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School refusal behaviour: Are children and adolescents with autism spectrum disorder at a higher risk? / Ellen Kathrine MUNKHAUGEN in Research in Autism Spectrum Disorders, 41-42 (September 2017)
[article]
Titre : School refusal behaviour: Are children and adolescents with autism spectrum disorder at a higher risk? Type de document : Texte imprimé et/ou numérique Auteurs : Ellen Kathrine MUNKHAUGEN, Auteur ; Elen GJEVIK, Auteur ; Are Hugo PRIPP, Auteur ; Eili SPONHEIM, Auteur ; Trond H. DISETH, Auteur Article en page(s) : p.31-38 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder School refusal Frequency Sociodemographic factors Index. décimale : PER Périodiques Résumé : Abstract School refusal behaviour in students with autism spectrum disorder (ASD) is poorly studied despite being considered a serious problem. This study assessed the frequency, duration, and expression of school refusal behaviour in students with ASD, aged 9–16 years, without intellectual disability. Further, the associations between school refusal behaviour and sociodemographic factors were explored. Teachers and parents assessed this behaviour over 20 days in a cross-sectional study of 216 students, including 78 students with ASD and 138 typically developing (TD) students. School refusal behaviour was significantly higher in students with ASD as compared to TD students. Significant associations were found between school refusal behaviour and illness of other family members. The study concludes that school refusal behaviour is pervasive in students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.31-38[article] School refusal behaviour: Are children and adolescents with autism spectrum disorder at a higher risk? [Texte imprimé et/ou numérique] / Ellen Kathrine MUNKHAUGEN, Auteur ; Elen GJEVIK, Auteur ; Are Hugo PRIPP, Auteur ; Eili SPONHEIM, Auteur ; Trond H. DISETH, Auteur . - p.31-38.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.31-38
Mots-clés : Autism spectrum disorder School refusal Frequency Sociodemographic factors Index. décimale : PER Périodiques Résumé : Abstract School refusal behaviour in students with autism spectrum disorder (ASD) is poorly studied despite being considered a serious problem. This study assessed the frequency, duration, and expression of school refusal behaviour in students with ASD, aged 9–16 years, without intellectual disability. Further, the associations between school refusal behaviour and sociodemographic factors were explored. Teachers and parents assessed this behaviour over 20 days in a cross-sectional study of 216 students, including 78 students with ASD and 138 typically developing (TD) students. School refusal behaviour was significantly higher in students with ASD as compared to TD students. Significant associations were found between school refusal behaviour and illness of other family members. The study concludes that school refusal behaviour is pervasive in students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder / Abbey J. MCCLEMONT in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
[article]
Titre : Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Abbey J. MCCLEMONT, Auteur ; Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.1781-1788 Langues : Anglais (eng) Mots-clés : Attention-Deficit/Hyperactivity Disorder Autism Spectrum Disorder Bullying School refusal Victimization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD?+?ADHD, other diagnoses, or no diagnosis. Children with ASD?+?ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. En ligne : http://dx.doi.org/10.1007/s10803-020-04640-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1781-1788[article] Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder [Texte imprimé et/ou numérique] / Abbey J. MCCLEMONT, Auteur ; Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.1781-1788.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1781-1788
Mots-clés : Attention-Deficit/Hyperactivity Disorder Autism Spectrum Disorder Bullying School refusal Victimization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD?+?ADHD, other diagnoses, or no diagnosis. Children with ASD?+?ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. En ligne : http://dx.doi.org/10.1007/s10803-020-04640-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Child and Parental Mental Health as Correlates of School Non-Attendance and School Refusal in Children on the Autism Spectrum / Dawn ADAMS in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Child and Parental Mental Health as Correlates of School Non-Attendance and School Refusal in Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Dawn ADAMS, Auteur Article en page(s) : p.3353-3365 Langues : Anglais (eng) Mots-clés : Absenteeism Autism Spectrum Disorder/therapy Autistic Disorder Child Humans Mental Health Parents Absence Anxiety Education School refusal Stress publication. Index. décimale : PER Périodiques Résumé : Children on the autism spectrum miss more school than their peers, but limited work has explored why this may be. This study aimed to document the frequency at which children on the autism spectrum miss half and full days of school and the reasons for these absences. Parents of 106 school-aged children on the autism spectrum completed online questionnaires on rates of school non-attendance, family factors, child anxiety, and parental mental health. On average across a four week period, children missed 6 full days of school. The most common reason for full-day absences was school refusal and for half-day absences was medical/therapy appointments. Parental employment status, increased child age, child anxiety, and differing aspects of parental mental health were identified as correlates of specific subtypes of school non-attendance. En ligne : http://dx.doi.org/10.1007/s10803-021-05211-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3353-3365[article] Child and Parental Mental Health as Correlates of School Non-Attendance and School Refusal in Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Dawn ADAMS, Auteur . - p.3353-3365.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3353-3365
Mots-clés : Absenteeism Autism Spectrum Disorder/therapy Autistic Disorder Child Humans Mental Health Parents Absence Anxiety Education School refusal Stress publication. Index. décimale : PER Périodiques Résumé : Children on the autism spectrum miss more school than their peers, but limited work has explored why this may be. This study aimed to document the frequency at which children on the autism spectrum miss half and full days of school and the reasons for these absences. Parents of 106 school-aged children on the autism spectrum completed online questionnaires on rates of school non-attendance, family factors, child anxiety, and parental mental health. On average across a four week period, children missed 6 full days of school. The most common reason for full-day absences was school refusal and for half-day absences was medical/therapy appointments. Parental employment status, increased child age, child anxiety, and differing aspects of parental mental health were identified as correlates of specific subtypes of school non-attendance. En ligne : http://dx.doi.org/10.1007/s10803-021-05211-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Is Bullying Associated with Emerging School Refusal in Autistic Boys? / Vicki BITSIKA in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Is Bullying Associated with Emerging School Refusal in Autistic Boys? Type de document : Texte imprimé et/ou numérique Auteurs : Vicki BITSIKA, Auteur ; David A. HEYNE, Auteur ; Christopher F. SHARPLEY, Auteur Article en page(s) : p.1081-1092 Langues : Anglais (eng) Mots-clés : Anxiety Autism Bullying Depression School refusal Index. décimale : PER Périodiques Résumé : The experience of being bullied is widespread among autistic youth. Relatively little empirical work has been done on the relationship between the bullying of these youth and school refusal (SR). This study of 67 school-age autistic boys (M?=?11.7 years, SD?=?2.3 years) examined several factors that may contribute to SR. Data regarding boys' age, generalised anxiety disorder (GAD), major depressive disorder (MDD), key ASD diagnostic criteria, and frequency of being bullied were collected. Results indicated that, while boys displaying emerging SR also had significantly higher GAD and MDD than boys without emerging SR, only the frequency of being bullied made a significant contribution to emerging SR. Implications for prevention and treatment of SR among autistic youth are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04610-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1081-1092[article] Is Bullying Associated with Emerging School Refusal in Autistic Boys? [Texte imprimé et/ou numérique] / Vicki BITSIKA, Auteur ; David A. HEYNE, Auteur ; Christopher F. SHARPLEY, Auteur . - p.1081-1092.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1081-1092
Mots-clés : Anxiety Autism Bullying Depression School refusal Index. décimale : PER Périodiques Résumé : The experience of being bullied is widespread among autistic youth. Relatively little empirical work has been done on the relationship between the bullying of these youth and school refusal (SR). This study of 67 school-age autistic boys (M?=?11.7 years, SD?=?2.3 years) examined several factors that may contribute to SR. Data regarding boys' age, generalised anxiety disorder (GAD), major depressive disorder (MDD), key ASD diagnostic criteria, and frequency of being bullied were collected. Results indicated that, while boys displaying emerging SR also had significantly higher GAD and MDD than boys without emerging SR, only the frequency of being bullied made a significant contribution to emerging SR. Implications for prevention and treatment of SR among autistic youth are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04610-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000 / J. G. ELLIOTT in Journal of Child Psychology and Psychiatry, 60-1 (January 2019)
[article]
Titre : Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000 Type de document : Texte imprimé et/ou numérique Auteurs : J. G. ELLIOTT, Auteur ; M. PLACE, Auteur Article en page(s) : p.4-15 Langues : Anglais (eng) Mots-clés : Anxiety cognitive behaviour therapy fears phobias school attendance school refusal Index. décimale : PER Périodiques Résumé : BACKGROUND: A generation has passed since the literature on the conceptualisation, assessment and treatment of school refusal was reviewed in this journal (Elliott, ). In the light of considerable gaps in the literature, identified at that time, and growing international interest, the current paper sought to identify progress subsequently made this century. METHODS: We open with discussion of continuing conceptual uncertainty as to whether school refusal should incorporate both truancy and absenteeism marked by anxiety and distress. We then consider progress in treatment, and conclude by examining prognosis and subsequent adult functioning. In selecting intervention studies for review, our primary focus has been upon RCTS, systematic reviews and meta-analyses. RESULTS: The literature review indicates that, since the turn of the century, there has been little substantial advance in knowledge that can guide practitioners. Many of the issues raised in the 1999 paper, in particular, conceptual confusion over this heterogeneous condition, a dearth of rigorous RCT designs, limited knowledge of underlying mechanisms and uncertainty as to the long-term effects of specific forms of intervention, are little clearer than before. CONCLUSIONS: While several sound publications are available to guide intervention for school refusal, there is a continuing need for rigorous studies that can provide evidence to support individualised and tailored responses to an incapacitating problem with many causes and manifestations. While a multisystemic response to intervention approach is considered attractive, the practicalities of operating this across disparate professional borders are likely to present a long-term challenge. En ligne : http://dx.doi.org/10.1111/jcpp.12848 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=374
in Journal of Child Psychology and Psychiatry > 60-1 (January 2019) . - p.4-15[article] Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000 [Texte imprimé et/ou numérique] / J. G. ELLIOTT, Auteur ; M. PLACE, Auteur . - p.4-15.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-1 (January 2019) . - p.4-15
Mots-clés : Anxiety cognitive behaviour therapy fears phobias school attendance school refusal Index. décimale : PER Périodiques Résumé : BACKGROUND: A generation has passed since the literature on the conceptualisation, assessment and treatment of school refusal was reviewed in this journal (Elliott, ). In the light of considerable gaps in the literature, identified at that time, and growing international interest, the current paper sought to identify progress subsequently made this century. METHODS: We open with discussion of continuing conceptual uncertainty as to whether school refusal should incorporate both truancy and absenteeism marked by anxiety and distress. We then consider progress in treatment, and conclude by examining prognosis and subsequent adult functioning. In selecting intervention studies for review, our primary focus has been upon RCTS, systematic reviews and meta-analyses. RESULTS: The literature review indicates that, since the turn of the century, there has been little substantial advance in knowledge that can guide practitioners. Many of the issues raised in the 1999 paper, in particular, conceptual confusion over this heterogeneous condition, a dearth of rigorous RCT designs, limited knowledge of underlying mechanisms and uncertainty as to the long-term effects of specific forms of intervention, are little clearer than before. CONCLUSIONS: While several sound publications are available to guide intervention for school refusal, there is a continuing need for rigorous studies that can provide evidence to support individualised and tailored responses to an incapacitating problem with many causes and manifestations. While a multisystemic response to intervention approach is considered attractive, the practicalities of operating this across disparate professional borders are likely to present a long-term challenge. En ligne : http://dx.doi.org/10.1111/jcpp.12848 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=374 Practitioner Review: School Refusal: Issues of Conceptualisation, Assessment, and Treatment / Julian G. ELLIOTT in Journal of Child Psychology and Psychiatry, 40-7 (October 1999)
Permalink"He?s shouting so loud but nobody?s hearing him": A multi-informant study of autistic pupils' experiences of school non-attendance and exclusion / Vivian HILL ; Elizabeth PELLICANO in Autism & Developmental Language Impairments, 8 (January-December 2023)
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