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Anxiety is commonly experienced by children on the autism spectrum, and can negatively impact their lives. Family accommodation has been linked to the impact of anxiety on the child's life in non-autistic children. This study tested whether the same relationship holds for children on the autism spectrum. A community sample (n = 118) of parents of children on the spectrum completed questionnaires on their child's autism characteristics and severity and impact of their child's anxiety, their own anxiety and family accommodation behaviours. Family accommodation was associated with the impact of child anxiety, over and above anxiety severity of the child and parent. Findings support the involvement of parents in psychosocial support for children on the autism spectrum experiencing anxiety.

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.

Anxiety is commonly experienced by children on the autism spectrum, and can negatively impact their lives. Family accommodation has been linked to the impact of anxiety on the child's life in non-autistic children. This study tested whether the same relationship holds for children on the autism spectrum. A community sample (n = 118) of parents of children on the spectrum completed questionnaires on their child's autism characteristics and severity and impact of their child's anxiety, their own anxiety and family accommodation behaviours. Family accommodation was associated with the impact of child anxiety, over and above anxiety severity of the child and parent. Findings support the involvement of parents in psychosocial support for children on the autism spectrum experiencing anxiety., Author(s): Lisa Marie Emerson [sup.1] , Dawn Adams [sup.2] Author Affiliations: (1) grid.21006.35, 0000 0001 2179 4063, School of Health Sciences, University of Canterbury, , Kirkwood Avenue, 8041, Christchurch, New [...]

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., Author(s): Kate Simpson [sup.1] [sup.2] , Dawn Adams [sup.1] [sup.2] Author Affiliations: (1) grid.1022.1, 0000 0004 0437 5432, Autism Centre of Excellence, School of Education and Professional Studies, Griffith University, [...]

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.

Children on the autism spectrum miss more school than their peers, but limited work has explored why this may be. This study aimed to document the frequency at which children on the autism spectrum miss half and full days of school and the reasons for these absences. Parents of 106 school-aged children on the autism spectrum completed online questionnaires on rates of school non-attendance, family factors, child anxiety, and parental mental health. On average across a four week period, children missed 6 full days of school. The most common reason for full-day absences was school refusal and for half-day absences was medical/therapy appointments. Parental employment status, increased child age, child anxiety, and differing aspects of parental mental health were identified as correlates of specific subtypes of school non-attendance.

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.

Symptoms of anxiety are common in autistic children. In non-autistic children, anxiety can have considerable negative impact across various life domains. To date, there has been limited investigation of the impact of anxiety symptoms on the lives of autistic children and their families. In order to explore the impact of anxiety symptoms, the Child Anxiety Life Interference Scale (CALIS) and Spence Children's Anxiety Scale (SCAS) were administered to 30 autistic children and their parents. Children and parents reported high levels of anxiety-related life impact across all life domains assessed. Parents reported higher levels of impact than children. Both parents and children indicated that school performance is the life domain most impacted by anxiety symptoms. Findings indicate that anxiety symptoms have considerable negative consequences for autistic children and their parents. Further research exploring the impact of anxiety symptomatology in this population is required.

We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to spoken communication scores on the VABS-II. We found no significant links between children's performance on the written communication subdomain and their autism characteristics or the Social Interaction Deviance Composite score on the CCC-2. Our results emphasize the need for further research into the early strengths in written skills of preschoolers on the spectrum. From a clinical viewpoint, we highlight the need for a comprehensive emergent literacy assessment in this group of children who are at high risk of persistent literacy difficulties.

Children on the autism spectrum miss more school than their peers, but limited work has explored why this may be. This study aimed to document the frequency at which children on the autism spectrum miss half and full days of school and the reasons for these absences. Parents of 106 school-aged children on the autism spectrum completed online questionnaires on rates of school non-attendance, family factors, child anxiety, and parental mental health. On average across a four week period, children missed 6 full days of school. The most common reason for full-day absences was school refusal and for half-day absences was medical/therapy appointments. Parental employment status, increased child age, child anxiety, and differing aspects of parental mental health were identified as correlates of specific subtypes of school non-attendance., Author(s): Dawn Adams [sup.1] [sup.2] Author Affiliations: (1) grid.1022.1, 0000 0004 0437 5432, Autism Centre of Excellence, School of Education and Professional Studies, Griffith University, , Messines Ridge Road, Mt [...]

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., Author(s): Kathryn Ambrose [sup.1] [sup.3] [sup.4] , Kate Simpson [sup.1] [sup.2] [sup.3] , Dawn Adams [sup.1] [sup.2] [sup.3] Author Affiliations: (1) grid.1022.1, 0000 0004 0437 5432, Autism Centre of Excellence, [...]

The recognition of anxiety as one of the most commonly co-occurring diagnoses for individuals on the autism spectrum has led to increased research on symptomatology and treatment, but there is limited research documenting the impact of this anxiety. To address this, this study reports on the Child Anxiety Life Interference Scale (CALIS, parent version) in a community sample of 121 parents of children on the autism spectrum. Scores indicate that the anxiety is impacting upon the child's engagement in activities both in and outside of home as well as impacting upon parent life. Explanatory variables differed for CALIS subscales. As the child's difficulties with uncertainty and parent level of anxiety were the variables that explained the most variance, these may be important foci for effective interventions.

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., Author(s): Dawn Adams [sup.1] , Raechel McLucas [sup.1] , Hayley Mitchelson [sup.1] , Kate Simpson [sup.1] , Nicole Dargue [sup.1] Author Affiliations: (1) grid.1022.1, 0000 0004 0437 5432, Autism Centre [...]

Family outcomes of early intervention (EI) for autism spectrum disorder (ASD) have received limited research attention to date. This study explored potential predictors of family outcomes and EI perceived helpfulness on the Family Outcomes Survey--Revised, utilizing an adapted double ABCX framework. Participants were 97 mothers of children aged 4 to 5 years (M = 60.47 months; SD = 6.62; 87.6% male) participating in the Longitudinal Study of Australian Students with Autism (LASA). Parent and family factors were significant predictors, whereas child characteristics were largely nonsignificant beyond variance explained by parent and family factors. Findings highlight the importance of parent and family factors when considering family outcomes of EI and whether parents perceive benefits from their engagement with EI services. Overall, a shift in the focus of EI outcome evaluation is indicated, which views parents and families as meaningful to overall optimal EI outcomes.

In recent years, a shift in focus has seen researchers seek to identify the priorities and preferences of key stakeholders to shape the direction of future research for those on the autism spectrum. The process of synthesising the views, knowledge and expertise of key stakeholders with either a lived or shared experience of autism is invaluable and can inform future research to ensure that it is meaningful and has the greatest impact. A number of studies have reported on the research priorities of groups within the autism community, but to date, these studies stand alone and priorities have not been considered collectively. This systematic review identified seven studies that reported on key stakeholders' priorities for autism research. Studies were synthesised according to (a) the target participant group and method of recruitment, (b) the methodology used to elucidate the viewpoint of stakeholders, (c) the country of stakeholders and (d) commonly identified priorities. Common features across studies note the importance of prioritising initiatives that will result in real-world changes in the lives of the autism community and more research across the lifespan. There is an identified need for more diverse stakeholder voices to influence the identification of priorities for future research foci. Continued inclusion of the autistic and autism communities in priority-setting research is imperative for achieving significant outcomes in autism research and to progress the field in an effective and socio-ethical way.

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]

Moving between schools is a common experience for autistic students. Despite this, only one study has explored factors which lead to mainstream school mobility for autistic students, and this was for those students with low support needs. The aim of this study was to understand parents’ experiences and decisions around moving their autistic child between mainstream schools. A qualitative method was used to conduct semi-structured interviews with 19 parents whose child had a diagnosis of autism at Level 2. Data were analysed using thematic analysis and four themes were generated: Realising a disconnect, Feeling marginalised by the school system, Deciding to stay or leave, and After the move. Each parent’s story and final decisions were highly individual, but mostly underpinned by a perception of inadequate support for the child and parent feelings of disempowerment. The decisions parents made about moving schools for their child were not straightforward, but the final choice to stay or leave was in the interests of their child’s education and mental health. The findings highlight the need for schools and education departments to develop a systemic response to issues affecting autistic students and their parents in mainstream settings. [ABSTRACT FROM AUTHOR]

We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to spoken communication scores on the VABS-II. We found no significant links between children's performance on the written communication subdomain and their autism characteristics or the Social Interaction Deviance Composite score on the CCC-2. Our results emphasize the need for further research into the early strengths in written skills of preschoolers on the spectrum. From a clinical viewpoint, we highlight the need for a comprehensive emergent literacy assessment in this group of children who are at high risk of persistent literacy difficulties., Author(s): Marleen F. Westerveld [sup.1] [sup.2] [sup.4] , Jessica Paynter [sup.1] [sup.2] , Dawn Adams [sup.1] [sup.2] [sup.3] Author Affiliations: (1) grid.1022.1, 0000 0004 0437 5432, Griffith Institute for Educational [...]

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.

This study investigated the supports and modifications made available to students on the autism spectrum in Australian schools. Teachers rated the importance of several factors in determining the grades of their students and reported on the frequency of student engagement with a range of instructional materials. Eighty-seven teachers identified the modifications, accommodations and additional assistance provide to primary school students on the autism spectrum. Teachers also compared the frequency of class engagement and methods of evaluating outcomes for students with and without autism. A range of modifications and adjustments were implemented to support students on the spectrum. There were no significant differences in the frequency of instructional material use of students on the autism spectrum compared to their classmates. However, teachers did report differences in their methods of determining the grades of their students with and without autism. This is an important first step in understanding the experiences of teachers who are educating students on the autism spectrum in Australian schools. The findings reveal that teachers are working to support the diverse learning needs of their students on the autism spectrum. Further investigation of the factors that are driving teachers' use of school-based supports is warranted.

The recognition of anxiety as one of the most commonly co-occurring diagnoses for individuals on the autism spectrum has led to increased research on symptomatology and treatment, but there is limited research documenting the impact of this anxiety. To address this, this study reports on the Child Anxiety Life Interference Scale (CALIS, parent version) in a community sample of 121 parents of children on the autism spectrum. Scores indicate that the anxiety is impacting upon the child's engagement in activities both in and outside of home as well as impacting upon parent life. Explanatory variables differed for CALIS subscales. As the child's difficulties with uncertainty and parent level of anxiety were the variables that explained the most variance, these may be important foci for effective interventions., Author(s): Dawn Adams [sup.1] [sup.2] , Lisa-Marie Emerson [sup.3] Author Affiliations: (1) grid.1022.1, 0000 0004 0437 5432, Autism Centre of Excellence, School of Education and Professional Studies, Griffith University, , [...]

High levels of emotional/behavioural difficulties are frequently reported in children on the autism spectrum. However, given the diversity in profiles, there is a need to explore such behaviours in relation to individual factors. Parents of 130 children aged 4-5 on the autism spectrum completed measures of behaviour and adaptive behaviour. Hierarchical multiple regressions explored child and family characteristics in relation to children's emotional/behavioural presentation. Different aspects of the behavioural profile were associated with different factors, with child autism characteristics, medication use, and parent mental health making significant unique contributions to a range of behavioural subscales. Understanding individual profiles beyond total scores is therefore needed to truly understand the emotional and behavioural profile of specific subgroups.

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.