Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

18-08-2020 | Original Paper

The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample

Auteurs: Moira Whelan, Jane McGillivray, Nicole J. Rinehart

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2021

Abstract

The transition to secondary school is an important educational milestone impacting wellbeing and academic achievement. Students with Autism Spectrum Disorder may be vulnerable during transition however little is known about how Autism Spectrum (AS) traits influence transition outcomes. Generalised estimating equations were used to examine how AS traits were associated with four indicators of successful transition in a school-based sample of 51 students. Higher AS traits were associated with lower quality of life, school belonging and mental health, however the hypothesised decline after school transition was not supported. Characteristics of both the primary and secondary school appeared to be contributing to the wellbeing of students with high AS traits which could be clarified by further investigation with a larger sample.

vorige artikel Repetitive and Self-injurious Behaviors in Children with Cornelia de Lange Syndrome

volgende artikel How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families?

Alleen toegankelijk voor geautoriseerde gebruikers

A K-12 school provides a continuous education from Kindergarten through to Year 12 in one educational setting.

Explanatory letter provided in the Appendix.

Adreon, D., & Stella, J. (2001). Transition to middle and high school: Increasing the success of students with asperger syndrome. Intervention in School and Clinic, 36(5), 271–286.CrossRef

Akos, P., Rose, R. A., & Orthner, D. (2015). Sociodemographic moderators of middle school transition effects on academic achievement. Journal of Early Adolescence, 35(2), 170–198.CrossRef

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental Disorders (5th ed.). Washington: American Psychiatric Association.CrossRef

Anderson, L. W., Jacobs, J., Schramm, S., & Splittgerber, F. (2000). School transitions: Beginning of the end or a new beginning? International Journal of Educational Research, 33, 325–329.CrossRef

Ashburner, J., Ziviani, J., & Rodger, S. (2010). Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behaviour at school. Research in Autism Spectrum Disorders, 4, 18–27.CrossRef

Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447–456.CrossRef

Baron-Cohen, S., Wheelwright, S., Skinner, R., Martin, J., & Clubley, E. (2001). The autism spectrum quotient: Evidence from asperger syndrome/high functioning autism, males and females, scientists and mathematicians. Journal of Autism and Developmental Disorders, 31, 5–17.CrossRef

Benner, A. D., & Graham, S. (2009). The transition to high school as a developmental process among multi-ethnic urban youth. Child Development, 80(2), 356–376. https://doi.org/10.1111/j.1467-8624.2009.01265.xCrossRefPubMed

Chen, P.-Y., & Schwartz, I. S. (2012). Bullying and victimization experiences of students with autism spectrum disorders in elementary schools. Focus on Autism and Other Developmental Disabilities, 27(4), 200–212. https://doi.org/10.1177/1088357612459556.CrossRef

Chou, W. J., Hsiao, R. C., Ni, H. C., Liang, S. H., Lin, C. F., Chan, H. L., et al. (2019). Self-reported and parent-reported school bullying in adolescents with high functioning autism spectrum disorder: The roles of autistic social impairment, attention-deficit/hyperactivity and oppositional defiant disorder symptoms. International Journal of Environmental Research and Public Health, 16(7), 1117. https://doi.org/10.3390/ijerph16071117.CrossRefPubMedCentral

Coelho, V. A., & Romào, A. M. (2017). The impact of secondary school transition on self-concept and self-esteem. Revista de Psicodidáctica, 22(2), 85–92. https://doi.org/10.1016/j.psicod.2016.10.001.CrossRef

Constantino, J. N., & Gruber, C. P. (2005). The SRS manual. Los Angeles: Western Psychological Services.

Constantino, J. N., & Todd, R. D. (2003). Autistic traits in the general population: A twin study. Archives of General Psychiatry, 60, 524–530.CrossRef

Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimisation in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65–83.CrossRef

Crump, S. J., & Slee, R. (2015). School transitions for vulnerable young people: Re-engaging students through local initiatives. Melbourne: The Victoria Institute for Education, Diversity and Lifelong Learning.

Dann, R. (2011). Secondary transition experiences for pupils with autistic spectrum conditions (ASCs). Educational Psychology in Practice, 27(3), 293–312.CrossRef

De Groot, K., & Van Strien, J. W. (2017). Evidence for a broad autism phenotype. Advances in Neurodevelopmental Disorders, 1, 129–140. https://doi.org/10.1007/s41252-017-0021-9.CrossRef

Dillon, G. V., & Underwood, J. D. M. (2012). Parental perspectives of students with autism spectrum disorders transitioning from primary to secondary school in the United Kingdom. Focus on Autism and Other Developmental Disabilities, 27(2), 111–121.CrossRef

Dixon, R., & Tanner, K. (2013). The experience of transitioning two adolescents with asperger syndrome in academically focused high schools. Australasian Journal of Special Education, 37(1), 28–48. https://doi.org/10.1017/jse.2013.5.CrossRef

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. (2008). Effective pre-school, primary and secondary education 3–14 project (EPPSE 3–14): What makes a successful transition from primary to secondary school?. Nottingham: DCSF Publications.

Evans, D., Borriello, G. A., & Field, A. P. (2018). A review of the academic and psychological impact of the transition to secondary education. Frontiers in Psychology, 9, 1482. https://doi.org/10.3389/fpsyg.2018.01482.CrossRefPubMedPubMedCentral

Fortuna, R. (2014). The social and emotional functioning of students with an autistic spectrum disorder during the transition between primary and secondary school. Support for Learning, 29(2), 177–191. https://doi.org/10.1111/1467-9604.12056.CrossRef

Gaete, J., Rojas-Barahona, C. A., Olivares, E., & Araya, R. (2016). Brief report: Association between psychological sense of school membership and mental health among early adolescents. Journal of Adolescence, 50, 1–5.CrossRef

Gillen-O’Neel, C., & Fuligni, A. (2013). A longitudinal study of school belonging and academic motivation across high school. Child Development, 84, 678–692. https://doi.org/10.1111/j.1467-8624.2012.01862.x.CrossRef

Gillison, F., Standage, M., & Skevington, S. (2008). Changes in quality of life and psychological need satisfaction following the transition to secondary school. British Journal of Educational Psychology, 78, 149–162. https://doi.org/10.1348/000709907x209863.CrossRef

Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal Experimental Education, 62(1), 60–71.CrossRef

Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40(11), 1337–1345. https://doi.org/10.1097/00004583-200111000-00015.CrossRef

Graham, C., & Hill, M. (2003). Negotiating the transition to secondary school. Spotlight, 89, pp 53–57. The SCRE Centre, University of Glasgow. Retrieved May 27, 2020, from https://www.nfer-ac.uk/nfer/PRE_PDF_Files/05_33_11.pdf

Hanewald, R. (2013). Transition between primary and secondary school: Why it is important and how it can be supported. Australian Journal of Teacher Education. https://doi.org/10.14221/ajte.2013v38n1.7.CrossRef

Hannah, E. F., & Topping, K. (2013). The transition from primary to secondary school: Perspectives of students with autism spectrum disorder and their parents. International Journal of Special Education, 28(1), 145–160. http://www.internationaljournalofspecialeducation.com/articles.cfm?y=2013&v=28&n=1.

Hannah, E. F., & Topping, K. J. (2012). Anxiety levels in students with autism spectrum disorder making the transition from primary to secondary school. Education and Training in Autism and Developmental Disabilities, 47(2), 198–209.

Hebron, J. S. (2017). School connectedness and the primary to secondary school transition for young people with autism spectrum conditions. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12190.CrossRef

Hedges, S. H., Kirby, A. V., Sreckovic, M. A., Kucharczyk, S., Hume, K., & Pace, S. (2014). “Falling through the cracks”: Challenges for high school students with autism spectrum disorder. The High School Journal, 98, 64–82.CrossRef

Hsiao, M. N., Tseng, W. L., Huang, H. Y., & Gau, S. S. (2013). Effects of autistic traits on social and school adjustment in children and adolescents: The moderating roles of age and gender. Research in Developmental Disabilities, 34(1), 254–265. https://doi.org/10.1016/j.ridd.2012.08.001.CrossRefPubMed

Hughes, J. N., Im, M. H., & Allee, P. J. (2015). Effect of school belonging trajectories in grades 6–8 on achievement: Gender and ethnic differences. Journal of School Psychology, 53, 493–507. https://doi.org/10.1016/j.jsp.2015.08.001.CrossRefPubMedPubMedCentral

Humphrey, N., & Symes, W. (2011). Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings. Autism, 15, 397–419. https://doi.org/10.1177/1362361310387804.CrossRefPubMed

Jobe, L. E., & Williams White, S. (2007). Loneliness, social relationships, and a broader autism phenotype in college student. Personality and Individual Differences, 42, 1479–1489. https://doi.org/10.1016/j.paid.2006.10.021.CrossRef

Lawrence, D., Johnson, S., Hafekost, J., Boterhoven De Haan, K., Sawyer, M., Ainley, J., et al. (2015). The mental health of children and adolescents. Report on the second Australian child and adolescent survey of mental health and wellbeing. Canberra: Department of Health.

Locke, J., Ishijima, E. H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10(2), 74–81. https://doi.org/10.1111/j.1471-3802.2010.01148.x.CrossRef

Lundström, S., Chang, Z., Kerekes, N., Gumpert, C. H., Råstam, M., Gillberg, C., et al. (2011). Autistic-like traits and their association with mental health problems in two nationwide twin cohorts of children and adults. Psychological Medicine, 41(11), 2423–2433. https://doi.org/10.1017/S0033291711000377.CrossRefPubMed

Ma, X. (2003). Sense of belonging to school: Can schools make a difference? Journal of Educational Research, 96(6), 1–9. https://doi.org/10.1080/00220670309596617.CrossRef

McGee, C., Ward, R., Gibbons, J., & Harlow, A. (2003). Transition to secondary school: A literature review [Commissioned Report for External Body]. E. The Ministry of. https://hdl.handle.net/10289/4340.

McGee, C., Ward, R., Gibbons, J., & Harlow, A. (2004). Transition to secondary school: A literature review. A report to the Ministry of Education. Hamilton: University of Waikato, New Zealand.

Makin, C., Hill, V., & Pellicano, E. (2017). The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study. Autism and Developmental Language Impairments, 2, 1–18. https://doi.org/10.1177/239694151668.CrossRef

Mandy, W., Murin, M., Baykaner, O., Staunton, S., Hellriegel, J., Anderson, S., et al. (2016). The transition from primary to secondary school in mainstream education for children with autism spectrum disorder. Autism, 20(1), 5–13.CrossRef

Mellor, D. (2005). Normative data for the strengths and difficulties questionnaire in Australia. Australian Psychologist, 40, 215–222.CrossRef

Morales-Hidalgo, P., Ferrando, P. J., & Canals, J. (2018). Assessing the heterogeneity of autism spectrum symptoms in a school population. Autism Research: Official Journal of the International Society for Autism Research, 11(7), 979–988. https://doi.org/10.1002/aur.1964.CrossRef

Neal, S., & Frederickson, N. (2016). ASD transition to mainstream secondary: A positive experience? Educational Psychology in Practice, 32(4), 355–373.CrossRef

NSW Department of Education. (2017). The role of student engagement in the transition from primary to secondary school. Centre for Education Statistics and Evaluation. Retrieved May 27, 2020, from https://www.cese.nsw.gov.au//images/stories/PDF/transition-primary_secondary_AA.pdf

Nuske, H. J., Hassrick, E. M., Bronstein, B., Hauptman, L., Aponte, C., Levato, L., et al. (2018). Broken bridges—New school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success. Autism. https://doi.org/10.1177/1362361318754529.CrossRefPubMed

Office of the Victorian Auditor-General. (2015). Education Transitions. Melbourne: VAGO.

Peters, R., & Brooks, R. (2016). Parental perspectives on the transition to secondary school for students with Asperger syndrome and high-functioning autism: A pilot survey study. British Journal of Special Education, 43(1), 75–91. https://doi.org/10.1111/1467-8578.12125.CrossRef

Petrina, N., Carter, M., & Stephenson, J. (2014). The nature of friendship in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 8(2), 111–126. https://doi.org/10.1016/j.rasd.2013.10.016.CrossRef

Pisula, E., Danielewicz, D., Kawa, R., & Pisula, W. (2015). Autism spectrum quotient, coping with stress and quality of life in a non-clinical sample—An exploratory report. Health and Quality of Life Outcomes, 13, 173. https://doi.org/10.1186/s12955-015-0370-x.CrossRefPubMedPubMedCentral

Polanczyk, G. V., Salum, G. A., Sugaya, L. S., Caye, A., & Rohde, L. A. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56, 345–365. https://doi.org/10.1111/jcpp.12381.CrossRefPubMed

Ravens-Sieberer, U., Auquier, P., Erhart, M., Gosch, A., Rajmil, L., Bruil, J., et al. (2007). The KIDSCREEN-27 quality of life measure for children and adolescents: Psychometric results from a cross-cultural survey in 13 European countries. Quality of Life Research, 16(8), 1347–1356. https://doi.org/10.1007/s11136-007-9240-2.CrossRefPubMed

Rice, J. (2001). Explaining the negative impact of the transition from middle to high school on student performance in mathematics and science. The Journal for Leadership for Effective & Equitable Organizations, 37(3), 372–400.

Riglin, L., Petrides, K. V., Frederickson, N., & Rice, F. (2014). The relationship between emotional problems and subsequent school attainment: A meta-analysis. Journal of Adolescence, 37, 335–346. https://doi.org/10.1016/j.adolesecence.2014.02.010.CrossRefPubMed

Saggers, B. (2015). Student perceptions: Improving the educational experiences of high school students on the autism spectrum. Improving Schools, 18(1), 35–45.CrossRef

Skuse, D. H., Mandy, W., Steer, C., Miller, L. L., Goodman, R., Lawrence, K., et al. (2009). Social communication competence and functional adaptation in a general population of children: Preliminary evidence for sex-by-verbal IQ differential risk. Journal of the American Academy of Child and Adolescent Psychiatry, 48(2), 128–137. https://doi.org/10.1097/CHI.0b013e31819176b8.CrossRefPubMed

State of Victoria (Department of Education and Early Childhood Development) (2014). Transitioning from primary to secondary school: Supporting students with additional or complex needs that arise from disability when moving from primary to secondary school. Retrieved from https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/Transprmrytosec.pdf

Symonds, J. E., & Galton, M. (2014). Moving to the next school at age 10–14 years: An international review of psychological development at school transition. Review of Education, 2(1), 1–27. https://doi.org/10.1002/rev3.3021.CrossRef

Tavernor, L., Barron, E., Rodgers, J., & McConachie, H. (2013). Finding out what matters: Validity of quality of life measurement in young people with ASD. Child: Care Health, and Development, 39, 592–601. https://doi.org/10.1111/j.1365-2214.2012.01377.x.CrossRef

Tobin, H., Staunton, S., Mandy, W., Skuse, D., Hellriegel, J., Baykaner, O., &..., Murin, M. (2012). A qualitative examination of parental experiences of the transition to mainstream secondary school for children with an autism spectrum disorder. Educational & Child Psychology, 29(1), 75–85

Waters, S., Cross, D., & Shaw, T. (2010). Does the nature of schools matter? An exploration of selected school ecology factors on adolescent perceptions of school connectedness. British Journal of Educational Psychology, 80(3), 381–402. https://doi.org/10.1348/000709909x484479.CrossRef

Waters, S., Lester, L., Wenden, E., & Cross, D. (2012). A theoretically grounded exploration of the social and emotional outcomes of transition to secondary school. Australian Journal of Guidance and Counselling, 22(2), 190–205. https://doi.org/10.1017/jgc.2012.26.CrossRef

West, M., & Schwerdt, G. (2012). The middle school plunge. Education Next, 12(2), 62–68.

West, P., Sweeting, H., & Young, R. (2010). Transition matters: Pupils’ experiences of the primary-secondary school transition in the west of Scotland and consequences for well-being and attainment. Research Papers in Education, 25(1), 21–50. https://doi.org/10.1080/02671520802308677.CrossRef

WHOQOL Group. (1995). The World Health Organization quality of life assessment (WHOQOL): Position paper from the World Health Organization. Social Science and Medicine, 41(10), 1403–1409. https://doi.org/10.1016/0277-9536(95)00112-K.CrossRef

Zeedyk, M., Gallacher, S., Henderson, M., Hope, G., Husband, B., & Lindsay, K. (2003). Negotiating the transition from primary to secondary school: Perceptions of pupils, parents, and teachers. School Psychology International, 24(1), 37–79. https://doi.org/10.1177/0143034303024001010.CrossRef

Zendarski, N., Sciberras, E., Mensah, F., & Hiscock, H. (2016). A longitudinal study of risk and protective factors associated with successful transition to secondary school in youth with ADHD: prospective cohort study protocol. BMC Pediatrics, 16(20), 1–11. https://doi.org/10.1186/s12887-016-0555-4.CrossRef

Titel: The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample
Auteurs: Moira Whelan
Jane McGillivray
Nicole J. Rinehart
Publicatiedatum: 18-08-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 5/2021
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-020-04655-5

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 5/2021

Workplace Social Challenges Experienced by Employees on the Autism Spectrum: An International Exploratory Study Examining Employee and Supervisor Perspectives

Correction to: Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers

Diagnosing Autism Spectrum Disorder in Toddlers Born Very Preterm: Estimated Prevalence and Usefulness of Screeners and the Autism Diagnostic Observation Schedule (ADOS)

Identification of Essential, Equivocal and Complex Autism by the Autism Dysmorphology Measure: An Observational Study

The Use of Oral Midazolam to Facilitate the Ophthalmic Examination of Children with Autism and Developmental Disorders

Caution When Screening for Autism among Socially Anxious Youth