School refusal behaviour: Are children and adolescents with autism spectrum disorder at a higher risk?

Munkhaugen, Ellen Kathrine; Gjevik, Elen; Pripp, Are Hugo; Sponheim, Eili; Diseth, Trond H.

doi:10.1016/j.rasd.2017.07.001

Cited by 78 publications

(70 citation statements)

References 110 publications

(257 reference statements)

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“…Of particular relevance to this study are the risks of non-attendance at school and subsequent disengagement from formal learning. Although the extent of non-attendance amongst this group of students has not been identified, disability is identified as a risk factor for absenteeism (Kearney, 2008) and Munkhaugen, Gjevik, Pripp, Sponheim, and Diseth (2017) identify that school refusal behaviour is significantly higher in children and adolescents with ASD than in typically-developing students. Archer, Filmer-Sankey, and Fletcher-Campbell (2003, p. v) investigated causes of school phobia and school refusal, defining school phobia as 'acute anxiety about attending school, students who cannot face school'.…”

Section: Asd and Anxietymentioning

confidence: 99%

An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education – the impact on young people and their families

Preece

Howley

2018

International Journal of Adolescence and Youth

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School refusal is an important factor impacting upon poor outcomes for adolescents and youth. Individuals with autism spectrum disorder (ASD) experience characteristic difficulties regarding social interaction and communication, rigidity of thinking and sensory sensitivities. These difficulties, coupled with the heightened anxiety that many on the spectrum experience, place them at particular risk of school refusal. This study investigates activity undertaken in one UK local authority, where provision was developed to help such students to re-engage with formal education. Data were collected at three points through the first year of the provision's existence. Findings show all students were successfully supported to attend the provision and re-engage with formal education. Factors supportive of re-engagement are presented and considered in the light of an ecological model of support for school refusers and what is considered as 'good practice' in autism education. It is suggested that the factors identified are indicative of good practice across both areas of activity.

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Section: Asd and Anxietymentioning

confidence: 99%

An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education – the impact on young people and their families

Preece

Howley

2018

International Journal of Adolescence and Youth

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“…Peers believed bullying was a problem but wanted to help those who were bullied (Dillenburger et al 2017). Munkhaugen et al (2017) reported that refusal to attend school among pupils with ASD has only been studied to a limited extent, but is considered a serious problem. The results revealed that school refusal was significantly higher among pupils with ASD compared with typically developing pupils (Munkhaugen et al 2017).…”

Section: Mainstream School and Special Solutions For Pupils With Asdmentioning

confidence: 99%

Schooling for Pupils with Autism Spectrum Disorder: Parents’ Perspectives

Anderson

2020

J Autism Dev Disord

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The current study, based on a survey of 1799 parents, explored parental perspectives of school absence in relation to approved grades, challenges, demands and obstacles in education for children with autism spectrum disorder. The results revealed a relatively high rate of school absenteeism for reasons other than illness. Girls had higher rates of absenteeism than boys for short durations of absence. Absenteeism was primarily caused by a lack of teacher competence regarding autism and inadequate adaptation of teaching. There were no significant differences between genders in approved grades, but the rate of failure to achieve approved grades was approximately 50%. The most common form of educational support was support from special needs teachers and adapted pedagogy.

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“…Students with ASD are also at risk of school refusal behavior. A Norwegian study showed that school refusal behavior was significantly higher in students with ASD, aged 9 to 16 years without ID, as compared to typically developing students (TD-students; Munkhaugen et al 2017). The researchers also suggest that students with normal range IQ and ASD are more at risk of school refusal behavior than students with ID and ASD.…”

Section: Introductionmentioning

confidence: 99%

Short Report: Social Perception of High School Students with ASD in Norway

Skafle

Øien

2019

J Autism Dev Disord

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An increasing number of students with autism spectrum disorder (ASD) enroll in inclusive schools and classrooms. The aim of this study was to research how students with ASD experience the social aspect of inclusive high schools. Five adolescences with Asperger syndrome were interviewed, and the results show that high school was perceived as an important platform for social training, and an equally important place to find new friends and acquaintances. A majority of the participants had experienced loneliness and bullying in junior high school. However, they experienced high school as a new start, with a more open and inclusive environment. Nevertheless, several of the participants expressed that they used quite a lot of energy on social settings, such as interpreting social situations and on being amongst a larger group of students. In order to support this group of adolescents in their schooling, it is important to look at their strength and resources, and not only focus on the challenges and difficulties.

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School refusal behaviour: Are children and adolescents with autism spectrum disorder at a higher risk?

Abstract: Individual characteristics of students with autism spectrum disorders and school refusal behavior. Autism, 1362361317748619.

Cited by 78 publications

References 110 publications

An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education – the impact on young people and their families

An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education – the impact on young people and their families

Schooling for Pupils with Autism Spectrum Disorder: Parents’ Perspectives

Short Report: Social Perception of High School Students with ASD in Norway

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