Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

06-01-2022 | Original Paper

Determinants of Inclusion in Mainstream School for Children with Autism Spectrum Disorders from the EpiTED Study: A 10-Year Follow-up Cohort

Auteurs: Charlotte Lafont, Henri Panjo, Cécile Michelon, Bruno Falissard, Mario Speranza, Marie-Christine Picot, Amaria Baghdadli, Alexandra Rouquette

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 1/2023

Abstract

Inclusion of students with Autism Spectrum Disorder (ASD) in mainstream schools has a positive impact on their social and daily living behaviors. Our objective was to identify clinical and socio-demographic variables promoting or limiting inclusion in mainstream school through childhood and adolescence. The EpiTED study is a long-term, prospective, multicenter cohort of 281 ASD children included before the age of 7, with a 10-year follow-up in France. Variables significantly linked to inclusion in mainstream school were identified using a mixed-effect logistic regression model: greater autonomy [OR = 1.45 (1.29–1.63)], lesser symptom severity [OR = 0.96 (0.92–0.99)] and fewer siblings [OR = 0.86 (0.75–0.99)]. In the multivariate model, the probability for a child of being included in mainstream school decreased over time [OR = 0.91 (0.85–0.97)], i.e. with age.

vorige artikel Parent Activation Measure for Developmental Disabilities (PAM-DD) in Caregivers of Individuals With ASD

volgende artikel General Measurement Tools for Assessing Mental Health Problems Among Children and Adolescents with an Intellectual Disability: A Systematic Review

Alleen toegankelijk voor geautoriseerde gebruikers

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (Fifth). American Psychiatric Association.CrossRef

Baghdadli, A., Assouline, B., Sonié, S., Pernon, E., Darrou, C., Michelon, C., et al. (2012). Developmental trajectories of adaptive behaviors from early childhood to adolescence in a cohort of 152 children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1314–1325. https://doi.org/10.1007/s10803-011-1357-zCrossRef

Baghdadli, A., Rattaz, C., Michelon, C., Pernon, E., & Munir, K. (2019). Fifteen-year prospective follow-up study of adult outcomes of autism spectrum disorders among children attending centers in five regional departments in France: The EpiTED cohort. Journal of Autism and Developmental Disorders, 49(6), 2243–2256. https://doi.org/10.1007/s10803-019-03901-9CrossRef

Brunet, O., Lézine, I., & Josse, D. (1997). Brunet-Lézine révisé: échelle de développement psychomoteur de la première enfance: BLR. Editions et applications psychologiques.

Cour des Comptes. (2017). Évaluation de la politique en direction des personnes présentant des troubles du spectre de l’autisme. Cour des Comptes. https://www.ccomptes.fr/sites/default/files/2018-01/20180124-rapport-autisme.pdf. Accessed 3 Jan 2021.

Crosland, K., & Dunlap, G. (2012). Effective strategies for the inclusion of children with autism in general education classrooms. Behavior Modification, 36(3), 251–269. https://doi.org/10.1177/0145445512442682CrossRef

Eaves, L. C., & Ho, H. H. (1997). School placement and academic achievement in children with autistic spectrum disorders. Journal of Developmental and Physical Disabilities, 9(4), 277–291. https://doi.org/10.1023/A:1024944226971CrossRef

Elsabbagh, M., Divan, G., Koh, Y.-J., Kim, Y. S., Kauchali, S., Marcín, C., et al. (2012). Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5(3), 160–179. https://doi.org/10.1002/aur.239CrossRef

Frederickson, N., Simmonds, E., Evans, L., & Soulsby, C. (2007). Assessing the social and affective outcomes of inclusion. British Journal of Special Education, 34(2), 105–115. https://doi.org/10.1111/j.1467-8578.2007.00463.xCrossRef

Government of France. Loi n° 2005–102 du 11 février 2005 pour l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées (2005). Accessed 11 April 2020

Gregor, E. M. C., & Campbell, E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism, 5(2), 189–207. https://doi.org/10.1177/1362361301005002008CrossRef

Howlin, P., Savage, S., Moss, P., Tempier, A., & Rutter, M. (2014). Cognitive and language skills in adults with autism: A 40-year follow-up. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 55(1), 49–58. https://doi.org/10.1111/jcpp.12115CrossRef

Kaufman, A. S., & Kaufman, N. L. (1983). K-ABC: Kaufman assessment battery for children: Interpretive manual. American Guidance Service.

Kim, J. H. (2019). Multicollinearity and misleading statistical results. Korean Journal of Anesthesiology, 72(6), 558–569. https://doi.org/10.4097/kja.19087CrossRef

Kim, S. H., Bal, V. H., & Lord, C. (2018). Longitudinal follow-up of academic achievement in children with autism from age 2 to 18. Journal of Child Psychology and Psychiatry, 59(3), 258–267. https://doi.org/10.1111/jcpp.12808CrossRef

Lai, M.-C., Lombardo, M. V., & Baron-Cohen, S. (2014). Autism. Lancet (london, England), 383(9920), 896–910. https://doi.org/10.1016/S0140-6736(13)61539-1CrossRef

Lord, C., Rutter, M., DiLavore, P., & Risi, S. (2002). The autism diagnostic observation scale (ADOS). Western Psychological Services.

Marsh, A., Spagnol, V., Grove, R., & Eapen, V. (2017). Transition to school for children with autism spectrum disorder: A systematic review. World Journal of Psychiatry, 7(3), 184–196. https://doi.org/10.5498/wjp.v7.i3.184CrossRef

Portail Epidémiologie France (2017). (n.d.). EpiTED - Etude longitudinale sur des jeunes adultes atteints d’autisme: trajectoires développementales de l’enfance à l’âge adulte, facteurs liés à l’évolution. https://epidemiologie-france.aviesan.fr/fr/content/view/full/86218. Accessed 11 Sept 2021.

Rattaz, C., Munir, K., Michelon, C., Picot, M.-C., Baghdadli, A., Baghdadli, A., et al. (2020). School inclusion in children and adolescents with autism spectrum disorders in France: Report from the ELENA French cohort study. Journal of Autism and Developmental Disorders, 50(2), 455–466. https://doi.org/10.1007/s10803-019-04273-wCrossRef

Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry, 51(11), 1227–1234. https://doi.org/10.1111/j.1469-7610.2010.02289.xCrossRef

Schall, J., Wallace, T. L., & Chhuon, V. (2016). ‘Fitting in’ in high school: How adolescent belonging is influenced by locus of control beliefs. International Journal of Adolescence and Youth, 21(4), 462–475. https://doi.org/10.1080/02673843.2013.866148CrossRef

Schopler, E. (1990). Individualized assessment and treatment for autistic and developmentally disabled children: Psychoeducational profile revised (PEP-R) (Vol. 1). PRO-ED.

Schopler, E., Reichler, R. J., DeVellis, R. F., & Daly, K. (1980). Toward objective classification of childhood autism: Childhood autism rating scale (CARS). Journal of Autism and Developmental Disorders, 10(1), 91–103. https://doi.org/10.1007/BF02408436CrossRef

Sparrow, S., Balla, D., & Cichetti, D. (1984). The vineland adaptive behavior scales: Interview edition, survey form. American Guidance Service.

StataCorp, L. P. (2015). Stata statistical software: Release 14. StataCorp, L.P.

UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Paris, France: UNESCO. https://www.european-agency.org/sites/default/files/salamanca-statement-and-framework.pdf. Accessed 11 Sept 2021.

von Elm, E., Altman, D. G., Egger, M., Pocock, S. J., Gøtzsche, P. C., & Vandenbroucke, J. P. (2007). The strengthening the reporting of observational studies in epidemiology (STROBE) statement: Guidelines for reporting observational studies. The Lancet, 370(9596), 1453–1457. https://doi.org/10.1016/S0140-6736(07)61602-XCrossRef

Wechsler, D. (1949). Wechsler intelligence scale for children. Psychological Corporation.

Wechsler, D. (1967). Manual for the Wechsler preschool and primary scale of intelligence. Psychological Corporation.

Wechsler, D. (1974). Manual for the Wechsler intelligence scale for children, revised. Psychological Corporation.

Wechsler, D. (2008). Wechsler adult intelligence scale–fourth edition (WAIS–IV). NCS Pearson, 22, 498.

Woodman, A. C., Smith, L. E., Greenberg, J. S., & Mailick, M. R. (2016). Contextual factors predict patterns of change in functioning over 10 years among adolescents and adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 46(1), 176–189. https://doi.org/10.1007/s10803-015-2561-zCrossRef

Yianni-Coudurier, C., Darrou, C., Lenoir, P., Verrecchia, B., Assouline, B., Ledesert, B., et al. (2008). What clinical characteristics of children with autism influence their inclusion in regular classrooms? Journal of Intellectual Disability Research, 52(10), 855–863. https://doi.org/10.1111/j.1365-2788.2008.01100.xCrossRef

Titel: Determinants of Inclusion in Mainstream School for Children with Autism Spectrum Disorders from the EpiTED Study: A 10-Year Follow-up Cohort
Auteurs: Charlotte Lafont
Henri Panjo
Cécile Michelon
Bruno Falissard
Mario Speranza
Marie-Christine Picot
Amaria Baghdadli
Alexandra Rouquette
Publicatiedatum: 06-01-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 1/2023
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-021-05404-y

Andere artikelen Uitgave 1/2023

“You Feel Like You Kind of Walk Between the Two Worlds”: A Participatory Study Exploring How Technology Can Support Emotion Regulation for Autistic People

Open Access
Original Paper

Dimensions of Self-Reported Driving Difficulty in Autistic and Non-Autistic Adults and their Relationship with Autistic Traits

Open Access
Original Paper

Autistic Children Quickly Orient Away from Both Eyes and Mouths During Face Observation

Open Access
Brief Communication

Telehealth Interventions to Promote Health and Behavior-Related Outcomes in Adolescents with Autism Spectrum Disorder

Original Paper

Improving Efficiency and Equity in Early Autism Evaluations: The (S)TAAR Model

Original Paper

Weakened Bayesian Calibration for Tactile Temporal Order Judgment in Individuals with Higher Autistic Traits

Open Access
Original Paper