Katherine Botha, School of Psychology

Transcription

1 Katherine Botha, School of Psychology The Impact of Primary School Transitions on the Psychological Well-Being of Children with Autism Spectrum Disorder Purpose Autism Spectrum Disorder (ASD) is a developmental disorder resulting in socialisation, communication and learning difficulties. With early diagnosis, support for children with ASD is able to increase psychological well-being, including support offered in the school environment. For example, previous research has shown that positive relationships with teachers in the early years are predictive of adaptive developmental outcomes, including peer relationships in adolescence, and overall levels of well-being. However, transitions into school also pose particular challenges for children with ASD, particularly due to the disruption of existing routines and support systems. As such, this research aimed to examine the impact of primary school transitions on the psychological well-being (defined as a multidimensional construct incorporating emotional regulation, abilities to form social relationships and cognitive development) of children with ASD. Design/Methodology A qualitative, interview-based research design was utilised due to the pilot nature of the research, and the context-specific nature of definitions of well-being. Given that the study focussed on levels of well-being within the school environment, participants included teachers and counsellors currently working in primary schools in South Australia. Interviews were conducted with 12 teachers and six counsellors, teaching in Independent, Catholic and Public schools. Interview questions focussed on the participants definitions of psychological well-being and the impact of school transitions for children with ASD. Findings Preliminary themes include the need for the child to feel safe in the school environment and ensuring that the child s peers understand what ASD is and how they can support their classmate. In addition, the findings indicate that teachers place most importance on social abilities when defining psychological well-being for children with ASD. Originality/Value Given the lack of previous research in this area, it is hoped that this research will aid the development of appropriate support practices that will maximise psychological well-being for children with ASD when transitioning within the primary years of school. The 7

2 Primary School Transitions and Children with Autism Spectrum Disorder Katherine Botha and Dr Clemence Due, School of Psychology

3 Introduction Transitioning into school and among the primary years is stressful for every child (Ahtola et al., 2011). Adjustment in the early school years influences later life academic achievement and social abilities (Wong, 2014).

4 Characterising Autism Spectrum Disorder (ASD) Difficulties with social interactions Restricted interests Non-verbal to verbal fluency Meltdowns when overloaded Routine and repetitive behaviours Possible behaviours Sensory issues

5 Characterising ASD Child diagnoses in Australia: 46 in every 10,000 children (AIHW, 2010). Diagnosed between 2 and 10 years (Bent, Dissanayake & Barabaro, 2015).

6 Social and Emotional Well-being The AIHW (2010) well-being definition includes emotional regulation, social relationships, cognitive development and school engagement. Many dimensions and contextually specific. This study focused on social and emotional well-being.

7 Previous Research in the School Environment for Children with Children with ASD experience increases in anxiety through environmental and routine changes (Denkyirah & Agbeke, 2010). ASD Children with ASD experience heightened anxiety during school transitions minimal amount of research done at the secondary school level (Fortuna, 2014).

8 Research Questions How do teachers/counsellors define child well-being? How does transitioning among the primary years impact on the social and emotional well-being of children with ASD? Are there particular strategies that are used by teachers/counsellors of children with ASD to maintain social and emotional well-being during these transitions?

9 Method Qualitative study, interviewed 8 teachers and 4 counsellors working with children with ASD. Teachers from Public, Independent and Catholic Schools within 10km of the Adelaide CBD. Data analysed using Inductive Thematic Analysis (Braun and Clark, 2013). Thematic Analysis focuses on reoccurring patterns (themes) within the data that are related to the research questions.

10 5 Main Themes 1. Well-being is hard to define, but fundamental. 1. Relationships are important for social and emotional well-being. 1. All children struggle with transitions. 1. Children with ASD face extra challenges during transitions. 1. Transitions impact on the social and emotional wellbeing of children with ASD.

11 1. Well-being is Hard to Define, but Fundamental Well-being is a hard one how do I define this? I think well-being is just fundamental to your overall, everyday functioning. Lucy

12 2. Relationships are Important for Social and Emotional Well-being If they have friends are they re able to be socially interactive. That s a good indication, when they can hold good friendships, that they re you know sort of stable. Rachel

13 3. All Children Struggle with Yep, it s about scaffolding the process for all of them, but sometimes kids who are on the spectrum require more scaffolding and a longer period of time to remove that scaffolding, than some of those other (typically developing) children do. - Jill Transitions

14 4. Children with ASD Face Extra Challenges During Transitions Needs are very diverse depending on where on the spectrum the child may be. Jill

15 5. Transitions Impact on the Social and Emotional Well-being of Children with ASD Beginning of the year was all new routines, new teacher, new class, um, and the autistic child just couldn t cope with all of these changes. Rachel He went through a patch of hiding in the toilets. Amanda I can remember him one day biting someone quite badly. Sarah

16 Discussion/Implications Well-being is difficult to define. Do well-being frameworks work? This will impact what strategies are put in place for children with ASD during primary school transitions.

17 Discussion/Implications Need to ensure child is treated as an individual: Teacher relationships reinforced in this study. Parents need to be on board with the diagnosis: Nuanced finding.

18 Recommendations Need increased support for children with ASD during primary school transitions: More Research needed. Training for teachers: Especially given the spectrum nature of the disorder and difficulties participants had defining wellbeing.

19 Thanks