Autistic girls and school exclusion: perspectives of students and their parents

BACKGROUND AND AIMS: If a child’s behaviour does not conform to school policy or causes harm to either peers or staff, they may be temporarily or permanently excluded from school. Whilst it is unlawful to exclude children due to their needs, school exclusion is common amongst children with special educational needs, including autism. Currently, little is known about experiences of school exclusion from the perspectives of autistic students and/or their parents. This is particularly the case for girls on the autism spectrum. METHODS: Semi-structured interviews were conducted with eight autistic girls and their parents (seven mothers, one father). Interviews explored experiences of mainstream schooling; alternative educational provisions that were offered (if any); the school exclusion process; and the girls’ current educational provision. As well as asking the girls and their parents about positive and negative aspects of their past and current experiences, participants were asked to reflect on areas for potential improvements. RESULTS: Interviews were analysed using thematic analysis and three key themes emerged from the data: inappropriate school environments (including problems with the sensory environment, difficulties when placed with inappropriate peers and general pressures of mainstream classrooms), tensions in school relationships (including problems with staff and peers, alongside a general lack of communication), and problems with staff responses (including a perceived lack of understanding of the girls’ needs and a lack of appropriate support being provided, resulting in ‘battles’ between parents and schools). CONCLUSIONS: The themes and subthemes that emerged from the interviews were not unique to autistic girls. Indeed, issues such as inappropriate school environments, a lack of staff understanding and breakdowns in relationships have been repeatedly raised by parents and young autistic people (mostly boys) in other studies, albeit in different environments. Nevertheless, the results highlight that more needs to be done to positively influence the direction of the girls’ educational journeys. IMPLICATIONS: To improve the inclusion of autistic girls, it is recommended that educational establishments be proactive in developing inclusive environments, build positive relationships (both in and outside of the classroom) and, if exclusion is unavoidable, better support students both before and after the process

Examining the peer relationships and conflict experiences of adolescent girls and women on the autism spectrum

Despite a wealth of interest in, and research on, gender differences in the friendships and social relationships of neurotypical children and adults, there is a paucity of research on such differences in individuals on the autism spectrum. Only three published papers focus specifically on the friendships of autistic individuals in the same age range as the work of this PhD, and these have included predominantly male participants, who do not represent the range of female experiences. This PhD therefore sought to redress this imbalance by focussing on the peer relationship, friendships, and conflict experiences of adolescent girls, as well as women on the autism spectrum, in comparison to their autistic male and neurotypical female peers. Parental views on the relationships of autistic girls were also sought. In Chapter One, I review the literature investigating peer relationships amongst autistic adolescents, neurotypical adolescents, and autistic adults, focussing on their experiences of conflict within those relationships and their potential impact. Chapters Two and Three focus on data from adolescents. In Chapter Two, I present data from a mixed-methods study showing that autistic adolescents rate their best-friendships as like those of neurotypical adolescents, but that autistic adolescents experience far more peer conflict, and these experiences are qualitatively different for autistic girls compared to all other groups. In Chapter Three, I examine the factors that potentially underpin friendship strength and victimisation for male and female adolescents, following the results of Chapter Two and using data from the same participants. In Chapter Four, which focuses specifically on adult women, I report data from autistic and neurotypical adult women, examining similar constructs and questions to the adolescent study (Chapter Two). In Chapter Five, I directly compare the qualitative data from autistic girls, autistic women, and the girls’ parents. I take a developmental perspective, examining which factors might lead to the potential vulnerability described in Chapter Four, to understand which preventative measures might be used to support autistic girls as they grow up. In Chapter Six, I discuss the significance of these findings in the context of the extant literature on both autism in girls and women, and of the peer relationships of autistic adolescents. I conclude by suggesting that the relationships and social experiences of autistic girls and women are qualitatively different to those of both autistic boys and neurotypical girls and women. These findings suggest that autistic girls and women require specialised and targeted support to enable them to successfully and safely engage with their peers in adolescence and beyond

Convex Hull of Planar H-Polyhedra

Suppose are planar (convex) H-polyhedra, that is, $A_i \in \mathbb{R}^{n_i \times 2}$ and $\vec{c}_i \in \mathbb{R}^{n_i}$. Let $P_i = \{\vec{x} \in \mathbb{R}^2 \mid A_i\vec{x} \leq \vec{c}_i \}$ and $n = n_1 + n_2$. We present an $O(n \log n)$ algorithm for calculating an H-polyhedron with the smallest $P = \{\vec{x} \in \mathbb{R}^2 \mid A\vec{x} \leq \vec{c} \}$ such that $P_1 \cup P_2 \subseteq P$

Quantity and quality of empathic responding by autistic and non-autistic adolescent girls and boys

Empathy evokes support for the person in distress, and thus strengthening social cohesion. The question is to what extent empathic reactions can be observed in autistic adolescents and autistic girls in particular, since there is evidence that they have better social skills than boys, which might hinder their recognition as autistic. We examined 193 adolescents (autistic/non-autistic boys/girls) during an in vivo task in which the experimenter hurt herself. In line with our predictions, no group or gender differences appeared related to their attention for the event; yet autistic girls and boys showed less visible emotional arousal, indicative of less affective empathy. Autistic girls and boys reacted by comforting the experimenter equally often as their non-autistic peers, but autistic boys seemed to address the problem more often than any other group; while girls (autistic and non-autistic) more often addressed the emotion of the person in need. Our findings highlight that empathic behaviour – to some extent – seems similar between autistic and non-autistic boys and girls. However, differences exist, in terms of expressed emotional arousal and gender-specific comforting styles. Autistic girls’ higher levels of emotion-focused comforting could be explained by well-developed social skills, camouflaging, or emotional investment in relationships with others

A Search for Instantons at HERA

A search for QCD instanton (I) induced events in deep-inelastic scattering (DIS) at HERA is presented in the kinematic range of low x and low Q^2. After cutting into three characteristic variables for I-induced events yielding a maximum suppression of standard DIS background to the 0.1% level while still preserving 10% of the I-induced events, 549 data events are found while 363^{+22}_{-26} (CDM) and 435^{+36}_{-22} (MEPS) standard DIS events are expected. More events than expected by the standard DIS Monte Carlo models are found in the data. However, the systematic uncertainty between the two different models is of the order of the expected signal, so that a discovery of instantons can not be claimed. An outlook is given on the prospect to search for QCD instanton events using a discriminant based on range searching in the kinematical region Q^2\gtrsim100\GeV^2 where the I-theory makes safer predictions and the QCD Monte Carlos are expected to better describe the inclusive data.Comment: Invited talk given at the Ringberg Workshop on HERA Physics on June 19th, 2001 on behalf of the H1 collaboratio

Staircase polygons: moments of diagonal lengths and column heights

We consider staircase polygons, counted by perimeter and sums of k-th powers of their diagonal lengths, k being a positive integer. We derive limit distributions for these parameters in the limit of large perimeter and compare the results to Monte-Carlo simulations of self-avoiding polygons. We also analyse staircase polygons, counted by width and sums of powers of their column heights, and we apply our methods to related models of directed walks.Comment: 24 pages, 7 figures; to appear in proceedings of Counting Complexity: An International Workshop On Statistical Mechanics And Combinatorics, 10-15 July 2005, Queensland, Australi

Two-Dimensional Quantum XY Model with Ring Exchange and External Field

We present the zero-temperature phase diagram of a square lattice quantum spin 1/2 XY model with four-site ring exchange in a uniform external magnetic field. Using quantum Monte Carlo techniques, we identify various quantum phase transitions between the XY-order, striped or valence bond solid, staggered Neel antiferromagnet and fully polarized ground states of the model. We find no evidence for a quantum spin liquid phase.Comment: 4 pages, 4 figure

Neural Correlates of Theory of Mind Are Preserved in Young Women With Anorexia Nervosa

People with anorexia nervosa (AN) commonly exhibit social difficulties, which may be related to problems with understanding the perspectives of others, commonly known as Theory of Mind (ToM) processing. However, there is a dearth of literature investigating the neural basis of these differences in ToM and at what age they emerge. This study aimed to test for differences in the neural correlates of ToM processes in young women with AN, and young women weight-restored (WR) from AN, as compared to healthy control participants (HC). Based on previous findings in AN, we hypothesized that young women with current or prior AN, as compared to HCs, would exhibit a reduced neural response in the medial prefrontal cortex (mPFC), the inferior frontal gyrus, and the temporo-parietal junction (TPJ) whilst completing a ToM task. We recruited 73 young women with AN, 45 WR young women, and 70 young women without a history of AN to take part in the current study. Whilst undergoing a functional magnetic resonance imaging (fMRI) scan, participants completed the Frith-Happé task, which is a commonly used measure of ToM with demonstrated reliability and validity in adult populations. In this task, participants viewed the movements of triangles, which depicted either action movements, simple interactions, or complex social interactions. Viewing trials with more complex social interactions in the Frith-Happé task was associated with increased brain activation in regions including the right TPJ, the bilateral mPFC, the cerebellum, and the dorsolateral prefrontal cortex. There were no group differences in neural activation in response to the ToM contrast. Overall, these results suggest that the neural basis of spontaneous mentalizing is preserved in most young women with AN

Editorial: Addressing community priorities in autism research

Autism is a form of neurodiversity, currently characterized by differences compared to the neurotypical population across multiple domains including sensory processing (Proff et al., 2021), social communication style (Crompton et al., 2021), attentional processing (Murray et al., 2005), and movement and motor processing (Miller et al., 2021). Historically, autism (and thus autistic people) has been studied through a medical lens (Chapman and Carel, 2022), owing primarily to the characterization of autism as a disorder of childhood development. These conceptualizations led to dehumanizing narratives about autistic people (Botha) and have impacted on who we consider to be knowledgeable about what it is like to be autistic (Kourti). In recent years, there has been a shift toward recognition of autism as a form of neurodivergence; a naturally occurring variation in the human population that may lead to a differential profile of strengths and challenges in comparison to the non-autistic population (Den Houting, 2019). This shift has been primarily driven by the autistic self-advocacy and neurodiversity movements (Kapp et al., 2013; Walker, 2021), which have campaigned for better understanding of autistic people