or studying delays. Using machine learning and historical information of students, researchers can predict the academic success of bachelor students. However, we know little about what kind of information can predict whether autistic students will succeed in their studies and how accurate these predictions will be.What does this article add?In this research, we developed predictive models for the academic success of 101 autistic bachelor students. We compared these models to 2,465 students with other health conditions and 25,077 students without health conditions. The research showed that the academic success of autistic students was predictable. Moreover, these predictions were more precise than predictions of the success of students without autism.For the success of the first bachelor year, concerns with aptitude and study choice were the most important predictors. Participation in pre-education and delays at the beginning of autistic students' studies were the most influential predictors for second-year success and delays in the second and final year of their bachelor?s program. In addition, academic performance in high school was the strongest predictor for degree completion in 3 years.Implications for practice, research, or policyThese insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students. En ligne : http://dx.doi.org/10.1177/13623613221146439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

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