This study investigated the reliability and stability of an autism diagnosis in children under 3 years of age who received independent diagnostic evaluations from two clinicians during two consecutive yearly evaluations. Strong evidence for the reliability and stability of the diagnosis was obtained. Diagnostic agreement between clinicians was higher for the broader discrimination of autism spectrum vs. no autism spectrum than for the more specific discrimination of autism vs. PDD-NOS. The diagnosis of autism at age 2 was more stable than the diagnosis of PDD-NOS at the same age. Social deficits and delays in spoken language were the most prominent DSM-IV characteristics evidenced by very young children with autism.
The current study assessed the predictive validity of broad and narrow measures of personality, values, and cognitive ability on employee attitudes to workplace diversity. Australian working adults (N = 731; 66% female; mean age = 43, SD = 12) completed the 200-item HEXACO Personality Inventory, Schwartz's Portrait Values Questionnaire, ACER measures of numeric, verbal, and abstract reasoning ability, the Attitudes Toward Diversity Scale, and four scales measuring prejudice towards female workers, ethnic workers, older workers, and workers with a disability. Results showed that Honesty-Humility, Extraversion, Openness, and cognitive ability (especially verbal) predicted more positive attitudes to workplace diversity. Valuing power, security,
Background
It appears that students with intellectual disability (ID) are more frequently absent from school compared with students without ID. The objective of the current study was to estimate the frequency of absence among students with ID and the reasons for absence. Potential reasons included the attendance problems referred to as school refusal, where absence is related to emotional distress; truancy, where absence is concealed from parents; school exclusion, where absence is instigated by the school; and school withdrawal, where absence is initiated by parents.
Methods
Study participants were 629 parents (84.6% mothers) of Australian school students (Mage = 11.18 years; 1.8% Aboriginal and/or Torres Strait Islander) with an ID. Participants completed a questionnaire battery that included the School Non‐Attendance ChecKlist via which parents indicated the reason their child was absent for each day or half‐day absence their child had over the past 20 school days. The absence data presented to parents had been retrieved from school records.
Results
Across all students, absence occurred on 7.9% of the past 20 school days. In terms of school attendance problems as defined in existing literature, school withdrawal accounted for 11.1% of absences and school refusal for 5.3% of absences. Students were also absent for other reasons, most commonly illness (32.0%) and appointments (24.2%). Of students with more than one absence (n = 217; 34.5%), about half were absent for more than one reason. Students attending mainstream schools had lower attendance than those attending special schools.
Conclusions
Students with ID were absent for a range of reasons and often for multiple reasons. There were elevated rates of school withdrawal and school refusal. Understanding the reasons for absenteeism can inform targeted prevention and intervention supports.
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