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, David; Howley, Marie

doi:10.1080/02673843.2018.1433695

Cited by 33 publications

(41 citation statements)

References 26 publications

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“…The Norwegian Government has stated that teachers' competence is a key adaptation of the educational environment, necessary for the inclusion of students with disabilities (109). This statement is supported by teachers, who report that understanding the characteristics of students with ASD and having access to best practice training is necessary to support the students' academic, social and personal development (27,102,104,108,110,111).…”

Section: Teacher Competence In Asdmentioning

confidence: 99%

“…Furthermore, collaborative teams of schools supported by external professionals are regarded as crucial for success (27,111). However, several obstacles have been identified by teachers (102,110,111).…”

Section: Teacher Competence In Asdmentioning

confidence: 99%

“…Close collaboration between parents and teachers is important for the students' academic, social and personal development and, furthermore, to ensure school attendance. However, school-home collaboration can suffer from tension and poor communication (27,111,(113)(114)(115). Students with ASD often have difficulties expressing their needs, interpreting occurrences, and passing on information between the two arenas.…”

Section: School-home Collaborationmentioning

confidence: 99%

“…Parenting a child with ASD and especially those with intellectual abilities within the normal range is found to be challenging and causes distress in the families. We may assume that parenting a child with ASD and SRB could increase the distress, similar to parents of students with SRB in the general child and adolescent population (27,33). To overcome the negative consequences of stress and depression, social support, perceived self-efficacy, positive reappraisal and confrontational coping style, and access to social and health services are documented as being important (27,90,96,149,150).…”

Section: Implications For Clinical Practicementioning

confidence: 99%

“…The complexity of the condition calls for the principals to involve these services early and put together a group of professionals and parents responsible for assessments and interventions. Furthermore, empowering the parents is valuable and should be prioritized (27). Steps should be taken to establish regular access to parenting programmes from the hospitals and health and social services in the municipalities.…”

Section: Implications For Clinical Practicementioning

confidence: 99%

See 4 more Smart Citations

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

Munkhaugen

Gjevik

Pripp

et al. 2017

Research in Autism Spectrum Disorders

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Section: Teacher Competence In Asdmentioning

confidence: 99%

Section: Teacher Competence In Asdmentioning

confidence: 99%

Section: School-home Collaborationmentioning

confidence: 99%

Section: Implications For Clinical Practicementioning

confidence: 99%

Section: Implications For Clinical Practicementioning

confidence: 99%

See 3 more Smart Citations

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

Munkhaugen

Gjevik

Pripp

et al. 2017

Research in Autism Spectrum Disorders

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show abstract

Parent/carer views on support for children's school non‐attendance: ‘How can they support you when they are the ones who report you?’

Lissack¹,

Boyle

2022

Review of Education

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This article presents findings from research focusing on parent/carer views of support received for school non‐attendance. Research has consistently demonstrated poor short‐term and long‐term outcomes for children who experience school non‐attendance and there is growing concern in the UK, and across the world, for children who miss education. School non‐attendance is a challenging and long‐standing phenomenon for schools, professionals, and families alike, yet there is limited existing research that explores what support is provided for children who struggle to attend school. In this study, an online questionnaire was used to gather views from parent/carers (n = 289) who have a child(ren) who experiences difficulties attending school. Parent/carer views were elicited on what support they had received. Views on how this support could be improved were also gathered. The findings demonstrate that school non‐attendance represents a challenging, complex and at times desperate situation for many parent/carers. Parent/carer views on the support received varied, reflecting the complex and individualised nature of attendance difficulties. Parent/carers valued home‐school partnerships that encompassed kindness and removed parent/carer blame for their child's non‐attendance. The findings contribute to an understanding of school non‐attendance from the view of parent/carers and highlights implications for the practice of school staff and external professionals. These implications are discussed within an exploration of possible future actions for addressing the complex and challenging nature of school non‐attendance.

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Intervention for School Anxiety and Absenteeism in Children (ISAAC): Mixed-Method Feasibility Study of a Coach-Assisted, Parent-Focused Online Program

Lester,

McDonald,

Tunks

et al. 2024

Child Psychiatry Hum Dev

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The aftermath of the Covid-19 pandemic has seen an increase in persistent school absenteeism and Emotionally-Based School Avoidance (EBSA). However, suitable evidence-based psychological interventions are often unavailable. We aimed to assess the feasibility and acceptability of a new parent-focused online program, Intervention for School Anxiety and Absenteeism in Children (ISAAC), which has been co-designed with parents and practitioners. This exploratory mixed-method study recruited participants from three schools in southern England, enrolling N = 9 parents for whom a child, aged 5–11 years, was experiencing signs of EBSA. The intervention consisted of three web-based psychoeducational modules respectively addressing parental stress, accommodating parenting behaviors, and communication with school staff. Module completion was assisted by weekly calls with a non-specialist “coach.” Feasibility was measured using indicators of retention, module participation, overall program completion and coaching fidelity. Acceptability was assessed using semi-structured interviews, module ratings and written qualitative feedback. We also explored baseline-post change in parent-reported measures of children’s school avoidance, absences, anxiety, parental stress, accommodating parenting behaviors, and quality of parent-school communication. Overall, the intervention was feasible to deliver to parents with six (67%) participants completing the full intervention. Participants found the intervention acceptable across thematic domains of affective attitude, burden, coherence, self-efficacy and perceived effectiveness. Participants particularly appreciated the coach’s support. We observed small to moderate reductions in school avoidance behaviours (d with Hedges correction = 0.36), child anxiety (d with Hedges correction = 0.33) and accommodating behaviours (d with Hedges correction = 0.44) at the post timepoint compared to baseline. In conclusion, ISAAC shows early promise with the potential to deliver scalable online support for families affected by emerging EBSA. Future research should move toward establishing effectiveness in a randomized controlled trial.

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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

Cited by 33 publications

References 26 publications

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

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

Parent/carer views on support for children's school non‐attendance: ‘How can they support you when they are the ones who report you?’

Intervention for School Anxiety and Absenteeism in Children (ISAAC): Mixed-Method Feasibility Study of a Coach-Assisted, Parent-Focused Online Program

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