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 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 Auteurs : Athanasia KOUROUPA, Auteur ; Amanda TIMMERMAN, Auteur ; Amanda ALLARD, Auteur ; Kylie M. GRAY, Auteur ; Richard P. HASTINGS, Auteur ; David HEYNE, Auteur ; Glenn 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] / Athanasia KOUROUPA, Auteur ; Amanda TIMMERMAN, Auteur ; Amanda ALLARD, Auteur ; Kylie M. GRAY, Auteur ; Richard P. HASTINGS, Auteur ; David HEYNE, Auteur ; Glenn 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

The Knowledge and Preferences of Parents/Carers of Autistic Children and Young People about Technology Devices / Athanasia KOUROUPA in Journal of Autism and Developmental Disorders, 56-5 (May 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-5 (May 2026) . - p.1775-1785 Titre : The Knowledge and Preferences of Parents/Carers of Autistic Children and Young People about Technology Devices Type de document : texte imprimé Auteurs : Athanasia KOUROUPA, Auteur ; Karen IRVINE, Auteur ; Silvana E. MENGONI, Auteur ; Shivani SHARMA, Auteur Article en page(s) : p.1775-1785 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study explored parents’/carers’ knowledge, interest, and preferences towards technology devices as support mediums for autistic children, the reasoning behind any choice and the factors associated with the most preferred technology device. Technology devices were conceptualised as smartphones, iPods, tablets, virtual reality, robots, and ‘other’ for participants to list their own further interpretations of technology devices. Survey data were collected from 267 parents/carers of autistic children aged 2–18 years internationally between May to October 2020. Parents/carers of autistic children and young people were aware of, interested in and mostly preferred the use of tablets because of their convenience and ease of use. They least preferred virtual reality followed by robots due to both being overwhelming, cold, inconvenient to transport and expensive. Robots, in particular, were unknown to respondents. The data suggested that some technology devices as a support medium are not widely known to families of autistic children and young people in support programmes. Technology devices need to be financially approachable and achieve a high standard of design to engage users. Future research should focus on gathering evidence from the autistic community about their preferences and views of technology devices as a medium in autism support programmes. En ligne : https://doi.org/10.1007/s10803-024-06678-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] The Knowledge and Preferences of Parents/Carers of Autistic Children and Young People about Technology Devices [texte imprimé] / Athanasia KOUROUPA, Auteur ; Karen IRVINE, Auteur ; Silvana E. MENGONI, Auteur ; Shivani SHARMA, Auteur . - p.1775-1785. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-5 (May 2026) . - p.1775-1785 Index. décimale : PER Périodiques Résumé : This study explored parents’/carers’ knowledge, interest, and preferences towards technology devices as support mediums for autistic children, the reasoning behind any choice and the factors associated with the most preferred technology device. Technology devices were conceptualised as smartphones, iPods, tablets, virtual reality, robots, and ‘other’ for participants to list their own further interpretations of technology devices. Survey data were collected from 267 parents/carers of autistic children aged 2–18 years internationally between May to October 2020. Parents/carers of autistic children and young people were aware of, interested in and mostly preferred the use of tablets because of their convenience and ease of use. They least preferred virtual reality followed by robots due to both being overwhelming, cold, inconvenient to transport and expensive. Robots, in particular, were unknown to respondents. The data suggested that some technology devices as a support medium are not widely known to families of autistic children and young people in support programmes. Technology devices need to be financially approachable and achieve a high standard of design to engage users. Future research should focus on gathering evidence from the autistic community about their preferences and views of technology devices as a medium in autism support programmes. En ligne : https://doi.org/10.1007/s10803-024-06678-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

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