Child and Parental Mental Health as Correlates of School Non-Attendance and School Refusal in Children on the Autism Spectrum

Adams, Dawn

doi:10.1007/s10803-021-05211-5

Cited by 31 publications

(38 citation statements)

References 57 publications

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“…Future research should investigate school attendance more closely among children with neurodevelopmental conditions who have a formal recognition of their special educational needs. Of the potential confounders examined in the analyses, older child age and higher level of family socioeconomic deprivation were associated with a higher rate of absence and a higher likelihood of persistent absence, similar to findings from studies before the pandemic (Adams, 2021; Fleming et al, 2020; John et al, 2022; Totsika et al, 2020). Interestingly, supplementary analyses that examined the independent association of autism and intellectual disability indicated the presence of these specific neurodevelopmental conditions were not significantly associated with school absenteeism over and above the effect of home learning location and other study covariates.…”

Section: Discussionsupporting

confidence: 71%

“…We further examined whether learning location was associated with a specific type of absenteeism, namely, school refusal. School refusal is the most prevalent type of absence in autistic children (Adams, 2021; Totsika et al, 2020) and as a type refers to absence accompanied by emotional distress because the child is reluctant to attend (Heyne et al, 2019). Our findings indicated that home learning location was not associated with a higher rate of school refusal later.…”

Section: Discussionmentioning

confidence: 99%

“…There is increasing attention to school attendance among autistic children (Adams, 2021; Munkhaugen et al, 2019), autistic children with/out an intellectual disability (Black & Zablotsky, 2018; Totsika et al, 2020) and children with an intellectual disability with/out autism (Melvin et al, 2022). School attendance is a complex phenomenon, and school attendance problems are associated with numerous factors across various systems (Melvin et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The association between home learning during COVID‐19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions

Kouroupa

Allard

Gray

et al. 2023

Child

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Background Children with neurodevelopmental conditions have high levels of school absence. During the COVID‐19 pandemic, schools closed for many students. The relationship between home learning during school closures and subsequent school attendance requires attention to better understand the impact of pandemic education policy decisions on this population. This study aims to investigate the association between home learning, hybrid learning and school learning during school closures (in January–March 2021) with subsequent school attendance (in May 2021) in children with neurodevelopmental conditions. Methods An online survey was completed by 809 parents/carers of 5‐ to 15‐year‐old autistic children and/or children with intellectual disability. Regression models examined the association of learning location during school closures with subsequent school absence (i.e., total days missed, persistent absence and school refusal). Results Children who were learning from home during school closures later missed 4.6 days of a possible 19. Children in hybrid and school learning missed 2.4 and 1.6 school days, respectively. The rates of school absence and persistent absence were significantly higher in the home learning group even after adjusting for confounders. Learning location was not associated with subsequent school refusal. Conclusions Policies for school closures and learning from home during public health emergencies may exacerbate school attendance problems in this group of vulnerable children.

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Section: Discussionsupporting

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The association between home learning during COVID‐19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions

Kouroupa

Allard

Gray

et al. 2023

Child

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“…20 school days) had elapsed. In prior studies, the SNACK has been used to measure reasons for school non‐attendance among autistic school students (Adams 2022), autistic students with and without ID (Totsika et al 2020) and students with neurodevelopmental conditions (Totsika et al . 2022).…”

Section: Methodsmentioning

confidence: 99%

Types and correlates of school absenteeism among students with intellectual disability

Melvin

Freeman

Ashford

et al. 2023

J intellect Disabil Res

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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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“…The condition significantly affects the life of the sufferers, leading them to devastating and long-lasting trauma. Particularly in children and teenagers, the acts were also reported to contribute to the school refusal of the psychological and physical attack (Adams, 2021, Munkhausen et al, 2019. Therefore, a study on people with ASD is significant in dealing with the problem.…”

Section: Introductionmentioning

confidence: 99%

Portrayal of Autism in Atypical Film: Pragmatic Language Impairment Analysis

Fatimah

Syahriyani²

2022

LiNGUA J.

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This study investigates the portrayal of the autistic character in Atypical film seasons one and two through verbal and non-verbal pragmatic language impairment analysis. The qualitative method and the theory of mind by Attwood and Stemmer Whitaker were employed in the research. This study found that the autistic character in Atypical film made 320 language impairments, including verbal and non-verbal languages. For verbal language impairment, literal interpretations and violation of maxims were frequently found, where the repetitions often occurred. Other quite significant language impairments were monologue, odd prosody, and echolalia. Besides, the idiosyncratic speech was rarely used by the character. For non-verbal pragmatic language impairment, the character mainly utilized clumsy or gauche body language, followed by limited use of gesture and facial expressions, inappropriate facial expressions, and peculiar or stiff gazes. These findings proved that the character of the series was represented as the ASD sufferer with the Asperger syndrome spectrum. Language impairment greatly affected the development of thoughts and how the character adjusted tone and intonation of speech. It was challenging to control verbal language well, so non-verbal communication was often disrupted.

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Child and Parental Mental Health as Correlates of School Non-Attendance and School Refusal in Children on the Autism Spectrum

Cited by 31 publications

References 57 publications

The association between home learning during COVID‐19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions

The association between home learning during COVID‐19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions

Types and correlates of school absenteeism among students with intellectual disability

Portrayal of Autism in Atypical Film: Pragmatic Language Impairment Analysis

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