“I often have to explain to school staff what she needs”. School experiences of non-autistic siblings growing up with an autistic brother or sister

Pavlopoulou, Georgia; Burns, Clare L.; Cleghorn, Rosie; Skyrla, Theodora; Avnon, Julia

doi:10.1016/j.ridd.2022.104323

Cited by 6 publications

(3 citation statements)

References 34 publications

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“…About one-third of the families also provided information about a typically developing sibling (TD). We decided to include the TD population in our analytical sample as previous research highlights that the mental health of siblings is often affected, either positively or negatively, by their sibling’s disabilities or neurodevelopmental conditions [ 29 - 31 ]. There were no constraints with respect to the age of the child with an NDC, so respondents could report about adults or children.…”

Section: Methodsmentioning

confidence: 99%

Anxiety, concerns and COVID-19: Cross-country perspectives from families and individuals with neurodevelopmental conditions

Sideropoulos,

Van Herwegen,

Meuleman

et al. 2023

J Glob Health

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Background The COVID-19 pandemic had a major impact on the mental health and well-being of children with neurodevelopmental conditions (NDCs) and of their families worldwide. However, there is insufficient evidence to understand how different factors (e.g., individual, family, country, children) have impacted on anxiety levels of families and their children with NDCs developed over time. Methods We used data from a global survey assessing the experience of 8043 families and their children with NDCs (mean of age (m) = 13.18 years, 37% female) and their typically developing siblings (m = 12.9 years, 45% female) in combination with data from the European Centre for Disease Prevention and Control, the University of Oxford, and the Central Intelligence Agency (CIA) World Factbook, to create a multilevel data set. Using stepwise multilevel modelling, we generated child-, family- and country-related factors that may have contributed to the anxiety levels of children with NDCs, their siblings if they had any, and their parents. All data were reported by parents. Results Our results suggest that parental anxiety was best explained by family-related factors such as concerns about COVID-19 and illness. Children’s anxiety was best explained by child-related factors such as children’s concerns about loss of routine, family conflict, and safety in general, as well as concerns about COVID-19. In addition, anxiety levels were linked to the presence of pre-existing anxiety conditions for both children with NDCs and their parents. Conclusions The present study shows that across the globe there was a raise in anxiety levels for both parents and their children with NDCs because of COVID-19 and that country-level factors had little or no impact on explaining differences in this increase, once family and child factors were considered. Our findings also highlight that certain groups of children with NDCs were at higher risk for anxiety than others and had specific concerns. Together, these results show that anxiety of families and their children with NDCs during the COVID-19 pandemic were predicted by very specific concerns and worries which inform the development of future toolkits and policy. Future studies should investigate how country factors can play a protective role during future crises.

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Section: Methodsmentioning

confidence: 99%

Anxiety, concerns and COVID-19: Cross-country perspectives from families and individuals with neurodevelopmental conditions

Sideropoulos,

Van Herwegen,

Meuleman

et al. 2023

J Glob Health

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“…À cet égard, il est intéressant de noter que les adultes présentant un TSA accordent de l'importance aux perceptions sociales concernant ce diagnostic, à la fois à celles de leurs proches et aussi à celles largement véhiculées au niveau de la société (Punshon et al, 2009). En se référant à l'expérience de la fratrie, Pavlopoulou et al (2022) En ce qui concerne l'enfant/jeune adulte, objet de notre contribution, les questions abordées sont les suivantes :…”

Section: Systèmes Impliqués Dans L'annonce Du Diagnostic Aux Enfants ...unclassified

L’annonce du diagnostic aux enfants et jeunes adultes avec TSA

Bernasconi¹,

Rudelli²

2023

RSPS

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Le parcours menant au diagnostic du trouble du spectre de l’autisme (TSA) est un processus complexe qui peut être une source possible de stress pour les parents et les spécialistes. La qualité des informations transmises et le suivi post-diagnostic sont des facteurs qui contribuent à la satisfaction des personnes concernées. À un moment donné, les parents se posent la question de savoir comment communiquer le diagnostic du TSA à leur enfant. En collaboration avec les familles, le parcours « Storie di persone », constitué de trois étapes, est un support flexible et modulable permettant de communiquer le diagnostic aux enfants et jeunes adultes[1] présentant un TSA. [1] Pour des questions de langage épicène, « jeunes adultes » est employé comme synonyme de « adolescentes et adolescents »

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“…These difficulties can be seen in the behavior of a person who experiences certain obstacles or disorders, both psychologically and physically (Robertson et al, 2021). In general, difficulties in children often occur during the process of growth and development toward adulthood, and the environments that influence this process are family, community, and school (Pater et al, 2022;Guessoum et al, 2020;Pavlopoulou et al, 2022). Schools are places where students hone their academic skills and are given moral and mental motivation through their various experiences at each level of education (Rasmussen et al, 2022;Godbold et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Barriers and Difficulties of Students in the Mathematics Learning Process in Junior High Schools

Risma Uly Manalu,

Loso Judijanto

2024

JERE

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Low math learning outcomes in students, especially in comparison materials, are reflected in low scores on the National Exam and learning outcomes in the classroom. Several factors, both internal and external, can cause learning difficulties experienced by students. This study aims to analyze the obstacles to students' difficulties in learning mathematics and their causes. The subjects involved were 30 students. This type of mixed research uses data collection methods through tests, interviews, and questionnaires. The instruments used are closed questionnaire sheets and interview guidelines. Data analysis techniques using data collection are interactive model data analysis techniques, especially in the data reduction and conclusion drawing sections. The results revealed that 12 students experienced difficulties in interpreting language. These difficulties include difficulty understanding the problem's core and integrating everyday language into the depth of mathematical language. The conclusion that can be formulated is that the difficulties experienced by students arise because of themselves and from people around their school environment. This research implies that educators design materials by improving concepts and mathematical literacy to overcome student difficulties.

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“I often have to explain to school staff what she needs”. School experiences of non-autistic siblings growing up with an autistic brother or sister

Cited by 6 publications

References 34 publications

Anxiety, concerns and COVID-19: Cross-country perspectives from families and individuals with neurodevelopmental conditions

Anxiety, concerns and COVID-19: Cross-country perspectives from families and individuals with neurodevelopmental conditions

L’annonce du diagnostic aux enfants et jeunes adultes avec TSA

Barriers and Difficulties of Students in the Mathematics Learning Process in Junior High Schools

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