TY - JOUR
T1 - School Inclusion in Children and Adolescents with Autism Spectrum Disorders in France
T2 - Report from the ELENA French Cohort Study
AU - ELENA study group
AU - Rattaz, Cécile
AU - Munir, Kerim
AU - Michelon, Cécile
AU - Picot, Marie Christine
AU - Baghdadli, Amaria
AU - Baghdadli, Amaria
AU - Chabaux, Catherine
AU - Chatel, Clarisse
AU - Cohen, David
AU - Damville, Emmanuel
AU - Geoffray, Marie Maude
AU - Gicquel, Ludovic
AU - Jardri, Renaud
AU - Maffre, Thierry
AU - Novo, Alexandre
AU - Odoyer, Roxane
AU - Oreve, Marie Joëlle
AU - Périsse, Didier
AU - Poinso, François
AU - Pottelette, Julien
AU - Robel, Laurence
AU - Rolland, Catherine
AU - Schoenberger, Marie
AU - Serret, Sylvie
AU - Sonié, Sandrine
AU - Speranza, Mario
AU - Vespirini, Stéphanie
N1 - Publisher Copyright:
© 2019, Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2020/2/1
Y1 - 2020/2/1
N2 - Children and adolescents with ASD are increasingly included in regular school settings, however little is known about how placement decisions are made. In the present study, we examined the types and duration of school attendance among children and adolescents in the ELENA Cohort, a multi-center study of children and adolescents with ASD, ages 2–16 years, in France. Results showed that 88% of subjects were attending school and that children and adolescents with more severe adaptive and cognitive deficits were less likely to attend school. The results provide a topography on school inclusion and ASD in France. Challenging behaviors and sensory processing difficulties were associated with partial-inclusion; and co-occurring anxiety symptoms were associated with inclusion on a full-time basis.
AB - Children and adolescents with ASD are increasingly included in regular school settings, however little is known about how placement decisions are made. In the present study, we examined the types and duration of school attendance among children and adolescents in the ELENA Cohort, a multi-center study of children and adolescents with ASD, ages 2–16 years, in France. Results showed that 88% of subjects were attending school and that children and adolescents with more severe adaptive and cognitive deficits were less likely to attend school. The results provide a topography on school inclusion and ASD in France. Challenging behaviors and sensory processing difficulties were associated with partial-inclusion; and co-occurring anxiety symptoms were associated with inclusion on a full-time basis.
KW - ASD
KW - Cohort
KW - France
KW - School duration
KW - School inclusion
UR - http://www.scopus.com/inward/record.url?scp=85074707091&partnerID=8YFLogxK
U2 - 10.1007/s10803-019-04273-w
DO - 10.1007/s10803-019-04273-w
M3 - Article
C2 - 31664612
AN - SCOPUS:85074707091
SN - 0162-3257
VL - 50
SP - 455
EP - 466
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
IS - 2
ER -