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How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? / Kathryn ASBURY in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
[article]
Titre : How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn ASBURY, Auteur ; Laura FOX, Auteur ; Emre DENIZ, Auteur ; Aimee CODE, Auteur ; Umar TOSEEB, Auteur Article en page(s) : p.1772-1780 Langues : Anglais (eng) Mots-clés : Covid-19 Disabilities Mental health Parents Special educational needs Index. décimale : PER Périodiques Résumé : Parents of children with Special Educational Needs and Disabilities in the UK (n?=?241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04577-2 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.1772-1780[article] How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? [Texte imprimé et/ou numérique] / Kathryn ASBURY, Auteur ; Laura FOX, Auteur ; Emre DENIZ, Auteur ; Aimee CODE, Auteur ; Umar TOSEEB, Auteur . - p.1772-1780.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1772-1780
Mots-clés : Covid-19 Disabilities Mental health Parents Special educational needs Index. décimale : PER Périodiques Résumé : Parents of children with Special Educational Needs and Disabilities in the UK (n?=?241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04577-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Comparing service use and costs among adolescents with autism spectrum disorders, special needs and typical development / Barbara BARRETT in Autism, 19-5 (July 2015)
[article]
Titre : Comparing service use and costs among adolescents with autism spectrum disorders, special needs and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Barbara BARRETT, Auteur ; Iris MOSWEU, Auteur ; Catherine R. G. JONES, Auteur ; Tony CHARMAN, Auteur ; Gillian BAIRD, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Francesca HAPPE, Auteur ; Sarah BYFORD, Auteur Article en page(s) : p.562-569 Langues : Anglais (eng) Mots-clés : autism spectrum disorders costs service use special educational needs Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is a complex condition that requires specialised care. Knowledge of the costs of autism spectrum disorder, especially in comparison with other conditions, may be useful to galvanise policymakers and leverage investment in education and intervention to mitigate aspects of autism spectrum disorder that negatively impact individuals with the disorder and their families. This article describes the services and associated costs for four groups of individuals: adolescents with autistic disorder, adolescents with other autism spectrum disorders, adolescents with other special educational needs and typically developing adolescents using data from a large, well-characterised cohort assessed as part of the UK Special Needs and Autism Project at the age of 12 years. Average total costs per participant over 6 months were highest in the autistic disorder group (£11,029), followed by the special educational needs group (£9268), the broader autism spectrum disorder group (£8968) and the typically developing group (£2954). Specialised day or residential schooling accounted for the vast majority of costs. In regression analysis, lower age and lower adaptive functioning were associated with higher costs in the groups with an autism spectrum disorder. Sex, ethnicity, number of International Classification of Diseases (10th revision) symptoms, autism spectrum disorder symptom scores and levels of mental health difficulties were not associated with cost. En ligne : http://dx.doi.org/10.1177/1362361314536626 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Autism > 19-5 (July 2015) . - p.562-569[article] Comparing service use and costs among adolescents with autism spectrum disorders, special needs and typical development [Texte imprimé et/ou numérique] / Barbara BARRETT, Auteur ; Iris MOSWEU, Auteur ; Catherine R. G. JONES, Auteur ; Tony CHARMAN, Auteur ; Gillian BAIRD, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Francesca HAPPE, Auteur ; Sarah BYFORD, Auteur . - p.562-569.
Langues : Anglais (eng)
in Autism > 19-5 (July 2015) . - p.562-569
Mots-clés : autism spectrum disorders costs service use special educational needs Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is a complex condition that requires specialised care. Knowledge of the costs of autism spectrum disorder, especially in comparison with other conditions, may be useful to galvanise policymakers and leverage investment in education and intervention to mitigate aspects of autism spectrum disorder that negatively impact individuals with the disorder and their families. This article describes the services and associated costs for four groups of individuals: adolescents with autistic disorder, adolescents with other autism spectrum disorders, adolescents with other special educational needs and typically developing adolescents using data from a large, well-characterised cohort assessed as part of the UK Special Needs and Autism Project at the age of 12 years. Average total costs per participant over 6 months were highest in the autistic disorder group (£11,029), followed by the special educational needs group (£9268), the broader autism spectrum disorder group (£8968) and the typically developing group (£2954). Specialised day or residential schooling accounted for the vast majority of costs. In regression analysis, lower age and lower adaptive functioning were associated with higher costs in the groups with an autism spectrum disorder. Sex, ethnicity, number of International Classification of Diseases (10th revision) symptoms, autism spectrum disorder symptom scores and levels of mental health difficulties were not associated with cost. En ligne : http://dx.doi.org/10.1177/1362361314536626 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators / J. HALSALL in Autism, 25-7 (October 2021)
[article]
Titre : "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators Type de document : Texte imprimé et/ou numérique Auteurs : J. HALSALL, Auteur ; C. CLARKE, Auteur ; L. CRANE, Auteur Article en page(s) : p.2074-2086 Langues : Anglais (eng) Mots-clés : Adolescent Anxiety Disorders Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Female Humans Mainstreaming, Education Mothers Schools autism camouflaging education females resource bases special educational needs of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : There are a range of different types of schools that support children diagnosed with autism, including mainstream schools (where pupils are taught in general classrooms) and specialist schools (where pupils are exclusively taught alongside other children with special educational needs). An intermediary option involves resource bases attached to mainstream schools, which enable children to transition between mainstream and specialist educational settings. Autistic girls use a variety of strategies to negotiate the expectations and demands of school life. One of these strategies is known as camouflaging. This involves 'hiding' autism-based behaviours and developing ways to manage social situations, with the aim of fitting in with others. Research has shown that camouflaging can help to meet social expectations and friendships, but it can also result in challenges, including exhaustion and anxiety. In this study, we conducted detailed interviews with eight autistic girls, their parents and their school staff. The results showed that the girls tried to use camouflaging strategies to hide their autism and learning needs, especially within mainstream classrooms. Their camouflaging was often unsuccessful, which affected their relationships and sense of belonging. They also found camouflaging exhausting and distressing, which may (when combined with the demands of the classroom) affect their relationships, learning and mental health. This research provides important implications for supporting autistic girls who attend resource bases. These focus around increasing awareness of camouflaging and ways to support autistic girls, so they are included and able to fully participate and learn within school. En ligne : http://dx.doi.org/10.1177/13623613211012819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-7 (October 2021) . - p.2074-2086[article] "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators [Texte imprimé et/ou numérique] / J. HALSALL, Auteur ; C. CLARKE, Auteur ; L. CRANE, Auteur . - p.2074-2086.
Langues : Anglais (eng)
in Autism > 25-7 (October 2021) . - p.2074-2086
Mots-clés : Adolescent Anxiety Disorders Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Female Humans Mainstreaming, Education Mothers Schools autism camouflaging education females resource bases special educational needs of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : There are a range of different types of schools that support children diagnosed with autism, including mainstream schools (where pupils are taught in general classrooms) and specialist schools (where pupils are exclusively taught alongside other children with special educational needs). An intermediary option involves resource bases attached to mainstream schools, which enable children to transition between mainstream and specialist educational settings. Autistic girls use a variety of strategies to negotiate the expectations and demands of school life. One of these strategies is known as camouflaging. This involves 'hiding' autism-based behaviours and developing ways to manage social situations, with the aim of fitting in with others. Research has shown that camouflaging can help to meet social expectations and friendships, but it can also result in challenges, including exhaustion and anxiety. In this study, we conducted detailed interviews with eight autistic girls, their parents and their school staff. The results showed that the girls tried to use camouflaging strategies to hide their autism and learning needs, especially within mainstream classrooms. Their camouflaging was often unsuccessful, which affected their relationships and sense of belonging. They also found camouflaging exhausting and distressing, which may (when combined with the demands of the classroom) affect their relationships, learning and mental health. This research provides important implications for supporting autistic girls who attend resource bases. These focus around increasing awareness of camouflaging and ways to support autistic girls, so they are included and able to fully participate and learn within school. En ligne : http://dx.doi.org/10.1177/13623613211012819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators / Joanne HALSALL in Autism, 26-7 (October 2022)
[article]
Titre : "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators Type de document : Texte imprimé et/ou numérique Auteurs : Joanne HALSALL, Auteur ; Chris CLARKE, Auteur ; Laura CRANE, Auteur Article en page(s) : p.2074-2086 Langues : Anglais (eng) Mots-clés : Adolescent Anxiety Disorders Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Female Humans Mainstreaming, Education Mothers Schools autism camouflaging education females resource bases special educational needs conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : There are a range of different types of schools that support children diagnosed with autism, including mainstream schools (where pupils are taught in general classrooms) and specialist schools (where pupils are exclusively taught alongside other children with special educational needs). An intermediary option involves resource bases attached to mainstream schools, which enable children to transition between mainstream and specialist educational settings. Autistic girls use a variety of strategies to negotiate the expectations and demands of school life. One of these strategies is known as camouflaging. This involves 'hiding' autism-based behaviours and developing ways to manage social situations, with the aim of fitting in with others. Research has shown that camouflaging can help to meet social expectations and friendships, but it can also result in challenges, including exhaustion and anxiety. In this study, we conducted detailed interviews with eight autistic girls, their parents and their school staff. The results showed that the girls tried to use camouflaging strategies to hide their autism and learning needs, especially within mainstream classrooms. Their camouflaging was often unsuccessful, which affected their relationships and sense of belonging. They also found camouflaging exhausting and distressing, which may (when combined with the demands of the classroom) affect their relationships, learning and mental health. This research provides important implications for supporting autistic girls who attend resource bases. These focus around increasing awareness of camouflaging and ways to support autistic girls, so they are included and able to fully participate and learn within school. En ligne : http://dx.doi.org/10.1177/13623613211012819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-7 (October 2022) . - p.2074-2086[article] "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators [Texte imprimé et/ou numérique] / Joanne HALSALL, Auteur ; Chris CLARKE, Auteur ; Laura CRANE, Auteur . - p.2074-2086.
Langues : Anglais (eng)
in Autism > 26-7 (October 2022) . - p.2074-2086
Mots-clés : Adolescent Anxiety Disorders Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Female Humans Mainstreaming, Education Mothers Schools autism camouflaging education females resource bases special educational needs conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : There are a range of different types of schools that support children diagnosed with autism, including mainstream schools (where pupils are taught in general classrooms) and specialist schools (where pupils are exclusively taught alongside other children with special educational needs). An intermediary option involves resource bases attached to mainstream schools, which enable children to transition between mainstream and specialist educational settings. Autistic girls use a variety of strategies to negotiate the expectations and demands of school life. One of these strategies is known as camouflaging. This involves 'hiding' autism-based behaviours and developing ways to manage social situations, with the aim of fitting in with others. Research has shown that camouflaging can help to meet social expectations and friendships, but it can also result in challenges, including exhaustion and anxiety. In this study, we conducted detailed interviews with eight autistic girls, their parents and their school staff. The results showed that the girls tried to use camouflaging strategies to hide their autism and learning needs, especially within mainstream classrooms. Their camouflaging was often unsuccessful, which affected their relationships and sense of belonging. They also found camouflaging exhausting and distressing, which may (when combined with the demands of the classroom) affect their relationships, learning and mental health. This research provides important implications for supporting autistic girls who attend resource bases. These focus around increasing awareness of camouflaging and ways to support autistic girls, so they are included and able to fully participate and learn within school. En ligne : http://dx.doi.org/10.1177/13623613211012819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 1, quantitative findings / Umar TOSEEB in Autism, 27-1 (January 2023)
[article]
Titre : A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 1, quantitative findings Type de document : Texte imprimé et/ou numérique Auteurs : Umar TOSEEB, Auteur ; Kathryn ASBURY, Auteur Article en page(s) : p.105-116 Langues : Anglais (eng) Mots-clés : autism COVID-19 longitudinal mental health mixed-methods qualitative quantitative special educational needs Index. décimale : PER Périodiques Résumé : Autistic children and adolescents and their parents are likely to have been disproportionally affected during the COVID-19 pandemic. There has been little focus on how the mental health of these vulnerable families developed during the pandemic and how it compared to those with other special educational needs and disabilities. Questionnaires were completed by a maximum of 527 parents/carers about their own and their child’s mental health at one or more time points between 23 March 2020 (at the onset of the first lockdown) and 10 October 2020 (when schools fully reopened for face-to-face teaching). Multi-level regression models were fitted to the data. Autistic young people had more depression and anxiety symptoms compared to young people with other special educational needs and disabilities throughout the study period. As lockdown progressed and schools subsequently reopened for face-to-face teaching, anxiety levels decreased for young people with special educational needs and disabilities but not for autistic young people, whose anxiety levels remained stable throughout. Depression symptoms, however, remained stable for both groups during this period as did parents’/carers’ psychological distress and well-being. These findings shed new light on the likely disproportionate effect of the COVID-19 pandemic on anxiety levels in autistic young people. Lay abstract Autistic children and adolescents, and their parents/carers, tend to experience more symptoms of anxiety and depression compared to those with other special educational needs and disabilities. The rapid change in society as a result of the COVID-19 pandemic is likely to have disproportionately affected autistic young people and their parents/carers. We investigated how the mental health of autistic young people, and their parents/carers, developed during the first lockdown in the United Kingdom and how it changed once schools fully reopened for face-to-face teaching approximately 6 months later. Parents/carers completed online standardised questionnaires about their own and their child’s mental health at four time points between March 2020 and October 2020. We found that, throughout this period, autistic young people experienced more symptoms of anxiety and depression compared to those with other special educational needs and disabilities. Anxiety levels decreased as lockdown progressed and schools reopened for face-to-face teaching but only for those with other special educational needs and disabilities. For autistic young people, both anxiety and depression symptoms remained high throughout. There were no differences in the mental health of parents/carers of autistic children compared to those with other special educational needs and disabilities. These findings suggest that the mental health of autistic children and adolescents is likely to have been disproportionately affected during and after the first lockdown in the United Kingdom. In the second part of this article (Asbury & Toseeb, 2022), we attempt to explain these trends using qualitative data provided by parents during the same period. En ligne : http://dx.doi.org/10.1177/13623613221082715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism > 27-1 (January 2023) . - p.105-116[article] A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 1, quantitative findings [Texte imprimé et/ou numérique] / Umar TOSEEB, Auteur ; Kathryn ASBURY, Auteur . - p.105-116.
Langues : Anglais (eng)
in Autism > 27-1 (January 2023) . - p.105-116
Mots-clés : autism COVID-19 longitudinal mental health mixed-methods qualitative quantitative special educational needs Index. décimale : PER Périodiques Résumé : Autistic children and adolescents and their parents are likely to have been disproportionally affected during the COVID-19 pandemic. There has been little focus on how the mental health of these vulnerable families developed during the pandemic and how it compared to those with other special educational needs and disabilities. Questionnaires were completed by a maximum of 527 parents/carers about their own and their child’s mental health at one or more time points between 23 March 2020 (at the onset of the first lockdown) and 10 October 2020 (when schools fully reopened for face-to-face teaching). Multi-level regression models were fitted to the data. Autistic young people had more depression and anxiety symptoms compared to young people with other special educational needs and disabilities throughout the study period. As lockdown progressed and schools subsequently reopened for face-to-face teaching, anxiety levels decreased for young people with special educational needs and disabilities but not for autistic young people, whose anxiety levels remained stable throughout. Depression symptoms, however, remained stable for both groups during this period as did parents’/carers’ psychological distress and well-being. These findings shed new light on the likely disproportionate effect of the COVID-19 pandemic on anxiety levels in autistic young people. Lay abstract Autistic children and adolescents, and their parents/carers, tend to experience more symptoms of anxiety and depression compared to those with other special educational needs and disabilities. The rapid change in society as a result of the COVID-19 pandemic is likely to have disproportionately affected autistic young people and their parents/carers. We investigated how the mental health of autistic young people, and their parents/carers, developed during the first lockdown in the United Kingdom and how it changed once schools fully reopened for face-to-face teaching approximately 6 months later. Parents/carers completed online standardised questionnaires about their own and their child’s mental health at four time points between March 2020 and October 2020. We found that, throughout this period, autistic young people experienced more symptoms of anxiety and depression compared to those with other special educational needs and disabilities. Anxiety levels decreased as lockdown progressed and schools reopened for face-to-face teaching but only for those with other special educational needs and disabilities. For autistic young people, both anxiety and depression symptoms remained high throughout. There were no differences in the mental health of parents/carers of autistic children compared to those with other special educational needs and disabilities. These findings suggest that the mental health of autistic children and adolescents is likely to have been disproportionately affected during and after the first lockdown in the United Kingdom. In the second part of this article (Asbury & Toseeb, 2022), we attempt to explain these trends using qualitative data provided by parents during the same period. En ligne : http://dx.doi.org/10.1177/13623613221082715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 2, qualitative findings / Kathryn ASBURY in Autism, 27-1 (January 2023)
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