Types and correlates of school non-attendance in students with autism spectrum disorders

School non-attendance in autism spectrum disorders (ASD) has received very little attention to date. The study aimed to provide a comprehensive description of school non-attendance in students with ASD. Through an online survey, parents of 486 children (mean age 11 years) reported on school attendance over one month, and reasons for instances of non-attendance. On average, students missed five days of school of a possible 23 days. Persistent non-attendance (absent on 10%+ of available sessions) occurred among 43% of students. School non-attendance was associated with child older age, not living in a two-parent household, parental unemployment and, especially, attending a mainstream school. School refusal accounted for 43% of non-attendance. School exclusion and school withdrawal each accounted for 9% of absences. Truancy was almost non-existent. Non-problematic absenteeism (mostly related to medical appointments and illness) accounted for 32% of absences. Non-problematic absenteeism was more likely among those with intellectual disability, school refusal was more likely among older students, and school exclusion was more likely among students from single-parent, unemployed, and well educated households. Findings suggest school non-attendance in ASD is a significant issue, and that it is important to capture detail about attendance patterns and reasons for school non-attendance

Effects of gross motor functioning and transition phase on health related quality of life in Norwegian adolescents with cerebral palsy

Adolescents with cerebral palsy meet great challenges in the transition from childhood to adulthood. As young adults they lag behind their able-bodied peers in housing, employment and intimate relationships, and their health-related quality of life (HRQOL) is more impaired than in healthy individuals. Previous studies have yielded evidence for gross motor functioning as a predictor for impaired HRQOL for individuals with cerebral palsy. In this study we therefore examine the predictability of gross motor functioning, as measured by the Gross Motor Function System (GMFCS) and transition phase, as measured by the Rotterdam Transition Profile (RTP) on HRQOL, as measured by the Pediatric Quality of Life Inventory 4.0 (PedsQL). 57 Norwegian adolescents between the ages of 15 to 17 years drawn from the Norwegian Cerebral Palsy Register (CPRN) participated in the current study. Results showed significant effects of the GMFCS as a predictor for HRQOL. Transition phase had very little effect on HRQOL. It is suggested that the RTP is more suitable for measuring older subjects

Post-traumatic stress disorder following childbirth: an update of current issues and recommendations for future research

Objective: This paper aimed to report the current status of research in the field of post-traumatic stress disorder following childbirth (PTSD FC), and to update the findings of an earlier 2008 paper. Background: A group of international researchers, clinicians and service users met in 2006 to establish the state of clinical and academic knowledge relating to PTSD FC. A paper identified four key areas of research knowledge at that time. Methods: Fourteen clinicians and researchers met in Oxford, UK to update the previously published paper relating to PTSD FC. The first part of the meeting focused on updating the four key areas identified previously, and the second part on discussing new and emerging areas of research within the field. Results: A number of advances have been made in research within the area of PTSD FC. Prevalence is well established within mothers, several intervention studies have been published, and there is growing interest in new areas: staff and pathways; prevention and early intervention; impact on families and children; special populations; and post-traumatic growth. Conclusion: Despite progress, significant gaps remain within the PTSD FC knowledge base. Further research continues to be needed across all areas identified in 2006, and five areas were identified which can be seen as ‘new and emerging’. All of these new areas require further extensive research. Relatively little is still known about PTSD FC

School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic

Purpose: The present study investigated school absence among 1,076 5–15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. Results: During May 2021, 32% of children presented with persistent absence (missing ≥ 10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. Conclusion: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship

Repeat Victimisation, Retraumatisation and Victim Vulnerability

Abstract: This study explores the contribution that traumatic experiences and psychological post-traumatic stress symptoms make to predicting subsequent revictimisation in a sample of violent crime victims. In addition, the timing of first trauma exposure was also explored. Fifty-four adult victims (27 male and 27 female) of police recorded violent crime were interviewed and their traumatic exposure history, trauma symptomology, age at first trauma exposure as well as psychological and psychosocial functioning were assessed. These victims were followed longitudinally and subsequent revictimisation between six and twelve months post index victimisation measured. A greater number of types of trauma exposure was related lower emotional stability, higher trauma symptomology and revictimisation. Those victims with childhood traumatic exposure reported more trauma symptomology exposure than those without prior exposure. The implications for law enforcement and victim services are discussed

COMPARING STUDENT BEHAVIORS AND SCHOOL SATISFACTION BETWEEN STUDENTS WITH AUTISM SPECTRUM DISORDER AND TYPICALLY DEVELOPING PEERS

School satisfaction for families of students with autism is a well-researched area. However, research comparing levels of school satisfaction and the number of behavioral incidences between students with autism and typically developing peers is imperative to ascertain the effectiveness of behavioral interventions and how they relate to school satisfaction. This study seeks to answer two questions: (1) Is there a difference in the number of behavior problems for students with autism compared to typically developing peers, and (2) Is there a difference in school satisfaction and satisfaction with discipline for students with autism compared to typically developing peers? Using data from the NCES National Household Education Surveys Program of 2016 Our Children’s Future: A Survey of Young Children’s Care and Education study, statistical analyses showed that there were significant differences between the number of times contacted about behavior problems for students with behavior problems and typically developing peers. However, there were no significant differences in levels of school satisfaction or satisfaction of discipline for students with autism compared to typically developing peers. Article visualizations

Confirming the Validity of the School-Refusal Assessment Scale—Revised in a Sample of Children With Attention-Deficit/Hyperactivity Disorder

Children with developmental disorders, such as Attention-Deficit/Hyperactivity Disorder (ADHD), are at high risk of school-refusal behavior (SRB) compared with their peers. One of the most used scales to assess SRB is the School Refusal Behavior Scale – Revised (SRAS-R). The SRAS-R has demonstrated good psychometric properties when used with the general population of children but recently its validity has been questioned when used with children with developmental disorders. We tested the psychometric properties of the SRAS-R parental reports in 96 children with ADHD (Mage = 12.4; SD = 1.7, 61.5% boys). Results showed good model fit and internal consistency for the original four-factor structure. Three of the factors were strongly correlated, suggesting that SRB among children with ADHD are caused by several factors.publishedVersio

Risk factors for psychopathology in children with intellectual disability: A prospective longitudinal population-based study

Background: This study examined risk factors for the development of psychopathology in children with intellectual disability (ID) in the developmental, biological, family and social-ecological domains. Methods: A population sample of 968 children, aged 6-18, enrolled in special schools in the Netherlands for educable and trainable ID were assessed at Time 1. A random 58% were re-contacted about 1 year later, resulting in a sample of 474 at Time 2. Results: Psychopathology was highly consistent over 1 year. Risk factors jointly accounted for significant, but small, portions of the variance in development of psychopathology. Child physical symptoms, family dysfunction and previous parental mental health treatment reported at Time 1 were uniquely associated with new psychopathology at Time 2. Conclusions: Prevention and early intervention research to find ways to reduce the incidence of psychopathology, possibly targeting family functioning, appear important. © 2006 Blackwell Publishing Ltd

The link between childhood trauma and dissociation in frequent users of classic psychedelics and dissociatives

Background: Childhood trauma severity is associated with the level of subsequent substance use as well as with the self-reported severity of dissociation. Classic psychedelics and dissociatives target neurotransmitter systems thought to be involved in the onset of dissociative symptoms and may evoke severe and long-lasting symptoms of depersonalization in some users. However, it is currently unclear whether drug use puts people with a history of childhood trauma at higher risk of developing dissociative symptoms. Objectives: The current study investigates whether the one-year prevalence of substance use significantly moderates the link between childhood trauma and the severity of depersonalization. Methods: Participants (n = 297, of which 80.2% were active users) filled out an online self-report questionnaire including the Childhood Trauma Questionnaire (CTQ), the Cambridge Depersonalisation Scale (CDS), and information about their substance use. Results: Results indicate that childhood trauma and substance use are significant individual predictors of dissociation scores in this sample, but no moderation of substance use on the link between childhood trauma and depersonalization was established. Conclusions: It is hypothesized that the quality (particularly the context) of the experience of substance use rather than the sheer quantity may be responsible for the manifestation of depersonalization

The association between home learning during COVID‐19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions

Background: Children with neurodevelopmental conditions have high levels of schoolabsence. During the COVID-19 pandemic, schools closed for many students. Therelationship between home learning during school closures and subsequent schoolattendance requires attention to better understand the impact of pandemic educationpolicy decisions on this population. This study aims to investigate the associationbetween home learning, hybrid learning and school learning during school closures(in January–March 2021) with subsequent school attendance (in May 2021) in childrenwith neurodevelopmental conditions.Methods: An online survey was completed by 809 parents/carers of 5- to 15-yearoldautistic children and/or children with intellectual disability. Regression modelsexamined the association of learning location during school closures with subsequentschool absence (i.e., total days missed, persistent absence and school refusal).Results: Children who were learning from home during school closures later missed4.6 days of a possible 19. Children in hybrid and school learning missed 2.4 and 1.6school days, respectively. The rates of school absence and persistent absence weresignificantly higher in the home learning group even after adjusting for confounders.Learning location was not associated with subsequent school refusal.Conclusions: Policies for school closures and learning from home during public healthemergencies may exacerbate school attendance problems in this group of vulnerablechildren.Pathways through Adolescenc