Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 468–481 |
| Number of pages | 14 |
| Journal | International Journal of Adolescence and Youth |
| Early online date | 30 Jan 2018 |
| DOIs | |
| Publication status | Published - 30 Jan 2018 |
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Keywords
- Autism spectrum disorder
- anxiety
- school refusal
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An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education - the impact on young people and their families. / Preece, David; Howley, Marie.
In: International Journal of Adolescence and Youth, 30.01.2018, p. 468–481.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education - the impact on young people and their families
AU - Preece, David
AU - Howley, Marie
PY - 2018/1/30
Y1 - 2018/1/30
N2 - School refusal is an important factor impacting upon poor outcomes for adolescents and youth. Individuals with autism spectrum disorder (ASD) experience characteristic difficulties regarding social interaction and communication, rigidity of thinking and sensory sensitivities. These difficulties, coupled with the heightened anxiety that many on the spectrum experience, place them at particular risk of school refusal. This study investigates activity undertaken in one UK local authority, where provision was developed to help such students to re-engage with formal education. Data were collected at three points through the first year of the provision’s existence. Findings show all students were successfully supported to attend the provision and re-engage with formal education. Factors supportive of re-engagement are presented and considered in the light of an ecological model of support for school refusers and what is considered as ‘good practice’ in autism education. It is suggested that the factors identified are indicative of good practice across both areas of activity.
AB - School refusal is an important factor impacting upon poor outcomes for adolescents and youth. Individuals with autism spectrum disorder (ASD) experience characteristic difficulties regarding social interaction and communication, rigidity of thinking and sensory sensitivities. These difficulties, coupled with the heightened anxiety that many on the spectrum experience, place them at particular risk of school refusal. This study investigates activity undertaken in one UK local authority, where provision was developed to help such students to re-engage with formal education. Data were collected at three points through the first year of the provision’s existence. Findings show all students were successfully supported to attend the provision and re-engage with formal education. Factors supportive of re-engagement are presented and considered in the light of an ecological model of support for school refusers and what is considered as ‘good practice’ in autism education. It is suggested that the factors identified are indicative of good practice across both areas of activity.
KW - Autism spectrum disorder
KW - anxiety
KW - school refusal
UR - http://www.mendeley.com/research/approach-supporting-young-people-autism-spectrum-disorder-high-anxiety-reengage-formal-education-imp
U2 - 10.1080/02673843.2018.1433695
DO - 10.1080/02673843.2018.1433695
M3 - Article
SP - 468
EP - 481
JO - International Journal of Adolescence and Youth
JF - International Journal of Adolescence and Youth
SN - 2164-4527
ER -