What clinical characteristics of children with autism influence their inclusion in regular classrooms?

Yianni-Coudurier, Chrystalla; Darrou, C.; Lenoir, Pascal; Verrecchia, B.; Assouline, Brigitte; Ledésert, Bernard; Michelon, Cécile; Pry, René; Aussilloux, Charles; Baghdadli, Amaria

doi:10.1111/j.1365-2788.2008.01100.x

Cited by 30 publications

(27 citation statements)

References 29 publications

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“…Similarly, nearly half (49.8%) reported that it is necessary to remove students with autism from the regular education classroom in order to meet their educational needs. This is consistent with Yianni-Coudurier et al (2008) who found that the clinical characteristics of autism influenced student placement within the regular education classroom. Teachers were supportive of inclusion yet student time within the regular education settings was noted to decrease as severity of autistic symptoms and aberrant behaviors increased.…”

Section: Resultssupporting

confidence: 90%

Assessing teacher attitude toward the inclusion of students with autism.

Wilkerson¹

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Section: Resultssupporting

confidence: 90%

Assessing teacher attitude toward the inclusion of students with autism.

Wilkerson¹

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“…8,9 These cooccurring behavioral problems pose enormous challenges to parents, may result in restrictive school placement, and undermine interventions in the home and community. 10 Disruptive behavior may actually contribute to adaptive skill deficits. A child's active protest in response to parental efforts to promote daily living skills may compel parents to complete the task to avoid conflict.…”

Section: Introductionmentioning

confidence: 99%

Effect of Parent Training on Adaptive Behavior in Children With Autism Spectrum Disorder and Disruptive Behavior: Results of a Randomized Trial

Scahill

Bearss

Lecavalier³

et al. 2016

Journal of the American Academy of Child & Adolescent Psych

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Objective: This study examined the impact of Parent Training on adaptive behavior in children with autism spectrum disorder (ASD) and disruptive behavior. Methods:This was a 24-week, six-site, randomized trial of parent training versus parent education in 180 children with ASD (age 3 to 7 years; 158 boys, 22 girls) and moderate or greater behavioral problems. Parent training included specific strategies to manage disruptive behavior over 11 to 13 sessions, 2 telephone boosters, and 2 home visits. Parent education provided useful information about autism, but no behavior management strategies over 12 core sessions and 1 home visit. In a previous report, we showed that parent training was superior to parent education in reducing disruptive behavior in young children with ASD. Here, we test whether parent training is superior to parent education in improving daily living skills as measured by the parent-rated Vineland Adaptive Behavior Scales II. The long-term impact of parent training on adaptive functioning is also presented. Conclusion:These results support the model that reduction in disruptive behavior can lead to improvement in activities of daily living. By contrast, the expected trajectory for adaptive behavior in children with ASD is often flat and predictably declines in children with intellectual disability. In the parent training group, higher-functioning children achieved significant gains in daily living skills. Children with intellectual disability kept pace with time.

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“…We hypothesized that there are distinct adaptive skills trajectories in the cohort which are not linear through time. Moreover, given the disparities in autism services in our country (Yianni-Coudurier et al 2008) we expect that a more intensive treatment will be related to a better outcome and a better socioeconomic status.…”

Section: Introductionmentioning

confidence: 99%

Developmental Trajectories of Adaptive Behaviors from Early Childhood to Adolescence in a Cohort of 152 Children with Autism Spectrum Disorders

Baghdadli

Assouline²,

Sonié³

et al. 2011

J Autism Dev Disord

133

110

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This study examines change in 152 children over an almost 10-year period (T1: 4.9 (± 1.3) years; T2: 8.1 (± 1.3) years; T3: 15(± 1.6) years) using a group-based, semi-parametric method in order to identify distinct developmental trajectories. Important deficits remain at adolescence in the adaptive abilities of children with Autism spectrum disorders, but changes in adaptive skills show two distinct growth rates. The univariate analysis reveals that low growth trajectories for both social and communication outcome are associated with the following characteristics at age 5: low cognitive and language skills, presence of epilepsy, and severity of autism. The multivariate analysis confirms that risk factors at age 5, were low language and severity of autism for both social and communication outcomes 10 years later, and that hours of early intervention was protective factor for communication.

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What clinical characteristics of children with autism influence their inclusion in regular classrooms?

Cited by 30 publications

References 29 publications

Assessing teacher attitude toward the inclusion of students with autism.

Assessing teacher attitude toward the inclusion of students with autism.

Effect of Parent Training on Adaptive Behavior in Children With Autism Spectrum Disorder and Disruptive Behavior: Results of a Randomized Trial

Developmental Trajectories of Adaptive Behaviors from Early Childhood to Adolescence in a Cohort of 152 Children with Autism Spectrum Disorders

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