Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school

Ashburner, Jill; Ziviani, Jenny; Rodger, Sylvia

doi:10.1016/j.rasd.2009.07.002

Cited by 213 publications

(147 citation statements)

References 20 publications

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“…For example, inadequate educational supports or high academic expectations may cause increased stress due to academic challenges. 31 Unrecognized learning, gross or fine motor, or speech and language difficulties may aggravate such stress. Many children with ASD experience bullying and peer victimization in school, which may lead to significant anxiety.…”

Section: Recommendation 4: Address Psychosocial Stressors or Suboptimmentioning

confidence: 99%

Assessment and Treatment of Anxiety in Youth With Autism Spectrum Disorders

et al. 2016

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OBJECTIVES: Anxiety is one of the most prevalent co-occurring symptoms in youth with autism spectrum disorder (ASD). The assessment and treatment recommendations proposed here are intended to help primary care providers with the assessment and treatment of anxiety in ASD. METHODS: The Autism Speaks Autism Treatment Network/Autism Intervention Research on Physical Health Anxiety Workgroup, a multidisciplinary team of clinicians and researchers with expertise in ASD, developed the clinical recommendations. The recommendations were based on available scientific evidence regarding anxiety treatments, both in youth with ASD and typically developing youth, and clinical consensus of the workgroup where data were lacking. RESULTS: Assessment of anxiety requires a systematic approach to evaluating symptoms and potential contributing factors across various developmental levels. Treatment recommendations include psychoeducation, coordination of care, and modified cognitive-behavioral therapy, particularly for children and adolescents with high-functioning ASD. Due to the limited evidence base in ASD, medications for anxiety should be prescribed cautiously with close monitoring of potential benefits and side effects. CONCLUSIONS: Assessment and treatment of clinical anxiety in youth with ASD require a standardized approach to improve outcomes for youth with ASD. Although this approach provides a framework for clinicians, clinical judgment is recommended when making decisions about individual patients.

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Section: Recommendation 4: Address Psychosocial Stressors or Suboptimmentioning

confidence: 99%

Assessment and Treatment of Anxiety in Youth With Autism Spectrum Disorders

et al. 2016

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“…Ashburner, Ziviani, and Rodger (2009) compared teacher perceptions of adolescents with and without autism. They found that negative and detrimental attitudes about students with autism from teaching staff were associated with more problematic behaviors and underperformance academically relative to their ability by such students.…”

Section: Focus On Autism and Other Developmental Disabilitiesmentioning

confidence: 99%

Autism and the U.K. Secondary School Experience

Dillon

Underwood

Freemantle

2016

Focus Autism Other Dev Disabl

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This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools.

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“…Evidence that the school environment can become a barrier for students with AS instead of a facilitator for participation implies that the vision of the school as a "melting pot" welcoming everyone is far from being attained (Humphrey, 2008;Westling Allodi, 2007). Several studies have demonstrated that inclusion of pupils with neuropsychiatric disorders in everyday classroom activities is grossly deficient (Ashburner et al, 2010) and sadly less than 50% of students with AS complete a high school diploma in the US (Newman, 2007). The number of incomplete diplomas in Sweden among students with AS is not specified in national statistics, however numbers are high (SNAE, 2008(SNAE, , 2009.…”

Section: Introductionmentioning

confidence: 99%

“…The number of incomplete diplomas in Sweden among students with AS is not specified in national statistics, however numbers are high (SNAE, 2008(SNAE, , 2009. Although the intentions to establish inclusive learning environments for all students was noble, there are clear signals that exactly the opposite is occurring; namely, the rate of exclusion and drop-outs is on the rise in many countries (Ashburner et al, 2010;School Inspectorate, 2012;SNAE, 2008;. Evidently, there is a large gap between policies to include these students in the mainstream classroom and the actual implementation of these recommendations.…”

Section: Introductionmentioning

confidence: 99%

To include or not to include : Teachers’ social representations of inclusion of students with Asperger syndrome

Linton¹

2015

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Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school

Cited by 213 publications

References 20 publications

Assessment and Treatment of Anxiety in Youth With Autism Spectrum Disorders

Assessment and Treatment of Anxiety in Youth With Autism Spectrum Disorders

Autism and the U.K. Secondary School Experience

To include or not to include : Teachers’ social representations of inclusion of students with Asperger syndrome

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