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Selection bias on intellectual ability in autism research: a cross-sectional review and meta-analysis / G. RUSSELL in Molecular Autism, 10 (2019)
[article]
Titre : Selection bias on intellectual ability in autism research: a cross-sectional review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : G. RUSSELL, Auteur ; W. MANDY, Auteur ; D. ELLIOTT, Auteur ; R. WHITE, Auteur ; T. PITTWOOD, Auteur ; T. FORD, Auteur Article en page(s) : 9 p. Langues : Anglais (eng) Mots-clés : *Autism *Autism spectrum disorder *Intellectual disability *Nosology *Selection bias interests.Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Index. décimale : PER Périodiques Résumé : Background: Current global estimates suggest the proportion of the population with autism spectrum disorder (ASD) who have intellectual disability (ID) is approximately 50%. Our objective was to ascertain the existence of selection bias due to under-inclusion of populations with ID across all fields of autism research. A sub-goal was to evaluate inconsistencies in reporting of findings. Methods: This review covers all original research published in 2016 in autism-specific journals with an impact factor greater than 3. Across 301 included studies, 100,245 participants had ASD. A random effects meta-analysis was used to estimate the proportion of participants without ID. Selection bias was defined as where more than 75% of participants did not have ID. Results: Meta-analysis estimated 94% of all participants identified as being on the autism spectrum in the studies reviewed did not have ID (95% CI 0.91-0.97). Eight out of ten studies demonstrated selection bias against participants with ID. The reporting of participant characteristics was generally poor: information about participants' intellectual ability was absent in 38% of studies (n = 114). Where there was selection bias on ID, only 31% of studies mentioned lack of generalisability as a limitation. Conclusions: We found selection bias against ID throughout all fields of autism research. We recommend transparent reporting about ID and strategies for inclusion for this much marginalised group. En ligne : https://dx.doi.org/10.1186/s13229-019-0260-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389
in Molecular Autism > 10 (2019) . - 9 p.[article] Selection bias on intellectual ability in autism research: a cross-sectional review and meta-analysis [Texte imprimé et/ou numérique] / G. RUSSELL, Auteur ; W. MANDY, Auteur ; D. ELLIOTT, Auteur ; R. WHITE, Auteur ; T. PITTWOOD, Auteur ; T. FORD, Auteur . - 9 p.
Langues : Anglais (eng)
in Molecular Autism > 10 (2019) . - 9 p.
Mots-clés : *Autism *Autism spectrum disorder *Intellectual disability *Nosology *Selection bias interests.Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Index. décimale : PER Périodiques Résumé : Background: Current global estimates suggest the proportion of the population with autism spectrum disorder (ASD) who have intellectual disability (ID) is approximately 50%. Our objective was to ascertain the existence of selection bias due to under-inclusion of populations with ID across all fields of autism research. A sub-goal was to evaluate inconsistencies in reporting of findings. Methods: This review covers all original research published in 2016 in autism-specific journals with an impact factor greater than 3. Across 301 included studies, 100,245 participants had ASD. A random effects meta-analysis was used to estimate the proportion of participants without ID. Selection bias was defined as where more than 75% of participants did not have ID. Results: Meta-analysis estimated 94% of all participants identified as being on the autism spectrum in the studies reviewed did not have ID (95% CI 0.91-0.97). Eight out of ten studies demonstrated selection bias against participants with ID. The reporting of participant characteristics was generally poor: information about participants' intellectual ability was absent in 38% of studies (n = 114). Where there was selection bias on ID, only 31% of studies mentioned lack of generalisability as a limitation. Conclusions: We found selection bias against ID throughout all fields of autism research. We recommend transparent reporting about ID and strategies for inclusion for this much marginalised group. En ligne : https://dx.doi.org/10.1186/s13229-019-0260-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 Types and correlates of school non-attendance in students with autism spectrum disorders / Vasiliki TOTSIKA in Autism, 24-7 (October 2020)
[article]
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
in Autism > 24-7 (October 2020) . - p.1639-1649[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