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The COVID-19 pandemic (2020) resulted in school closures and changes to school delivery. The aim of this study was to explore how these changes impacted on children on the autism spectrum. As part of an online survey, parents (n = 180) of school-aged children (9.3-16.5 years) on the autism spectrum in Australia were asked an open-ended question on how the COVID-19 pandemic had impacted on their child's education experience. Nearly half (48%) of the parents reported only negative impacts, 26% only positive impacts, 12% a mix of positive and negative impacts, and 9% little or no impact. Parents identified that school restrictions impacted on more than their child's learning. These findings highlight areas to consider when supporting autism-friendly learning.

Academic underachievement, as measured on standardised assessments, is commonly reported among students on the autism spectrum. However, little is known about the factors that predict academic (under)achievement, limiting the development of effective and targeted interventions. This study explored teacher ratings of academic skills and enabling behaviours of a community sample of students on the autism spectrum in Grades K-2 (5-8 years, n = 54) and 6-8 (9-12 years, n = 59) attending inclusive or special education settings. Teachers completed the Academic Competence Evaluation Scale (ACES). Results showed that children on the spectrum were rated by teachers to perform below expected levels in both academic skill areas and academic enabling behaviours. Teacher ratings of academic skills and enablers for students were higher for those in inclusive than those in special education settings. Receptive language emerged as an important predictor of teacher-reported performance alongside child motivation and interpersonal skills. Targeting academic enabling behaviours may help to improve academic achievement and lead to better educational outcomes for these students.

Background: Autistic students are reported to move schools at a high rate, but little is understood about why this is happening. What is known is that the effects of school mobility can negatively impact both short- and long-term outcomes, particularly the child's learning, behaviours, mental health and school retention. Aims: The aim of this systematic review was to synthesize the research on factors and experiences which influence the family's decision to move their autistic child to another school. Methods: A protocol was registered with PROPERO (ID: CRD4202120794). Searches were conducted with ERIC, Scopus and Web of Science and seven studies were identified. Results: The studies focused on three main types of mobility: mainstream-to-mainstream school moves, moving between mainstream and segregated schools, and moving between mainstream and homeschool. Parents' concerns for their child's learning, social experiences and mental health, as well as their own interactions with their child's school, influenced the decision to leave. Whilst there were similarities across the studies for reasons to move, there were also differences based upon the settings between which students moved. Conclusion: The findings highlight the need for further research across all school mobility types to better understand the reasons underpinning high rates of school mobility for autistic students.

Anxiety is common in children on the autism spectrum, however its impacts are not fully understood. Participation is an important outcome, linked to the health and wellbeing of children. This study examined the relationship between anxiety and participation using parent reports for 131 children on the autism spectrum, aged 6-13 years. Hierarchical multiple regressions explored child and family factors in relation to participation in Home and Community settings. Anxiety was a unique, significant predictor of the frequency of children's participation (but not involvement in activities) in both settings, when controlling for autism characteristics, communication skills and family income. Anxiety symptomatology may contribute to the less frequent participation of children on the autism spectrum in home and community activities.

School refusal is more prevalent in children on the autism spectrum than among their peers. The function of school refusal can be explored using the school refusal assessment scale--revised (SRAS-R) but its relevance to children on the spectrum has not been investigated. Parents of 121 children ("M" age 11.9 years) on the autism spectrum completed the SRAS-R and provided feedback on it applicability. Confirmatory factor analysis suggests unsuitability of the original four-factor structure proposed for neurotypical students. Only 41.7% of parents considered the questionnaire an adequate method for reporting on school refusal in children on the autism spectrum with the majority (90%) identifying additional questions to evaluate factors associated with school refusal in autism.

There has been limited research on identifying and understanding co-occurring challenges associated with Developmental Language Disorder (DLD). This is an exploratory study to examine the sensory profile of school-age children with DLD, and to investigate possible relationships between sensory profiles and language skills. Chart information was extracted for 28 children (M[subscript age] = 6 years 11 months) who attended a language specialist school in Australia. The children's sensory profile was compared with normed data, and associations between sensory and language skills were investigated. Probable or definite difference to sensory stimuli was reported on 60% of the children. There was no correlation between sensory responses and language skills. Identifying and understanding the relationship of co-occurring features associated with DLD aids in future development of interventions to better support children with DLD.

Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10-12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students (n = 73) and parents (n = 69), school teachers and principals (n = 14), swim teachers and swim school managers (n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.

Anxiety is a common co-occurring condition for autistic students; however, little is known about how anxiety may affect their social or academic outcomes in an educational setting. Furthermore, the perspectives of students themselves have rarely been included in the literature. Using Q-sort method, 45 autistic participants aged 7 to 17 years identified the outcomes they perceived were most impacted by their anxiety in the educational setting. The three outcomes most highly rated as being impacted by anxiety overall were academic outcomes. Using by-person factor analysis, six distinct factors, or 'viewpoints', were identified. These viewpoints reflect different combinations of outcomes affected by anxiety, including missing school or activities, reduced interactions with friends, reduced classroom communication and finding it harder to complete schoolwork. This study adds to the literature by using Q-sort method to enable autistic children and adolescents to report the impacts of their anxiety. Anxiety has additional impacts on the social and academic outcomes of autistic students, highlighting the need for increased awareness and training for parents and professionals, an individualised approach to student support and further research regarding the relationship between anxiety and academic outcomes. Many autistic students experience anxiety, but there is little research that explores how anxiety might affect autistic students in the school environment. In this study, 45 autistic students, aged 7 to 17 years, completed an online sorting activity to tell us how anxiety impacts them at school. The students were given 21 statements about possible social and academic effects of anxiety (for example, 'When I'm worried it's hard to start my schoolwork' or 'When I'm worried I talk less to my friends or other students'), and sorted them based on how much they agreed each statement was true for them. The three statements most highly rated as being impacted by anxiety were difficulties related to schoolwork. By comparing the information provided by students, six smaller groups of students were identified who sorted the statements in a similar order. These groups show that anxiety affects different autistic students in different ways, including missing school or activities, communicating less with friends and teachers and finding it harder to complete schoolwork. This online sorting activity enabled autistic students themselves to report how anxiety affects them at school. The results suggest that it is important to provide individualised support for autistic students who experience anxiety at school, to reduce the impact of their anxiety on their participation, communication and interactions, and schoolwork. Further research about the effects of anxiety on the academic outcomes of autistic students is also needed. [ABSTRACT FROM AUTHOR]

Purpose: Participating in home and community activities can be influenced by environmental factors and parent strategies. Children on the autism spectrum are reported to participate less in home and community activities than their neurotypical peers. Little is known about environmental factors that may influence their participation, and ways parents support their child's participation. Materials and methods: Parents of children on the autism spectrum aged 5–6 years (n = 72) and 10–11 years (n = 94) completed the Participation and Environment Measure for Children and Youth. This study reports on the perceived support, barriers, and resources in the home and the community environment. Parents reported strategies they used to support their child's participation in home and the community. Results: Home environmental factors were identified as more supportive by the parents of younger children. The sensory quality of activities and social demands were factors identified as making community participation harder for both groups. Parents used a range of different strategies in the home and the community to support their child's participation. Conclusions: Identifying environmental barriers and supports to participation can assist in developing interventions to support meaningful participation in activities for children on the autism spectrum. Implications for rehabilitation: Skills required for the activity and preferences of children on the autism spectrum are important considerations when supporting their participation in activities. When exploring a child's level of participation, it may be helpful to ask parents about what their child can do with or without their support. The sensory quality of the environment is a consideration when supporting the participation of children on the autism spectrum in community activities. As sensory processing is an individual experience, the impact of sensory elements of the environment may differ for individuals. [ABSTRACT FROM AUTHOR]

Children on the autism spectrum experience high rates of anxiety but little is known about the impact of anxiety on child or parent quality of life (QoL). This study aimed to investigate the relationship between anxiety, autism characteristics, and QoL in children and their parents. Sixty-four parents of children on the spectrum completed questionnaires on their child's autism characteristics, anxiety symptomatology, and both child (PedsQL) and parent QoL (WHOQoL-BREF). Parents of children with elevated anxiety reported lower child and parent QoL. Regression models highlight specific anxiety subscales as predictive of PedsQL school and emotional functioning but not of parent QoL. Anxiety symptomatology may be a significant factor contributing to specific aspects of QoL for children on the spectrum.

The aim of this study was to identify sensory subtypes in children on the autism spectrum using the Short Sensory Profile-2 (SSP-2). Caregivers of children on the autism spectrum aged 4-11 years (n = 271) completed the SSP-2. Analysis using Dirichlet process mixture model identified a two-cluster model which provided the best solution to subtype sensory responses. Two distinct subtypes were identified: Uniformly elevated (67%) with high scores across all quadrants and Raised avoiding and sensitivity (33%) with raised scores in the avoiding and sensitivity quadrants. There were no differences between subtypes based on chronological age and autism characteristics measured using the social communication questionnaire (total score). Based on the SSP-2, children were reported to experience differences in responses to sensory input, in particular in the area of sensitivity and avoiding.

The complex interaction between anxiety and autism has led to debate about the presentation of anxiety in individuals on the spectrum and questions about the extent to which traditional checklists assess the entire range of symptomatology. Moreover, studies to date have not explored how the presentation of anxiety may differ between settings. Through a combination of open-ended questions, closed questions and standardised measures, parents of 173 children (aged 6-13) on the autism spectrum provided (1) descriptors of their child's anxiety at home, school and in the community and (2) strategies used to reduce their child's anxiety in each setting. Over half (52.6%) felt their child was anxious at home, 77.6% at school and 76.2% in the community. Parents reported differing presentations of anxiety between settings, with the majority of descriptions relating to observable, behavioural changes (e.g. hides/shuts down, repetitive behaviours) rather than cognitive or physiological signs. Parents also reported using different strategies across settings. The use of open-ended questions allowed the identification of signs of anxiety not explored within traditional questionnaires and highlighted the potential for signs to vary across settings. This knowledge is critical to inform the development or adaptations of anxiety measures and interventions.

Anxiety symptomatology is frequently reported in autistic children, and the prevalence of anxiety disorder is estimated at around 40%. However, most studies have focused upon children of age 8 years or above, so little is known about early signs of anxiety in younger children with autism. This study sought to describe anxiety-related symptomatology in 95 5- to 6-year-old autistic children using the Anxiety Scale for Children with Autism Spectrum Disorder. Wide variability was found in levels of symptomatology with the most frequently reported items within the 'uncertainty' subscale and the least frequently reported items in the 'anxious arousal' subscale. Comparisons of those with scores less than or greater than 70 on adaptive behaviour suggests some influence of ability on presentation of anxiety-related symptomatology.

Introduction: Individuals with Autism Spectrum Disorder display a pattern of social communication deficits and restricted and repetitive behaviors that leave them particularly vulnerable to developing anxiety. The presence of a co-occurring Intellectual Disability further complicates the situation, compromising traditional diagnostic techniques and processes. The dual diagnosis of ASD and ID appears to result in specific behavioral patterns that affect the way anxiety is identified in this population. Method: A scoping review was undertaken to explore what is currently known about the way anxiety is identified and diagnosed in individuals with ASD and ID. Results: In the limited research available consistent themes of difficulties with the diagnostic process, inconsistencies among measurement tools and the need to consider behavioral symptomology were found. Conclusion: Further research needs to be conducted to enhance our understanding of how anxiety is identified in those with ASD and ID. This research could more accurately inform reliable diagnostic processes and lead to better treatment and outcomes for this population.

Online course delivery is increasingly being used by universities to deliver accessible and flexible learning environments. As this mode of delivery grows it is important to consider the equity of the learning experience for all students. As online delivery may reduce challenges and stressors present in face-to-face delivery, it could be suggested that it may promote student learning for specific student groups, including those with a diagnosis on the autism spectrum. However, little is known about the experience of learning online for students on the autism spectrum. This article presents findings from two studies: a systematic review of the literature and a survey of students on the autism spectrum studying online. From the systematic literature review, only four previous studies were identified reporting on this topic. Findings from two studies identified that the online environment provided both facilitators of and barriers to the learning experience for students on the autism spectrum. Although the online environment provided flexibility for learning, how design factors are employed in online delivery may unintentionally create barriers to the learning experience for students on the spectrum. An outcome from this study has been the creation of a suite of resources to assist with course design and delivery.

Identifying ways to improve transition support for autistic students exiting secondary school is an important research priority. However, few studies have consulted with autistic/autism community members to identify how to make this support effective. This co-produced study asked autistic adults to reflect on their own transition, with the aim of identifying what was helpful and effective in supporting their transitioning from secondary school. It also aimed to identify whether there were any differences for students from non-metropolitan areas. Ten autistic adults participated in semi-structured interviews conducted online or via telephone. Interview data were analysed using thematic analysis, which generated two themes: (1) accessing opportunities that supported decision making and (2) being able to develop the "skills of adulthood". The findings suggest the importance of supporting all autistic students to explore multiple pathways to make well-informed post-school decisions. A holistic approach is needed to support autistic students in developing the logistical skills and independence needed to succeed in post-school life. This approach should include guidance from autistic role models. For autistic young people attending non-metropolitan schools, the impact of local cultures and additional logistical barriers indicate that they may need further tailored support to aid their transition to adulthood. [ABSTRACT FROM AUTHOR]

Issue Addressed Methods Results Conclusions So What? Nostalgia—the bittersweet reliving of the past—has been linked to social connection and psychological wellbeing. Although food consumption is often an intrinsically social experience, relatively little research has examined how individuals experience and understand how food consumption relates to feelings of nostalgia, food and mood.In the current study, semi‐structured interviews were conducted with eight Australians from varying cultural backgrounds to explore their experiences with nostalgia, food and mood.Reflexive thematic analysis identified three key themes from the data: (i) The bittersweet experiences of food‐evoked nostalgia—individuals' descriptions of food‐evoked nostalgia and how it impacted their mood both positively and negatively (ii) social connection and identity continuity—participants' description of food‐evoked nostalgia and how this provides an opportunity for social connection and identity continuity throughout life, which positively influences mood, and (iii) the role and relationship of food‐evoked nostalgia and mood—individual descriptions of the important role that nostalgic food plays in their life, in addition to their relationship with food, and how this impacts mood.Understanding the positive component of nostalgic foods allowed individuals to bolster positive mood states with food‐evoked nostalgia, increasing their quality of life.Understanding the link between food‐evoked nostalgia and mood has significant implications, suggesting that negative mood states altered by nostalgic foods may result in positive mood states. Appropriate use of food‐evoked nostalgia may increase the quality of life for individuals experiencing low mood states. [ABSTRACT FROM AUTHOR]

The majority of autistic students experience numerous difficulties at school, which may contribute to frequent moves between mainstream schools. Despite this, no studies have examined the reasons why autistic students are making non-essential mainstream school moves. The aim of this study was to explore the experiences which led parents to consider moving their child between mainstream schools and the decision-making processes in choosing whether to stay or leave. Semi-structured interviews were conducted with 10 parents. Thematic analysis generated three major themes: (1) Parents' increasing concerns around their child's school placement, (2) Choosing to stay or leave, and (3) Living with the choice to leave. Parents identified that problems leading to consideration of leaving were largely systemic, highlighting the interaction between push (to leave) and pull (to stay) factors which differed in their intensity across time and personal circumstances. The role of school principals, as well as the parents' feelings of undermined agency and advocacy, also influenced the decision-making process. This study found that parents' decision-making around moving their child to another mainstream school is a complicated process; however, the results indicate that there are multiple opportunities for intervention from schools and education departments to prevent a move from occurring. [ABSTRACT FROM AUTHOR]

A WORLD IN A SHELL Snail stories for a time of extinctions THOM VAN DOOREN 288pp. MIT Press. 27 [pounds sterling] (US $29.95). As the environmentalist and field philosopher Thom [...]

THE MODERN BESTIARY A curated collection of wondrous creatures JOANNA BAGNIEWSKA 256pp. Headline. 16.99 [pounds sterling]. For those in search of the next addictive real-life drama, a zoological text might [...]

Aims: School distress or school refusal is the most common reason autistic children miss school. Qualitative investigation of school distress and school refusal in autistic children is limited in the literature. This study aimed to identify school refusal behaviours in autistic children and explore parent experiences supporting their children. Method: Fifteen parents of school-aged autistic children completed semi-structured interviews. Directed content analysis was used to identify school refusal behaviours and inductive content analysis to explore impact on family systems. Findings: Parents reported a range of school refusal behaviours, many of which occurred before school or outside of school settings on days when their child attends school. This may mean many indicators of school refusal are missed by school attendance or behaviour data. Limitations: All participants were Australian and responded to an advertisement about autism and school refusal so had previously identified school refusal behaviours in their child. Conclusion: School refusal impacts upon the child, their attendance and their outcomes, but also upon family systems and supports. Implications of these findings for supporting autistic children, schools, and families are discussed. [ABSTRACT FROM AUTHOR]

THIRTEEN WAYS TO SMELL A TREE A celebration of our connection with trees DAVID GEORGE HASKELL 192pp. Gaia. Paperback, 9,99 [pounds sterling]. When we walk past trees and inhale deeply--however [...]

Background: Implementation of evidence-based practices with fidelity during early intervention is important in achieving positive outcomes for children with autism spectrum disorder. However, uptake with fidelity has been poor in community settings. Traditional professional development approaches have done little to change practice. This has stimulated interest in researching the use of structured consultation to address this challenge. Method: In this study, we used a single case experimental design with multiple baselines across participants to investigate the effects of structured consultation on the use of descriptive praise. Participants were 4 early intervention professional and paraprofessional staff, 1 in the role of consultant and 3 consultees. Results: All consultees learned to implement descriptive praise with fidelity and maintained improvements at follow-up. All participants rated the professional development program based on structured consultation as socially valid. Conclusions: Structured consultation improved treatment fidelity and was acceptable to staff. Replication on a larger scale is recommended.

Abstract Background Despite compelling evidence of the benefits of treatment and well-accepted guidelines for treatment, hypertension is controlled in less than one-half of United States citizens. Methods/design This randomized controlled trial tests whether explicit financial incentives promote the translation of guideline-recommended care for hypertension into clinical practice and improve blood pressure (BP) control in the primary care setting. Using constrained randomization, we assigned 12 Veterans Affairs hospital outpatient clinics to four study arms: physician-level incentive; group-level incentive; combination of physician and group incentives; and no incentives (control). All participants at the hospital (cluster) were assigned to the same study arm. We enrolled 83 full-time primary care physicians and 42 non-physician personnel. The intervention consisted of an educational session about guideline-recommended care for hypertension, five audit and feedback reports, and five disbursements of incentive payments. Incentive payments rewarded participants for chart-documented use of guideline-recommended antihypertensive medications, BP control, and appropriate responses to uncontrolled BP during a prior four-month performance period over the 20-month intervention. To identify potential unintended consequences of the incentives, the study team interviewed study participants, as well as non-participant primary care personnel and leadership at study sites. Chart reviews included data collection on quality measures not related to hypertension. To evaluate the persistence of the effect of the incentives, the study design includes a washout period. Discussion We briefly describe the rationale for the interventions being studied, as well as the major design choices. Rigorous research designs such as the one described here are necessary to determine whether performance-based payment arrangements such as financial incentives result in meaningful quality improvements. Trial Registration http://www.clinicaltrials.gov NCT00302718

Increasing numbers of students with autism are being educated in mainstream schools. However, outcomes for students with autism are poor when compared to typical students and students with other developmental disabilities. In order to better understand facilitators and barriers to success at school for students with autism, research into the attitudes of key stakeholders, educators, parents, people with autism, to inclusion in mainstream schools for students with autism, was reviewed. Key themes emerging included attitudes to inclusion, the characteristics of autism and social communication in particular and interaction with the school environment, and consequent student problem behaviour. Level of knowledge and understanding of school staff emerged as the primary issue with all stakeholders identifying the need for more training. Other support needs identified included the need for structural support, resources and funding. Parents, in particular, identified the need for a collaborative approach to the education process. The findings highlight the need to translate theory into practice to increase capacity in schools to provide effective educational programmes for students with autism.