Prevalence of neurodevelopmental differences and autism in Scottish primary schools 2018-2022 / Marion RUTHERFORD ; Lorna JOHNSTON ; Anusua Singh ROY in Autism Research, 16-12 (December 2023)  

Public ISBD [article]  inAutism Research > 16-12 (December 2023) . - p.2403-2414 Titre : Prevalence of neurodevelopmental differences and autism in Scottish primary schools 2018-2022 Type de document : Texte imprimé et/ou numérique Auteurs : Marion RUTHERFORD, Auteur ; Lorna JOHNSTON, Auteur ; Anusua Singh ROY, Auteur Article en page(s) : p.2403-2414 Index. décimale : PER Périodiques Résumé : Abstract This study investigated the prevalence of neurodevelopmental needs among children in primary schools in Scotland. Two groups were identified: autistic learners and a larger group of learners who had neurodevelopmental differences. These differences encompassed any need for additional support in various domains, including communication, interaction, emotional regulation, coordination, movement, and cognition. A two-phase process was employed, drawing on data from a cross-sectional study followed by a secondary analysis of a population census. In the first phase, a random sample of 688 children with additional support needs from 22 schools participated. Demographics, support characteristics, and neurodevelopmental needs were identified. Results revealed that 76.89% of children with additional support needs exhibited a need type consistent with a neurodevelopmental difference. In the second phase, data from the Scottish Government Annual Pupil Census, covering all state-provided primary school children between 2018 and 2022, were analyzed. Modeling was conducted using data from the first phase to estimate prevalence of neurodevelopmental differences. Data on autism were directly extracted from the census. Analysis revealed an increase in the prevalence of neurodevelopmental differences and autism. The prevalence of autism rose by 31.98%, with 2.60% of primary school children identified as autistic in 2022. Similarly, the prevalence of neurodevelopmental differences increased by 10.57%, with 16.22% of primary school children exhibiting such differences in 2022. Across 32 localities, regional variations in prevalence were observed. These findings show the substantial number of neurodivergent children within Scottish primary schools and emphasize the need for a neurodevelopmentally informed approach to inclusive education. En ligne : https://doi.org/10.1002/aur.3063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] Prevalence of neurodevelopmental differences and autism in Scottish primary schools 2018-2022 [Texte imprimé et/ou numérique] / Marion RUTHERFORD, Auteur ; Lorna JOHNSTON, Auteur ; Anusua Singh ROY, Auteur . - p.2403-2414. in Autism Research > 16-12 (December 2023) . - p.2403-2414 Index. décimale : PER Périodiques Résumé : Abstract This study investigated the prevalence of neurodevelopmental needs among children in primary schools in Scotland. Two groups were identified: autistic learners and a larger group of learners who had neurodevelopmental differences. These differences encompassed any need for additional support in various domains, including communication, interaction, emotional regulation, coordination, movement, and cognition. A two-phase process was employed, drawing on data from a cross-sectional study followed by a secondary analysis of a population census. In the first phase, a random sample of 688 children with additional support needs from 22 schools participated. Demographics, support characteristics, and neurodevelopmental needs were identified. Results revealed that 76.89% of children with additional support needs exhibited a need type consistent with a neurodevelopmental difference. In the second phase, data from the Scottish Government Annual Pupil Census, covering all state-provided primary school children between 2018 and 2022, were analyzed. Modeling was conducted using data from the first phase to estimate prevalence of neurodevelopmental differences. Data on autism were directly extracted from the census. Analysis revealed an increase in the prevalence of neurodevelopmental differences and autism. The prevalence of autism rose by 31.98%, with 2.60% of primary school children identified as autistic in 2022. Similarly, the prevalence of neurodevelopmental differences increased by 10.57%, with 16.22% of primary school children exhibiting such differences in 2022. Across 32 localities, regional variations in prevalence were observed. These findings show the substantial number of neurodivergent children within Scottish primary schools and emphasize the need for a neurodevelopmentally informed approach to inclusive education. En ligne : https://doi.org/10.1002/aur.3063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

Waiting Times and Influencing Factors in Children and Adults Undergoing Assessment for Autism, ADHD, and Other Neurodevelopmental Differences / Anusua Singh ROY ; Lorna JOHNSTON ; Marie BOILSON ; Eleanor CURNOW ; Victoria JOHNSTONE-COOKE ; Marion RUTHERFORD in Autism Research, 18-4 (April 2025)  

Public ISBD [article]  inAutism Research > 18-4 (April 2025) . - p.788-801 Titre : Waiting Times and Influencing Factors in Children and Adults Undergoing Assessment for Autism, ADHD, and Other Neurodevelopmental Differences Type de document : Texte imprimé et/ou numérique Auteurs : Anusua Singh ROY, Auteur ; Lorna JOHNSTON, Auteur ; Marie BOILSON, Auteur ; Eleanor CURNOW, Auteur ; Victoria JOHNSTONE-COOKE, Auteur ; Marion RUTHERFORD, Auteur Article en page(s) : p.788-801 Langues : Anglais (eng) Mots-clés : assessment  autism  diagnosis  neurodevelopmental  pathway Index. décimale : PER Périodiques Résumé : ABSTRACT This study explored waiting times and the factors influencing them in child and adult populations undergoing assessment for autism, ADHD, and other neurodevelopmental differences. The analysis focused on a retrospective review of 408 cases with assessments completed between October 2021 and May 2022, conducted by 30 diagnosing teams in Scotland. Data included age, final diagnosis, demographics, medical and developmental history, contact frequency, and assessment service adherence to best-practice standards. Waiting times were calculated, and relationships were analyzed using linear regression. Median waiting times were 525?days (IQR 329?857) for children/adolescents and 252?days (IQR 106?611) for adults. Only 20% of children's and 47% of adult assessments met the proposed 252-day diagnostic time target. Autism and ADHD were the most common diagnoses. Receiving >?1 neurodevelopmental diagnosis on completion was uncommon. Demographic factors did not significantly affect waiting times. Children/adolescents with more complex developmental and medical histories experienced longer waits (100.3?weeks vs. 67.7?weeks; p? En ligne : https://doi.org/10.1002/aur.70011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Waiting Times and Influencing Factors in Children and Adults Undergoing Assessment for Autism, ADHD, and Other Neurodevelopmental Differences [Texte imprimé et/ou numérique] / Anusua Singh ROY, Auteur ; Lorna JOHNSTON, Auteur ; Marie BOILSON, Auteur ; Eleanor CURNOW, Auteur ; Victoria JOHNSTONE-COOKE, Auteur ; Marion RUTHERFORD, Auteur . - p.788-801. Langues : Anglais (eng) in Autism Research > 18-4 (April 2025) . - p.788-801 Mots-clés : assessment  autism  diagnosis  neurodevelopmental  pathway Index. décimale : PER Périodiques Résumé : ABSTRACT This study explored waiting times and the factors influencing them in child and adult populations undergoing assessment for autism, ADHD, and other neurodevelopmental differences. The analysis focused on a retrospective review of 408 cases with assessments completed between October 2021 and May 2022, conducted by 30 diagnosing teams in Scotland. Data included age, final diagnosis, demographics, medical and developmental history, contact frequency, and assessment service adherence to best-practice standards. Waiting times were calculated, and relationships were analyzed using linear regression. Median waiting times were 525?days (IQR 329?857) for children/adolescents and 252?days (IQR 106?611) for adults. Only 20% of children's and 47% of adult assessments met the proposed 252-day diagnostic time target. Autism and ADHD were the most common diagnoses. Receiving >?1 neurodevelopmental diagnosis on completion was uncommon. Demographic factors did not significantly affect waiting times. Children/adolescents with more complex developmental and medical histories experienced longer waits (100.3?weeks vs. 67.7?weeks; p? En ligne : https://doi.org/10.1002/aur.70011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

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