School participation: The shared perspectives of parents and educators of primary school students on the autism spectrum

Hodges, Amy; Joosten, Annette; Bourke-Taylor, Helen; Cordier, Reinie

doi:10.1016/j.ridd.2019.103550

Cited by 44 publications

(46 citation statements)

References 33 publications

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“…However, the advantage of delivering interventions in a school setting, rather than a clinic setting, is the added value of ecological validity [ 54 ]. As such, the burden is less on school-based intervention, compared with clinic-based interventions, for treatment effects to generalise to a natural social context within which treatment strategies are applied [ 54 , 55 ]. The results of the current study show that, when such methods are used in a school-based setting and involve peers, the results can be effective in reducing shyness.…”

Section: Discussionmentioning

confidence: 99%

Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis

et al. 2021

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In school, shyness is associated with psychosocial difficulties and has negative impacts on children’s academic performance and wellbeing. Even though there are different strategies and interventions to help children deal with shyness, there is currently no comprehensive systematic review of available interventions. This systematic review and meta-analysis aim to identify interventions for shy children and to evaluate the effectiveness in reducing psychosocial difficulties and other impacts. The methodology and reporting were guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and checklist. A total of 4,864 studies were identified and 25 of these met the inclusion criteria. These studies employed interventions that were directed at school-aged children between six and twelve years of age and described both pre- and post-intervention measurement in target populations of at least five children. Most studies included an intervention undertaken in a school setting. The meta-analysis revealed interventions showing a large effect in reducing negative consequences of shyness, which is consistent with extant literature regarding shyness in school, suggesting school-age as an ideal developmental stage to target shyness. None of the interventions were delivered in a classroom setting, limiting the ability to make comparisons between in-class interventions and those delivered outside the classroom, but highlighting the effectiveness of interventions outside the classroom. The interventions were often conducted in group sessions, based at the school, and involved activities such as play, modelling and reinforcement and clinical methods such as social skills training, psychoeducation, and exposure. Traditionally, such methods have been confined to a clinic setting. The results of the current study show that, when such methods are used in a school-based setting and involve peers, the results can be effective in reducing negative effects of shyness. This is consistent with recommendations that interventions be age-appropriate, consider social development and utilise wide, school-based programs that address all students.

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Section: Discussionmentioning

confidence: 99%

Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis

et al. 2021

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“…Les tâches des parents sont également influencées par les attitudes des intervenants des différents niveaux hiérarchiques du milieu scolaire. Alors qu'une mère nous a dit apprécier être très impliquée et ne pas avoir le sentiment d'être mise à l'écart par les intervenants de la classe de son fils, d'autres parents ont plutôt fait valoir la difficulté de travailler en collaboration avec l'école, ce qui a été récemment documenté dans la littérature portant sur la collaboration entre les familles d'enfants ayant un TSA et le milieu scolaire (Azad et Mandell, 2016;Hodges, Joosten, Bourke-Taylor et Cordier, 2020;Kurth, Love et Pirtle, 2020).…”

Section: Discussionunclassified

Les Défis De L’engagement Parental en Milieu Scolaire Chez Les Parents D’enfants Autistes : Une Étude Qualitative

Boucher

Rivières-Pigeon

2020

rqpsy

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L’engagement des parents dans le milieu scolaire est encouragé et valorisé, mais peu d’écrits se sont intéressés à ce sujet en contexte d’autisme. L’analyse qualitative des tâches des pères et des mères, en lien avec la scolarisation de leur enfant présentant un TSA, a permis de mieux comprendre les tâches effectuées à quatre niveaux : celles réalisées directement auprès de l’enfant, auprès du personnel scolaire, de la commission scolaire et des partenaires externes au milieu scolaire. La mise en lumière de la dimension émotionnelle de ces tâches a permis de mieux cerner l’intensité et la lourdeur de celles-ci.

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“…Autism can impact the development and performance of several skills, such as social communication, which can significantly impact students' ability to participate at school (Saggers et al, 2011(Saggers et al, , 2016. Social communication participation restrictions can include difficulty establishing and maintaining friendships at school, engaging in social interactions, expressing needs and wants and asking for help at school (Hodges et al, 2020). Literature suggests students on the autism spectrum are less likely to initiate social interactions and spend a larger proportion of time engaging in non-social play at school (Koegel et al, 2012).…”

Section: Activity Competence and Autismmentioning

confidence: 99%

“…To participate at school, students need to have necessary skills and abilities, have self-determination, positive selfesteem and feel confident and satisfied in their abilities at school, feel accepted, respected, included, and supported by teachers and peers, and have interests or activities that hold meaning to them (Hodges et al, 2020(Hodges et al, , 2021. Rather than focusing on school participation barriers or students' skills in isolation (illustrated from left to centre in Fig.…”

Section: Implications For Research and Practicementioning

confidence: 99%

Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers

Hodges

Cordier

Joosten

et al. 2021

J Autism Dev Disord

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Limited interventions exist that support student’s school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention. A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed.

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School participation: The shared perspectives of parents and educators of primary school students on the autism spectrum

Cited by 44 publications

References 33 publications

Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis

Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis

Les Défis De L’engagement Parental en Milieu Scolaire Chez Les Parents D’enfants Autistes : Une Étude Qualitative

Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers

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